LECTURE NOTES

BAHASA INGGRIS 1

FAKULTAS ILMU KOMPUTERUNIVERSITAS GUNADARMA

2004

BAHASA INGGRIS 1 (FOR COMPUTER SCIENCE)

Buku Acuan : 1. Ian Simpson and Derek Utley, English for Telecoms, York: York Associates Publications, 1995.

2. Betty S. Azhar, Understanding and Using English Grammar, New Jersey: Prentice Hall, 2000.

PERTEMUAN 1

A. TEXT

Unit 1 THE ROAD TO DEREGULATION

The period since the early 1980s has been the most momentous in the history of telecommunications. A series of major technological advances such as optical fibers, Integrated Services, Digital Network, (ISDN), Asynchronous Transfer Mode, (ATM), and Asymmetrical Digital Subscriber Loop, (ADSL) has led to spectacular achievements in products and services. In addition, legislation has helped to create an environment of liberalisation and deregulation which is shaping the markets of the future. In some respects, regulatory issues have assumed more importance than the purely technological questions in telecommunications. As a senior manager from PTT-Nederland admits:

“When I came here, people were convinced that we sold technology, but to me, that's just nonsense. No-one is interested in opening up a telephone set to look at the circuit boards and admire their quality. What people want is reliable, quick and imaginative service. At the end of the day, it's just like McDonald's. They don't just sell hamburgers, they sell services as well.”

1984 was a pivotal year for world telecommunications. In the USA, AT&T's monopoly was broken up with the creation of the seven Regional Bell Operating Companies (RBOC's), while the same year saw the privatisation of British Telecom in the UK. Most of Europe's state telecommunications companies are likely to he privatised before the year 2000. This pressure to privatise stems from the fact that many state telecommunication networks are currently under-resourced, that many state budgets are overburdened and that national and international telecommunications markets are being liberalised, thus undermining the position of state monopoly Public Telephone Operators. (PTO's)

The balance of pressure varies between countries but no country is immune, and with the European Union (EU) now resolved to liberalise national markets for voice telecommunications from January 1999, 1999, the pressure can only increase (Spain, Ireland. Greece and Portugal will not "join the voice liberalisation club)" until 2003.) Competition is imminent in every European country, but the regulatory structure in each nation wiII influence the speed with which it advances and the strength of rival operators.

Liberalisation is shaking up the way that operators conduct their business and is bringing about a "culture change" within companies. The philosophy of "being a civil servant

and having a job for life" is rapidly disappearing. Personal performance-related criteria and individualised objectives are influencing the lives, of executives and employees oI' previously state-dominated PTTs, where results often counted for very little.

"Down-sizing," "Right-sizing," "Rationalisation" and "Outsourcing" have become the buzz-words associated with liberalisation and competition. and in many countries Trade Unions interpret these expressions as the desire of the bosses to get rid of as many employees as possible in the quest to make their businesses more profitable, possibly at the risk of creating the "haves" and the "have-nots."

B. GLOSSARY

- momentous : penting- shaping : membentuk- reliable : dapat dipercaya- service : jasa- overburdened : membebani- thus : dengan demikian- undermining : mencari, menggali- immune : kebal- civil servant : pegawai negeri- down-sizing : perampingan- outsourcing : penggunaan sumberdaya dari luar- rationalization: penyesuaian- buzz-words : kata-kata yang sering didengungkan

C. READING COMPREHENSION

Identifya. two reasons for the global changes in telecoms since the 80s. b. 6 concrete results of these changes.c. what telecoms have in common with McDonalds. d. the two major telecom events of 1994.e. what may have happened to most European telecom companies by 2000f. the three main sources of the move towards privatisation.g. what will happen to voice telephony in most EU countries on 1st January 1998. h. three results of the "culture change” within companies.i. the interpretation Trade Unions give to terms such as "Downsizing" and

"Outsourcing”

C. LANGUAGE DEVELOPMENT (STRUCTURE)

1. Present Perfect and Simple Past

Subyek + has/have + Verb III (past participle)

a. Digunakan untuk menyatakan suatu peristiwa/perbuatan yang telah selesai terjadi/dilakukan pada waktu lampau (waktunya tidak tertentu) dan masih ada hubungannya dengan waktu kini.Contoh :

1. They have written a letter.2. Betty has taken my pencil.3. His father has bought a new car.

b. Sering digunakan dengan For atau Since.Since (= sejak)3 menunjukkan arti “dari suatu saat tertentu pada waktu lampau

hingga kini”

Misalnya :Since JanuarySince I left schoolSince the last ten years = sejak 10 tahun terakhir.Since 1980, dan sebagainya.

