English For Mechanical Students

ENGLISH FOR AIRPORT ENGINEERING STUDENTS – INDONESIAN CIVIL AVIATION INSTITUTE
Lesson 1
ENGLISH VERBS
A. Forms
Most verbs in English have regular “ed”- ending to their main forms (stem forms), but
there are some verbs that do not have “ed”- ending to their main forms. Verbs that have
regular “ed”- ending to their main forms (latter we will use the term stem forms), are
called regular verbs and verbs that do not have regular “ed”- ending to their stem forms
are called irregular verbs.
1. Samples of regular verb forms.
Finite Non-finite STEM+ED form

STEM form STEM+S form STEM+ING form finite non - finite
abort aborts aborting aborted aborted
amend amends amending amended amended
alter alters altering altered altered
balance balances balancing balanced balanced
brake brakes braking braked braked
check checks checking checked checked
drift drifts drifting drifted drifted
drop drops dropping dropped dropped
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
ground grounds grounding grounded grounded
hand hands handing handed handed
handle handles handling handled handled
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
kick kicks kicking kicked kicked
lower lowers lowering lowered lowered
manage manages managing managed managed
narrow narrows narrowing narrowed narrowed
offer offers offering offered offered
perform performs performing performed performed
remain remains remaining remained remained
remember remembers remembering remembered remembered
settle settles settling settled settled
talk talks talking talked talked
turn turns turning turned turned
upgrade upgrades upgrading upgraded upgraded
visit visits visiting visited visited
walk walks walking walked walked
work works working worked worked
REVISED October 11, 2010 1

2. Samples of irregular verb forms.
Some verbs in English are irregular and they have different patterns to make their stem +
ed forms. A few of them have only three different forms, others have four different forms
and some others have five different forms.
Finite Non-finite STEM + ED form

STEM from STEM+S form STEM+ING form finite non-finite
become becomes becoming became become
bring brings bringing brought brought
buy buys buying bought bought
do does doing did done
drink drinks drinking drank drunk
find finds finding found found
fly flies flying flew flown
go goes going went gone
get gets getting got got / gotten
give gives giving gave given
have has having had had
hear hears hearing heard heard
keep keeps keeping kept kept
learn learns learning learnt learnt
make makes making made made
overcome overcomes overcoming overcame overcome
ring rings ringing rang rung
swim swims swimming swam swum
sing sings singing sang sung
teach teaches teaching taught taught
tear tears tearing tore torn
wear wears wearing wore worn
3. Verb Be
Verb “be” has eight different forms. Three forms for the stem form (a non-finite stem
form ”be” and finite stem form “am”, and “are”) One form for its finite stem + s,
non-finite stem + ing and non-finite stem + ed. Two forms for the finite stem +
ed.

STEM form STEM+S form STEM+ING form finite non-finite
be was
am is being were been
are
Notes: For further examples of irregular verbs, see on appendix!

B. Verb - Derivation
We may sometimes use other words; such as nouns or adjectives to express actions or
activities. Of course, we do not use them instantly, but some of them need modification.
Most verbs that derive from nouns or adjectives are regular verbs, therefore they can
easily be added with an “ed “ending to make their stem + ed forms.
You may have a sentence as:
- Mr. Brown greases the moving parts of the machine .

- The mechanic has greased the moving part of the component.
- The mechanic should grease the moving parts of the device.
- The hinges have to be greased to reduce friction, etc.
Here are some verbs that are derived from nouns and / or adjectives.
a. Verbs derived from nouns
Non-finite Finite / non-finite

Nouns To+stem form Stem+ing form stem+ed form Remark
a book to book booking booked mendaftarkan

a chisel to chisel chiseling chiseled memahat
a drill to drill drilling drilled mengebor
a face to face facing faced menghadapi
a file to file filing filed mengikir
grease to grease greasing greased melumasi
a hacksaw to hacksaw hack sawing hacksawed menggergaji
a hammer to hammer hammering hammered menempa
a handle to handle handling handled menangani
a head to head heading headed mengarah
iron to iron ironing ironed menyeterika
a machine to machine machining machined memotong
a nail to nail nailing nailed memaku
an oar to oar oaring oared mendayung
an order to order ordering ordered memesan
paint to paint painting painted mengecat
a phone to phone phoning phoned menelpon
a rivet to rivet riveting riveted merivet
a rule to rule ruling ruled mengatur
a screw to screw screwing screwed menyekrup
a taxi to taxi taxiing taxied meluncur
water to water watering watered mengairi
etc dan lain lain
Notes: Most verbs derived from nouns are regular

b. Verbs from adjectives
Non fiite Finite / non-finite

Adjectives Nouns To stem form Stem+ing form stem+ed form
deep - to deepen deepening deepened

short - to shorten shortening shortened
weak - to weaken weakening weakened
dark - to darken darkening darkened
light - to lighten lightening lightened
wide - to widen widening widened
tight - to tighten tightening tightened
loose - to loosen loosening loosened
smooth - to smoothen smoothening smoothened
hard - to harden hardening hardened
soft - to soften softening softened
white - whiten whitening whitened
long length to lengthen lengthening lengthened
high height to heighten heightening heightened
strong strength to strengthen strengthening strengthened
low - to lower lowering lowered
slow - to slow slowing slowed
etc.
Notes: Most verbs derived from adjectives end with –en , and they are regular.
C. Type of English Verbs
English verbs can also be classified into three types as follows!
1. Linking Verbs
A linking verb is a verb that does not express any activity. When there is a
sentence with a linking verb, its subject doesn’t do any activity. The most common linking
verb in English is the verb form of “be” (be, am, is, are, was, were, been). The word that
comes after a linking verb is mostly a complement. The function of complement in this
kind of sentences is to qualify its subject. It’s sentence pattern is as follow:
Subject + Linking verb + complement.
The complement can be in the form of: a noun, pronoun, gerund, adjective, adverb of
place, adverb of time, or combination of them.
a. a noun, as in:
- Peter is an engine mechanic.

- That young lady is a stewardess.
- Those people are foot-ball players.
- Mr. Johan is a professional mechanic.

- That instrument is a tachometer.

b. a pronoun, as in:
- The man who missed called you yesterday is me.

- The woman that I love most is her.
- The book on that table is not mine.
- The class-room with air-conditioner over there is not theirs.
-
c. a gerund, or the STEM+ING form of a verb which is not used as a predicative verb,
as in:
- My favorite hobby is swimming.

- Our main task is assisting the manager.
- The most critical situation in flying is landing.
- His ambition is becoming a president.
- Your job here is serving customers.
- The easiest and cheapest exercise is jogging.
d. an adjective, as in:
- Flying in a large modern airplane is safe and convenient.

- To be a student at any stage is fun.
- Most cars produced by U.S.A. are tough and strong
- Most vehicles produced by Japan are simple and economical.
- Your sister looks (is) very happy.
- This coffee smells (is) delicious.
e. an adverb of place, as in:
- The nearest hospital is on Jln. Sudirman.

- The custom office is on the second floor.
- The canteen is on the basement.
- The health centers and services are up-stairs.
- The fuel indicator is on the dash-board.
- The office is at the end of this road.
- All passengers have been on board of Boeing 747 to Denpasar.
f. an adverb of time, as in:
- The day after tomorrow is Wednesday.

- The expected time of arrival is at ten forty.
- The duration of the course is ten months.
- Our estimated time of our economic recovery is 2008.
- The final examination is not now.
- The class is sometimes in the evening.

However there are some verbs that express perception can be used as linking verbs, but
their sentence patterns are different from the verb “be”. For further description will be
given on other chapters.
Examples:
a. You look very tired now.
b. It seems alright.
c. This milk tastes sour.
d. The flower smells good.
2. Intransitive verb
An intransitive verb is a verb that does not need any object when it is used as a
predicate of a sentence. It’s sentence pattern is as follow:
Subject + intransitive verb + adjunct
Examples:
a. They walk to the office everyday.
b. She speaks very slowly.
c. The thief runs away from the jail.
d. She smiles at every body.
e. Heat flows through conductor.
3. Transitive verb
A transitive verb is a verb that needs an object when it is used as a predicate of a

sentence. When you don’t put any object after this kind of verb in a sentence, you make a
minimum requirement mistake. It’s sentence pattern is as follow:
Subject + transitive verb + object + adjunct.
Examples:
a. John drives a car to his office everyday.
b. The pilot made an emergency landing on the grass runway.
c. The air-traffic controllers control the traffic on and in the vicinity of an
aerodrome.
d. The mechanics clean their tools after being used.
e. They make their standard procedures for their own safety.
f. We sometimes have to eat breakfast in our office.
g. The workers take a break at noon to have lunch and pray.
h. They should do the job well.
Notes: Most verbs are definitely intransitive, such verbs like: go, cry, or transitive, such
verbs like, do, read, finish, write etc., but others can be used transitively or
intransitively in sentences, as in:
a. We walk along the road on Sunday morning. (intransitive)

b. We walk our dog along the road on Sunday morning. (transitive)
c. The aircraft landed smoothly on the runway. (intransitive)

d. The pilot landed the aircraft smoothly on the runway. (transitive)
e. She sits quietly on the chair in front of the television. (intransitive)
f. She sits the baby of her neighbor to get extra pocket money. (transitive)
Based on their kinds of verbs above, English basic sentences can be classified into three
different patterns as follows:
ENGLISH SENTENCE
SUBJECT + LINKING VERB + COMPLEMENT
Peter is a good mechanic.

Bill looks very happy.
SUBJECT + INTRANSITIVE VERB
+ + ADJUNCT
Peter leaves to work at seven.

Mr. Edwin works well.
SUBJECT + TRANSITIVE VERB + OBJECT + ADJUNCT
Edwin reads a book in the library.

Rachmat speaks English well.
D. Finite and Non-finite Verbs.
Before we go on to the next topic, we would like to tell the term finite and non-finite
verbs. Finite has its lexical meaning as a verb that is used as a predicate that has limit of
person, number and tense. (Webster’s New World Dictionary, Third Edition, 1991).
Therefore, the term “finite” and “non-finite” in this book can be defined as follows:
1. A finite verb can be defined as a verb that changes its form when we change the
subject from singular to plural, or vice versa.
Examples:
 Edwin speaks English well.

 Edwin and Rudy speak English well.
 A mechanic works with tools.
 Mechanics work with tools.
The verbs: speaks, speak, works and work, are finite verbs because they change their
form when we change the subject from singular to plural, or vice versa. When the subject
is singular the verb has an s-ending, and when the subject is plural the verb does not
have an s-ending.
2. A finite verb can also be defined as a verb that changes its form when we change
the subject pronoun from I, we, you and they to he, she or it, or vice versa.
Examples:
a. I live in town.
b. He lives in town.
c. We don’t understand English well.
d. She doesn’t understand English well.
e. They watch television in the evening.
f. She watches television in the evening.
The verbs: live, lives, don’t, doesn’t, watch, and watches are finite verbs because
they change their form when we change the subject pronoun from I, we and they to
he and she, or vice versa .
3. A finite verb may also be defined as a verb that changes its form when we change
the tenses from present to past tense, or vice versa.
Examples:
a. John flies to Makasar twice a month.
b. John flew to Medan last week.
c. Jihan doesn’t work late every day.
d. Jihan didn’t work late yesterday.
e. Mr. William’s family has a picnic twice a year.
f. Mr. William’s family had a picnic last month.
g. I get up early on work-day.
h. I got up late today.
The verbs: flies, flew, doesn’t, didn’t, has, had, get up and got up are finite because
they change their forms when we change the tense from present to past tense, or vice
versa.
4. A non-finite verb, can therefore be defined as a verb that doesn’t change its form
when we change the subject or tenses.
Examples:
a. Andi doesn’t read newspaper at home.
b. Andi didn’t read newspaper at home yesterday.
c. Andi and his family don’t read newspaper at home.
d. I don’t read newspaper in the office.
e. He doesn’t read newspaper in the office.
The verb “read” in all sentences above is a non-finite verb, because they don’t change
their form when we change the subjects or tenses. The stem + s form of an English verb
is always finite, and the stem + ing form of an English verb is always non-finite.
While the stem and stem + ed forms can be finite or non-finite.

In this book, we will often use the term: stem, stem+s, stem+ing and stem+ed to
indicate verb form rather than the term infinitive with / without to, past tense, present
participle, past participle, etc.
We will also use the term finite and non- finite to specify which verb form we refer to.
E. Overview
Before we study further about the use of verb forms in English in more detail, we will give
you brief examples of verb forms used in basic sentence pattern as follows.
1. Stem form may appear in:
a. Simple present tense after a plural subject or after a pronoun; I, we, you or they,
as finite stem form, as in:
- We write a progress report every week.
- Human beings need water to survive.
b. Imperative
An imperative consists of a non - finite stem form and other necessary words.
Here are some examples:

1) Come here and sit down, please!
2) Turn the light off, please!
3) Check the oil gauge before starting the engine, please!
4) Make a right turn after reaching 2000 feet!
5) Climb to 35 thousand feet!
6) Taxi to the apron via taxiway Bravo.
A negative imperative can be made by adding a verb “Do + not“ (Don’t) before a non-
finite stem form, as in:
1) Don’t make any noise!
2) Don’t leave the room without being locked.
3) Don’t enter the police lines!
4) Don’t park the plane on the taxiway.
5) Don’t work without safety helmet!
6) Don’t drive your car without fastening your seat-belts!
c. A sentence after an auxiliary verb, as non-finite stem form:

1) He will write a report this afternoon
2) They might be in the library reading.
3) They should collect the assignment today.
4) This engine must be overhauled.
d. In a negative and interrogative statement after verb form of do (do, does or did),
as non-finite stem form, as in:
1) I don’t write the report in English well.

2) Does she write the report every month?
3) Did they write the complaint on the log-book?
2. Stem + s form is used in simple present tense after a singular subject (including an
uncountable and abstract noun) or after a subject pronoun He, She or It.
a. She writes a report at the end of a month.

b. Erwin works forty hours a week.
c. Beauty always attracts women attention.
d. Airbus A-380 carries more than eight hundred and fifty passengers.
3. Stem + ing form is used in progressive tense after a verb form of “be “as in:
a. She is writing a report in her office.

b. She was writing a report in her office when I entered her room this morning.
c. She has been writing a report for an hour.
d. She will be writing a report by this time tomorrow.
4. Stem +ing form can also be used as gerund, as in:
a. Being a student is always fun.

b. The pilot should check the aircraft thoroughly before starting the engine.
c. I couldn’t imagine flying an aircraft without instrument.
d. That taxiing aircraft is leaving for Denpasar.
5. Finite stem + ed form is used in past tense as in:
a. She wrote this report only this morning.

b. They visited their family out of town last week.
c. We did our assignment last week.
6. Non-finite stem + ed form is used in:
a. Perfect tense after a verb form of “have” (have, has, had, or having} as in :
1) I have written the report requested by the manager.

2) The boss has gone home.
3) We have done all the job.
b. Passive voice after a verb form of “be” as in:
1) The report is written in English.

2) The report is being written in English.
3) The report should be written in two languages.
4) The report should have been written by the secretary.

Reading: This reading text will show you various form of English verbs used in a text.
Read it carefully and answer the questions that follow!
DANGER FROM THE SUN
This reading will give us a picture about the condition in outer space. This text was written
only a few years after the USA declared that their astronauts had landed on the moon.
1.
Men in space will face many dangers, both in their ships and on other worlds. We know
what most of these dangers will be and we know when they will happen. We know what
will cause them and we know what to do about most of them. But there is one that we
still do not know what to do about. This is a danger from the sun. It is caused by solar
flares.
2.
These flares were first seen in 1855. They were viewed with instruments, but they
couldn’t be seen in plain light.
3.
A solar flare is a huge explosion on the sun. We don’t know why it happens. And we
can’t tell when it will happen. We just know that it does happen. A spot on the sun blows
up and there is a huge blast that throws out a storm of deadly rays.
4.
Rays from space are always moving toward the earth. The air around the earth keeps
most of the rays away from us. A solar flare adds more rays that cause what we call the
“northern lights” that cause huge magnetic storms on earth. Because of these storms, we
can not hear radio messages. But our air still protects us from serious danger from these
storms.
5.
What of the men who will go far from the earth? Men in a ship would be protected by
the ship’s metal. But a man walking on the moon would be caught out in the storm
caused by the flare. There is no air to protect a man on the moon as there is on earth.
The storm would kill him.
6.
We can not see a solar flare as it happens. We could warn a man on the moon that a
storm was on the way. But we could not warn him more than an hour before the storm
rained down upon him. This would not give him much time to get to safety.
7.
We are now trying to learn the cause of these flares. Most of all we need to know when
they will take place. We must be able to warn men in space of storms to come. Unless we
can, these men will always be in danger of death from the sun.
(Ralf C. Case, Science Research Associates, Inc. 1969, USA.)
Exercise 1: Re-write all verbs used in the text and identify their form?

Example:
1. face : non finite stem form

2. know : finite stem form
Exercise 2: Choose the best answer from the options!
01. The danger from the sun lies in …………….

a. air around the earth b. solar flares c. huge rainstorms
02. A solar flare is ……………..

a. storm on the moon
b. blast in the air around the earth
c. big explosion on the sun
03. The earth is protected from the rays by ………….

a. air b. water c. land
04. Men in space are in danger of being caught in ……………………

a. a blast on the moon
b. storms caused by solar flares
c. deadly rays from the earth
05. We need to know when solar flares will take place so that we can ………
a. warn men in space
b. stop them from happening
c. change them with deadly rays.
06. Men in space craft can be …………. from the rays.

a. in great danger b. protected c. killed
07. According to the text above, the story about Apollo 11 that has ever landed on the
moon should have been ………….
a. fake b. possible c. real
Exercise 3: Fill in the blank space in each case with a suitable word from the text.
01. There are many …………….. in spaceships to control their performance.

02. The force of the blast caused an ……………… at the mine.
03. Some snakes can kill you, their bites are ……………..
04. There are …………… of light coming through the windows.
05. The bird flew to the ………… of its nest.
06. An elephant is a ………………. animal.
07. Where on ……………. were you last Thursday?

Lesson 2
SIMPLE PRESENT TENSE
We can use simple present tense in various meaning or uses, and among others are:
1. Simple present Actual
We can use simple present tense to tell an event or events that occurs at the moment
of speaking. The content of the information doesn’t refer to the past or to the future.
It refers only to limited time now.
This following diagram will tell you the idea!
Now
Past X Future

a. The weather is very clear now.
b. Peter doesn’t understand this formula very well.
c. I don’t like this condition.
d. Many passengers are in line to get their tickets.
e. I feel a bit tired today.
f. This coffee is too hot to drink.
g. This engine doesn’t work well.
h. Your luggage is in the lost and found counter.
i. The active runway is 04 R. (zero four right)
If you take a close look at all the sentences above, you will notice that those events occur
right now, and they don’t tell us anything in the past or the future.
Notes: This simple present actual is not the same with present progressive tense for some
reasons.
a. Some verbs are not normally used in present progressive tense, as verbs that
express the meaning of perception, such as: have, feel, hear, posses, like,
want, etc.
b. Present progressive tense emphasis that the event is in progress at the moment of
speaking. When we don’t emphasis the progress we’d better not use present
progressive tense.
Examples of present progressive tense:

a. The aircraft has just landed and it is still taxiing to the apron.
b. The plane hasn’t landed yet, it is still waiting for the landing clearance in the
traffic pattern.
c. The passengers of Batavia Air are boarding to the aircraft via gate 6.
2. Simple Present Habitual
We can use simple present tense to tell an event or events that occurs or happens
from time to time up to now as a habit.
You can tell the idea from this diagram.
Now
Past XXXXXXXXXXXXXXXXXXXXXXXXXX …………………………… Future

a. This aircraft often has problem with its communication system.
b. It rains a lot in December and January in most parts of Indonesia.
c. Firemen don’t work hard every day.
d. Some students are often late for their class.
e. Government officials rarely go on strike.
f. Some university students drive their own cars to their campus.
g. Aircraft mechanics often work overtime in the hangar.
h. Many people don’t live in their own houses.
When you have to use adverb of frequency in this sentence, you should follow these
common rules:
a. It comes after a single verb “be”
b. It comes before a single verb other than “be”
c. It comes before the second verb in a negative or interrogative statement of a
simple tense.
d. It comes before the second verb in a verb group.
Examples:
a. The traffic is always crowded at this time of the day.

b. Garuda Airways rarely cancels its flight.
c. Do you often fly with Garuda?
d. The supervisor will always be in touch with you. (simple future tense)
e. Some students are always making fun of others. (present progressive tense)
f. Have you ever heard such stupid idea before? (present perfect tense)
g. You should always take care of your own belongings. (simple tense with an
auxiliary verb)
3. Simple present neutral

We can use simple present tense to tell an event or events that happens or happen at
any time. It happened in the past, happens at present or happens in the future. The
event that the simple present tense tells has no limit of time.
You can tell the idea from the diagram bellow.

Now
Past XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX Future
01. All metals expand when heated.

02. A pilot flies an aeroplane.
03. High carbon steel is hard but brittle.
04. Gold is good conductor of heat or electricity.
05. Aluminum is light metal.
06. Hacksaws cut on the forward strokes.
07. The earth revolves one revolution in 365 days.
08. Electric current flows through conductors.
4. Simple present future
Simple present tense may tell us an event or events that is / are going to happen in
the future. It didn’t happen in the past, it hasn’t happened yet, it doesn’t happen at
present either. We usually use this tense to tell that the event will happen based on a
schedule or a plan.
You can tell the idea of simple present future in the diagram bellow.
Now
Past X Future
a. We have examinations next week.

b. According to the academic calendar, we finish our course next year.
c. We celebrate our independent day next month.
d. The day after tomorrow is holiday.
e. The train leaves to Bandung in two hours.
f. He flies to Makasar via Surabaya tomorrow morning.
g. Garuda opens a new flight to Darwin next month.
h. They get married next month.
i. Garuda Indonesian Airways buys more Boeing 737 400 this year.
j. We don’t study English tomorrow.
k. We have long week-end next month.

l. Indonesian Civil Aviation Institute builds more training facilities next year.
Note: To express this purpose we don’t need an auxiliary verb “will” or it’s synonym “be
going to”
Sentence Patterns
Simple present tense has three different sentence patterns as follows;
a. Simple present tense with a single verb of be (am, is, and are)
Finite Subject Finite Nega- Complement

Verb “be” Verb “be” tion
I am at home on Sunday
John
She Is in the office every day .
--- Students ---
They are in the class-room
I am happy with the result of the test
He
--- She is not fond of mathematics.
They .
We are sorry about the accident
Am I all right
Is Peter
Isn’t he --- --- pleased with the news
Are you ?
Aren’t they smart
Notes:
1. A verb “be” can only be followed directly by either, a noun / pronoun / gerund,
adjective, adverb of place or adverb of time, as in:
a. My brother is a mechanic. (a noun)

b. The glasses on the table are mine. (a pronoun)
c. His job is controlling the traffic. (gerund)
d. This engine is very powerful. (an adjective)
e. The departure time is seven thirty A.M. (an adverb of time)
2. Don’t ever use a verb form “be” together with / followed by non-finite stem form
of any other verb.
a. Peter is like pop music. (it should be: Peter likes pop music.)
b. The mechanics are repair the engine in the garage. ( It should be: The
mechanics repair the engine in the garage.)

3. A verb “be” can only be followed by non-finite stem + ing form in progressive
tense and a non – finite stem+ed form in passive voice, as in:
a. The plane is taxiing to the runway. (present progressive tense)

b. The passengers are boarding the plane now. (present progressive tense)
c. The plane is parked at the international terminal. (passive voice)
d. Aircraft manual is written in English. (passive voice)
b. Simple present tense with a single verb other than “be”.
1). Simple present tense with a plural subject or subject pronoun; I, We, You or
They.
Finite verb Subject Finite Verb

“Do” “do+not” Main verb in the stem form
Many people work forty hours a week
We live out of town
--- They --- speak Indonesian at work .
You go to work by bus
get home in the evening
Some workers do not speak local language at work

--- You ( don’t ) live in town .
They start to work early
Do those men stay at home on Sunday

Don’t the workers --- leave to work every day ?
you arrive home late every day
they watch television at home
2). Simple present tense with a singular subject or subject pronoun; He, She, or It.
Finite Verb Finite Verb

“Do” Subject “do+not” Main Verb
Mr. John works hard all day

Andi speaks English at work .
--- He --- lives in town
She stays at home on Sunday
The mechanic checks the engine regularly
The worker keeps the engine running
Mr. Brown work late every day

--- Miss. Ann does not speak local language at work .
He (doesn’t) live in the village
She stay at home on weekend.
Marry check the oil of the engine

Does Andi --- keep all the tolls in the box ?