For (= selama) menunjukkan arti “lamanya jangka waktu hingga kini, karena itu, for selalu diikuti sejumlah jangka waktu tertentu.

Minggu :For a week for three daysFor a long time for six yearsFor five months dan sebagainya.

Contoh :1. I haven’t seen you since Monday.2. She hasn’t seen me for a week.3. Tuti has been here since 6 o’clock.4. I have lived in Yogyakarta since 1980.5. We have worked in the company for two years.

c. Sering digunakan dengan adverb berikut ini .4

So far until nowup to now up to the presentalmost just (now)already stillnever dan sebagainyaContoh:1. Umar has almost finished the work.2. She has just gone away.3. Have you ever eaten apples?

3 W. Stanard Allen, Living English Structure, Longman Group, London, 1974, p. 79.4 Marcella Frank, Modern English, Prentice-Hall, New Jersey, 1972, p. 80.

4. The money has finally arrived.5. We have finised five chapters so far.6. Up to now, we haven’t found the kinds of paint we need for the door.

d. Sering digunakan dengan keterangan waktu berikut:This-this week, this month, this year, this Saturday, dan sebagainya.Contoh: 1.He has been quite ill this year.2. They gone shopping this morning.

e. Sering digunakan dengan keterangan berikut:Recently = baru-baru iniLately = akhir-akhir iniNot…yet = belum

Contoh:1. What have you read recently?2. She hasn’t finised the work yet.3. What has she done lately?4. He has recently come out of the hospital.

Apabila dalam sebuah kalimat predikatnya berupa selain kata kerja (verb), yang biasanya dissebut kalimat nominal, maka kita harus menambahkan auxiliary verb sebagai berikut:She has been…… I have been……He has been…… You have been……It has been…… They hve been……

We have been ……Contoh:1. Ihave been in this office since I Left school.2. He has never been here since the last ten years.3. She has been a teacher for 15 years.

4. Present Perfect Continuous (Progressive) Tense

a. Digunakan untuk menyatakan suatu perbuatan yang telah mulai dilakukan pada waktu lampau (waktunya tidak tertentu), dan sekarang masih akan dilakukan atau hanya untuk menyelesaikan.

Contoh:1. We have been listening to the radio for two hours.2. She has been learing English for 4 years.

Subyek + has/have + been + verb ing

3. Maryam has been living in Solo since 1967.4. How llong have you been waiting for the bus.5. The professor has been lecturing for over an hour.

Keterangan:1. Kita telah mendengarkan radio selama 2 jam, dan sekarang hinggga nanti kita

masih mendengarkan.(Atau kita hanya akan mendengarkan sampai acara selesai).

2. Maryam tinggal di Solo sejak tahun 1967,dan sekarang dia masih tinggal di Solo.

b. Digunakan unutk menyatakan perbuatan yang diulang-ulang dalam Present Perfect Tense, biasanya selalu memakai a time phrase (keterangan waktu) seperti:

Since……For……Never……

Contoh:1. I have written six letters breakfast.*** I have been writing letters since breakfast.2. she has knocked at the door for there minutes.*** She has beeeeen knoking the door for three minutes.Perhatikan1. I have written a letter for an hour.

(Saya telah menulis sebuah surat selama 1 jam; … dan sekarang telah selesai).2. I have been writing a letter for an hour.

(Sekarang masih sedang menulis sebuah surat).3. I have been reading your book.

(maksudnya: I haven’t finished it).4. I have read your book.

(artinya = I have finished it).

2. Past Tense

5 Past Indefinite Tense /Simple Past Tense

a. Digunakan untuk menyatakan perbuatan / peristiwa yang dilakukan atau yang terjadi pada waktu masa lampau (waktunya tertentu).