Doesn’t the manager work on Sundays

she stay at home at night
drive a car to work
Notes: Stem + s form is used for singular subject or subject pronoun He, She, or It in
positive statements.
Exercises 1: Rewrite the sentences bellow with the correct verb forms.
01. All Indonesian Civil Aviation Institute students stay in the dorms provided by the
government.
02. Pilot students not have much time to do physical exercise in the afternoon.
03. Indonesian school children study English at all levels of education.
04. English be not an interesting subject to some students.
05. Many people travel by air nowadays.
06. Some Indonesian students speak English well.
07. Many people work for private companies in town.
08. Traffic jams happen almost every day in big cities around the world.
09. Some university students earn their own money to pay their school fee.
10. Education be the basic need of modern life.
11. Computer technology improve very rapidly.
12. Electricity play very important role for human life and convenience.
13. A lot of people move to big cities to get better life.
14. People in the country-side have to work hard to earn their money.
15. Young people not want to work hard to get their money.
16. January have the most rain in western part of Indonesia.
17. Sukarno – Hatta Airport be the largest airport in Indonesia.
18. Borobudur be a Buddhist temple located in Central Java.
19. Many people from different parts of Indonesia come to Jakarta to get a job.
20. Mr. Brown family often spend their week-end in the beach.
21. Foot-ball game be the most popular game in the world.
22. Every human being need water more than anything else.
23. Water solidify below zero degrees Celsius.
24. Gold conduct heat and electricity better than other metals.
25. Airbus 380 carry more than five hundred and fifty passengers on board.
26. Airbus 380 use material 14 % lighter than ordinary material used by other types of
aircraft.
27. Mechanics put their tools and instruments in the proper place.
28. A mechanic wear safety dress on his work.
29. A mechanic keep the floor in the workshop free from oil.
30. An electrician use solder to join wires in electrical workshop.
31. An antenna transmit radio waves through the air.
32. Engine instruments show the pilot how the engine is working.
33. Good circulated oil prevent the engine from being overheated.
34. Firemen use foam to prevent fire during emergency landing.
35. Lubrication reduce friction between components.
36. Good and proper quality oil prevent the engine from being overheated.
37. A compass indicate directions.
38. Pilot use two way radio communication to communicate with the tower.
39. We build some taxiways to provide quick access for the pilot to vacate the runway.
40. An airport authority provide isolated parking stand for emergency situation.
Exercise2: Rewrite the sentences in exercise 1 above into negative and interrogative
statements.
Reading: Read this following text and answer the questions follow!
THE EFFECT OF WEATHER ON AVIATION
1.
Except perhaps for local or very short flights, a pilot, before taking off, should obtain a
weather forecast, that gives him the weather condition which are expected along the
route of his flight and at his destination. Because weather conditions affect aircraft in
flight, to a considerable extent, special aviation forecast are provided by meteorologists
at weather offices all over the world.
2.
From a weather map, the forecaster can advise pilots of the weather conditions they
can expect to encounter during their flights. A high pressure area, for instance usually
mean good weather while a low pressure area usually involves one or more fronts that
could produce clouds and precipitation over many hundreds of miles.
3.
A pilot needs to know the weather direction and speed. A headwind will obviously
delay the arrival of flights and is to be avoided if at all possible. A tailwind on the other
hand, can be of great advantage as it can increase the ground speed and it could result
in a reduction in fuel consumption. Winds vary with altitude, and also from one place to
another, so information on winds is very important.
4.
Pilots will pay particular attention to a low pressure which lies en-route, and the weather
condition associated with that low pressure area. The associated cold or warm fronts
could involve clouds, thunderstorm, snow, rain, and turbulence.
5.
From his charts, the meteorologist can forecast where this weather will be at a certain
time in the future, and with the help of these predictions, the pilot will decide which route
to fly and when, and he will know what weather condition to expect. Should the forecast
be very bad, for example, dense fog or poor visibility due to snow, the pilot may decide
to postpone his flight. A pilot flying VFR would also cancel his flight because of low ceiling
or low overcast condition en route.
(Aviation English for Air Traffic Controllers course 291, 1981)
Vocabulary list
a. Weather forecast : Weather prediction

b. Meteorologist : A person qualified to predict a forecast of the weather
c. Low pressure area : An area as shown on a weather map when the weather
decreases toward the centre.
d. High pressure are : An area as shown on a weather map when the weather
increases toward the centre.

e. Precipitation : Rain, snow, hail or any water that falls to the ground in
liquid or solid form.
f. Headwind : The wind in the opposite direction to the travel of the
aircraft.
g. Tailwind : The wind in the same direction to the travel of the aircraft.
h. Ground speed : The speed of an aircraft measured on the ground. The
speed of an aircraft can be affected by a headwind that would
reduce it, or by tailwind that could increase the ground
speed.
i. Front : An imaginary line on the ground which marks the division of
the two air masses.
j. Cold front : A cold front is formed when a moving cold air mass meets a
stationary warm air mass.
k. Warm front : A warm front is formed when a moving warm air mass
meets a stationary cold air mass.
l. Ceiling : The base of the clouds which cover more that 50% of the
sky.
m. Overcast : The sky condition when 90% or more is covered by clouds.
Answer these following question in brief!

1. Should a pilot always get a weather forecast before his flight? (1)
2. What does a weather forecast tell the pilot? (2)
3. Why are weather conditions provided for the pilots? (1)
4. How can a forecaster advice a pilot of the weather condition? (2)
5. Does a pilot expect high pressure during his flight? Why? (2)
6. Why does a pilot need to know the wind direction and speed? (3)
7. Does a pilot prefer a headwind or a tailwind? Why? (3)
8. When should a pilot decide to postpone his flight? (5

ENGLISH FOR MECHANICAL STUDENTS
Lesson 3
ENGLISH NOUNS
A. Type of Nouns
We can classify English nouns into countable (unit) nouns and uncountable (mass) nouns.
ENGLISH NOUNS
UNCOUNTABLE NOUNS COUNTABLE NOUNS
fuel
water
paper SINGULAR NOUNS PLURAL NOUNS
furniture
metal
wood
beer a pen
tea a book
milk a pencil REGULAR PLURAL IRREGULAR
coffee a chair PLURAL NOUNS
wealth a table NOUNS
health a student
condition a pilot books a child - children
material a nurse pens a foot - feet
an apple students a tooth - teeth
an hour pilots a mouse - mice
an F.S.O. nurses a fish - fish
an L.C hours one beer - two beer
an M.C tables one coffee - two coffee
chairs - people
materials one coffee - two coffee
instruments one beer - five beer
peoples
Notes:
1. From the tables above we learn that English nouns can be classified into two main groups,
namely:
o Uncountable nouns are nouns that can not be preceded directly by a cardinal
number, like 1, 2, 3, 4, etc. (water, fuel, coffee, furniture etc.)
o Countable nouns are nouns that can be preceded directly by a cardinal number,
like: 1, 2, 3, 4, etc. (two books, four students, one table)
Mar. 10, 22 21
2. Countable nouns can be classified into a singular and plural noun.
o Singular nouns do not stand alone in sentences, their appearance must be preceded
by an article (a, an, the) or determiner, such as: this, that, every, each, my, his etc.
o Plural nouns have two possible forms:
 Regular nouns which can be added with an "s "or "es" ending, as in: books,
students, airplanes, mechanics etc.
 Irregular nouns are nouns that can not be added with an "s" or "es" ending to
their plural forms, as in: children, mice, police, people etc.
Some English nouns, however, can be used either as countable or uncountable.
There are some nouns in English that can be used both as uncountable or countable nouns.
There is usually a slight (sometimes a great) difference between the meaning of a noun used
as a countable noun and the same noun used as an uncountable noun. Sometimes the
difference is between a substance and an object, like cloth and a cloth. And sometimes the
difference is between a general idea and a particular example of a thing as in:
- On a hot afternoon there is not much activity in town.

- Dancing is an activity that I enjoy most.
Sometimes the meaning is quite different as in:
 Youth means the time of one’s life when one is young.

 A youth is a boy or a young man.
Here are some examples of nouns of this type in sentences:
 If we want to live peacefully we should avoid argument.

 They had an argument about salary.
 Efficient communication is necessary for modern civilization.

 Yesterday I received a communication from my old friend.
 We study composition once a week.

 We must write a composition every week.
 When there is conflict between people, trouble might occur.

 When there is a conflict between two people, an argument may occur.
 Yogyakarta is considered as a centre of culture.

 Java has a highly developed culture.
 There is not much delay, if the weather is fine.

 There has been a delay for a flight that goes to London.
 There is not much demand for rain-coats in Jakarta.

 There has been a big demand of umbrellas in Bogor.
Mar. 10, 22 22
 Everyone talks a lot about development.

 The telephone is a development which has made communication easier.
 If you can do it without difficulty, you probably know it well.

 We have to overcome many difficulties in order to send you to this school.
 Nothing can be done without discussion.

 We are having a discussion about our next programs.
 Most people think that education is the most important thing in life.
 He got a good education from the state school.
 You should have more experience before you would be a good technician.
 Flying in bad weather was an important experience.
 You can do it from habit.

 He has many bad habits.
 Some people do not have much imagination.

 An artist should have a very strong imagination.
 Engine technology hasn’t made much improvement.

 Electronic technology has made a great improvement.
 We need good material to build an airplane.

 This one is a better material than that one.
 Pressure is usually measured as weight per area.

 His head ached and he felt a strong pressure behind his eyeballs.
 Science has brought about great changes in our way of living.

 Physics is a science.
B. Noun Groups
1. Some nouns can be combined to make a noun group. The first noun has its function as an
attributive adjective. The second noun acts as the head word, as in:
- runway lights - taxiway lights
- flood lights - center line
- wing tips - radio communication
- wind sock - apron marking
However, some nouns can be combined as attributive adjectives in noun groups. When more
than one noun are used as attributive adjectives in a verb group, they could follow the order
as:
“Nationality, material, place and use + head word."
Mar. 10, 22 23
Notes:
- Use : refers to the use of the head word.

- Place : refers to a place or location of the head word.
- Material : refers to the material from which the head word is made of.
- Nationality : refers to names of country or nationality, or races of the head word.
Examples:
- a Indonesian domestic airlines
- an aircraft engine instrument
- runway centerline lights
- left landing gear
- rear business seats
2. An adjective that can be sub-modified by very, more or most (comparative or superlative

degree) can be combined with a noun to make a noun group, as in:
- a huge aircraft
- low cost
- an old aircraft
- A Luxurious Marine Ship
- an expensive flight, etc.
More than one adjective can be combined to make attributive adjectives in a noun group.
When there are more than one adjective are used as an attributive adjective in a verb group,
they ca follow the order as :
“ Effect , size , condition , age and color ( noun ) + head word .”
Examples:
- touch old aircraft
- a luxurious new aircraft
- A yellow and white aircraft trainer
- a powerful large new car engine
- a new modern domestic air terminal, etc
Among adjectives which are used as an attributive are non-finite stem+ing and non-finite
stem+ed form of verbs. The non-finite stem+ing form is used to modify that the head word
is active, whereas, the non-finite stem+ed form is used to modify that the head word is
passive.
Examples:
 cutting tools >>>>>> tools which cut something
 drilling machines >>>> machines which drill something
 lubricated bearings >>> bearings which are lubricated
 compressed air >>>>> air which is compressed
3. Some nouns can also be qualified by a word, phrase, or clause that comes after the head
word.
Mar. 10, 22 24
Examples:
- Aircraft passengers in the departure lounge should hold boarding passes.
- The aircraft that is being hijacked is parked at an isolated parking stand.
- The aircraft taxiing to the runway is departing for Makasar.
C. Adverbs of Quantity
Type of nouns Statements

No Adverbs
Uncountable Singular Plural Positive Negative Interrogative
01 A lot of Yes No Yes Yes Yes Yes
02 Many No No Yes Yes Yes Yes
03 Much Yes No No Yes Yes Yes
04 A little Yes No No Yes Yes Yes
05 A few No No Yes Yes Yes Yes
06 Some Yes No Yes Yes No Yes*
07 Any Yes Yes Yes Yes* Yes Yes
08 A number No No Yes Yes No No
Examples:
a. A lot of cars are produced every year.
b. Much money is spent to re-build the town.
c. Many people don’t believe the space craft landing on the moon.
d. There is only a little food left after the party.
e. A few people have no money to buy food.
f. A number of people gather in the factory yard.
g. How many cars are produced in a day?
h. Any one can join this course.
Notes:
01. We use "some" in questions when we expect the answer “yes”, otherwise, if we don’t
expect any specific answer we use “any”.
a. Excuse me, but I left my pen at home. Do you bring some pens with you?
b. Do you have some friends to keep you informed?
c. Do you have some money to buy me a drink?
d. Do you have some suggestion?
02. Not a lot of, not many, and not much mean a few or a little. Whereas, not a few,
or not a little means a lot of, many, or much.
Examples:
a. We don’t have a lot of time. (We have only a little time)
b. Mr. Brown doesn’t have much money. (Mr. Brown has only a little money.)
c. There are not many passengers in the train. (There are only some passengers
in the train )
d. They don’t need only a little money to re-build the town. (They need a lot of (much)
money to re-build the town.)
Mar. 10, 22 25
Notes: Un-real subject THERE can be followed by either is, was, are or were depending on
the noun that follows. “is” and “was” are followed by either singular or uncountable
nouns. While "are and were" are followed by plural nouns.
Examples:
a. There is a good film on TV 7 tonight.
b. There was an accident on the factory line yesterday.
c. There are too many passengers on the waiting room today.
d. There were so many mistakes that made him upset.
D. Pronouns
English pronouns have different forms and usage. Let’s see this following table:
Subject Oblique Possessive form Reflexive

Type of pronouns form form Attributive Independen form
t
First person pronoun :
- singular I me my -- mine myself
- plural We us our -- ours ourselves
Second person pronoun
- singular You you your – yours yourself
- plural You you your -- yours yourselves
Third person pronoun:
Singular :
- masculine He him his -- his himself
- feminine She her her -- hers herself
- neuter It it its --- ----- itself
plural They them their -- theirs themselves
Examples in sentences:
1. We have to work at least forty hour a week. (subject form)

2. The manager always gives us work to do every day. (oblique form)
3. Our office opens at eight A.M. and closes at four P.M. (attributive possessive form)
4. This office is not as convenient as ours .(independent possessive form)
5. We have to accomplish the task ourselves, without the help of other groups.
(reflexive form)
6. Can you make other examples of your own? (attributive possessive form)
7. The workers leave their houses early to get to their office on time. (attributive
possessive form)
8. Mr. Brown prepares his breakfast himself before he leaves to work (attributive
possessive form and reflexive form).
9. The students collected their assignments before they left their classroom.
(Attributive possessive, subject, and attributive possessive form)
Mar. 10, 22 26
Read this following text and answer the questions that follow?
SAFETY IN A MACHINE SHOP
This reading will show you the variety of nouns used in the text. Please take a look carefully!
1.
Working in a machine shop is quite dangerous if you are not careful. An accident might
happen any time and it can be a messy and painful experience. Most accidents in a machine
shop are the result of carelessness. The victim should have known at the time that he should
not have done what he was about to do. He may have taken a chance. Sometimes he is lucky
and gets away with it; but most often he loses. The result could be : pain, loss of time and
money, broken tools and equipments, spoilt work, etc. Sometimes, he should suffer from
permanent disfigurement and disablement and of course lose his job.
2.
A skilled mechanic knows that he must not take any chance with the certainly of the
machine’s timing, nor with the power of its movement. There are basic rules for the
development of safe working habits. The rules must be understood and practiced until they
become a habit.
3.
Each machine has individual hazards to safety. A careful operator, however, would quickly
observe each potential danger and set up patterns of working habit that will keep him clear
of the dangerous practice.
4.
A mechanic should dress safely. He should wear nothing that could get caught on moving
job or machinery. He should wear safety glasses to protect his eyes from flying chips and
minute particles. He should keep the floor around his work free of oil and short pieces of
stock. He should keep or stack rough casting and finished work separately, and he should
handle sharp cutting tools with care.
5.
Every workman in a machine shop should be aware of the danger that surrounds him.
However, it is not enough to be aware of the danger instructed in the safety rules that apply
to his machine shop activity; he must also develop his own awareness of the importance of
avoiding accidents, and awareness of the possible hazards to safety that his job involves. As a
skilled mechanic, he should develop safe working techniques; keep alert of possible dangers
along his career.
(Adapted from Shop Theory, Mc Graw Hill, 1974, An Intermediate English Course for
Technical Students of Aviation, Prof. Dr. P. W.J. Nababan Cs, 1990)
Vocabulary List
messy : here: very bad, very serious
victim : a person who suffers from injury
take a chance : try one’s luck (coba-coba)
disfigurement : change its shape
stocks : small pieces
casting : metal melted and shaped into a mould
keep clear of : keep away from
chips : small pieces of things
minute : very small
alert : watchful
Mar. 10, 22 27
Answer these questions based on the reading text above!
1. What usually causes accidents in a machine shop?

2. What might the result of accidents be?
3. Why shouldn’t a mechanic take any chance in a machine shop?
4. What must a mechanic do with safety rules?
5. How should a mechanic dress himself?
6. What should he do in a machine shop along his job?
7. Is it enough to understand safety rules in a machine shop to protect him from the danger?
Exercise: Rearrange these following words to make noun groups!
01. an – aircraft – experienced – mechanic

02. an - movement – apron – controller
03. power – supply – electricity – an
04. areas – restricted – aerodrome
05. shoulder – runway – hardened – a
06. fire – extinguisher – apparatus
07. gravel – remover – a – modern
08. tank – fuel – underground – an
09. cables – high – voltage – overhead
10. lounge – international – airport – departure – an
11. an – desk – movement – apron – control
12. a – goods – dangerous – regulation
13. an – towing – aircraft – car
14. trolleys – baggage – airport
15. X-ray – baggage – passenger - machine – a
16. gears – portside – landing – aircraft
17. an – wheel – well – aircraft
18. an – tail – section – aircraft
19. an – rear – cabin – aircraft - passenger
20. rear – engine – aircraft - an
Mar. 10, 22 28
Lesson 4
SIMPLE PAST and PAST PROGRESSIVE TENSE
We use simple past tense for different meanings, among others are as follows:
1. Simple Past Actual
We use simple past actual to tell an event that occurred at certain time in the past. The
event might stand alone, and it has no reference to present moment.
If we figure out the time as a straight line, to the right refers to the future and to the left
refers to the past, we can draw the idea as follow:
Now
Past X Future
a. Peter was absent from class yesterday.

b. He went to a doctor to have a medical check-up yesterday.
c. My grand father passed away more than ten years ago.
d. The train left the station five minutes late this morning.
e. I saw an accident on the way to my office this morning.
f. He made a few mistakes in the test this morning.
g. The plane to Makasar took off a minute ago.
h. All the workers worked overtime to accomplish the entire project.
i. The labor representative talked to the manager yesterday.
j. It rained very hard last night.
k. Did any body hear the knock?
2. Simple Past Habitual
We use simple past habitual to tell an event that happened repeatedly in the past as a
habit. However, it doesn’t happen at present any more. The event has completed in the
past. We may often use an adverb of frequency such as; always, usually, generally,
normally, often, sometimes, seldom, rarely, never, etc. The position of these adverbs is
similar to those in simple present habitual.
You can tell the idea of simple past habitual as in the diagram bellow:
Now
Past XXXXXXXXXXXX Future
Mar. 10, 22 29
Here are some examples;
a. We often went to the cinema when we were at senior high school.

b. Accidents often happened before the invention of computer technology.
c. I rarely got extra pocket money from my father when I was at elementary school
d. People used pigeons to send message before the invention of telephone.
e. We went to senior high school by bicycle.
f. I never smoked cigarettes before.
g. When I was a child, my parents never had enough food for their family.
h. People traveled by ships before the invention of aeroplanes.
We may often use the pattern “used to + stem” to tell general habit in the past. However,
this pattern could not tell the event in more specific meaning.
Examples;
a. My father used to smoke before the doctor warned him the danger of smoking.
b. I used to go to school on foot.
c. I used to work in the rice field when I stayed with my grand parents in the village.
d. My grand parents used to grow rice in the field.
Then you may compare these following sentences. The first sentence has the pattern “subject
– used to stem ….” and the others use simple past tense. The sentence with the pattern
“Subject – used t- stem” form has no further alternatives, but simple past tense several
alternatives.
a. I used to smoke when I was at senior high school.

b. John smoked when I was at senior high school.
c. Peter often smoked when he was at senior high school and he often got punishment
by his teacher.
d. Budi sometimes smoked when he was at senior high school, but his teacher never
recognized him.
e. Rachmat seldom smoked when he was at senior high school, but he can’t give it up
now.
f. Rudy rarely smoked when he was at senior high school, but he smokes a lot now.
g. I ever smoked when I was at senior high school.
h. Johan never smoked when he was at senior high school, he smokes now
The pattern “used to stem” appeared only once at the first sentence, but the simple past
tense appears eight times in which each sentence tells different meaning. From these
examples we learn that simple past tense has more specific meaning rather than using the
pattern “used to stem”.
3. Simple Past Narrative
Simple past narrative tells us series of events that happened one after another as parts of
a story in the past. The events didn’t happen at the same time, but they happened at
Mar. 10, 22 30
different time and they are related to each other to make part of story. The time
difference can be short (very short) or very long.
Look at this following diagram!
Now
Past X Future
X
X
a. We all woke up when we heard the bell ring.

b. All the students left the room as the teacher finished the lesson.
c. The passengers descended from the train as the train stopped at the station.
d. Peter got a job as soon as he graduated from his college.
e. They got married after they saved enough money.
f. The whole family moved to their new house before the accident happened.
Notes: The first event happened at different time from the second event. The time difference
is relative. It can be very short, or very long. The importance is that there is
correlation between the first and the second sentence.
When they happened at the same time, then you should not use simple past tense, but use
past progressive tense either both or one of them.
Please take a look at these diagrams!

Now
past progressive tense
Past Future
X
simple past tense
Example:
a. While we were watching television, someone knocked the door loudly.

b. The thief broke into our house while we were sleeping last night.
c. We were at the table having dinner, when you called me last night.
d. The lecturer was explaining the lesson seriously, when one of his students left the
class.
Now
Past Future

Examples:
a. While John was watching television, I was doing my home-work.

b. While the teacher was explaining the lesson, all the students were listening to him
carefully.
c. While I was washing my car, my wife was preparing breakfast.
Mar. 10, 22 31
d. While the aircraft was taxiing to the runway, the flight attendants were
demonstrating the emergency procedures.
Sentence patterns
Simple past tense has different patterns as follows;
1. Simple past tense with single verb be ( was , were )
Verb Subject Verb Nega- Complement

“Be) “be” tion
Mr. John sick last week
He was
She at home last night
--- The workers --- .
The students in the office this morning
We were
They there when the accident happened
Miss marry in the factory yesterday

Mr. Brown
My brother was very happy with the news
--- He .
Many people not worried about the future
They were
We very exhausted this morning
Peter quite brilliant

Was his brother
he sorry about the accident
Wasn’t she
--- bored with the lesson ?
Were Your sisters
Weren’t Her brothers tired with all the problems
in the hospital last month
Notes: Keep in mind that you never use was or were before finite stem + ed form of any
other verb. The verb be (is, are, am, was, and were) can be followed by the non-
finite stem + ed form in passive voice, but not finite stem + ed form.
Wrong examples:
a. I was studied English last night.

b. I was not listened to the news on the radio this morning.
c. They were not done the job well.
d. She was phoned me yesterday
e. My grand father was died two years ago
f. We were stayed in the hotel last week.
Mar. 10, 22 32
g. Etc
2. Simple past tense with regular verbs
Finite verb Subject Finite verb

“Did” “did not” Main verb
The workers walked to the station this morning
The students studied English last night
The mechanics worked hard all day yesterday
--- I --- locked all the windows last night .
We painted the house last month
They checked the instrument last month
He oiled the engine last month
greased the mechanism last week
Those men
John and Peter did not walk to the bus station yesterday
--- We study mathematics yesterday
They (didn’t) work all day yesterday .
I
the workers
Did you lock the door last night
Didn’t they --- paint the fence last year ?
he check the assignment last night
she
3. Simple past tense with irregular verbs
Finite verb Finite verb

“Did” Subject “did not) Main verb
Those people went to Padang last month

Peter and his did a lot of work yesterday
--- gang had lunch in the canteen yesterday
He --- saw an accident on the road today .
She heard the bell ring
They wrote a report last night
We
We did not go to Medan last week
--- She do a lot of work today
They (didn’t) have breakfast this morning .
you see the film last night
Did they --- hear the explosion ?
Didn’t he write a report last week
Mar. 10, 22 33
4. Past Progressive Tense
Finite Subject Finite verb Nega- Main verb in the non-finite stem+ing
verb “Be” “be” tion form
John was working in the hangar when ……
He inspecting an aircraft when ….
--- Jim & Bob were --- chatting on the phone when …… .
We watching television when …..
Susan was refueling an aircraft when ….
She not repairing the landing gears when ….
--- We were checking the aircraft when …… .
They walking ot the side road when …..
Was They driving a car when ……
Wasn’t You parking an aircraft when ….. ?
Were he --- --- taxiing to the runway when …….
Weren’t she talking on the phone when …..
Exercise 1: Re-write these following sentences into the correct past tense.
01. The plane to Makasar takes off ten minutes ago.

02. The whole family watch television late last night.
03. She goes shopping with all her sisters last Sunday.
04. They swim in the sea to break the national record last week.
05. The birds fly away when the hunter approach them.
06. Miss. Ann makes a few mistakes in the test yesterday.
07. We shut all the windows when we notice strong wind approaching our village.
08. The mechanics keep their tools and instruments in the tool-box.
09. They cut metal-bars with hacksaws before they machine hem out.
10. The pilot calls the tower before he moves his aircraft to taxi to the taxi-way.
11. The baby wakes up when she hears someone opening the door.
12. She feels nervous when she hears the news.
13. Nobody takes any notice about the robbery last night.
14. The mechanics lean the floor before they leave the work-shop.
15. My mother prepares our breakfast this morning.
16. Our foot-ball team wins the last game only last night.
17. I lose the wallet that I buy last month.
18. Peter misses the first train so he is late for his work this morning.
19. The driver dries the car after he washes with clean water.
20. My sister forgets to turn the light off before she leaves to her office.
21. After she gets there she tries to phone her mother but she fail.
22. Only a few people learn foreign languages before.
23. The thief rides his motorbike dangerously in the busy street to avoid the police chase.
24. However the police arrest him after he runs into the lamp post.
25. The medical team drives the victims to the nearest hospital.
Mar. 10, 22 34
Exercise 2: Read this following text and answer the questions follow .
BEN GREENBERG and WRIGHT BROTHERS

By Owanna Dillingham
1.
“Of all the days for you to break!” Ben said to his bicycle. “Well, come on. Let’s get fixed.”
2.
He rolled his bike toward the bicycle shop. It’s a great day for a swim, he thought. But it’s
sure too far to walk to the creek. Ah, well, maybe the day isn’t going to be so bad. Maybe
Wilbur and Orvile will tell me more about the flying machine they’re building.
3.
Ben reached the shop, leaned his bike against the wall, and went inside. There was no one
there. “Wilbur! Orville!” he called.
4.
“Come in!” answered o voice from the back room. It was Orville, the younger Wright
brother.
5.
“Hi Ben,” he said. “What can we do for you?”
6.
“My front wheel’s loose.”
7.
“Let’s take a look,” said Orville. He followed Ben out the front door.
8.
As Orville bent to fix the bike, Ben said, “I told Dad about your flying machine. He laughed.
He doesn’t think you’ll ever build one. Then he told me to tell you not to fly too near the sun.
What did he mean?”
9.
Orville smiled. “It is an old story. A man named Icarus built himself some wax wings. But he
flew too high. The sun melted the wax, and Icarus fell into the sea.”
10.
“However, Wilbur and I don’t plan to fly quite that high, and we aren’t using wax. But we
will fly someday.”
11.
“I believe you will,” Ben said. “How are you coming along now?”
12.
“We’re trying to get a company to build us a motor. Most of the ones we’ve written to say it
can’t be done. But we are not giving up.”
13.
“Good,” grinned Ben. “Flying might be fun. Say, Orville, when you build your machine,
who’s going to fly first - you or Wilbur?”
14.
“Well, I don’t know. Wilbur says he should go first because he is older, but I told him that’s
not my fault. We’ll probably toss a coin.”
15.
“If you can’t decide,” said Ben, “I’ll go first.”
16.
Orville laughed. “O.K., Ben. But now why don’t you ride your bike? It’s fixed.”
17.
“Here you are, Mr Greenberg,” said a mail clerk, “Air mail – New York to Chicago.”
18.
The pilot picked up the mail bag.
19.
“You guys have a lot of nerve,” said the clerk as the pilot climbed into the plane. “I’d never
go up in one of those.”
20.
“Don’t worry,” laughed the pilot. “I won’t fly too near the sun.”
21.
“What?”
22.
“Never mind.” It’s a private joke. See you soon.”
23.
“Yeah,” answered the clerk. “So long, Ben.”
(Science Research Associates, Canada, Inc.1969)
Questions
01. Icarus fell when he flew too near the sun because ……..
a. the heat melted his wax wings
b. he got tired
Mar. 10, 22 35
c. the sun blinded him
02. Wilbur said that he should fly the plane first because he ………….
a. was older
b. had worked harder
c. had won the coin toss
03. When Ben father said that the Wrights should not fly too near the sun, he was
a. helping them
b. making fun of them
c. worried about them
04. When Ben told the clerk that he would not fly too near the sun, he was …
a. making fun of the clerk
b. trying to tell the clerk that it was not much fun to fly
c. remembering his talk with Orville
05. When the Wright brothers began work on their flying machine, ……
a. most people thought they would fail
b. everyone knew that someday they would fly
c. Ben thought they were foolish
06. ……………….. flew an aeroplane as a professional pilot.

a. Wilbur Wright
b. Orvile Wright
c. Ben Greenberg
Find the word from the text that best fits the meaning bellow!
02. smiled (13) : …………

03. more likely than not (14) : …………
04. mail sent by airplane (17) ……………
05. man who flies a plane (18) : …………
06. secret (22) : …………
Find the word from the paragraph that best fits the sentences bellow.
07. There are no fish in this ……… (2)

08. My ………. Changes when I get a cold.(4)
09. Most candles are made of ………. (9)
10. All of the ice cream has ………… (9)
(12)
11. The car will not start because there is something wrong with the ………….. starter
Mar. 10, 22 36
Lesson 5
PRESENT PERFECT TENSE
PRESENT PERFECT PROGRESSIVE TENSE
Non-native English speakers have difficulties to understand and use of present perfect tense
(4-1 verb group). They sometimes confuse with simple past tense. Present perfect tense has
significant differences from simple past tense. Simple past tense tells when the event or
events happened, while present perfect tense mostly tells what the result of the event or
activity, and it doesn’t matter when it happened, or how long the event or activity has taken
place.
Please take a look at these following explanations!
1. We use present perfect tense to tell the result of the action. It doesn’t matter when
the event happened, or when the event happened is not important. The event might
happen any time in the past but its result still exists at present.
This following diagram will tell the idea!

Now
Past X Future
a. I have seen that film. (This sentence means that I know the story, the sequence, or
even the actor or actors in the film , and I don’t need to see it again )
b. I have had breakfast at home. (This sentence means that I don’t need any food to
eat at the moment )
c. The plane has taken off. (This sentence means that the plane is now not on the
ground, and you can’t board in, and you have to wait the next flight.)
d. Peter has gone home (Peter is not here now. It doesn’t matter when he went home)
e. John has locked the door. ( the door is locked now )
Based on this meaning, however you can not say statements like these:
a. I have gone to bed.

b. I have gone to Bali before.
c. We have had breakfast this morning.
d. My grand father has died ten years ago.
e. The plane has taken off an hour ago.
f. I have finished with my assignment last week.
Mar. 10, 22 37
2. We can also use present perfect tense to tell an event that started at certain time in
the past and it continues to happen up to present moment. For this purpose we use
adverb of time preceded by a preposition "for” or "since". “For" is followed by the
duration of the event, while “since” is followed by when the event started.
This diagram might tell you the idea of the examples above.
Now
Past Future
a. I have been here for an hour.

b. I have known him since we were at school.
c. They have worked for the same company for more than twenty years.
d. We have studied English for at least six years.
e. Mrs. Jackson has lived there since he was born.
f. The factory has been in operation for thirty years.
g. We have studied English for at least six years.
h. They have stayed in the same flat for two years.
i. I haven’t smoked since I was in hospital last year.
j. They have been friend since they first met in the college.
k. We have done this business for ages.
l. He has been popular since he was teenager.
m. Our manager has changed his car three times this year.
3. When we want to emphasis that the event is still in progress at the moment of
speaking we usually use present perfect progressive tense. However not all verbs can
be used in progressive tense. Therefore, do not use present perfect progressive tense
when you are not sure that the event is still in progress at the moment of speaking.
Using present perfect tense is much saver and easier than present perfect progressive
tense.
Look at this diagram!
Now
Past Future
a. He has been talking on the phone for more than fifteen minutes.
b. Edward has been working on his project since last year.
c. The students have been doing their experiment for three months.
Mar. 10, 22 38
d. They have been playing foot-ball on the field for two hours.
e. We have been waiting for the bus for fifteen minutes.
f. It has been raining heavily for three hours.
g. The ship has been sailing in the open ocean for three months.
Sentence Patterns
1. Present perfect tense
Finite Finite Ne-

verb Subject verb ga- Main verb in the non-finite stem+ed form
“Have” “have” tio
n
Mr. Subroto cleaned the room
She has --- turned the light off
He repaired the broken device
--- Mechanics moved the truck away
We have --- written the report .
They
My friends
They dusted the floor
We have kept the tools in box
--- Mr. Sugeng not re-painted the car
She phoned the medical unit .
He has
Has Peter
Hasn’t he heard the latest news
--- re-decorated the room
Jake & Peter got the final report ?
Have you
Haven’t they
2. Present perfect progressive tense
Verb Subject Verb Nega- Verb Main verb in the non-finite

“Have” “have” tion “been” stem+ing form
Peter has chatting for two hours
--- Jane been
They have --- watching television for an hour .
We
Andi has listening to the news for an hour
--- She not been
You have typing letters for fifteen minutes .
Has he reading newspaper for two hours

Hasn’t she been
Have you --- traveling for two weeks ?
Mar. 10, 22 39
Haven’t they
Notes: We use the verb “have” for a plural subject, or a subject pronoun: I, We, You or They,
and we use the verb “has” for a singular subject, or a subject pronoun: He, She or It.
Exercise 1: Re-write these following sentences into present perfect tense whenever possible.
When the sentence can’t be converted to present perfect tense, write "no
change". Leave out or modify adverb of time for each purpose.
01. The company sends its products to different countries in Europe.

02. Some well-known companies assist talented students all over the country.
03. The government builds so many houses for lower class of society.
04. I got up this morning so I didn’t much time to have breakfast at home.
05. The Governor of Jakarta inaugurated the bus-way few months ago.
06. The parliament agreed to reform the transportation system in Jakarta.
07. Many airlines took a challenge to improve their fleets.
08. The government persuades investors to expand their business in Indonesia.
09. Some universities open distance learning program.
10. The local authority persuades their employee personnel to improve their services
11. Only few people believe the importance of religion for their children.
12. Many university graduates do not develop their skills of entrepreneurship.
13. The education system doesn’t challenge the students to improve their writing skill.
14. Jakarta grows to be the most polluted city in the world.
15. The population of Jakarta doubled during the last ten years.
16. Housing complexes spread out of town in all directions.
17. The SAR team finds the location of the aircraft at the mountain bank.
18. The SAR team evacuates more than thirty dead bodies from the explosion.
19. The cabin attendants ushered the passengers into the aircraft.
20. The plane just landed a few minutes ago and it is now taxiing to the apron.
21. The ground handling unloads the luggage from the aircraft.
22. The pilot disembarks his passengers on the runway for emergency.
23. The firemen extinguish the fire and rescue all the passengers.
24. The airport authority moves all airport operation to the new terminal.
25. When you finish filling in the form, you shall return it to the counter desk.
26. The cargo handling packs and handles the goods securely.
27. The flight attendants closes the door and the aircraft is ready to depart.
28. The air traffic controller delivers the flight clearance to the pilot.
29. The directorate general of civil aviation calibrates the aerodrome navigation aids.
30. The catering unit loads all necessary meal and beverage for the passengers and flight
crews for the next leg of flight.
Read this following passage then answer the questions that follow!
AIRPORT LIGHTING
1.
During the last thirty years, there has been a great development in the airport lighting
system for low visibility operation. Several new lighting systems such as runway touchdown
zone, center line lighting and the precision approach category II lighting systems have been
developed, as well as improvements made to the quality of older lighting systems.
Mar. 10, 22 40
2.
The most significant advance in airport lighting has been semi-flush “in-pavement lighting”.
The development of the “in-pavement” lamps has enabled lighting engineers to place the
lights where they will do the most good that are directly in the line of sight of the pilot.
3.
Approach and runway lighting might be classified under four basic systems according to the
four types of runways, namely lighting for: non-instrument runways, for instrument runways,
for precision approach runways category I, and for precision approach runways category II.
4.
The lighting systems serving at these different runways have become increasingly complex.
Lighting for non-instrument runways which are only used under good visibility conditions may
consist only of low intensity lighting along the runway edge. As visibility deteriorates and
instrument approaches are made, at least a medium intensity lighting system would be
required.
5.
For category I type operations, high intensity lighting would be required. Simple approach
lighting is no longer sufficient and a precision approach category II system extending to 3,000
feet (914 meters) from the threshold is required. Also, the number of threshold lights must be
increased to provide a bolder signal.
6.
For category II operations, the approach lighting must be further intensified by the addition
of side row barrettes over the inner, 1,000 feet (305 meters). On the runway itself,
touchdown zone lighting must be provided for the first 3,000 feet (914 meters) of runway and
center line lighting for the entire length of the runway.
7.
Advances are also being made in taxiway lighting. Though, it is normally possible for pilots
to taxi with little external lighting to guide them. However, during low visibility operations
improved taxiing guidance is a necessity. Taxiway edge lights have been standard on most
aerodromes for a number of years.
8.
In the future the trend will be toward the installation of taxiway center line lights. In
addition to providing directional guidance to aircraft, taxiway center line lighting may be
selectively operated by ground controllers to indicate the route to be followed.
9.
At the busiest airports, center line lights may someday be supplemented by traffic signals or
red taxiway crossbars which can be used by ground controllers to further regulate traffic flow.
Studies have shown that ground guidance from a lighting system is effective in very low
visibilities and further work is being conducted to develop the optimum system.
(Adapted from ICAO Bulletin, April 1970)
Answer these following questions based on the reading text above!
1. How long has the airport lighting system for low visibility operation been developed? (1)
2. What do you know about “in-pavement lighting”? (2)
3. What is the advantage of “in-pavement lighting”? (2)
4. How are approach and runway lighting classified? (3)
5. What is the difference between runway lighting for non-instrument and instrument
runways? (4)
6. What type of runway that has runway center line lights? (6)
7. What is the different between runway lighting for precision approach category II from
precision approach category I? (6)
Mar. 10, 22 41
8. What is the standard of taxiway lighting system? (7)

9. What is the future trend for taxiway lights? (8)
10. Is that any possibility to use light system to control the aircraft taxiing on the
aerodrome? What is your reason? (8,9)
Lesson 6
AUXILIARY VERBS
Every book has different ideas about English auxiliary verbs. They have their own reasons to
describe them to the learners. But this following explanation will give you a simple, clear idea
about them. There are only five auxiliary verbs in English, and each of them has two forms,
namely: the finite stem form, used in the present tense, and the finite stem+ed form, used in
the past tense, or in the present tense as a modal of modesty.
Look at this list below;
English Auxiliary Verbs
No Finite Stem Finite Stem + ed Indonesian meaning

form form
1 can could dapat, bisa, mungkin
2 may might boleh, mungkin
3 must ought to harus, seharusnya, pasti
4 shall should seharusnya
5 will would akan, mau
Characteristics of auxiliary verbs
When you want to use auxiliary verbs in sentences, you have to consider these following
characteristics:
1. An auxiliary verb never stands alone in sentences. It’s function is only to assist other
verbs in sentences.
2. An auxiliary verb is used before any other verbs in sentences.
3. The verb that comes directly after an auxiliary verb must be in the non-finite stem
form.
4. Only one auxiliary verb may appear in one simple sentence.
Notes:
a. An auxiliary verb can be used in either present or past tense.

 The stem form of auxiliary verb is used in present tense. They cannot be used in
past tense.
 The stem+ed form of auxiliary verb is used in past tense.
 The finite stem+ed form can also be used in the present tense as a modal of
modesty.
b. The auxiliary verb "shall" is commonly used only for the subject pronoun I or We.
However for some reason, it can also be used for other subjects.
Mar. 10, 22 42
c. From the characteristic of auxiliary verbs above, we could learn that other verbs,
such as: am, are, is, was, were, do, does, did, have, has, or had are not auxiliary
verbs.
Here are examples of auxiliary verbs used in sentences. The left hand side box, sentences
without auxiliary verbs, whereas the right hand side box, sentences with auxiliary verbs.
Sentences without auxiliary verbs Sentences with auxiliary verbs
 The manager is in his office  The manager might be in his office

 He reads the monthly progress  He will read the monthly progress
report. report.
 He is preparing material for the  He may be preparing material for the
meeting meeting.
 His secretary has arranged the  His secretary should have arranged the
meeting meeting.
 The schedule has been delivered  The schedule should have been
to them. delivered to them.
 This report was typed this  This report ought to be typed this
morning. morning.
 Some workers left the office early  Some workers might leave the office
early.
 She has been working there for ten  She may have been working there for
years. ten years.
 She is going to retire next year  She might be going to retire next year.
 A meeting is being prepared.  A meeting might be being prepared
Synonym
Some auxiliary verbs have their synonyms such as;
 Can = be able to
 Must = have to
 Will = be going to
Since they are not auxiliary verbs, they can be used together with other auxiliary verbs.
Here are examples:
a. The trainee should be able to accomplish the task themselves.

b. You must be able to solve the problem yourself.
c. At the end of the training, the participants will be able to overhaul a simple car
engine without difficulties.
d. They will have to do it without any help.
e. You might have to survive in the jungle your self in a plane crash.
f. The trainee may have to work in the isolated area far from the city.
Mar. 10, 22 43
g. The trainee will have to be able to accomplish the task himself.

h. The plane is going to depart for Makasar in ten minute.
Notes : When you have to use “have to” instead of “must”, please keep in mind that they
are not exactly alike. They have different meaning in negative statements. Please
take a look at these following examples.
a. You must not wear sandals or shoes in the mosque. (not, You don’t have to wear
sandals or shoes in the mosque.)
b. You don’t have to wear sarong in the mosque. ( not, You must not wear sarong in
the mosque )
c. You must not smoke in the petrol station. (no, You don’t have to smoke in the
petrol station.)
d. Drunk drivers must not drive cars on the road. (not, Drunk drivers don’t have to
drive cars on the road.)
e. You don’t have to be able to speak English well to join this college. (not, You
mustn’t be able to speak English well to join this college.)
Simple pattern of sentences using auxiliary verbs
Auxiliary Subject Auxiliary Nega- Main verb in the non-finite stem

verb verb tion form
The Students must
Mr. John will speak English in class
--- Peter and should --- .
Poltak could do the assignment in class
They
We will join the club
She must
--- I can work hard all day .
You should not
They may type the application form
John might
Must the students
Will they send the application by post
Won’t we --- --- ?
Could they check the operation list
Couldn’t he
Should she work very hard.
Shouldn’t
Notes:
a. We use "shall" and “should" in the interrogative statements to make an offer.
Examples:
a. Shall I sign the curriculum vitae?
b. Shall we collect the assignment today?
c. Should we make an appointment to see the manager?
d. Should I call you back later?
Mar. 10, 22 44
b. An auxiliary verb “ought to” is not normally used in a question, and the negative form
of “ought to” is “ought not to”
Examples:
a. A worker ought not to leave his office without any good reason.
b. An aircraft passenger ought not to carry his luggage exceeds its maximum
allowance.
c. The aerodrome maintenance personnel ought not to cut the grass around the
aerodrome too short to protect worms from birds.
Exercise: Add suitable auxiliary verb in each case!
01. Pilots park their aircraft at the appropriate parking stands.

02. Service car follow the apron marking to prevent any accident.
03. The ground service personnel complete their task refurbishing the aircraft in fifteen
minutes.
04. Emergency procedures are demonstrated before every flight for commercial aircraft.
05. The runway lights are adjusted to avoid temporarily blinding the pilot and bright enough
at night or during bad weather.
06. Every passenger luggage is scanned to detect any dangerous goods.
07. Some dangerous goods is carried in commercial aircraft with special care.
08. Aircraft leaves the runway immediately after landing to provide maximal runway
serviceable time.
09. A pilot refuses to fly if the aircraft condition does not permit.
10. A pilot asks the controllers to observe his landing gear configuration if he has landing
gear problem.
11. A pilot asks runway foaming for belly landing if his landing gears are not perfectly
extended.
12. Though no one expect fire fighting brigade to work in action, they stand-by along the
airport operation.
13. Every airliner provide their ground handling facilities for their operation.
14. Every personnel who works in aviation business possesses a training certificate and
certificate of competence.
15. Aircraft not enter the runway without any clearance from the tower.
16. A pilot gets weather information from a weather forcaster at meteorological station.
17. A pilot refuses air traffic clearance if the clearance is not suitable for his flight.
18. The air traffic controller relays the present of wind shear reported by pilot to other
traffics in the vicinity.
19. The airport security monitor the activity of airport during the operation time of the
aerodrome.
20. The airport security is provided with closed circuit television to monitor the situation.
Mar. 10, 22 45
Read this following text and answer the questions that follow!
METALS AND THEIR PROPERTIES
We may distinguish two groups of metals. Those which contain mainly iron are called
ferrous metals, and those in which the basic material is a metal other than iron are termed
non-ferrous metals. The former include cast iron, wrought iron, and steel. Copper, tin, zinc
and lead are example of non-ferrous metals. When some metals are combined, they form an
alloy. Non-ferrous alloys include brass, which is made from copper and zinc, and bronze,
which is made from copper and tin.
Cast iron is really an alloy of iron and carbon. It is made from pig iron which has been re-
melted and made purer. Cast iron is, then, refined pig iron. The amount of carbon in cast iron
is reduced to between 2.5 and 4 per cent. As cast iron is very brittle, it will not bend. It can
not be forged, either. On the other hand, it can be easily shaped by casting and some
types can be easily machined. Cast iron can be used for making surface plates, vee
blocks and marking - out tables.
Steel is basically an iron – carbon alloy, too. It can be made by reducing the carbon content
of pig iron to amounts which are exactly known. It can also be made by adding known
amounts of carbon to almost pure iron. If only carbon is added, plain carbon steels will be
produced. If other elements are added, alloy steels will be produced. Stainless steel
contains both nickel and chromium, and the main element added to make most types of high
speed steel is tungsten.
Plain carbon steels can be classified according to their carbon content. Low carbon, or mild,
steel has up to 0.25 % carbon in it. It can be easily cut, filed and drilled, and it can be
forged. Medium carbon steel contains between 0.25 and 0.5 % carbon. It is darker and
stronger than mild steel; it can be used for things which have to be tough. High carbon steel
has a carbon content of 0.5 to 1.3 %. It is dark steel and it is very strong. It can be used for
making files, centre punches and hacksaws blades. It is known as tool steel.
(English in Workshop Practice, Oxford University Press, London, 1975)
Exercise 1: Study these following statements carefully and then write down whether they are
true or not true, according to the text above.
1. The basic material of ferrous metals is iron.

2. Metals can be combined to form an alloy.
3. Examples of non-ferrous alloys are brass and bronze.
4. Cast iron can be neither forged nor bent.
5. The carbon content of cast iron is 2, 5 and 4 %
6. Cast iron is made from pig iron which has been refined.
7. There is nickel and chromium in stainless steel.
8. Alloy steels contain element in addition to iron and carbon.
9. Mold steel has up to 0.25 % carbon in it.
10. Tool steel has up to 1.3 % carbon in it.
Mar. 10, 22 46
11. Medium carbon steel has a carbon content of between 0.25 and 0, 5 %.
12. Mild steel contains more than 0.25 % carbon.
Exercise 2: Learn these following sentences and find out what word or words in the text
above is represented by the word underlined.
01. Those which contain mainly iron are called ferrous metals.
02. The former include cast iron, wrought iron and steel.
03. When some metals are combined, they form an alloy.
03. It is made from pig iron which has been re-melted and made purer.
04. On the other hand, it is easily shaped by casting and some types can be easily
machined.
05. It is made by reducing the carbon content of pig iron to amounts which are exactly
known.
06. It can also be made by adding known amounts of carbon to almost pure iron.
07. It is easily cut, filed and drilled.
08. It is used for making files, centre punches and hacksaw blades.
09. It is known as tool steel.
Exercise 3: Re-write these following sentences by using the word or expression on the text to
replace those underlined.
a. The main element of ferrous metal is iron.

b. Non-ferrous metals which are combined include brass and bronze.
c. Cast iron is made from pig iron which has been re-melted and made purer.
d. Cast iron breaks easily.
h. Cast iron can be easily given a shape by pouring the molten metal into a mould .
i. Steel can be made by adding certain amount of carbon which is exactly known to
almost pure iron.
j. Plain carbon steels may be divided up into groups on the basis of their carbon
content.
Exercise 4: Rewrite these following sentences using one of the verbs given in brackets. Make
any changes in the sentence that are necessary.
01. It is necessary that the guard on a drilling machine is in place before the machine is
switched on. (must, can, need)
02. It is advisable that welding equipment is carefully inspected for possible faults before it is
used. (may, should, can)
03. When the wing-nut at one end of a hacksaw frame is tightened, it is certain that the
tension in the blade is increased. (will, may, should)
04. It is permitted to make angle bends in sheet metal by hammering the metal in a vice.
(should, cannot, may)
05. Micrometers are precision-made instruments and it is therefore necessary to treat them
very carefully. (should, can, need)
06. It is recommended that a hacksaw blade with 30 t.p.i. is used to cut sheet metal.
(may, should, mustn’t)
Mar. 10, 22 47
07. While the end of a metal bar is being drawn down, keeping it at a bright red heat is
advisable. (may, needn’t, should)
08. It is permissible to use a surface grinder to produce a smooth surface on metal ( can,
should, ought to)
09. Where there is machinery with moving parts, it is a rule that sleeves are tightly rolled up
above the elbows. (shouldn’t, needn’t, must)
10. After a mild steel bar has been forged or improperly heat treated, it is possible to restore
it to its normal condition by the normalizing process. (can, must, will)
11. Using hand tools which are not properly earthed is forbidden. (needn’t, shouldn’t, mustn’t)
12. Wearing ties and scarves in the workshop is prohibited as they can get caught in moving
machinery. (should, needn’t, mustn’t)
13. It is essential that equipment used in electric arc welding is in good condition. (need, may,
must )
It is therefore advisable to inspect it regularly (should, may, can)
14. Before welding with oxy-acetylene equipment it is necessary to adjust the flame correctly
in order to obtain a good weld because too much oxygen is likely to contaminate the
weld. (will, must, ought) (should, must, will)
15. Unless the correct forging temperature has been reached it is definitely not possible to
forge the metal properly must not, will not, should not)
16. After annealing, a mild steel bar is certain to be malleable. (must, will, may)
17. It is possible to use hand-operated bench shears for the rough cutting of metal strips.
(will, must, may)
18. It is compulsory to wear safety shoes in the machine tool workshop. (need not, may,
must)
19. A well-ventilated forge is essential as the fumes given off from a coke fire are poisonous
(should, may, will) (Begin with: A forge …………..)
Mar. 10, 22 48
Lesson 7
PASSIVE VOICE
Passive voice has a unique structure and usage; therefore, we have to be very careful in
using it. In this unit we will discuss about passive voice in a bit different manner from those
other people do.
1. The basic structure of passive voice is as follows:
Passive subject + . . . . . . + verb form of be + non-finite stem + ed form + ……
Note : The space between the subject and the verb be can be filled with either auxiliary
verbs, verb form of have, verb form of be, or either both or three of them.
Look at these following examples:
- An aircraft is inspected regularly.