Contoh:

Subyek + Verb II + (kata kerja bentuk II)

1. I met her two days a go.2. Mary played tennis last week.3. Ali went to Yogyakarta yesterday.

b. Digunakan untuk menyatakan kebiasaan yang dilakukan pada waktu lampau.

Contoh:1. He always carried an umbrella.2. They never drank wine.3. We usually spoken English.4. Las year it rained Frequently in this area.5. When I was young, I went swimming every day.

c. Digunkan untuk menyatakan suatu perbuatan yang jelas dilakukan pada waktu lampau (waktunya tertentu) tetapi tidak disebutkan keterangan waktunya.

Contoh: 1. I bought this car in jakarta . (Mobil ini jelas dibeli pada waktu yang lampau di Jakarta pada waktu tertentu).2.When did you see me ? (berarti you telah melihat saya, ……kapan?)3.The train was ten minute late.

Keterangan waktu yang biasa dipakai antara lain:Yesterday = kemarin the other day = duluLast…… = ……yang lalu in 1982 = pada tahun 1982Last week = minggu yang laluLast year = tahun yang lalu dan sebagainya.……ago = ……yang lalu2days ago = 2 hari yang lalu

Di dalam Simple Tense, bentuk interrogative (kalimat Tanya) dan kalimat negative (menyangkal), selalu menggunakan kata kerja bantu (auxiliary verb) DID untuk semua jenis subyek, apabila predikatnya kata kerja. (Lihat kembali Bab I, halaman 3).Contoh:1. Did you play tennis yesterday?2. We did not study last night.3. Did the dog bark this morning?

Dengan memperhatikan contoh-contoh tersebut dapat kita ketahui bahwa dalam kalimat negative (menyangkal) dan kalimat tanya, kata kerja (predikat) dalam kalimat Simple Tense selalu kembali pada bentuk I (Simple Present).

Apabila predikatnya berupa selain kata kerja, sehingga boleh jadi noun seperti: teacher, postman, doctor, house, building, dan sebagainya ; atau adjective, seperti:

busy, lazy, happy, tired, dan sebagainya; atau dapat juga berupa adverbn (kata keterangan), seperti: here, there, at home, at the station dan sebagainya, yang dalm bahasa Indonesia dinamakan kalimat nominal, maka kita harus menggunakan kata kerja bantu (auxiliary), To Be yaitu Was atau Were.Contoh: 1. Was john tired yesterday?2. We were very busy last night.3. Ali was here this afternoon.

Catatan:Untuk membentuk verb I menjadi bentuk II, perlu diperhatikan aturan-aturan sebagai berikut:1. Kata kerja beraturan (reguler verb) akhirnya ditambah dengan ed.

Miasalnya : to work ……. WorkedTo play ……. PlayedTo happen ……. HappenedTo finish ……. Finised dan sebagainya.

2. Verb yang berakhiran dengan Y dan sebelumnya konsonan (huruf mati), diubah dulu dari Y menjadi I kemudian ditambah ed.Misalnya: to carry …… carried

To cry …… criedTo apply …… applied dan sebagainya.

3. Verb yang berakhiran dengan Y tetapi sebelumnya vokal, tidak ada perubahan, dan langsung ditambah dengan ed.Misalnya: to obey …… obeyed

To play …… played4. Verb satu suku kata dan hanya berakhiran dengan sebuah konsonan, maka

konsonan tersebut didobelkan dalam bentuk ing maupun dalam bentuk II dan ditambah ed.

Misalnya: to hit …… hitting …… hittedTo stop …… stoping…… stoppedTo spel …… speling…… spelled.

6. Past Continous / Progresive Tense

a. Digunakan untuk menyatakan perbuatan yang sedang terjadi / berlangsung pada waktu yang lampau ketika perbuatan lain terjadi. Contoh:1. My mother was cooking when it began to rain.2. We were studying English while the bell rang.3. When the teacher came, the boys were playing chess.4. Betty was sleeping when I visited her.