- The aircraft over there is being inspected.
- The aircraft will be inspected more often in the future.
- This aircraft has been inspected.
- This aircraft was inspected.
- This aircraft has to be inspected.
- This aircraft is going to be inspected today.
- That aircraft might have been inspected.
2. Usage
Passive voice has limited usage; therefore we have to be careful to use it in practice. There
are at least two different usage of passive voice that we have to keep in mind.
a. We use passive voice when we don’t know the actor of the activity. For this
type of passive voice the “by agent" is not mentioned.
Examples:
1) Borobudur temple was built in the sixth century.

2) This aircraft was first operated fifteen years ago.
3) Many people were killed during Iraqi’s war.
4) A lot of buildings and houses were also destroyed during the war.
5) Many cars are stolen every day.
6) Budiarto Aerodrome was built before Indonesia got its independence.
b. We also use passive voice when we consider the object of the action is more
important than the actor or the other way around, the actor is considered
Mar. 10, 22 49
less important than the object of the action. And even the actor is known, but
it is often omitted from the sentence, except when it present is really needed or if it
is omitted influences the meaning.
Examples:
1) The assignment should be collected today.

2) This room is not cleaned every day.
3) Thousand new cars are sold every month.
4) All the cars should be parked on the parking lot.
5) English is taught at every high school in Indonesia.
6) English is spoken by many peoples in the world.
7) The test paper should be kept clean.
8) The result of the examination will be announced two weeks from now.
9) This aircraft should be overhauled immediately.
10) A new airport is being built in North Sumatra.
Here are some examples that some information in Indonesian seems to be passive, but not in
English, because they don’t fulfill any of the requirement above.
- You don’t translate Indonesian sentence: "Buku saya tertinggal di rumah" with "My
book is left at home", (passive voice), but "I left my book at home", ( active
voice.)
- Idem ditto: “Kaki saya patah” with: "My leg is broken". (passive voice), but "I broke
my leg". (active voice)
- Idem ditto: “Dompet saya hilang” with: “My wallet is lost”. (passive voice), but "I lost
my wallet" (active voice)
- Idem ditto: “Jari say terpotong pisau saat saya megupas buahl” with: “ My finger was
cut by knife when I pilled up some fruitl”. (passive voice), but “I cut my finger
when I pilled up some fruit”. (active voice)
From the examples above we learn that there are some active voices, even with transitive
verbs, can not be converted to passive voice.
Here are some active voices that are not normally converted to passive voice.
a. We have breakfast at six.

b. I don’t understand this symptom.
c. We brush our teeth at least twice a day.
d. I write a letter to my parents once a week.
e. I phone my girl-friend every day.
f. Most Indonesian people take a bath twice a day.
g. We watch television in the evening.
h. We listen to the news on the radio in the morning.
i. The children have to prepare their own meal.
j. We read newspaper before breakfast at home.
k. I wash my car every two days myself.
l. The children should make their own bed.
m. Students should review their lesson at home.
n. The pilot should contact the tower before starting the engine.
Mar. 10, 22 50
o. Every passenger should produce their identity card at the checking counter.
3. Meaning
There are least two basic meaning of passive voice.
a. State
When passive voice has this meaning, it tells the condition of the subject, and in some cases,
they are well-known as adjectives rather than as passive voice.
Examples:
1) The window is broken.

2) The workers are exhausted.
3) All the passengers are bored during their long flight.
4) Many books are written in English.
5) The car is parked under the tree.
6) All the windows are closed.
7) The door is not locked.
8) His house is painted green.
9) The engine is not well lubricated.
10) The landing gears were not extended.
11) The undercarriages were not retracted.
12) The main fuse was burned out.
b. Event
When passive voice has this meaning, it tells us the event or activity that is done to the
subject.
Examples:
1) This book was written in 1998.

2) The aircraft is being inspected in the hangar.
3) The exams will be held next week.
4) Mono-rail will be built in Jakarta to minimize traffic jam.
5) This room is dusted every day.
6) The plane should be checked thoroughly before every flight.
7) The truck is loaded with many kinds of materials.
8) The victim is driven to the nearest hospital.
9) Soekarno – Hatta Airport was built in 1980s.
10) Monorail should be constructed to reduce traffic jam in Jakarta.
11) Metal detectors must be re-installed to minimize terror in flight.
12) New method of farming must be developed to improve crops.
13) Wind shear on final approach was reported by the incoming traffic.
14) The terminal building should be enlarged to accommodate more passengers.
Mar. 10, 22 51
4. How to convert active to passive voice.
When you haven’t been familiar with the conversion of active to passive voice, these following
steps might help you.
a. Identify the subject and object of the sentence and then alter their position. When
either of them is a pronoun, make it agree with its new position.
b. Identify the main verb and add a verb form of "be" before it. The form of ‘be’ should
be the same form as the form of the main verb.
c. Make the first verb agree with the new subject.
d. Change the main verb to the non-finite stem + ed form ( past participle )
e. Add a preposition “by" before the new object, or leave them when they are not
important.
Examples:
- They are inspecting the aircraft in the hangar.

#. The aircraft are inspecting them in the hangar.
#. The aircraft are being inspecting them in the hangar.
#. The aircraft is being inspecting them in the hangar.
#. The aircraft is being inspected them in the hangar.
#. The aircraft is being inspected by them in the hangar.
#. The aircraft is being inspected in the hangar.
- The mechanics should keep the tools in the box.

#. The tools should keep the mechanics in the box.
#. The tools should be keep the mechanics in the box.
#. The tools should be keep the mechanics in the box.
#. The tools should be kept the mechanics in the box.
#. The tolls should be kept by the mechanics in the box.
#. The tools should be kept in the box.
- The government is going to build new toll roads.

#. New toll roads is going to build the government.
#. New toll roads is going to be build the government.
#. New toll roads are going to be build the government.
#. New toll roads are going to be built the government.
#. New toll roads are going to be built by the government.
- The government has opened a new toll road to link the two cities.
#. A new toll road to link the two cities has opened the government
#. A new toll road to link the two cities has been opened the government.
#. A new toll road to link the two cities has been opened by the government.
#. A new toll road to link the two cities has been opened.
Mar. 10, 22 52
Exercise 1: Rewrite these following sentences to passive voice whenever possible!
01. The firemen have extinguished the fire that burned down the building.
02. The fire brigade has to foam the runway for belly landing.
03. The ground service personnels have to tow the aircraft out of the runway after
landing.
04. The mechanics have inspected the engine and it is serviceable now.
05. A driver should refuel the car before he parks it in the garage.
06. You should not leave the fuel tank empty to prevent the tank from corrosion
07. The welder should adjust the blow torch before he applies it for the job.
08. You could use a blow torch to heat the metal bar or work-piece to dull red.
09. We transfer the angle that we have measured to the work piece using a bevel gauge.
10. You should drill a hole on the work piece.
11. You have to place the work-piece as low as possible on vice.
12. A mechanic has to press the hacksaw slightly down on the forward stroke.
13. They have to release the pressure of the hacksaw on the return stroke.
14. Mechanics have to keep the surface of the working table clean of oil and dust.
15. The pilot shall lower or extend the landing gears before he enters the final approach.
16. The pilot has to retract the landing gears a few seconds after take off to reduce drag.
17. An authorized mechanic has checked the aircraft to be operated today.
18. The tower has contacted the fire brigade for an emergency landing.
19. The firemen shall use appropriate chemical liquid to extinguish fire.
20. We divide troubleshooting procedures into sections related to engine areas.
21. A mechanic should first determine the most probable cause of the problem.
22. Mechanics should consider the recent history of the engine together with the engine’s
response to troubleshooting action.
23. Leaks in the oil system can cause fluctuating oil pressure.
24. We should include visual check to provide what should be the first step in verifying
and isolating engine problems.
25. The authority should build several taxiways to provide a pilot vacate the runway at the
shortest time after landing.
26. An engineer has to design the taxiways as appropriate as possible to enable aircraft to
vacate the runway in an easy way.
27. The airport authority shall provide isolated parking stand for emergency situation.
28. Airport authority has to build fences around the aerodrome to prevent animal and
unauthorized human beings from entering the airside.
29. The authority shall protect the restricted area from unauthorized persons.
30. The authority will have to install runway center line lights to assist a pilot align his
aircraft at night and during bad weather.
Read this following text and answer the questions follow!
Mar. 10, 22 53
APRON AND GATE FACILITIES
1.
Aircraft parking positions are designed to accommodate the particular dimensions of specific
types of aircraft and may thus be unavailable to other aircraft with significantly different
dimensions. If the apron area is not large enough to allow safe maneuvering of aircraft under
established FAA, airline, and airport standards, capacity may be constrained.
2.
If a parking position is not available at the terminal building, the aircraft may be
accommodated at a hardstand, and apron parking position made relatively permanent by
installation of ground power and sometimes fueling facilities. During periods of very high
demand, commercial service aircraft may have to be parked and serviced at remote parking
positions.
3.
Beyond the required basic physical compatibility between each airline’s aircraft fleet and an
airport’s gates, hardstands, and remote temporary apron parking locations, the principal
measure of service level for aircraft parking positions and gates is the time an aircraft and its
passengers may be delayed by gate area congestion. Some airport professionals believe that
apron configuration is one of the principal characteristics influencing airport landside capacity.
Answer these following questions based on the reading text above!
01. How should a parking position be designed?

02. Should a parking position suitable for every type of aircraft?
03. What facility shall be installed at a parking position?
04. What is a hard stand for?
05. Does an airport gate influence the flow of air traffic in general?
06. Is the design of an airport gate considered important?
07. Do you think the apron configuration could influence the airport capacity?
Mar. 10, 22 54
Lesson 8
CONDITIONAL SENTENCE
A conditional sentence consists of two clauses that are combined using a conjunction “if”. The
clause that begins with the conjunction “if” is called the sub-clause and the other clause is the
main clause. Based on their meaning, purpose and structure, conditional sentence can be
classified into three different types:
A. Probable Conditional Sentence
Structure : If – simple present tense, subject – will – non-finite stem form ……..
Usage
Probable conditional sentence is used to tell an event that may happen at present or
future in which the event is usually expected to happen or is likely to happen.
Examples:
a. If I have enough money, I will buy a new motor cycle.

b. If I pass all subjects, I will treat all of my friends.
c. If the weather is clear, we will go fishing in the sea.
d. Your manager will promote you to better position, if you work hard.
e. The workers will work better, if their manager gives them good motivation.
f. No one will go on strike, if every one is satisfied with their job.
g. If you see oil leakage on the engine or in the inlet, you can use the procedures for
excessive oil consumption to find the problem and correct the leak.
Notes:
- The “if-clause” can be positioned before the main-clause or after the main-clause.
- And when we are sure that the event will happen, we may replace the conjunction
“if” with the conjunction "when" as in,
- When we finish our study, we will have a small party.

- You will understand the situation when you grow up.
- I will contact you when we start our meeting.
- “Unless” can be used in conditional sentence which means “if ……. not”
Examples:
Mar. 10, 22 55
- I will come to her party, unless I have a lot of work to do. (if I don’t have a lot of work
to do)
- She will not help you, unless you ask her to do so. (if you don’t ask her to do so)
- Unless they leave town, they will be in a great danger. (if they don’t leave the town.)
- You won’t pass the exams, unless you study hard. (If you do not study hard)
B. Improbable Conditional Sentence
Structure: If – simple past tense, subject – would – non-finite stem form ……….
Usage:
There are three different usage of improbable conditional sentence as follows:
a. to tell an event that might happen at present or future, but it is not expected to
happen, or it is not likely to happen, as in:
1) If the weather got worse, we would not continue our flight to the next leg.
2) If our manager didn’t permit us, we would not do it.
3) If the engine experienced overheated, the component would deteriorated it’s
function.
4) If I didn’t pass the exams, I would try it again next semester.
5) If the outer layer of the bearing surface were damaged, the material under this
surface would start to break into small particles.
b. to tell an event that will not happen, because it is contrary to the fact, as in:
1) If I were a pilot, I would fly around the world.
2) If I were the manager, I would raise the worker salary.
3) If I were a rich person, I would build houses for the poor.
4) If I were a doctor, I would give my medical service free of charge for poor people.
c. to give someone advice, as in:
1) If I were you, I would never go to battle-field.

2) If I were you, I would get a job and go to college later.
3) If I were you, I would not rent a house but build one.
Notes: The past tense of “be” is always “were” in this conditional sentence.
C. Impossible Conditional Sentence
Structure: If – past perfect tense, subject - would - have – non-finite stem+ed form …
Usage:
Mar. 10, 22 56
We use this impossible conditional sentence to tell an event that will never happen at
present or future, because the real event has already happened differently from the
conditioned mentioned.
Examples:
1) The car would not have crashed into the river, if the driver had been careful.
2) Mbah Marijan wouldn’t have been killed, if he had followed the others to leave
their houses before the eruption.
3) The number of victims would not have been so many, if the fire fighting and
rescue had been able to arrive on time.
4) The number of victims wouldn’t have been so many, if the villagers had
understood the government warning.
5) I would have treated all of you, if I had got a job. (But I haven’t got any job)
6) Adam Air flight form Surabaya to Manado wouldn’t have ditched into the sea if
she hadn’t flown into bad weather.
D. Wish + past tense clause
We can use “wish" to express conditional situation. The clause that follows “wish clause”
should be in past tense, either simple past, past perfect or past auxiliary verb.
a. I wish I had a lot of money. (but, I don’t have much money)

b. I wish they had joined us in the class by now. (but, they haven’t joined us)
c. They wish I would help them to fix their house. ( but, I will not, because I am very
busy at the moment )
d. She wishes she could join the club. (but, she can not join the club.)
e. They wish they could send their children to high school. (but, they can’t)
f. I wish I were at home drinking hot coffee. (but, I am not at home.)
Reading
SAFETY IN THE SKY
In this lesson we will review on conditional sentences. There are different uses of conditional
sentences in English that we have to understand.
How would you like to fly a fighter plane? And what would you do if your plane were in
trouble? There is a way to get you safely out of the plane.
What would you do when your plane were flying high above the ground and you had trouble
with your plane? Here is what you would have to do. First you would have to bring your plane
down close to the ground. By doing this, it will give the plane time to slow down.
Then you would have to press the escape switch. At the same time the top above your head
will fall away. A rocket then would go off. This would send the seat and you up and out of the
plane. Fins would spring out of the seat that keeps you from rolling. They will slow your fall
too.
Mar. 10, 22 57
Then another rocket would go off that would get you out of the seat as you are falling. Your
parachute opens like a large flower that will bring you down to the ground safely.
You may ask what would happen if you were flying a fighter jet plane. A safe escape can also
be made from a jet plane.
Let’s say you are flying four times as fast as sound. Then you find you must get out of the jet
in a hurry. When you press the escape switch, several things will happen. First, your feet and
legs will be pulled back. Your body will be fastened to the seat. This is done so that you will
not hurt your back. Your helmet is fastened that will keep your head from turning.
At the same time, the bottom of the seat comes up. The doors and the top will close over
you. You are now in a little box. Above it, the top of the jet will then come off. Two rockets
will send your little box out of the jet. And all of this happens in two seconds. A parachute will
open and you will go down safely to the ground. High or low, fast or slow, pressing that one
switch will safe your life.
Exercise 1 Choose the best option!
1. To get safely to the ground from a plane that is in trouble, you would first ……
a. parachute
b. bring the plane down close to the ground
c. get into your little box.
2. Fins would spring out of the seat so that you ……………..

a. would not roll
b. could get to the ground faster
c. wouldn’t need to use a parachute
3. In a jet plane you can travel ……………..

a. faster than sound
b. slower than in a parachuter
c. only as fast as other planes
4. Your body is fastened to the seat so that …………

a. you will be able to see better
b. your head will not turn
c. your back will not be hurt
5. Pressing the switch can save ………………

a. the plane or the jet
b. the parachute
c. your life
Exercise 2: Find the synonym of the words in the list below from the words used in the
reading text above.
a. without harm : ………………………
Mar. 10, 22 58
b. wing-like or fanlike parts : ………………………

c. rise: move suddenly : ………………………
d. held firmly in place : ………………………
e. drawn: move by force : ………………………
f. small: not big : ……………………….
g. over : ……………………….
h. at this time : ……………………….
i. getting out: get free from : ……………………….
Lesson 9
ARTICLES
We have two important articles in English, namely definite article –THE, and indefinite article
A / AN.
1. Indefinite Article - a / an
We use article “a / an”, before a singular countable noun, in which “a” is used before a
word that begins with consonant sound, and “an” is used before a word that begins with
vowel sound.
Examples:
a book an important person

a class-room an unidentified flying object
a bicycle an F.A
a U.F.O. an hour
a university an F.S.O.
a flight attendant an L/ C
a horse an M.P.
a letter of credit an L.C.D
an umbrella an R&B
an interesting story an X – ray device
A /An has at least three different meanings.
1. Numerical meaning / numerical a / an.
The meaning of one for this article is very strong. When this singular noun is changed to
plural, this article “a/an” must be replaced with a number like: two, three, four, five, etc.
Examples
a. A week has seven days, and two weeks have fourteen days.
b. The cost of these apples is ten thousand rupiahs /a kilogram therefore it will be fifty
thousand rupiahs for five kilograms.
c. A dozen consists of twelve pieces while a gross consists of 144 pieces.
Mar. 10, 22 59
d. I drink a glass of milk for breakfast.

e. Mr. Smith smokes a pack of cigarettes every day.
2. Classical meaning / classical a / an
The article "a/an" in this meaning refers to the whole member of the class. When this singular
noun is changed to plural, this article is not replaceable.
Examples:
a. A doctor should help his / her patient in curing the decease.

Doctors should help their patients in curing the decease.
b. An engine instrument shows the pilot how the engine is working.

Engine instruments show the pilot how the engine is working.
c. A helicopter takes off vertically.

Helicopters take off.
d. A student should study hard.

Students should study hard.
e. A teacher should help his / her students learn the lesson.

Teachers should help their students learn the lesson
f. A drunk driver is not allowed to drive a car on the road.

Drunk drivers are not allowed to drive their cars on the road.
3. Individualizing meaning / individualizing a / an.
The meaning one of this article is not very strong. When this singular noun is changed
to plural, the article “a/an” should be replaced with “some”, and it doesn’t refer to a
specific number.
Examples:
a. There is a Chinese Restaurant in every big city in the world.

b. There is a good book in the library.
c.He used a hacksaw to cut this huge metal tube.
d. I met an old friend at the party last week.
Those sentences above can be re-written in their plural form with no different meaning.
a. There are some Chinese Restaurants in every big city in the world.
b. There are some good books in the library.
c.He used some hacksaws to cut this huge metal tube.
d. I met some old friends at the party last week.
B. Definite article - the
Mar. 10, 22 60
Article – “the” can be followed by any noun. It can be followed by an uncountable noun,
countable singular noun, or countable plural noun. However, the noun must be definite, in
which the reader or listener should know which specific noun is referred to. The noun can be
considered specific when it can be identified from these following references.
1. Mentioned Before.
You may use article “the”, when the noun has been mentioned in the previous statement or
mentioned before.
Example:
a. Last week, I bought a pen and a small dictionary. Now, I bring the dictionary
with me, but I miss the pen.
b. I met an old man and young lady on a train station last week. The man was about
sixty years old and the lady was much younger. I thought the lady was the man’s
(his) daughter.
c. I borrowed an English book and a dictionary from ICAI – library three months ago,
but I haven’t read the book and I lost the dictionary.
2. Defined by an adjective or adjectives.
You may use an article – the, when the noun followed is preceded by an adjective or
adjectives.
Examples:
a. His office is at the main building.

b. Mr. William drives the new car to his office and leaves the old car at home.
c. Their office has moved to the new building.
d. A pilot parked his plane on the north apron.
3. Qualified by a word, phrase or clause.
You may use article – the, when the noun qualified is followed by a word, phrase or
clause that gives more information about the noun.
Examples:
a. The plane to London has just taken off.

b. The road to International Airport is not smooth.
c. The book I bought last week is missing.
d. The opera performed in the National Gallery last night was beautiful.
4. Known from the text.
You may use article – the, before a noun that is known based on the text.
Mar. 10, 22 61
Examples:
a. When I got home last night, the windows were still open.
b. When I came here ten years ago, the wall was painted broken white.
c. Being scolded by his teacher, Peter left the class without saying a word.
d. When our teacher entered our class room, the board was full of writing.
5. Common knowledge.
You may put article “the” before a noun that is very common and specific that the person
to whom you write or speak knows exactly which noun you refer to.
Examples:
a. The Nile runs from central Africa to the north coast and becomes the longest river
in the world.
b. The Everest is the highest mountain in Asia.
c. The earth moves around the sun once a year.
d. The ozone layer protects our earth from the sun-heat.
Notes:
Most capital letter nouns do not have article before them, however there are some exception.
Some names of countries have their article “the" before them.
Examples:
a. The United State of America

b. The Nederland
c. The Philippine
d. The People Republic of China
e. The United Kingdom
f. The United Arab Emirates
g. The United Arab Republic
C. The Omission of Articles
There might be some nouns that are not preceded by an article "a/an", or "the”. Here are
possible reasons of omitting articles in sentences.
1. You must not use a / an or the in the following cases:
a. When there is another word like “a / a” ‘or “the” ( Determiners) before the noun
(e.g. : my, his, her,……….. Peter’s, Edwin’s,...... this, that, these. those, some, any, no,
every, another, ……….. each, …… one, two, three, …… etc.
b. Before most capital letter noun.

- Names of people: Mary, Peter, Edwin, Jordan, Bill, Muhammad, etc.
Mar. 10, 22 62
- Names of countries and places: China, Indonesia, Brunei Darussalam, Iraq, Iran,
Jakarta, Jogyakarta, Bali, Sulawesi, Banten etc.
2. You must not use “a / an” and you may often omit “the” in the following cases:
a. Before uncountable nouns.

 Human beings need water and oxygen to survive.
 Metal is good conductor of heat and electricity.
 Kindness is decreasing all the time.
b. Before countable plural nouns.

 People need good places to live.
 Whales live in deep sea (The whales live in deep sea)
3. You may often omit "a / an" or "the" after the first item in a list.
Example:
a. I put my book, pen, pencil, ruler and hand phone on my desk only a few minutes
ago, but now they are gone.
b. We pass the school, canteen, restaurant and post-office every day.
c. You may use a pen or ball-point to write a letter.
d. Mr. Wright usually drives his son and daughter to school in the morning.
e. He usually leaves his wallet, watch and ring on his table when he goes to the prayer
room.
Exercise 1: Fill the blank with a suitable article: a, an, the, or leave it blank.
01. Could you close ….. door, please?

02. He lives in …. small flat at …. center of town.
03. Have you finished with ….. book you borrowed from the library last week?
04. There is …. beautiful garden behind her big house.
05. Did …. Police find …… person who set …… bomb few days ago?
06. We went out for …. Meal last night. ……… restaurant we went to was excellent
07. It was warm and sunny, so we decided to go to ….. beach last week-end.
08. This morning I had ….. boiled egg and toast for breakfast.
09. I went to …… shop and spoke to ….. manager.
10. As I was walking down the road I met …. old man with his walking stick standing near
…. lamp post.
11. There is no need to buy ……. milk. …….. milkman will bring it for us.
12. You should write your name on …. top of the paper.
13. You have to go to Paris and take …………… night train to Prustol.
14. These bags are made of …………… real leather.
15. Indonesia exports …… rubber and ….. liquid natural gas to ……… Japan.
16. It was …… pleasant journey, there was ………… excellent scenery all along ……. way
17. My old friend gave me some pieces of ………… silver from Kota Gede Jogyakarta.
18. ……… pilot parked his aircraft at parking stand no: 7.
19. ………. requested return to base due to hydraulic malfunction.
20. Tower requested …………… fire brigade to foam the runway for belly landing.
Mar. 10, 22 63
Read this following text and answer the questions that follow!
WELDING
1.
Originally, welding takes place in the forge. The metal, usually wrought iron, is joined by
hammering at a white heat. However, true welding is the joining of the metals by fusion. A
small area of the parent metal is melted together and allowed to solidify. Generally, a filler
metal of the same composition as the parent metal is used. As a result, really strong joint is
obtained.
2.
Oxy-acetylene welding is a dangerous process and protective gauntlets and apron must be
used and special goggles be worn. Oxygen and acetylene when mixed in the correct
proportion produce a flame as high as 3300 o C in its hottest part. Both gasses are carried by
a hose from cylinders to the blow pipe. Different size nozzles are available which enable the
welder to vary the heat of the flame and adjust its composition for reliable welds.
3.
Too much oxygen will cause brittleness in the weld whereas an excess of acetylene will
result in carburizing. However, an oxidizing flame is necessary for welding brass and bronze,
and carburizing flame when welding stainless steel. Another type of welding is electric arc
welding which produces an extremely hot spark of about 3300 o C between the work piece
and an electrode. The electrode supplies the filler metal and is coated with a suitable flux for
protection and cleaning.
4.
The welding of wrought iron and mild steel by hammering is still done in the forge. It is
performed by heating the shaped parts to the correct temperature and then hammering
them together. The temperature required to do this is higher than that for ordinary forging.
Wrought iron must be heated to a white heat (about 1350 o C). At this temperature the metal
is soft and bright white sparks can be observed. Mild steel should be welded at a slightly
lower temperature, a bright yellow heat.
5.
It is most important that the surface of the work is clean in order to obtain a good weld.
Thus, it is necessary to use flux. Sand is suitable for wrought iron and borax is commonly
used when welding mild steel. As the parts are hammered together, a slag, formed from the
liquid flux and impurities in the metal, must be forced out of the joint. Consequently, welding
should begin at the centre of the joint and proceed outwards towards the edge of the work.
These forces out the slag and leaves the welded surface clean.
6.
There are three type of joint used in hammer welding. Butt welds are difficult to produce by
hammering, but are common in oxy-acetylene welding. Scarf welds are the most common and
the easiest to do. Vee welds are very strong. It is important that the faces of the parts to be
joined should be properly shaped to facilitate the weld.
(Alan Mountford, English in Workshop Practice, Oxford University Press, 1975)
Answer these following questions based on the reading text above. However, the expected
answer is not merely from the text but also from your knowledge of welding experience.
01. How is true welding done?

02. How is true welding to be distinguished from forge welding?
Mar. 10, 22 64
03. Why is a welded joint strong?

04. Is it necessary to wear gauntlets and apron during oxy-acetylene welding?
05. Why is it necessary to wear goggles during oxy-acetylene welding?
06. How can a flame of 3300 o C produced in oxy-acetylene welding?
07. What causes brittleness in oxy-acetylene welding?
08. How does carburizing occur?
09. When is carburizing needed?
10. Why is desirable to be able to adjust the composition of the flame for particular welding
jobs?
11. How is the filler metal supplied in electric arc welding?
12. How can two wrought iron parts be forged welded?
13. What difference is there between the temperature necessary for hammer welding and
for ordinary forging?
14. At what temperature can white sparks be seen during heating operations?
15. Why is it important that the surface of the work must be clean?
16. What is the purpose of using sand when welding wrought iron?
17. Why is it necessary to remove the slag during welding operations?
18. Why does hammering move outwards from the centre of the joint?
19. Why scarf welds most common?
20. Among the three types of joints in hammer welding, which one is the strongest?
21. Can you define these following terms?
a. hammer welding
b. oxy-acetylene welding
c. filler metal
d. a carburizing flame
e. an oxy-acetylene flame
f. vee weld
Mar. 10, 22 65
Lesson 10
GERUND
We may sometimes be confused with stem+ing form of verbs, functioning as verbs, and stem
+ ing form not functioning as verbs. When stem+ing form is preceded by verb form of “be”
(is, am, are, was, were, been, or be) the ing form is mostly a verb in the progressive tense.
Otherwise if stem + ing form is not preceded by a verb form of “be”, then it is mostly not as
a verb or predicate of a statement, and of course it is not part of progressive tense.
We can then define a gerund as a verb in the stem+ing form which has the same function as
a noun when it is used in sentences. Here are the five different functions of gerund in
sentences.
1. As a SUBJECT of a statement, either stands alone or accompanied by other words.
Examples:
a. Fishing in the sea with a friend is fun.

b. Seeing is believing.
c. Being an air traffic controller is cool.
d. Learning English is sometimes difficult.
e. Working in a metropolitan city has higher risk than working in the village.
f. Being a well-known person could sometimes limit his / her freedom.
g. Collecting stamps is my favorite hobby.
2. As a COMPLEMENT in nominal predicate, either stands alone or accompanied by

other words.
Examples:
a. My favorite hobby is listening to pop music.

b. Your main task in this office is assisting the manager.
c. To work with English native speaker looks interesting.
Mar. 10, 22 66
d. The job that I hate most is working over time.

e. The activity that I don’t like most is waiting.
3. After a PREPOSITION
Examples:
a. Please turn the lights off before leaving the house.

b. My mother is very good at cooking.
c. Don’t ever enter somebody’s room without knocking the door.
d. The angry customer left the office without saying anything.
e. Please return all the tools and equipments to their proper place after using them.
f. I look forward to seeing you soon.
g. You can improve your skills by practicing.
4. As an ATTRIBUTIVE ADJECTIVE.
Examples:
a. There are so many people in the waiting room.

b. The family are having their dinner in the dinning room.
c. The children are learning to swim in the swimming pool.
d. The parking area is large enough to accommodate more than one hundred cars.
e. The blind man lost his walking stick.
f. That taxiing aircraft is leaving for Denpasar.
g. Some people believe the existence of flying saucers.
h. The fast rotating wheels produce heat.
i. The first typing machine was too big and heavy to carry around.
j. The landing gears of Lion Air flight 225 could not be retracted.
k. The refueling trucks should stand-by 24 hours to give excellent services.
l. Writing books are not popular in the era of electronic note books.
m. The pilot activates the regulating valves to extinguish the fire.
n. Generators produce alternating current of electricity.
5. After CERTAIN VERBS ( an OBJECT OF CERTAIN VERBS )
Examples:
a. My mother goes shopping almost every week-end.

b. Some people don’t enjoy staying in big cities.
c. Have you finished writing the report?
d. My grand father stopped smoking ten years ago.
e. You can imagine flying in a jet plane for ten hours non-stop.
f. I can’t stand sharing a room with people who smoke a lot.
g. Most people prefer staying in country side than in dense populated town.
h. I don’t like going out at night without a company.
Mar. 10, 22 67
i. Some people love traveling, but other people hate traveling.

j. I gave up drinking beer before the doctor advice.
Notes: For further explanations, look at these following examples.
a. When these following verbs are followed by other verbs, the verbs must be in the “stem +
ing” form. This construction is not influenced by tenses. They may appear in any tenses
and have no limitation.
enjoy suggest finish feel like give up can’t help

keep on consider leave off mind can’t stand imagine
1) I enjoy swimming in the sea

2) He suggested having a picnic on the beach
3) Have you finished doing the assignment?
4) I feel like taking a nap for a few minutes.
5) I am going to give up smoking as soon as I can.
6) My sister can’t help crying whenever she sees sad film.
7) You have to keep on practicing to improve your skills.
8) Would you consider accepting my offer?
9) I plan to leave off working from this company next year.
10) I don’t mind helping other people in need.
11) I can’t stand working fourteen hours a day.
12) I can’t imagine being jobless for years.
b. These following verbs can be followed by either “stem + ing” or “to stem” form of
other verbs. They don’t have different meaning whether they are followed by “stem +
ing” or “to stem” form.
start begin continue intend love

like hate can’t bear prefer
1) They start reading newspaper in their office.

They start to read newspaper in their office.
2) They begin building the construction today.
They begin to build the construction today
3) I will continue watering the garden this afternoon.
I will continue to water the garden this afternoon.
4) We intend having a meeting this week.
We intend to have a meeting this week.
5) She loves playing piano.
She loves to play piano.
6) I like taking a walk in the country side.
I like to take a walk in the country side.
7) I hate getting late for a lecture.
I hate to get late for a lecture.
8) We can’t bear going out in wet or cold weather.
We can’t bear to go out in wet or cold weather.
9) They prefer having dinner at home to eating out in a restaurant.
They prefer to have dinner at home than eating out in a restaurant
Mar. 10, 22 68
c. The verbs; stop, go on, and regret are normally followed by “stem + ing” form,
however, they can also be followed by “to stem” form for special meaning.
1) It has stopped raining.

2) She went on talking on the phone even her baby was crying.
3) I regret changing my subjects that I couldn’t accomplish.
4) I stopped to talk to Bob on my way home from work yesterday.
5) (I stopped my previous activity in order to talk to Bob.)
6) She went on to tell me about her new house in town.
7) (She changed from her previous topic then to tell me about her new house in
town)
8) I regret to tell you that the result of the test is not very good.
9) (I regret for what I am going to do telling you the result of……..)
d. While these following verbs; remember, forget, try, want, and need are usually
followed by “to stem” form rather than “stem + ing” form. They are followed by “stem +
ing” form for special meaning.
1) Please, remember to post the letter tomorrow.

2) Don’t forget to phone me when you get there.
3) Don’t forget to remove the pitot cover before starting the engine.
4) The pilot is trying to lower the landing gear manually.
5) They want to up-grade the level of their vocabulary.
6) Students need to practice a lot to improve their skills.
7) The authority needs to lengthen the runway to accommodate larger aircraft.
When these verbs are followed by stem + ing, they mean something happened in the past.
1) We remember going for a picnic in the rain last year.

2) The pilot doesn’t remember applying his brake pedal during take-off run.
3) She will never forget winning the championship.
4) If you can’t reach the lamp, you can try standing on the table.
5) This old house needs upgrading.
6) These chairs are broken, and they want repairing.
However, in some cases the stem + ing form can appear as free adjuncts. A free adjunct is
as a group of words which are not part of the basic sentence structure and which describes
accompanying characteristics, conditions, states of actions, and which do not contain a finite
verb .
Here are some examples of free adjuncts containing stem + ing forms.
a. Arriving at the station, we immediately hired a taxi and went to our hotel.
b. Wishing to be helpful, I offered him my service.
c. We walked over the hills, the moon shining brightly on our faces.
d. He spent the whole day doing business.
e. He nearly died laughing.
f. We sat waiting on the sofa.
Mar. 10, 22 69
g. They came walking down the road.

h. Don’t be long unpacking!
i. She was busy washing the carpet.
j. She was late arriving at the meeting.
k. The police got into the car and went exploring.
l. I remembered John saying it was all right.
m. I can’t imagine him making such a demand.
n. I take the dog walking in the park.
Exercise 1: Write the correct form of the verb in bracket.
01. Could you please stop make so much noise?

02. Most people, now, don’t enjoy write letters.
03. A lot of jobs involve meet people.
04. I first considered take the job , but at the end I cancel it .
05. Jack gave up smoke after be told by his doctor about his health problem.
06. Some students haven’t finished do their assignment today.
07. The racers kept on run in spite of the rain.
08. If you cross the road without look around, you risk be knock down by passing cars.
09. Travel by air is much safer than by trains.
10. Some people from West Papua are very good at fish.
11. They are also very fond of hunt wild animals in the jungle.
12. Don’t make any noise, or you will wake-up the sleep baby next door.
13. The pilot should check all the controls and instruments before start the engine.
14. Please, don’t forget make a phone call when you get there.
15. I really don’t mind help other people whenever it is necessary.
16. I‘d like talk to the manager if he doesn’t mind.
17. The manager doesn’t like be disturb at the moment.
18. Some people can’t stand stay in big cities, but other people prefer live there.
19. The car racers stopped take a rest for a few hours before they continued race for the
next stage.
20. The team director started explain the strategy of win the competition.
21. The aircraft started roll on the runway for take-off after the tower gave his clearance.
22. The aircraft continued descend as all four engines flamed out.
23. Pilots don’t enjoy fly into the wind as they increase their fuel consumption.
24. The passengers were just starting their meal when they felt one of the engine stopped
operate.
25. The pilot forgot release the brake during take off that caused the tire explosion.
Reading
BENCH WORK
Mar. 10, 22 70
1.
A fitter works in the fitting workshop. The operations that he performs include hack sawing,
chiseling and filing. He works on a heavy, rigid, bench which has a vice bolted on it. He has
various hand tools to work with. These include files and chisels. The fitting workshop usually
contains a marking-out table and a drilling machine. The former is used for marking out
before the operations mentioned above are performed. The latter is used for machining
holes in the work.
2.
For certain types of work, the fitter uses grinding machines. A surface grinder is used for
producing a smooth surface by removing small amounts of metal. This operation is called
finishing work, or producing a finish. In order to sharpen tools such as cold chisels and
screwdrivers an off hand-grinder may be used. For this kind of work, extreme accuracy is
not required. Both machines are operated by electricity.
3.
A basic operation in the fitting workshop is the cutting of metal bars to the approximate
length and shape required. For this operation a hacksaw is used. A hacksaw consists of a
steel frame and a blade. The blade can be made tighter or looser by turning a small wing nut
at one end of the frame .When this nut is tightened, the tension in the blade increased and
when it is loosened, it is decreased. There are different types of hacksaw blade according to
the number of teeth per inch. For general use, one with 30 t.p.i is better. Some hacksaw
blades are made from steel which has been made harder throughout. Others, called flexible
blades, are hardened only along the teeth.
4.
Filing is one of the most important operations in bench work .Different files are of length;
they vary also according to type and grade of cut; or they can be classified according to
shape – for example, round files, square files, and triangular files. All files consist of a body, a
tang and a handle which can be detected. They are made from high carbon steel; they are
very brittle, and therefore can break easily. The cutting action of a file is like that of a saw. It
only cuts when it is moving forwards. The file should be pressed down with both hands on the
forward stroke. On the return stroke, it should be slightly raised.
(English in Workshop Practice, Oxford University Press, London 1975)
Contextual reference
What nouns are represented by the words bold printed below.
01. The former is used for marking out before the operations mentioned above are
performed.
02. The latter is used for machining holes in the work
03. This operation is called finishing work, or producing a finish.
04. For this kind of work, extreme accuracy is not required.
05. Both machines are operated by electricity.
06. When it is loosened, it is decreased.
07. For general use, one with 18 t.p.i. is satisfactory.
08. They vary also according to type and grade of cut.
09. They are made from high carbon steel.
10. The cutting action of a file is like that of a saw.
Mar. 10, 22 71
Rephrasing
Re-write these following sentences, using words and constructions from the passage to
replace those underlined words.
1. A fitter works on a bench which has a vice attached to it with bolts

2. A machine which is used for drilling can usually be found in the fitting workshop.
3. A surface grinder is used for producing a finish on work.
a. 4. An off-hand grinder may be used for sharpening tools in as the need to be very
exact in cutting the metal is not required.
4. A very important operation in bench work is hack sawing.
5. When the wing-nut of the hacksaw frame is made tighter there is an increase in the
tension in the blade.
6. Files are made of high carbon steel and can break easily.
7. Files can be divided into different groups according to length, shape, and type and
grade of cut.
8. The files should be pressed down with both hands as it is moving forward over the
metal, but as it is moving backward over the metal it should be slightly raised.
Lesson 11
BOTH, TOO, SO, EITHER, and NEITHER
When we have two statements that have the same predicate either in positive or negative, we
can combine them by using; both, too, so, either or neither.
- Both sentences are positive.
When both sentences are positive, we can combine them by using a conjunction; both… and
….., … too, and so ……
1. John works hard. Peter works hard.
a. Both John and Peter work hard.

b. John works hard, and Peter does too.
c. Peter works hard, and John does too
d. John works hard, and so does Peter.
e. Peter works hard, so does John
2. I have been to Bali. Mr. William has been to Bali.
a. Both Mr. William and I have been to Bali.

b. Mr. William has been to Bali, and I have too.
c. I have been to Bali, and Mr. William have too.
d. I have been to Bali, and so has Mr. William.
e. Mr. William have been to Bali, and so have I
B. Both sentences are negative
Mar. 10, 22 72
When both sentences are negative we can combine them using a conjunction neither ….
nor, and …. either or and neither ……..
2. The students don’t understand the procedure. The teacher doesn’t understand the
procedure.
a. Neither the students nor the teacher understands the procedure.

b. Neither the teacher nor the students understand the procedure.
c. The teacher doesn’t understand the procedure, and the students don’t either.
d. The teacher doesn’t understand the procedure, and so do the students.
Notes: The finite verb depends on the second subject. If the second subject of present
tense is singular, a finite stem+s is used, and if the second subject is plural, a
finite stem form is used.
3. The executives should not violate the regulation. The citizens should not violate the
regulation
a. Neither the executives nor the citizens should violate the regulation.
b. The citizens shouldn’t violate the regulation, and the executives shouldn’t either.
c. The executives should not violate the regulation, and the citizen shouldn’t either.
d. The citizens should not violate the regulation, and neither should the executives.
e. The executives should not violate the regulation, and neither should the citizens
C. When one is positive and the other is negative statement, we can combine them using a
conjunction "but".
Here is an example:
1. The manager is paid well. The workers are not paid well.
a. The manager is paid well, but the workers are not.

b. The workers are not paid well, but the manager is.
4. The workers have to work hard. The manager doesn’t have to work hard.
a. The workers have to work hard, but the manager doesn’t.

b. The manager doesn’t have to work hard, but the workers do.
D. When they have the same subjects but different predicates, we can combine them by
using a pattern verb both ….. and ………. as in ;
- Bill likes traveling. Bill likes fishing.

- Bill likes both traveling and fishing.
E. Other combinations
Mar. 10, 22 73
- Bill : “I have to leave now”.

His friend : "So do I."
- Bill : "I don’t understand this problem".

Peter : "Neither do I"
- William doesn’t drink coffee. He doesn’t smoke cigarettes.
a. William doesn’t either drink coffee nor smoke cigarettes.

b. William neither drinks coffee nor smokes cigarettes.
Note: “Neither” means “not either” , so it is followed by positive statement.
Lesson 12
COMPLEX SENTENCE
A complex sentence is a sentence that consists of one main clause and one or more sub
clause or clauses. The sub-clause is often referred as an adjective clause or a relative
clause. It is called an adjective clause because it qualifies a noun, and it is also called a
relative clause because it begins with a relative pronoun, such as: who, whom, whose, which,
that or where.
How to construct complex sentences.
When there are two or more simple sentences that describe the same noun, we can combine
them into one complex sentence. To give you better way to construct complex sentences, it
will be better to follow these following steps.
a. Decide which sentence will be the main clause and which one will be the sub-clause.
b. Insert the sub - clause directly after the noun to be qualified, in which the two nouns
that appear in the sentences must be positioned close to each other.
c. When any of the nouns appear as its pronoun, the position of the pronoun must be
after the real noun.
d. Replace the second noun (pronoun) with a suitable relative pronoun.
e. When the noun is preceded by an indefinite article “a / an", it is usually changed with
a definite article "the".
Examples:
a. This machine was made in 1995. The mechanics try to overhaul it this week.
- The mechanics try to overhaul it this machine was made in 1995 this week.
Mar. 10, 22 74
- The mechanics try to overhaul this machine it was made in 1995 this week.
- The mechanics try to overhaul this machine that was made in 1995 this week.
b. Bill bought a new camera last week. Marry brings the camera to her campus today.
- Bill bought a new camera the camera Marry brings to her campus today last
week.
- Bill bought a new camera which Marry brings to her campus today last week.
- Bill bought the new camera which Marry brings to her campus today last week.
c. I first met Edward ten years ago. He works for a multi national company.
- I first met Edward he works for a multi national company ten years ago.
- I first met Edward who works for a multi national company ten year ago.
d. The company encourages every worker. He dedicates his life for the company.
- The company the company he dedicates his life for encourages every worker.
- The company where he dedicates his life for encourages every worker.
e. An old man rushed down the street. His house was on fire.
- An old man his house was on fire rushed down the street.
- An old man whose house was on fire rushed down the street.
- The old man whose house was on fire rushed down the street.
Short Forms of Relative Clause / Adjective Clause
A relative pronoun in complex sentences can be omitted in these following ways:
1. When it followed by the subject of the sub-clause.

2. When it is followed by a verb form of “have” meaning possess, by replacing the verb
form “have” with a preposition "with".
3. When it followed by an active verb by changing the form of the verb to stem + ing
form.
4. When it is followed by a passive verb by omitting the first verb.
Examples:
a. The book that I borrowed from the library last week is missing.
- The book I borrowed from the library last week is missing.
b. I met the old man whom I bumped into on the train last week in the interview.
- I met the old man I bumped into on the train last week in the interview.
c. The young lady who has long hair over there is on the first semester.
- The young lady with long hair over there is on the first semester.
Mar. 10, 22 75
d. I like a young man who has good talent in art and music.
- I like a young man with good talent in art and music.
e. The young man who is talking on the phone is the manager of this company.
- The young man talking on the phone is the manager of this company.
f. The man who stole a motor-cycle in my office yesterday was arrested by the
police.
- The man stealing a motor cycle in my office yesterday was arrested by the police.
h. The car that will be overhauled is being towed to the garage.

- The car be overhauled is being towed to the garage.
h. The products that have to be exported to Japan should be well packed.