Subyek + was/were + Verb ing

5. When I was crossing the street, I saw an accident.

C. Modal Verbs

1. Linking (copulation) verbs1

Adalah kata kerja bantu yang befungsi untuk menghubungkan antara subyek dan predikat. Adapun kata kerja bantu yang dapat berfungsi sebagai linking (copulative)verb yaitu:To Be = (am, is, are, was, were, be, being, dan been).Contoh:1. I am a student 5. Pleasebe here tomorrow2. We are happy 6. She is well3. She was here yesterday 7. He has been here for 2 days4. I am sorry for being late

Keterangan:Dalam kalimat tersebut di atas, misalnya nomor 1 dan 2, “am” dan “are” dipakai sebagai kata kerja biasa yang berfungsi sebagai linking verb (copulative), yaitu kata kerja penghubung antara subyek dan predikat. Demikian pula dengan to be yang lain dalam kalimat di atas. Dan To Be dipandang sebagai “auxiliary verb”bila untuk :1. Membentuk tense (dilihat bab tense).

Contoh:1. I am studying English Now.2. She is reading a newspaper.3. He has been working here for 2 months.

2. Membuat kalimat pasif (lihat bab kalimat pasif)Contoh:1. The car is being repaired.2. She will be promoted soon.3. Ali was called by his teacher.

2. To do, does, did dan done1. Dapat berfungsi sebagai kata kerja biasa yang berarti mengerjakan.

Contoh:1. She didi her homework yesterday.2. I do my homework every day.

2. Sebagai kata kerja bantu dalam membentuk kalimat tanya, kalimat menyakangkal (negative), atau jawaban singkat.Contoh:

1. Did you go to school yesterday?2. Does he come here?3. Do you know about her? Yes, I do.4. They didn’t go to the party last night.5. Did you see my sister? No, I didn’t

1 Arthur Waldhorn & Arthur Zeiger, English Made Simple, Cadillac Publishing Co., New York, 1954, p. 25.

3. Have – has dan had1. Berfungsi sebagai kata kerja biasa yang berarti “mempunyai”.

Contoh : 1. I have a new motorcyle.2. She has no money.3. He had a car last year.2. Sebagai kata kerja bantu dalam membentuk Tense, misalnya present perfect tense, Past

perfect tense, dan sebagainya.Contoh:

1. She has bought a new book.2. He had studies English.3. She has been working here for 2 years.4. I have sent a postcard to her.

Penggunaan Modal Auxiliary

Perhatian!1. Dalam sebuah kalimat tidak boleh ada dua buah modal auxiliary.2. Verb sesudah modal auxiliary selalu dalam bentuk asal (I).

4.1. CAN dipakai untuk menyataka:1.kesanggupan atau kemahiran seseorang.

Contoh:1. She ca sing Beautifully.2. I can speak English. 3. You can drive a car.

2.Minta izin.Contoh:

1. Can I borrow your book?2. Can I come to your house?

3.Kemungkinan. Contoh:

1. She can be at home at noon.2. He can be ill. (mungkin dia sakit).

2. COULD adalah bentuk past tense dari CAN dan bentuknya sama untuk semua subyek. Namun dalam penggunaannya tidak selamanya berarti past time (masa lalu).COULD dipakai untuk menyatakan:1. Bentuk lampau dari Can.

Contoh:1. Mary could sing a song when she was young.2. She could not come here yesterday because she was ill.

2. Permintaan dengan sopan.

Contoh:1. Could you help me now?2. Could you take that book for me?

3. Kemungkinan.Contoh:

1. She could be at home now, but she usually plays volleyball.2. He could be very busy at that time.

5.1. SHALL digunkan untuk menyatakan: 1. Bearti “ akan” dalam bentuk future tense.

Contoh;1. I Shall go to Londan tomorrow.

(Saya akan pergi ke London besok).2. We shall buy a new motorclye next week.Catatan :Dalam British English, untuk subyek “I” dan “WE” dipakai “shall”,dan untuk selainya yaituYou, She, He, dan They digunakan “ Will”.

2. Menawarkan bantuan.Contoh:

1. Shall I open the window?2. Shall I make coffee for you?

3. Janji (perjanjian).Contoh:1. You shall have a motorcycle.2. I shall meet her tomorrow.

2. SHOULD digunakan untuk menyatakan:1. Bentuk lampau dari shall.