- The products to be exported to Japan should be well packed.
i. The mechanics are preparing the cars which are going to be shown in the
exhibition.
- The mechanics are preparing the cars going to be shown in the exhibition.
j. The towing car towed the car that was parked at the ”no parking sign”.
- The towing car towed the car parked at the “no parking sign".
Exercise 1: Re-write these following pairs of sentences to complex sentences. You should re-
write them into two different complex sentences whenever possible.
01. A young boy was arrested last week. He has been released.
02. A girl was injured in a car accident. She is now in hospital.
03. The mechanics are inspecting an aircraft. An experienced pilot flew the aircraft
yesterday.
04. A technician is repairing an old vintage car. It was made before World War II.
05. I know a good mechanic in town. He fixed my car last year.
06. Some students are looking for a book about marketing. It was written by Philip Kotler.
07. The students should have done the assignment. Their teacher gave the assignment last
week.
08. The aircraft is being repaired in the hangar. The pilot students will fly the aircraft for
training.
09. ICAI has built a new hangar training facility. It will be used for aircraft mechanic
courses.
10. Most passengers carry luggage with them. It should be searched for safety.
11. Some passengers do not carry their luggage in the cargo hold. They could leave the
airport earlier.
12. A passenger shall report to lost and found counter. His luggage couldn’t be found at
baggage claim at arrival terminal.
13. A pilot instructor trained his student to make a “touch and go” on runway 30. He was
killed in the accident.
14. Two motorists crossed runway 30 at Budiarto aerodrome with no reason on April 19 th,
2010. They were hit by an airplane.
15. An aircraft hit two motorists at Budiarto aerodrome on April 19 th, 2010. It has been used
for training since 1995.
Mar. 10, 22 76
16. ICAI has trained thousands of pilots. It was first established in 1952.
17. Terminal 3 at Sukarno Hatta was built in 1996. It was first used for international air
show.
18. A new hangar is built at the end of runway 04 L. It is used for aircraft mechanic training.
19. A new entry gate is going to be built at east side of Budiarto aerodrome. The gate is
subjected to ICAI training institute.
20. Aircraft trainers will be delivered to ICAI 1n 2011. They have been proposed since 2009.
Exercise 2: Re-write these following sentences into short form of relative clause!
01. The plane that we are going to fly with has an engine trouble.
02. The car that is going to be re-painted has to be towed to the garage.
03. The police are looking for a man who has a crooked nose and scar on his face.
04. The gun that was used to rob the bank was kept by the police.
05. A fitter use the bench that has a vice bolted on it to do the job.
06. The mechanic checked the instrument that he installed only a week before.
07. I lost the dictionary that I borrowed from campus library last week.
08. The houses that were caught on fire last year will be rebuilt this year.
09. The airline that flies this route was donated by the government.
10. All the citizens who live in the river bank should move to other area far from the river.
Exercise 3: Definition of an object
Study these following definitions and then do the same things with the other objects (tools or
instruments) that follow!
a. A vernier height gauge is an instrument which is used for measuring height very
accurately.
b. A vernier height gauge can be defined as an instrument which is used for measuring
height very accurately.
c. We can define a vernier height gauge as an instrument which is used for measuring
height very accurately.
d. An instrument which is used for measuring height very accurately is called (is known
as) a vernier height gauge.
No Name of tools / Class of tools / description

instruments instruments
01 A die tool used for cutting an external thread
02 Templates pattern used for the fast marking-out of difficult
shapes
03 A lathe machine used for turning and cutting metal
04 Plug gauges instrument used for checking hole diameters
05 Soldering process used for joining metal to metal using a fusible
alloy
06 Silver steel ferrous metal contains 98% iron, 1% carbon and 0.5%
chromium
07 Conductivity property enables a metal to conduct heat or electricity
Mar. 10, 22 77
easily
08 A machine tool power driven designed to hold a work piece and cutting tool
machine and produce a finished surface
09 A compass instrument used for telling directions
10 A hand grinder tool used for making a smooth surface on a work
piece
11 A chisel tool used for chipping away an excess material on
a work piece
12 A hacksaw tool used for cutting metal bars or tubes
Reading comprehension
SOLDERING AND BRAZING
Soldering and brazing are metal joining processes in which a fusible alloy such as solder or
spelter is bonded to the joint faces of the parent metals at a temperature below the melting
point of those metals. The difference between these processes is in the temperature range
over which they are performed, and consequently the kind of heating process, and the type
of filler metal used.
Soft soldering is done at temperatures between 183 o C and 327o C using solder as the filler
metal. Silver soldering, or hard soldering, however, is performed at temperatures between
650o C and 800o C using a silver alloy. Brazing employs a fusible alloy called spelter and takes
place at a still higher temperature – between 850 o C and 1000o C .Both soft and silver
soldering can take place on the work-bench. Brazing, however, is performed on a brazing
hearth lined with special fire bricks.
Soft soldering is done when the strength of the joint is not primary importance. In view of the
good conductivity of solder, it is used extensively in electrical engineering, when connections
between wires have to be made. Soft soldering is also useful in metal work when sheet metal
joints have to be sealed so as to make them air or liquid tight.
Silver soldering produces a harder joint than soft soldering and is used when copper, steel or
brass components have to be soldered. When the joint between steel or copper parts is
required to be strong, brazing is the operation that is to be performed.
Soldering irons are used only in soft soldering and are of different sizes and shapes. There are
two main types of appliance. Plain irons, which are heated on a gas ring, and electric irons,
which have an internal element to heat up the working head. Both types have copper bits
attached to the head and both may be straight or hatchet shaped. For silver soldering and
brazing a gas torch is used to obtain the higher temperatures necessary. The gas is often
acetylene, which, mixed with air or oxygen, can produce a very hot flame.
Before any kind of soldering can be done, the soldering iron must be tinned. Tinning consists
of cleaning the soldering iron while it is hot, dipping it in a special flux and applying the
solder. Fluxes are of two kinds: those which protect the surface that has been cleaned, and
those which both protect the surface and help to clean it. The former, known as passive
Mar. 10, 22 78
fluxes, include rosin, tallow and gallipoli oil; the later, known as active fluxes, include zinc
chloride and sal ammoniac, or ammonium chloride.
Different fluxes should be used for different jobs. Tallow, for example, may be used when
joining lead pipes, while zinc chloride is used for tin-plate and uncoated steel. For electrical
work strips of solder can be obtained which already contain the flux.
Solder itself is an alloy of tin and lead. The proportions of these metals may vary. n solder
may have as much as 70% lead init: plumber’s solder, for soldering lead pipes , may contain
between 50% to 66% lead: tin man’s solder, on the other hand, has only 40% lead. Common
solder contains a trace of antimony. All solders, however, has a low melting point and are
very soft.
For silver soldering and brazing the solder alloys are not a mixture of lead and tin. Silver
solder has silver in it in addition to copper and zinc. Again, the proportions vary from 10% to
over 70% silver according to the type of metal to be soldered. Spelter for brazing is an alloy
of copper and zinc. For brazing cast iron, a spelter containing nickel may be used which both
strengthens the alloy and raises its melting point.
The flux for both these operations is usually borax. After silver soldering, the work should be
dipped in dilute sulfuric acid to remove the flux. This is called "pickling". When silver soldering
copper or brass parts, this operation can be done before soldering in order to clean the parts.
(Alan Mountford, English in Workshop Practice, Oxford University Press, 1975)
Questions to be answered. The answer of some questions can not be found from the reading
text but from your common knowledge.
01. How do metal joining processes differ according to temperature?

02. What is the difference between soldering and brazing?
03. What is the difference between soft soldering and silver soldering?
04. Give two reasons why soft soldering is employed in electrical work?
05. When do we use soft soldering?
06. When do we use silver soldering?
07. When do we use brazing?
08. Which operation should be chosen when the strength of the joint is important?
09. How is the head of soldering iron of plain irons heated?
10. How the head of electric soldering is be heated?
11. How is the high temperature of a brazing torch obtained?
12. What does tinning do to soldering iron?
13. What does flux do?
14. Why is a flux like zinc chloride known as an active flux?
15. What does silver solder consist of?
16. What property does solder have which makes it suitable for soldering work?
17. Why should spelter containing nickel be applied in brazing?
18. How can spelter be made stronger?
19. What is the different between brazing and welding?
20. Why is welding stronger than of brazing?
Mar. 10, 22 79
Lesson 13
ADJECTIVES AND ADVERBS
A. Adjectives
Adjectives are words that qualify nouns. In sentences they may appear as:
1. a complement after a linking verb.

Examples:
a. This room is not very comfortable.

b. That car should be very expensive.
c. The lesson is quite interesting.
d. Living cost in small towns is inexpensive.
e. Learning English is sometimes boring.
f. Your brother looks very tired today.
2. before a noun
Examples:
 Many people could not afford to buy an expensive car.

 We discussed an interesting topic yesterday.
 We enjoyed beautiful sceneries along the journey to Lake Toba.
 The company prepared wonderful landscapes outside the city.
 I met a young beautiful girl in the seminar last week.
Mar. 10, 22 80
 The poor man was wearing old black leather shoes, etc.
Degree
Adjectives may be used either in positive, comparative or superlative degree.
1. Positive Degree
We use a positive degree to compare that two nouns or class of nouns have almost the same
value. If there is different value, the subject should therefore has a little less value that its
complement.
a. Jefry is as smart as his elder brother.( This sentence implies that Jefry is a little less
smart than his elder brother.)
b. Indonesian products are as good as Japanese products. (This sentence implies that
Indonesian products have a little worse than Japanese products.)
c. In a factory, workers are as important as the managers. (This sentence implies that
workers are a little less importance than the manager.)
2. Comparative Degree
Most adjectives with have only one or two syllables can be added with suffix -er ( -er ending),
and adjectives with have more than two syllables should be preceded by the word "more"
before it to make comparative degree. We use this adjective to compare between two different
nouns or class of nouns. The subject has more value than its complement.
 Jefry is taller than his younger brother.

 Boeing 747 is larger than DC 10.
 Petronas tower in Malaysia is taller than Monas in Indonesia.
 Land cruiser is more expensive than Kijang.
 A jet-plane is faster than turbo-prop plane.
 Studying in private schools is more expensive than in state schools.
 Traveling by train is more comfortable than traveling by bus.
3. Superlative Degree
Most adjectives with one or two syllables can be added by suffix “est" (or, an “-est” ending),
and those which have more than two syllables should be preceded by the word "most" before it
to make superlative degree. We use this adjective to compare more than two nouns, or group
of nouns.
Mar. 10, 22 81
 Petronas tower is the highest / tallest building in Malaysia.

 Ragunan zoo is the largest zoo in Indonesia.
 Sukarno – Hatta airport is the largest airport in Indonesia.
 Java Island is the most populated island in Indonesia.
 Bali is the most beautiful island in Indonesia.
 Pulau Ligitan is the northeast island that Indonesia has.
 Banda Sea is the deepest sea in East Indonesia.
4. Exception
There are some adjectives that don’t follow the rules above, among others are:
- good better best

- bad worse worst
- little less least
- many more most
- stupid more stupid most stupid
- complex more complex most complex
- brittle more brittle most brittle
- rigid more rigid most rigid, etc
B. Adverbs
Adverbs are words that qualify verbs or other parts of speech. There different kinds of
adverbs in English. But in this topic we will discuss only adverb of manner, and we don’t
discuss other adverbs. Some adjectives can be used as adverbs of manner with some
changes.
1. Most adjectives can be added with – ly to form their adverbs of manner.
a. The young dancer danced in the stage very beautifully last night.
b. A drunk driver drove his car dangerously on high way yesterday.
c. The mechanics check all the equipments carefully to avoid danger.
d. The thief stupidly picked somebody’s hand-phone on the bus during the day.
e. The driver drove the bus slowly on a busy street.
f. He quickly left the house when he realized the danger of the fire.
g. John hurt his leg badly when he had an accident last month.
2. Some adjectives don’t change their form to make their adverbs.
a. The plane flew very low above the crowded spectators.

b. The jet-plane flies very high in the sky that you can see it with your bare eyes.
Mar. 10, 22 82
c. A deer can run very fast to avoid from the chase of tigers.
d. They came near to the source of the sound to make sure what they hear.
3. Some adjectives have their different adverbs for different meanings.
Examples;
a. We highly appreciate your idea, but we are sorry not to able to help you.
b. I nearly hit the telephone post when I drove my car in the rain.
c. I badly need the money to pay my school fee.
4. Adjective "good" change its form to make its adverb.
a. Peter speaks English well.
Notes: Adverbs have their positive, comparative, and superlative degrees as adjectives do.
Examples:
- Jefry works more carefully than his brother.
- Peter drives his car much faster than John.
Reading: The Boy Who Took a Short Cut
The boys shouted and laughed happily as they ran about in the play ground. It was near the
end of term in a school in Germany about two hundred years ago. Soon school would be over
for a few weeks. No wonder they felt happy.
Their teacher watched them aimlessly from the classroom-window. He did not feel happy at all.
End of term for him meant a lot of work. He thought hard. What could he find for the boys to
do that would keep them quiet for a long time? Then he could deal with his own work.
All of sudden he had an idea. When the bell rang for end of playtime he was smiling. One by
one the boys came back to the classroom and sat at their desks quietly waiting for their
teacher.
“Listen, boys,” said the teacher. “I want you to take your pencil and write down all the numbers
from 1 (one) to 100 (a hundred). When you have done that , add them all up . And no talking,
mind."
The teacher smiled as the boys began their work. “That should keep them busy for a bit “, said
the teacher to himself. But he was wrong.
Five minutes later the slowest boy was still writing down the date. Most of the other boys had
just begun to add the numbers. One boy, however, put the pencil down.
“What the matter, Karl? “, asked his teacher.” Can’t you do it?”
“Yes, Sir,” replied the boy. “But I have finished. The answer is 5,050.”
Mar. 10, 22 83
Nobody in the room believed him. How could a boy of ten add up all those numbers in such a
short time? “Perhaps you had better tell us how you got the answer”, the teacher told him.
“It was easy.” said the boy. “First of all I added up 1 and 99, and that made 100. Then I added
2 and 98, and they came to 100 too. Then I kept adding 3 and 97, 4 and 96, and so on until I
got 49 and 51. Each time the answer was 100, and so I had 49 hundreds in all. That made
4,900. Then I added on the two numbers I left out, 50 and 100, and I got the answer 5,050 “
The teacher groaned. It seemed as if the boy was quite right. Now he would have to find
something else for them all to do!
Today we have forgotten the name of the teacher, but not the little boy who was so quick at
the sums. His name was Karl Gauss. Karl Gauss became a famous scientist. One of his greatest
interests was astronomy, the study of stars. Before he died in 1855, he had written 155 books.
(Peter Churchill, Science Research Associates Limited, Canada, 1969)
Exercise 1: Answer these following questions based on the reading text above
1. When was this story taken place?

2. Why were the boys so happy?
3. Why did the teacher feel unhappy?
4. Why did the teacher want the boys be quiet for a while?
5. What did the teacher tell the boys to do after they were back to their desks?
6. What did the teacher think when he had asked the boys to do their job?
7. How long did one of the boys finish his job?
8. Did everyone in the class believe of what the boy had done?
9. Was the boy right at his sums?
10. What was the teacher name?
11. Do you have similar method of mathematics calculation you have learnt?
12. What words from the text have similar meaning with?
a. made a happy sound : ……………………………….
b. pay attention : ………………………………..
c. come to the end of the work : ………………………………..
d. made unhappy sound not one person : ………………………………..
e. up to the time : ………………………………..
f. remember : ………………………………..
g. started :………………………………….
h. not hard, simple : …………………………………
Mar. 10, 22 84
i. answered : …………………………………
Lesson 14
EXPRESSING FUTURE
Previously we have learnt some ways of expressing future. In this lesson we will review it again
with some more constructions of expressing future, and among others are:
1. Simple present tense.
As we have known that we can use a simple present tense to tell activities that will happen in
the future based on a schedule or a plan, as in:
- We have semester examinations next week.

- Tomorrow is a holiday.
- We have national election next year.
- We don’t study English tomorrow.
- The government builds more airports in East Indonesia this year.
2. Will + non – finite stem form
We use the pattern “subject – will – stem form” to tell an activity that will happen in the future
as spontaneous response to other event or condition.
Mar. 10, 22 85
Example:
- Peter : I am sorry, but I think I have head-ache.

His roommate : Don’t worry, please relax and take a rest, I will get some aspirin for you.
- A teacher : Excuse me, but I don’t see any white-board marker here.
A student : That’s alright Sir, I will go to the office to get some.
- A father : Mom, do you have any sugar in the kitchen?

A mother : I am sorry, pa. But, I will get some from the shop.
3. be – going to - non – finite stem form
We use this pattern to tell an event that will happen in the future that has been decided or that
will happen soon.
Examples:
- Before Peter’s roommate leaves the room he says: Peter! I am going to go to the
drugstore to get aspirins, do you want me to get something else?
- Before the student leaves the class, he says: Excuse me, Sir, I ‘m going to go to the
office to get some white board markers, should I get something else?
- Before a mother leaves to the shop, she says to her husband: “I am going to go to the
shop to get some sugar, do you want me to get something else?
4. Present Progressive Tense
We can use present progressive tense to tell future when the preparation of the event has
already been in progress, as in:
- Peter and Susan are getting married next month.

- Jefry is going abroad to study engineering next year.
- The first semester students are having their semester exams next week.
- We can’t go downtown to see a movie tonight, we are having an examination
tomorrow.
- Peter takes an English course this semester to upgrade his English competence, because
he is going abroad to get his master degree next year.
Mar. 10, 22 86
Lesson 15
QUESTIONS
Questions play very important role in communication. You can imagine if you never ask
questions to the people around you, then you won’t get enough information you need, and if
people around you never ask question to you or to somebody else then there will be no
communication, and if this happened then the world would be very quiet and dull.
For this reason, we could never be free of asking and answering questions to keep our
communication running.
We can classify English questions into two main types.
1. Verbal questions
2. Pronominal questions
1. A Verbal question
A verbal question is a question that begins with a finite verb (finite verb “be”: am, is, are, was,
were, finite verb “do”; do, does, did, finite verb “have”; have, has, had, auxiliary verbs; can,
could, may, might, must, shall, should, will, would) We use this kind of question to ask
confirmation whether the information we have in hand is true or not true. Therefore the
Mar. 10, 22 87
expected answer of this question is either “yes”, or “no”. Beside this expected answer you may
answer this kind of question with other words or utterance meaning yes or no such as: sure,
why not, of course, ya, hm-hm, possible, etc, or if you don’t know the answer you answer it
with a short statement “I don’t know”.
Based on the structure there are three ways of constructing verbal questions , and since this
type of question is asking confirmation we should be aware that we have got the complete
information with us. Therefore, when we construct questions we always start with a statement
or a sentence.
1. When the finite verb of the statement or sentence is a single verb BE, we just simply put
the finite verb BE (am, is, are, was or were) before its subject to make a verbal
question. This rule applies to simple present and simple past tense.
Examples:
- The office is on Jln. Merdeka

 Is the office on Jln. Merdeka?
- The passengers are in the departure lounge.
 Are the passengers in the departure lounge?
- There was an accident at the end of the runway 12.
 Was there an accident at the end of the runway 12?
- A few passengers were sick due to bad weather along their flight.
 Were some passengers sick due to bad weather along their flight?
2. When the finite verb of the statement or sentence is a single verb other than BE, we
have to change the finite verb to the non-finite STEM form, and add a finite verb DO
(do, does, or did) before its subject to make a verbal question. This rule also applies to
simple present and simple past tense.
Examples:
 The traffic on the main road moves very slowly.

 Do the traffics on the main road move very slowly?
 One of the car stops at the middle of the road.
 Does one of the cars stop at the middle of the road?
 The train to Surabaya left the station an hour ago.
 Did the train to Surabaya leave the station an hour ago?
3. When the finite verb of the statement or sentence is the first item of a verb group,
we just simply put the first verb before its subject to make a verbal question. This
rule applies to all kinds of sentences / tenses, except simple present and simple past
tense.
Examples:
a. The government is going to build a new rail - road from Cirebon to Jogyakarta.
Is the government going to build a new rail-road from Cirebon to Jogyakarta?
Mar. 10, 22 88
b. The passengers should fasten the seat-belt during take-off and landing.
Should the passengers fasten the seat-belt during take-off and landing?
c. All the instruments must be inspected due to their time schedules.
Must all the instruments be inspected due to their time schedules?
d. The plane to London has taken off.
Has the plane to London taken off?
e. The luggage has to be transported with great care.
Does the luggage have to be transported with great care?
f. The entire job should have been completed before the end of this year.
Should the entire job have been completed before the end of this year?
g. Some of the facilities are being up-graded at the moment.
Are some of the facilities being up-graded at the moment?
h. The factory has been running well since the first installment.
Has the factory been running well since the first installment?
i. The aircraft should have been flying more than ten hours non-stop.
Should the aircraft have been flying more than ten hours non-stop?
A. Pronominal Question
A pronominal question is a question that begins with a question word, such as: who, whom,
whose, what, when, which, why, where, how …. We use a pronominal question to get our
information complete. Therefore the expected answer of this question is not “yes" or "no" but
a piece of information.
There are two different types of pronominal questions.
a. Question to get the information about the subject or part of the subject.
1. When we ask a question to get the information about the subject or part of the
subject, we just simply replace the part to be asked with the appropriate question
word, to make a pronominal question.
Examples:
1. (Some one) parked the car on the parking lot.

Who parked the car on the parking lot?
2. (A number of) people were killed during the Iraq war.

How many people were killed during Iraq war?
3. (Some one) should have inspected the whole projects.

Who should have inspected the whole projects?
4. (Certain amount of) money is needed to build the high way.

How much money is needed to build the high way?
b. Question to get the information about other parts of the subject.
Mar. 10, 22 89
2. When we ask a question to get the information about other parts of a sentence, we
have to follow these steps to make a pronominal question.
a. Change the statement to a verbal question.
b. Replace the part to be asked with an appropriate question word
c. Put the question word before the finite verb.
Examples:
1. Workers work in their factories at least forty five hours a week.

- Do workers work in their factories at least forty five hours a week?
- Do workers work in their factories how many hours a week?
- How many hours a week do workers work in their factories?
2. Passengers intending to continue their flight are requested to proceed to the transit
room located on the right side of the entrance gate.
- Are passengers intending to continue their flight requested to proceed to the transit
room located on the right side of the entrance gate?
- Are passengers intending to continue their flight requested to proceed to where.
- Where are passengers intending to continue their flight requested to proceed to?
3. Mechanics have to work based on maintenance manuals issued by the factory.

- Do mechanics have to work based on maintenance manuals issued by the
factory?
- Do mechanics have to work based on what?
- What do mechanics have to work based on?
4. People working for industrial technology must posses high skills and discipline
- Must people working for industrial technology posses high skills and discipline?
- Must people working for industrial technology posses what?
- What must people working for industrial technology posses?
5. University students should master at least one foreign language.

- Should university students master at least one foreign language?
- Should university students master what?
- What should university students master?
6. People without good knowledge and skills will not be able to compete in the
globalization era.
- Will people without good knowledge and skills not be able to compete in the
globalization era?
- Will people without good knowledge and skills not be able to compete when?
- When will people without good knowledge and skills not be able to compete?
C. Exception in Communicative Question
Practically in communication, we don’t have to follow the formal questions mentioned above.
There are some exceptions.
Mar. 10, 22 90
Among the exceptions is that a verbal question does not only expect confirmation but
information and action as well.
Examples:
1. Situation in informal meeting such as in canteen etc. a person ask you a verbal question
“Excuse me, do you have a match?" This question doesn’t request confirmation, but
request information and action of giving him a match to light his cigarette.
2. In a class-room activity, some one beside you ask you a question “Excuse me, do you
bring an extra pen?" This question ask you information whether you bring an extra
pen, and he /she want to borrow one.
3. May I have your name, please .This question request you to write your name on piece of
paper, or you can spell your name by alphabet.
4. Other exceptions are positive statement, but actually request something for other people.
Examples:
a. It would be a pleasure if you could give me a hand.

b. I would be very glad if you could tell me the way to the airport.
c. I would be pleased if you could come to the meeting tomorrow.
d. I wonder if someone can help me with this box.
e. It would be very nice if you can move your car backward.
All the sentences above are not questions but they request you to give your response either
in words or action for the speaker benefit.
Exercise 1: Write pronominal questions which ask for the information which is bold printed in
the following sentences.
01. The border station is in the mountain top.

02. You can collect your luggage at the arrival terminal of your destination.
03. Everybody felt released when the aircraft Boeing 747 British Airways landed
safely at Halim Perdana Kusumah.
04. You must combine the two things before they boil.
05. Aviation personnel require a legal education and training.
06. Journalists often need to use good judgment to write the news.
07. The representative showed us a variety of different things.
08. A new level of education has been reached by majority of the citizen.
09. He has worked for the same company for twenty years.
10. One solution should have been reached before the meeting ended.
11. He made his remark to several people in his company.
12. The computer sets at the reservation desks in our office are broken.
13. The problem he has was too difficult to solve.
14. They related the story very imaginatively.
15. The training participants have got the training materials.
16. The mechanics will have to work late to accomplish their job.
Mar. 10, 22 91
17. The government loses its trust from neighboring countries.

18. The product buyers are mostly from neighboring countries.
19. The report of aircraft accidents should be written in two languages.
20. The company has to gain its maximal profit at minimum cost.
21. The President Director promised to raise the salary of all employees at the production
lines.
22. Nobody can predict the winner of the economic competition.
23. Center runway lights will be installed at an international airport.
24. Airside shall be kept sterile for authorized personnel only.
25. The authority shall install instrument landing system in every international airport.
26. Aerobridge will be installed at every international terminal in Indonesia.
27. A Terminal building shall be built to accommodate domestic and international
passengers.
28. Apron markings shall be designed to provide safe flow of traffic of service vehicles.
29. Aircraft passengers at busy airport shall not enter airside of an aerodrome.
30. Aviobridges are provided at international terminals for passengers to board the
plane.
31. The greatest aircraft accident happened in Tenerife Island in 1977.
32. Aircraft accident could happen anywhere on earth if we don’t try to prevent it.
33. The Tenerife accident killed about five hundred and eighty people.
34. The greatest human disaster occurred in Aceh a few years ago.
35. ICAO regulation shall be applied at every activity related to civil aviation to prevent
any incident or accident.
Lesson 16
REPORTED SPEECH (INDIRECT SPEECH)
We sometimes have to retell someone’s statement to a second person. When we do this, we

use reported speech. The original statement, which is known as the direct speech, then must
be changed into reported speech. The clause that report the statement is then called
reporting speech. While the whole sentence is often known as the indirect speech. Here are
some examples of re-constructing indirect speech.
1. Imperative statement
When the direct speech is an imperative statement, then you just simply add a preposition
“to” before the direct speech to make a reported speech. The verb used in the reporting
speech is usually either tell or ask, or other suitable verbs depending on the message itself.
Study these following examples:
a. D.S. Joan says to Peter: “Turn the light off before leaving!”
R.S Joan asks Peter to turn the light off before leaving
b. D.S. Peter says to Edwin: “Check the oil before starting the engine!”
Mar. 10, 22 92
R.S. Peter tells Edwin to check the oil before starting the engine.
c. D.S The police say to the driver: “Fasten the seat-belt before starting the engine!”
R.S. The police remind the driver to fasten the seat-belt before starting the engine.
d. D.S. The tower said to the pilot : “Climb to six thousand feet after take off”
R.S The tower tells the pilot to climb to six thousand feet after take off.
2. Negative imperative
When the direct speech is a negative imperative, then you have to use a word “not to” to
replace the word “Don’t” to make a reported speech . The verbs used in this reporting
speech is either “tell” or “remind”, or other suitable verbs depending on its message.
Study these following examples:
a. D.S Mr. William says to the students : “Don’t leave the class before the bell rings!”
R.S Mr. William tells the students not to leave the class before the bell rings .
b. D.S Jack says to the children: “ Don’t touch the wet paint!”
R.S Jack reminds the children not to touch the wet paint
c. D.S Jane says to her friend: “Don’t miss the first train!”
R.S Jane reminds her friend not to miss the first train.
d. D.S John told his sister: “Don’t talk to a stranger”
R.S John told his sister not to talk to a stranger.
3. Positive statement
When the direct speech is a positive statement, we use a conjunction “that” to join the
reporting speech and its reported speech in the indirect speech. The verb used in the
reporting speech is either “say”, “tell”, or other suitable verbs.
Examples:
a. D.S. Parto says to Peter: “The price is right.”

R.S Parto says to Peter that the price is right .
b. D.S John says to his friends: “The service is excellent”.
R.S John tells his friends that the service is excellent .
c. D.S John says to Andi: “The young lady looks very beautiful.”
R.S John tells Andi that the young lady looks very beautiful.
4. Tenses
Since reported speech mostly tells something that occurred in the past, we usually use past
tense in the indirect speech. However the examples above can be re-written into:
Mar. 10, 22 93
 Parto said to Peter that the price was right.

 John told his friends that the service was excellent.
 John told Andi that the young lady looked very beautiful.
5. First Person Pronoun (I, me, my, mine, we, us, our, or ours)
When there is a first person pronoun in the direct speech, it must be replaced with the
pronoun of the subject of the reporting speech in the indirect speech.
Examples:
a. D.S Edwin said to his friends: “I will do my best”.

R.S Edwin said to his friends that he would do his best.
b. D.S The demonstrators said : “We demand our salary be raised by 150 %”.
R.S The demonstrators said that they demanded their salary be raised by 150 %.
c. D.S The employees told their supervisor: “The small salary has influenced our motivation”
R.S The employees told their supervisor that the small salary had influenced their
motivation.
6. Second Person Pronoun (you, your, or yours)
When there is a second person pronoun in the direct speech, it must be replaced with the
pronoun of the object of the reporting speech in the indirect speech. If the reporting
speech doesn’t have any object we can assume that the object is either “me”, or “us”
Examples:
a. D.S : Robert said to Jane: “I want to give you a surprise”.

R.S: Robert told Jane that he wanted to give her a surprise.
b. D.S: Brurry told his friends: “You don’t have to sacrifice your family for your dream”.
R.S: Brurry told his friends that they didn’t have to sacrifice their family for their dream.
c. D.S: Our teacher said: “You have to collect your assignment”.
R.S: Our teacher said that we had to collect our assignment.
d. D.S: The director said: “You must give your best service to customers”
R.S: The director said that we ought to give our best service to customers.
e. D.S : My supervisor said: “I don’t want you to make any other mistakes”.
R.S: My supervisor said that he didn’t want me to make any other mistakes.
7. Verbal Questions
When the direct speech is a verbal question, it should be changed to statement preceded by
the conjunction “if” or “whether .... not” in the indirect speech. The verb used in the
reporting speech is usually “ask” or other verbs suitable for its purpose.
Example:
a. Peter asked his friend: “Do you like it?”
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Peter asked his friend if he liked it.

b. Peter said to John: “Will you join us to the party?”
Peter asked John if he would join him to the party.
c. The teacher asked his students: “Have you finished the assignment?”
The teacher asked his students whether they had finished the assignment or
not.
8. Pronominal questions
When the direct speech is a pronominal question, it should be changed to a statement in the
reported speech and use the question word as the conjunction in the indirect speech. The
verb used in the reporting speech is usually “ask” or other verbs suitable for its purpose.
Examples:
a. John asked Marry: “Why didn’t you join our class last week?”
John asked Marry why she didn’t join his class the week before?
b. Erwin said to his girlfriend: “Who phoned you this morning?”
Erwin asked his girlfriend who phoned her this (that) morning.
c. Peter said to himself: “Why am I so stupid”
Peter wondered why he was so stupid.
9. Something / someone – be - reported - to - stem form
We may often use the pattern “something / someone – be – reported – to – stem” form to
report something has occurred.
Examples:
 “Bob Hasan is free.”

Bob Hasan is reported to be free.
 “The aircraft made a force landing.”

The aircraft is reported to have made a force landing
 “The company will export all its products to USA.”

The company is reported to export its products to USA.
 “All passengers have boarded the plane.”

All passengers are reported to have boarded the plane.
Verbs that can follow the pattern as the verb reported above are:
thought believed understood known

expected considered reported
Examples:
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- Air-transportation is believed to get better and better in the future.

- The last flight is expected to arrive at seven P.M.
- Earthquake was reported to have occurred in West Papua.
- Mochamad Ali was known to be the best boxer in the world.
- Indonesia is considered to be the best market for motorcycles in Asia.
- Sundowner is considered to be a tough aircraft trainer.
- Adam Air flight from Surabaya to Manado was reported to have been missing over
Makasar strait early this year.
- The Tsunami that occurred in Aceh in December 2004 was reported to have killed
more than two hundred thousand people.
- More than twenty passengers were reported to have been killed in the aircraft
accident in Yogyakarta in March 2007.
- The aircraft collision in Canary island in 1977 was known to be the worst aircraft
accident in the twentieth century.
Lesson 17
PRESENT AND PAST PROGRESSIVE TENSE
1. Present Progressive Tense
Before you learn about present progressive tense I had better remind you not to use this
tense when you are not very sure of what you are telling or writing about. This present
progressive tense has its pattern as follows:
Verb Subject Verb Nega- Main verb in the non-finite stem+ing form
“Be” “be” tion
I am
He watching the news on television
She is reading an article about child abused
We thinking of changing the subjects .
They are considering the offer
You talking about the future prospect of this company
I am traveling to different cities this year

She working on the educational project
He is developing a new method of group-working
Mar. 10, 22 96
We not evaluating the latest research .

You are writing the progress report
They driving to the nearest hospital
Am I walking through the jungle

Is he planting new type of grapes
Isn’t she moving to the new office tomorrow
Are you filming the evacuation of the accident ?
Aren’t they socializing the new regulation to the public
we preparing a family picnic
Usage / Meaning
We may use present progressive tense for the following meaning:
1. The basic usage of present progressive tense is to tell an event or activity that is in
progress at the moment of speaking .We use this tense to emphasis that the event or
activity is really in-progress. When you don’t emphasis that the event or activity is
really in-progress you had better use simple present tense.
a. I am thinking of changing my subject to social science.

b. He is growing to be young man.
c. The passengers are boarding the plane now.
d. The disease is spreading to the whole island.
e. The plants are growing very slowly.
f. The police are directing the traffic on a busy cross-road.
g. A new method of farming is being developed in the laboratory .( passive voice )
h. The plane to Makasar is taxiing to the ran-way for take off.
i. The giant fire is burning the large factory in the middle of housing complex.
2. We may often use present progressive tense to tell an event or activity that is going to
happen in the short future. We use this tense to emphasis that the preparation for the
event or activity has been in progress.
Examples:
a. The first semester students are having their semester exams next week.
b. Mr. Joko is going abroad to get his Master Degree next year.
c. John and Mary are getting married next month.
d. Mr. Tampubolon families are moving to Medan this month.
e. She is celebrating her birth-day in Sheraton Hotel tonight.
3. We sometimes use present progressive tense to tell an event or activity that is

repeated, but it is not as a habit, or it is not meant as a positive habit. To do that, we
may add an adverb of frequency such as usually, often, never etc.
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Here are examples:
a. The children are always making troubles in class.

b. Ted is always coming late for his class.
c. The trouble-maker worker is often complaining about the bad working condition
in this company.
d. This old machine is always making a strange noise.
e. Joseph is always coming home late recently.
f. Some T.V. stations are often broadcasting un-educated programs lately.
g. Large companies are sometimes violating the state regulation.
h. Business is always looking for the lack of regulation to get their maximum profit.
i. Some politicians are often using their economic power to beat their opponents.
Exercise 1: Write the correct form of the verbs in bracket to either simple present tense or
present progressive tense. When both tenses are possible write them both.
1. Many people from villages (move) to big cities to get better lives.
2. Hipper-markets (spread) all over the large cities in the world.
3. People without good skills (face) a lot of problem to get a job.
4. Mastering English language ( be ) the key to enter the era of globalization
5. Many people, event who (work) in an international community, (not realize) the
importance of mastering English language.
6. In the era of globalization, English mastery (become) an important factor for the success
of individual person.
7. The government of Indonesia (face) new era of democracy.
8. Most people (hope) that the government (use) its capability to improve the economical
condition.
9. When the government (aware) of the power of its population, she will improve the
people’s knowledge and skills.
10. The power of the people (depend) on the level of their education.
11. The higher level of their education , the more power the government ( have )
12. The government (need) a lot of budget to raise the level of education of its people.
13. The government (have) to build many facilities to transport the people and goods.
14. They (build) roads, harbors and airports facilities.
15. They (equip) the airport with high technology equipments.
16. Domestic and foreign passengers (pass) the airport to travel around.
17. Importers (utilize) international liners to transport their goods.
18. The government (regulate) all these businesses to make everything run well.
19. To run all these activities, the government (recruit) people who (have) good skills and
knowledge.
20. We ( invite ) other countries to finance the development of many sectors in this
country.
B. Past Progressive Tense
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In the previous lesson, we learnt that one of the use of simple past tense is to tell series of
events or actions that happened one after another to form a story. The events happened at
different time but they are related to each other to make a story.
When two events or actions happened at the same time, or happened at overlapped time we
can’t use simple past tense, or at least we don’t use simple past tense to tell both events or
actions.
There are two possible ways as follows:
1. When – simple past tense + past progressive tense.
The sub-clause “when – simple past tense” tells the event or activity that occurred in
short time, while the main clause “past progressive tense” tells the event or action that
occurred in longer time. The position of the main clause and the sub-clause is changeable.
The main clause can be in front or behind the sub-clause. The other way around the sub-
clause can be positioned before or after the main clause.
The diagram below will tell the idea.

Now

Past Future
X
simple past tense
Examples:
a. People were busy shopping in the mall when the bomb exploded.
b. All members of the family were sleeping when their house caught fire last night
c. The passengers were sleeping when the bus arrived at the station early this
morning
d. The students were listening to their teacher patiently when the bell rang.
e. When I arrived at my office this morning, the security personnel were having a
briefing.
f. When I left to work this morning, all my children were still sleeping in bed.
g. The plane was flying over the ocean when one of the engines flamed out.
h. The plane was rolling for take-off when one of the tire exploded.
i. The aircraft was taxiing to the runway when the tower received a phone call telling
them that there was a bomb in the cargo hold.
2. While - past progressive tense + past progressive tense.
When both events or actions took period of time and there was some overlapping time, then
we use past progressive tense to tell both events or actions. Again, the position of the main
clause and the sub-clause is changeable. The sub clause usually begins with a conjunction
“while”.
The diagram below will tell you the idea.

Now
Mar. 10, 22 99

Past future
Examples:
a. While the teacher was explaining the lesson, the students were listening to him
carefully.
b. While the passengers were enjoying their lunch, the flight attendants were giving
their assistance.
c. While the plane was taxiing to the runway, the flight attendants were
demonstrating the emergency procedures.
d. While the children were taking a nap, her mother was doing her house work.
e. While the mechanics were checking the plane, the passengers were waiting in the
departure lounge or doing window shopping in the duty-free shop.
f. While the other people were having fun during the holydays the police were
controlling the traffic at busy crossroads.
g. While I was washing my car, my wife was preparing breakfast in the kitchen.
h. While the mechanic was tuning my car, I was enjoying some coffee in the canteen
near the garage.
i. While I was waiting my wife shopping in the supermarket, I was searching some
books in the bookstore.
j. The pilots were preparing for their flight while the passengers were boarding the
plane.
k. While the mechanics were checking the aircraft, the passengers were waiting in
the departure lounge.
l. While the captain was handling the plane, the flight engineer was trying to
overcome the problem with the hydraulic system.
m. While the aircraft was maneuvering in the traffic pattern, the pilot was burning
the fuel to reduce its landing weight.
A. Structure
The sentence pattern of past progressive tense is as follow:
Verb Subject Verb Nega- Main verb in the non-finite stem+ing form
“Be” “be” tion
Edwin
I was washing the car when…………………
We working in the office ………….

They .
You were checking the engine ………….
I
traveling by car ……..
He was
She
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We not writing a report while …………

You .
They were talking on the phone when …….
Was John walking along the road when …………

Wasn’t Mary
she crossing the road when …………….
they
Were you listening to the news on the radio when ?
Weren’t the men
watching TV when …………….
Notes:
From the table above we learn that the verbs of the main clause consist of a verb form of
“be” (was, for singular subject or subject pronoun: I, he, she, or it, and were, for plural
subject or subject pronoun: we, you, or they) followed by the non-finite stem+ing form.
To make their negative statement, you just simply add the word "not" after the verb form of
"be".
To make an interrogative statement or verbal question, you just simply put the verb form of
"be” or “be + not" before its subject.
Exercise 2: Write the correct form of the verb in bracket to make either simple past or past
progressive tense.
a. I get up a bit late today, so I hurry to the bathroom, brush my teeth, wash my face, get
dressed, drink a cup of tea and leave to work.
b. Do you hear someone knock at the door?
c. She make a few mistakes in the test that worry her very much.
d. While I have my breakfast this morning, I break my plate
e. The students leave the class-room, when it start raining.
f. While the passengers board the plane, the flight attendants help with the luggage.
g. While the ticket counter prepare tickets, the passengers stand in the line.
h. The plane take before we arrive at the airport.
i. We arrive at the airport just in time, so we rush to the check in counter take the
luggage on our both hands, and walk quickly to the boarding gate, show our tickets to
the cabin crew and board the plane.
j. The bus run very fast when a child cross the road to chase the kite.
k. The driver try to stop his vehicle, but it be too late, and the bus run into another parked
car and injure a pedestrian.
l. While most students do their examinations, some others chat in the canteen
Mar. 10, 22 101

m. Traffic accidents often happen before the invention of modern transportation system.
n. Police have to direct the traffic at the middle of the cross-road, before the government
install traffic-lights
o. While one of the students present his paper on the seminar, the other students take
some notes.
p. I usually walk to school when I was at junior high.
q. Our teachers at senior high school often give us a lot of assignment to be done at home.
r. Japan rule our country more that three years before 1945.
s. People often use pigeons to send their message in the old time.
t. People take much longer time to travel before the existence of air-transportation
system.
u. While the mechanics check the aircraft on the parking stand, the passengers wait their
next departure in the boarding lounge.
v. While the pilots do their pre-flight preparation, the cabin attendants board the
passengers into the aircraft.
w. The fire fighting vehicles foams the runway before the aircraft that experiences landing
gear problem turns on its final approach.
x. By the time the aircraft touches down on the runway threshold, the fire fighting vehicles
stand-by near the runway.
Lesson 18
HAVE SOMETHING DONE
There are some activities that are not executed by its subject. The subject arranges for
someone else to do the activity for him. For this purpose we can use the pattern:
Subject + have + something + non-finite stem + ed form ………………..
a. Mr. Brown has his car repaired in the garage.

(Mr. Brown doesn’t repair his car himself, but he asks someone to repair it for him)
b. Peter has his hair cut once a month.

(Peter doesn’t cut his hair himself, but he asks someone to cut his hair for him)
c. John goes down town to have his watch repaired.

(John doesn’t repair his watch, but he asks someone to repair his watch for him)
Mar. 10, 22 102

d. Edwin is going to have his car re-painted this week.

(Edwin is not going to re-paint his car himself, but he asks someone to do it for him.)
e. We want to have our breakfast served in our room.

(We don’t want to serve our breakfast ourselves, but we want someone to do it for us)
f. Mary would like to have her room re-decorated for her wedding.
(Mary wouldn’t like to decorate her room herself, but she would like someone to
decorate it for her)
g. We‘d like to have the eggs half-boiled.

(We wouldn’t like to half-boil the eggs ourselves, but we would like someone to half
boil them for us)
h. I would like to have two eggs half boiled for my breakfast today.
i. The customers want to have all the products they bought delivered as soon as
possible.
Therefore the activity is not always arranged by its subject, it can also be done without
being arranged. For this case is a kind of incident, as in:
a. I had my watch stolen last week.

b. He had his glasses broken.
c.They have their houses burned down.
d. I have my house broken into last night.
The verb "get" can be used to replace “have"

- He got his car stolen on the parking lot.
- She got her hand hurt in the accident last week.
Lesson 19
USED TO STEM / STEM – ING
In the previous lesson we have learnt that we may use simple present tense to tell
habit in the past, as in: “My father often drove me to my school when I was at high
school”. From this sentence we learn that this simple past tense tells us that the event of
“driving me to school” happened repeatedly in the past as a habit . In the sentence: “I get
up at five”, From this sentence we also learn that this simple present tense tells us that the
event “get up at five” happens repeatedly from time to time up to now as a habit.
There are some other sentence patterns that can be used to tell habit. Among others are as
follow.
A. Used to Stem Form
We use the pattern “used to stem form” to tell general habit in the past. The term
“general habit” refers to an activity that doesn’t refer to specific frequency.
Mar. 10, 22 103

1. I used to smoke cigarettes when I was much younger.

2. Ruben used to drink beer when he was at senior high school.
3. Edwin used to leave school early before.
4. The late president, Soeharto, used to help his father in the rice field.
All the activities above do not refer to specific frequency. We don’t know how often the
events happened. We don’t know: “how often I smoked, how often Ruben drank beer,
how often Edwin left school early" and we don’t know: "how often Soeharto helped
his father in the rice field. “
B. Be – used –to – stem + ing form
We use the pattern “be – used – to stem + ing form" to tell new present habit.
Examples:
1. We are used to getting home late lately.

2. They are now used to having morning exercise with their senior students.
3. He is now used to working late to accomplish his target.
4. The workers are used to getting small salary after the company lost its markets.
5. People in the villages are now used to being sacrificed by their leader in the city.
6. People who work in Jakarta are now used to traveling by crowded train.
C. Be – Used –to – Something
“Be – used –to – something" means is not strange any more, as in:
1. People working in Jakarta are now used to the bad traffic in city.
2. People living in Jakarta are now used to the severe flood during the wet season.
3. They are also used to bad pollution from the fumes produced by cars and
factories.
D. Get – Used – to - Stem + ing Form
We use the pattern "get – used –to – stem + ing” form to express having new habit
either in the past, present or future. The examples below do not separate whether the events
happened in the past, present or future. You can just tell from the tenses used in the
sentences.
1. After moving to the suburb, they got used to leaving the house early in the
morning.
2. I have got used to driving to work since my driver left his job last year.
3. They get used to traveling out of town nowadays.
4. She is getting used to driving to her office.
5. You will get used to living with limited budget when you leave your parents.
6. We shall get used to spending less money to save for our own house.
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Lesson 20
HAD BETTER – WOULD RATHER
Structurally, both "had better" and "would rather” are followed by non-finite stem form.
When they are used to express negation , are simply added with the word “not” before the
stem form. And they are not normally used in questions .They both have similar meaning to
show preference. They both could be rewritten as‘d better and‘d rather.
1. You‘d better get a job first, and join the college latter.
2. They’d better study hard or they would fail the exams.
3. He’d better see the manager right away.
4. I‘d rather take a nap after lunch.
5. They’d rather postpone the production until the other month.
6. I‘d better not take a quick decision.
7. You’d better not be so hurry or you would miss something.
Mar. 10, 22 105

8. We’d rather not tell her right away.

9. I would rather not attend the meeting.
Prefer to stem / Prefer stem + ing form
The verb "prefer" can be followed either by to stem or stem+ing form. Moreover they can be
followed by nouns instead of verb. When the stem+ing is used to make comparison we use a
preposition "to" but the stem form is followed by "than” or "rather than"
Examples:
1. We prefer pop music to serious one.

2. I prefer Sundanese food to Padang food.
3. He prefers to work in the field than to work in the office.
4. She prefers to stay at home rather than to go shopping.
5. They prefer watching television to studying English.
6. I prefer living in the village to living in big cities.
Would prefer + to stem form
When the verb "prefer" is preceded by an auxiliary verb "would”, it is followed by to stem
form, as in:
- I’d prefer to stay at home rather than to go side seeing.
- I‘d prefer to prepare lunch than to wash the dishes.
Would rather + someone + finite stem + ed form
"Would rather" can be followed by an object + finite stem + ed form to expect the object to
do something, as in:
- I’d rather you finished the job on time.

- I’d rather my wife had the dress washed today.
- John’d rather you did the job properly.
Exercise: Answer the situation using “had better" or “would rather"
1. You are going out for a walk with a friend. You think you should take an umbrella
because it might rain soon. What do you say?
2. Ann suddenly begins to feel ill. You think she should sit down and take a rest. What do
say to her?
3. You and your friend are going to the movie. You don’t have a lot of time, so you decide
to take a taxi. What do you say?
4. Tom has just cut his finger him self. He has to see a doctor. What do you say to him?
5. You are going to take a vacation, and you decide to take your car. You think it is
necessary to tune up the car. What do you say?
6. Somebody offer you a ride, but you want to walk. What do you say?
7. A friend of yours offers you something to drink. You like plain water than coffee. What
do you say?
Mar. 10, 22 106

8. An old friend asked you to spend the night in his house, but you don’t want to disturb
him. What do you say?
9. Your best friend wants to get married, but he hasn’t got any job yet. What is your
advice?
Lesson 21
VERB GROUPS
Different tenses in English, except simple present and simple past tense, consist of at least
two up to five verbs construction. Basically when two or more verbs are combined into a
phrase without being separated by a preposition, they form a verb group. Most sentence
constructions we have discussed previously have their verb groups.
A. Formation of Verb Groups.
To make it easy, we would like to classify verbs in a verb group into five (5), which are
numbered from behind, and are numbered as follows:
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1. The verbs in number 1, belongs to the main verbs of the sentences. They can be verbs
in the non-finite stem, (when it is preceded by an auxiliary verb) stem+ing, (When
it is preceded by verb of “be” in the progressive tense) or stem+ed form, (when it is
preceded by verb form of “be” in passive voice, or preceded by the verb form of
“have” in perfect tense).
2. The verb in number 2, is the verb form of “be”. The form of “be” in this position is
determined by its subject or tenses, or the verb that comes before it. The verb “be” in
this position is followed by non-finite stem+ed form of the main verb (verb number
1). This formation is used in passive voice.
3. The verb in number 3, is also verb form of “ be”.The form of this verb, “be”, also
depends on its subject or tenses or the verb that comes before it. The verb “be” in
this position is followed by non-finite stem+ing form of either “be” (being) or the
non-finite stem+ing form of the main verb (verb number 1). When a sentence
contains the verb in number 3, it must be progressive tense.
4. The verb in number 4, is the verb form of “have”. The form of “have” depends on its
subject or tenses, or the verb that comes before it. When there is other verb, mostly
an auxiliary verb, that comes before it, the form of “have” remains “have” Any verb
that comes directly after “have” in this position, must be in the non-finite stem+ed
form (past participle).
5. The verb in number 5, is an auxiliary verb or its synonym. The form of the verb in
number 5 depends on tenses or mood. Auxiliary verbs are not influenced by any
subject. Any verb that comes after auxiliary verb must be in the non-finite stem
form.
The formulae of verb groups
5 4 3 2 1
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can
may be be non-finite stem form
must am am (5-1)
shall are are non finite stem + ing form
will have is is (3–1, 4-3-1, 5-3-1, 5-4-3-1)
could has being being non-finite stem + ed from
Subject might had was was (2-1, 3-2-1, 4-2-1, 4-3-2-1, 5-
ought to were were 2-1, 5-3-2-1, 5-4-2-1, 5-4-3-
should been been 2-1, -passive voice,
would 4-1, 5-4-1 - perfect tense)
Examples of possible combination of verb groups
5 4 3 2 1
The project - - - is executed this month.
The project - - - was executed last moth.
The project - is being executed right now.
The project - - was being executed by this…
The project - has - been executed -
The project - had - been executed when…..
The project - has been being executed since….
The project - had been being executed when …
The project should - - be executed soon.
The project might - be being executed now.
The project ought to have - been executed this month.
The project ought to have been being executed by now.
The government - - is - executing the project this month.
The government - - was - executing the project when …..
The government - has - - executed the project .
The government - had - - executed the project when…..
The government will - - - execute the project this month.
The government should have - - executed the project this month.
The government should have been - executing the project this month.
The government - has been - executing the project since …..
The government - had been - executing the project when …
The government will - be - executing the project by this….
Notes:
1. Verb 5 is followed by non-finite stem form.

2. Verb 4 is followed by a non-finite stem+ed form.
3. Verb 3 is followed by a non-finite stem+ing form.
4. Verb 2 is followed by a non-finite stem+ed form.
5. Verb 1 is either in the non-finite stem, stem+ing or stem+ed form.
Further examples
You may compare these following pairs of sentences. The sentences in list A have their basic
tense and the sentences in list B have additional auxiliary verbs.
Mar. 10, 22 109

A. Sentences without auxiliary verbs B. Sentences with auxiliary verbs ( verb number 5)
The manager is in his office. The manager might be in his office.(5-1)
He reads the monthly progress report. He will read the monthly progress report. (5-1)
Some workers left the office early. Some workers might leave the office early.(5-1)
They do it again. They will do it again. (5-1)
She is going to retire next year. (3-1) She might be going to retire next year. (5-3-1)
He is preparing material for the He may be preparing material for the meeting.
meeting. (3-1) (5-3-1)
He was having dinner when I got there He might be having dinner when I got there
yesterday.(3-1) yesterday. (5-3-1)
His secretary has arranged the His secretary should have arranged the meeting.
meeting. (4-1) (5-4-1)
She had done the job when you arrived She might have done the job when you arrived
there last week.(4-1) there last week. (5-4-1)
She has been working there for ten She may have been working there for ten years.
years. (4-3-1) (5-4-3-1)
She had been working for the same She might have been working for the same
company for ten years when she retired company for ten years when she retired last year. (5-
last year. (4-3-1) 4-3-1)
The schedule has been delivered to The schedule should have been delivered to
them. (4-2-1) them.(5-4-2-1)
This report was typed this morning. (2- This report ought to be typed this morning. (5-2-1)
1)
A meeting is being prepared now. (3- A meeting ought to be being prepared now.(5-3-
2-1) 2-1)
IRREGULAR VERBS
A. Verb Forms
Mar. 10, 22 110

Different from Indonesian verbs that do not change their form when we use them in
sentences, English verbs change their form when we change the subject or tenses. Though
most verbs in English have regular “ed”–ending to their main forms (stem forms), there are
some verbs that do not have “ed” -ending to their main forms.
Verbs that have regular “ed” –ending to their main forms (latter we will use the term stem
forms), are called regular verbs, and verbs that do not have regular “ed”-ending ‘to their
stem forms are called irregular verbs.
1. Samples of regular verb forms

STEM form STEM+S form STEM+ING form finite non - finite
chisel chisels chiseling chiseled chiseled

drift drifts drifting drifted drifted
earn earns earning earned earned
fix fixes fixing fixed fixed
follow follows following followed followed
ground grounds grounding grounded grounded
hand hands handing handed handed
hope hopes hoping hoped hoped
intend intends intending intended intended
join joins joining joined joined
lower lowers lowering lowered lowered
manage manages managing managed managed
offer offers offering offered offered
remain remains remaining remained remained
settle settles settling settled settled
2. Irregular verb forms
Some verbs in English are irregular and they have different patterns to make their stem+ed
forms. Since most English verbs are regular, It is better to use the same term for both
regular verbs and irregular verbs. So in the list of irregular verbs we also use the term: stem,
stem+s, stem+ing, finite stem+ed, and non-finite stem+ed form.
A few irregular verbs have three different forms, in which the stem+ed form have the same
form as it stem form, others have four different forms, in which the non-finite stem +ed
forms are the same as the finite stem+ ed forms, and some others have five different forms,
while the verb “be” has eight different forms.
Here are examples:
a. Irregular verbs with three different forms
Mar. 10, 22 111

STEM form Finite Non-finite STEM+ED form

STEM+S form STEM+ING form finite non-finite
bet bets betting* bet bet
burst bursts bursting burst burst
cast casts casting cast cast
cost costs costing* cost cost
cut cuts cutting cut cut
hit hits hitting hit hit
hurt hurts hurting* hurt hurt
let lets letting* let let
put puts putting put put
reset resets resetting reset reset
set sets setting set set
shed sheds shedding shed shed
shut shuts shutting* shut shut
split splits splitting* split split
spread spreads spreading spread spread
thrust thrusts thrusting* thrust thrust
upset upsets upsetting upset upset
Notes: Some stem+ing form of the verbs above are not frequently used in daily English.
d. Irregular verbs with four different forms
1) They change their sound and spelling in their stem+ed form

bring brings bringing brought brought
buy buys buying bought bought
catch catches catching caught caught
fight fights fighting fought fought
seek seeks seeking sought sought
teach teaches teaching taught taught
think thinks thinking thought thought
2). They do not change their vowel sound and ends with a “t” ending
STEM form Finite Non_finite STEM+ED form

Mar. 10, 22 112

bend bends bending bent bent

broadcast broadcasts broadcasting broadcast broadcast
build builds building built built
burn burns burning burnt burnt
deal deals dealing dealt dealt
dream dreams dreaming dreamt dreamt
dwell dwells dwelling dwelt dwelt
learn learns learning learnt learnt
lend lends lending lent lent
rend rends rending rent rent
send sends sending sent sent
smell smells smelling* smelt smelt
spell spells spelling spelt spelt
spend spends spending spent spent
spoil spoils spoiling spoilt spoilt
3). Their vowel sound changes to short sound in the stem+ed form

bleed bleeds bleeding bled bled
breed breeds breeding bred bred
creep creeps creeping crept crept
feed feeds feeding fed fed
feel feels feeling felt felt
keep keeps keeping kept kept
kneel kneels kneeling knelt knelt
lead leads leading led led
lean leans leaning leant leant
leave leaves leaving left left
mean means meaning meant meant
meet meets meeting met met
read reads reading read read
say says saying said said
sleep sleeps sleeping slept slept
sweep sweeps sweeping swept swept
weep weeps weeping wept wept
hold holds holding held held
4). Change their sound in the stem+ed form to “oun”

Mar. 10, 22 113

bind binds binding bound bound

find finds finding found found
grind grinds grinding ground ground
wind winds winding wound wound
5). Change their sound in the stem+ed form to short vowel sound “A”

dig digs digging dug dug
cling clings clinging clung clung
fling flings flinging flung flung
hang hangs hanging hung hung
sling slings slinging slung slung
slink slinks slinking slunk slunk
spin spins spinning spun spun
stick sticks sticking stuck stuck
strike strikes striking struck struck
sting stings stinging stung stung
stink stinks stinking stunk stunk
string strings stringing strung strung
swing swings swinging swung swung
win wins wining won won
6). Their vowel sound changes to short and sounds differently from the stem form.

get gets getting got got
have has having had had
lay lays laying laid laid
make makes making made made
pay pays paying paid paid
lose loses losing lost lost
shoot shoots shooting shot shot
shine shines shining shone shone
sell sells selling sold sold
tell tells telling told told
7). Change their vowel sound indifferently

Mar. 10, 22 114

light lights lighting lit lit

slide slides sliding slid slid
hear hears hearing heard heard
sit sits sitting sat sat
stand stands standing stood stood
understand understands understanding understood understood
e. Irregular verbs with five different forms
1). Change their vowel sound in both stem+ed form follow the pattern “E” to “A”
STEM form Finite STEM+S Non-finite STEM+ED form

form STEM+ING form finite non-finite
begin begins beginning began begun
drink drinks drinking drank drunk
run runs running ran run
shrink shrinks shrinking shrank shrunk
sing sings singing sang sung
sink sinks sinking sank sunk
spring springs springing sprang sprung
swim swims swimming swam swum
2). Change their vowel sound to “or” and “orn”

bear bears bearing bore born / borne
swear swears swearing swor sworn
tear tears tearing e torn
wear wears wearing tore worn
wore
3). Their vowel sound change to “e” and “own”

blow blows blowing blew blown
fly flies flying flew flown
grow grows growing grew grown
know knows knowing* knew known
throw throws throwing threw thrown
4). Their vowel sound change to long sound “o” and an ending “en”
Mar. 10, 22 115


break breaks breaking broke broken
choose chooses choosing chose chosen
freeze freezes freezing froze frozen
speak speaks speaking spoke spoken
steal steals stealing stole stolen
wake wakes waking woke woken
weave weaves weaving wove woven
5). Their vowel sound of non-finite stem+ed change back to the stem form end with “en”
ending.

bite bites biting bit bitten
hide hides hiding hid hidden
forbid forbids forbidding forbid forbidden
forgive forgives forgiving forgave forgiven
give gives giving gave given
drive drives driving drove driven
ride rides riding rode ridden
rise rises rising rose risen
write writes writing wrote written
beat beats beating beat beaten
eat eats eating ate eaten
fall falls falling fell fallen
6). Their vowel sound change indifferently and end in “en” ending for their non-finite
stem+ed form.

forget forgets forgetting forgot forgotten
tread treads treading trode trodden
melt melts melting melted molten
shake shakes shaking shook shaken
take takes taking took taken
7). They change their vowel and spelling indifferently
Mar. 10, 22 116


become becomes becoming became become
come comes coming came come
do does doing did done
draw draws drawing drew drawn
go goes going went gone
lie lies lying lay lain
see sees seeing saw sen
sew sews sewing sewed sewn
show shows showing showed shown
sow sows sowing sowed sown
d. This verb “be” has eight different forms.

be
am is being was been
are were
MINIMUM REQUIREMENTS
Mar. 10, 22 117

Whenever you speak or write English you must check to make sure that you do not make any
of grammar mistakes listed below. These points of grammar are minimum requirements.
Freedom from these mistakes is the lowest possible standard which will be accepted.
1. Concord
a. You should use the masculine and feminine pronouns correctly. (“My sister goes to school.
He is in the third grade.” contain a minimum requirement mistake)
b. You should use the correct singular and plural forms for verbs and pronouns. (“Things
that interferes …..”, “A teacher want …..”, “Tell this pupil to put their book ….” All contain
minimum requirement mistakes.)
c. You should use the correct forms of the nouns after the following words:
- one, a/an, each, another, every, are followed by countable singular nouns;
- two, three, etc., both, many, these, those, a few, are followed by countable
plural nouns.
- this, that are followed by singular countable or uncountable nouns:
- much is followed by an uncountable noun.
(“many book”, “each trees”, “another music”, and “this houses” all contain minimum
requirement mistakes.)
2. Finite Verb
You should make sure that every simple sentence and the principle clause (or “main
statement”) in every complex sentence contains a finite verb. (“He happy.”, “The man who I
met tall.”, and He shown me a book.” all contain minimum requirement mistakes.)
3. Tenses
You should not change the tense from present to past or from past to present unless you
have a good reason. (“When the students are ready, he taught the next step”, contains a
minimum requirement mistake.)
4. Verb Groups
You should make sure that the verbs in questions and negative constructions have the correct
form. (“He does not allowing ….” And “Did he liked ….?” Contain minimum requirement
mistakes.)
5. Articles
Mar. 10, 22 118

a. If you use a singular countable noun, you should put a/an or the or a similar word
before it. (“He put book on the table.” Contain a minimum requirement mistake.)
b. If you use an uncountable noun or a plural countable noun, you should not put a/an
before it. (“He gave me useful information.” Contain a minimum requirement mistake.)
c. If you use the name of a person, town or country, you should not use a/an or the in
front of it. (“A Mary left from the Jakarta.” Contain two minimum requirement mistakes.)
Whenever you write English you must check to make sure that you do not make the mistakes
in punctuation and spelling listed below:
6. Punctuation:
a. You should use a capital letter at the beginning of every sentence, a full stop at the end
of every statement and a question mark at the end of every question.
b. You should use a capital letter to begin the name of a person, town or country.
c. You should make sure that you use the possessive apostrophe correctly. (The pupils
effort …”and “its name ….” Both contain minimum requirement mistakes.)
7. Spelling
a. You should make sure that you use the words “there” and “their”, and “then” and
“than” correctly.
b. When a word ends in p, t, d, m, n, l and has a short vowel sound in its final syllable, the
consonant should be doubled when –able, -ed, -ing are added. When the final syllable
contains a long vowel sound, the consonant should not be doubled.
c. If you use a word which spells the sound /i:/ with the letters i and e, you should use this
rule for their order: I before e, but not after c. (There is one common exception: seize.)
R.L. Fountain, New Zealand Colombo Plan Adviser in the teaching of English Yogyakarta, Indonesia,
1971.
SAMPLE TEST
Mar. 10, 22 119

ATTENTIONS:
- Do not write anything on this question sheet.
- Write all your answer and identification on the answer sheet provided by the
supervisor.
- Read the instruction carefully before you decide your answer.
- Choose the best option A, B, C, or D in each case. There might be more than one
correct answer, but only one is the best.
Read this following text carefully and then A. Choose the best option in each
answer the questions that follow! case!
PHYSICS 01. Most of our energy comes from a

gigantic nuclear reactor. (1)
1.
Energy is needed for all our activities. a. the nuclear power station
We can store energy in different forms. It b. the atomic power
is then released and used. Food, oil, c. the sun
petrol, gas and electric batteries all d. the oil
produce useful energy. Our largest energy
source is the sun. It supplies us with free 02. Unlike our income of energy, our capital
energy. But we can not use solar energy of energy comes from……. (1)
for many of our activities; for example, a. sunlight
eating, driving, flying, or communicating b. wind
by radio or television. We have to use c. waves and tides
energy from other sources, such as fossil d. inside the earth
fuels. This, of course, costs money.
03. Fossils are the remains of plants and
2.
Energy is always changing from one animals. They are found deep below the
form to another. For example, the earth’s surface. After millions of years,
chemical energy in food changes in our the fossils change to coal, gas and oil,
bodies to heat. This enables us to do and we call these …………. (1)
work. If we climb stairs, the chemical a. conversion
energy changes to potential energy. If we c. fossil fuels
run, the chemical energy changes it b. wasted energy
kinetic energy. d. photosynthesis
3.
The total amount of energy remains the 04. We use fossil fuels because …………. (1)
same. Energy is neither created nor a. we don’t have enough solar energy
destroyed. This is called conservation of
energy. However, when energy changes b. solar energy is very expensive
from one form to another, some of the c. we can’t use solar energy for all
energy is wasted. So the amount of useful activities
energy is always less after a change. Its d. we can use solar energy for eating,
uselessness or entropy increases. drinking, flying or communicating
4.
Finally, our present sources of energy 05. The sun supplies us with free energy.
are limited. We must use less energy. We a. independent
also need to find ways of using alternative b. uncontrollable
energy sources. c. without pay
Mar. 10, 22 120

d. unrestricted b. produced d. conserved

06. Energy is always changing from one 13. A power station changes energy in coal
form to another. The ………… energy to …………energy.
in food changes in our bodies to heat. a. potential
(2)
b. mechanical
a. chemical c. electrical c. nuclear
b. nuclear d. mechanical d. electrical
07. If we climb the mountain, the 14. Scientists call the increase in
chemical energy changes to …………… uselessness, after an energy change,
energy. (2) an increase in ………. (3)
a. potential a. thermodynamics
b. kinetic b. entropy
c. gravitational c. conservation
d. mechanical d. conversion
08. When a car is moving, it has “motion 15. Energy from ……….. enables us to cook.
energy” or …………….energy. (2) a. food c. gas
a. potential b. petrol d. coal
b. kinetic
c. gravitational 16. Energy source from gas, food, petrol, oil
d. mechanical and fossil are called ……………….
09. The kinetic energy or the moving car a. potential c. kinetic

is wasted or lost, when the driver
……….. b. income d. capital
a. backs up the car
b. turns the car 17. Conservation of energy can mean the
c. ignites the engine ……………. of energy. (3)
d. applies the brakes a. production c. saving
b. use d. wasting
10. The conservation of energy means
that you …………. (3)
a. can create and destroy energy 18. The scientific meaning of conservation
b. can’t create energy is that energy is ………….. destroyed. (3)
c. can’t destroy energy a. neither created nor
d. can neither create nor destroy
energy b. either created or
c. created but not
11. Low quality energy can do …………… d. not created but
high quality energy.
a. as many useful jobs as 19. Nuclear energy can possibly be used to
b. more useful jobs than substitute ………… as a source of energy
c. less useful jobs than since the latter are disappointing.
d. better than a. fossil fuels
b. solar energy
12. When energy changes take place, c. the waterfall
some of the energy is always d. photosynthesis
…………… (3)
a. degraded c. wasted
Mar. 10, 22 121

20. The safer source of energy such as

the sun, the wind, and the sea are 27. When an engine runs out of oil, it …......
usually called ………………….. energy a. will be cooled
sources. (4) b. will be running
a. capital c. potential c. must be running
d. will be overheated
b. dangerous d.
alternative 28. The pilot couldn’t contact the tower,
because the radio was ………………..
B. These following numbers are not a. out of order c. out of date
related to the text above. These b. out of work d. out side
questions will ask you about
grammatical terms and usage. 29. A device that is used to mix and
regulate the flow of fuel before it
21. This aircraft ………….. trouble with its reaches the engine is called a …………….
oil pressure. a. fuel liner c. fuel strainer
a. always has b. fuel selector d. carburetor
b. has always
c. is always have 30. A device used for filtering solid
d. are always have impurities out of fuel before reaching
the carburetor is called a ……………………
22. The mechanics ………………… repairing a. sediment c. fuel strainer
the electrical system of the aircraft. b. drain cock d. fuel selector
a. has finish c. have finish
b. has finished d. have finished 31. Red lights usually indicate …………………
a. hazards c. obstacles
23. An authorized mechanic should b. danger areas d. all of them
………….. the logbook of the aircraft
every day. 32. Which sentence is not passive voice?
a. signature c. sign a. The logbook should be signed by an
b. to sign d. to signing authorized mechanic.
b. This aircraft must be inspected.
24. The aircraft …………….. regularly to c. The engine is being overhauled.
keep them serviceable. d. The aircraft is rolling on the runway.
a. shall be inspected
b. shall be inspect 33. Which question is not correct?
c. should be inspect a. Who is responsible for the
d. must be inspection maintenance of this aircraft?
b. Who checked this aircraft this
25. Every aircraft ………………. with flight morning?
and engine instruments. c. Where the mechanics keep their
a. is equipment c. is equipped tools?
b. are equipment d. are equipped d. When did the mechanic last check
this aircraft?
26. A turbo-prop plane ………………. more
efficient than a jet plane for low speed 34. Aircraft manuals ……………… in English
and short distance flight. or language used by the factory
a. is considered nationality.
b. are consider a. are written c. writes
c. is considering
d. are considering
Mar. 10, 22 122
b. is written d. c. should treat

are writing d. are treating
35. Friction between components ………… 42. You ……………..… the window glass with
by lubrication. warm water and shampoo.
a. could be reduce a. can clean
b. could reduce b. can be cleaned
c. is reducing c. can cleaning
d. could be reduced d. can be cleaning
36. A micrometer …………..… the outside 43. Aircraft engines ………………….. or they
diameter of small metal objects with would be overheated.
precision of 0,001 mm. a. must be well lubricated
a. can measure b. must be lubricate well
b. can measuring c. must be well lubricating
c. can measures d. must well be lubricate
d. can be measured
44. A fuel gauge ………………… the pilot how
37. The oil strainer ……………….… at every much fuel remaining in the tank.
oil change. a. is tell c. telling
a. should be take out and clean b. tells d. is told
b. should be taken out and clean
c. should be taken out and cleaned 45. The aircraft ..................... is towed to
d. must be take out and clean the maintenance hangar.
a. to be overhauled
38. The gaskets of the oil strainer b. that will be overhauled
………………. each time it is removed. c. going to be overhauled
a. shall be replace d. all are correct
b. shall replace
c. shall be replaced 46. The engine oil could …..……….. by
d. shall be replacing removing the plug in the oil strainer
bottom plate.
39. The door hinges ………………..… at a. be drain c. drain
every lubrication service. b. be drained d. be draining
a. must be oil c. must oil
b. must to be oil d. must be oiled 47. The engine ………………….… must be
warm to ensure complete drainage.
40. The dust and dirt …………..… from the a. that will be drained
door hinges at every lubrication b. be drained
service. c. to be drained
a. must be removed d. all are correct
b. must be removing
c. must to be removed 48. The engine …………… with the correct
d. have to be remove volume and suitable type of oil.
a. must be refilled c. must refill
41. The door cylinder locks ……………..… b. should refill d. have to refill
with graphite by blowing a small
quantity of powdered graphite through 49. Micrometers are precision-made
the key hole. instruments and therefore they ………
a. should be treated treated very carefully.
b. are treat a. should be c. might be
Mar. 10, 22 123

b. would be d. must not be b. be calibrated d. be calibrating
50. Where there is machinery with moving

parts, sleeves ……….... up above the
elbows.
a. must be tightly rolled
b. could be tightly roll
c. would be tightly rolling
d. must be rolling tightly
51. Ties and scarves.................... in the 57. Which sentence is right?
workshop as they can get caught in a. The aircraft has taken off five
moving machinery. minutes ago.
a. must not be worn b. The passengers have been on board
b. can not be wearing more than ten minutes ago.
c. may not be wearing c. Mr. Dullah has worked for Batavia
d. could be worn Air for 1980.
d. The victims have been evacuated to
52. Mechanics .............. safety shoes the nearest hospital.
in the machine tool workshop to
prevent any possible accident. 58. Which passive voice is correct?
a. must be wear a. The engine should be well lubricate
b. might be wear to prevent overheated.
c. can be wear b. The mechanics should be inspected
d. should wear the aircraft thoroughly.
c. The broken spare parts should be
53. Mechanics ………… hand tools which replaced with the new ones.
are not properly earthed. d. The aircraft in trouble should be
a. don’t have to use giving priority to land.
b. will not use
c. would not use 59. Which question is correct?
d. should not use a. Who installed this instrument?
b. Who do install this instrument?
54. Mechanics .............................. good c. Who did install this instrument?
knowledge of physics and arithmatics. d. What installed this instrument?
a. should possessed
b. must possesses 60. What …………………… of this engine?
c. have to possessed a. has the mechanic replace
d. ought to possess b. has the mechanic replace
c. have the mechanics replaced
55. All airport facilities ..................... by d. the mechanics have replaced
professional mechanics.
a. will be maintain
b. shall be maintain
c. should be maintained
d. should be maintaining
56. The navigational aids of an aero-

drome shall ................ every six
months.
a. be calibrate c. calibrate
Mar. 10, 22 124

ENGLISH FOR TECHNICAL STUDENTS – SUTARYANTO – ENGLISH FOR TECHNICAL STUDENTS
MULTIPLE CHOICE ANSWER SHEET
NAME : ……………………………… SUBJECT : ……………………………….

COURSE : …………………………….. DATE : ………………………………
NO A B C D E NO A B C D E
01 31
02 32
03 33
04 34
05 35
06 36
07 37
08 38
09 39
10 40
11 41
12 42
13 43
14 44
15 45
16 46
17 47
18 48
19 49
20 50
21 51
22 52
23 53
24 54
25 55
26 56
27 57
28 58
29 59
30 60
NUMBER OF QUESTIONS :
NUMBER OF RIGHT ANSWERS :
PERCENTAGE RIGHT :
RAW SCORE :
EXAMINER :
FOR INTERN USE ONLY – FOR INTERN USE ONLY Mar. 10, 22 125

English For Mechanical Students

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ENGLISH FOR AIRPORT ENGINEERING STUDENTS – INDONESIAN CIVIL AVIATION INSTITUTE

1. Samples of regular verb forms.

Finite Non-finite STEM+ED form

REVISED October 11, 2010 1

2. Samples of irregular verb forms.

Finite Non-finite STEM + ED form

Finite Non-finite STEM+ED form

Notes: For further examples of irregular verbs, see on appendix!

REVISED October 11, 2010 2

You may have a sentence as:

- Mr. Brown greases the moving parts of the machine .

a. Verbs derived from nouns

Non-finite Finite / non-finite

a book to book booking booked mendaftarkan

Notes: Most verbs derived from nouns are regular

REVISED October 11, 2010 3

b. Verbs from adjectives

Non fiite Finite / non-finite

deep - to deepen deepening deepened

C. Type of English Verbs

English verbs can also be classified into three types as follows!

Subject + Linking verb + complement.

- Peter is an engine mechanic.

REVISED October 11, 2010 4

- That instrument is a tachometer.

- The man who missed called you yesterday is me.

- My favorite hobby is swimming.

- Flying in a large modern airplane is safe and convenient.

e. an adverb of place, as in:

- The nearest hospital is on Jln. Sudirman.

f. an adverb of time, as in:

- The day after tomorrow is Wednesday.

REVISED October 11, 2010 5

Subject + intransitive verb + adjunct

A transitive verb is a verb that needs an object when it is used as a predicate of a

Subject + transitive verb + object + adjunct.

a. We walk along the road on Sunday morning. (intransitive)

c. The aircraft landed smoothly on the runway. (intransitive)

SUBJECT + LINKING VERB + COMPLEMENT

Peter is a good mechanic.

Peter leaves to work at seven.

SUBJECT + TRANSITIVE VERB + OBJECT + ADJUNCT

Edwin reads a book in the library.

D. Finite and Non-finite Verbs.

 Edwin speaks English well.

REVISED October 11, 2010 8

1. Stem form may appear in:

Here are some examples:

c. A sentence after an auxiliary verb, as non-finite stem form:

1) I don’t write the report in English well.

a. She writes a report at the end of a month.

a. She is writing a report in her office.

4. Stem +ing form can also be used as gerund, as in:

a. Being a student is always fun.

5. Finite stem + ed form is used in past tense as in:

a. She wrote this report only this morning.

6. Non-finite stem + ed form is used in:

1) I have written the report requested by the manager.

b. Passive voice after a verb form of “be” as in: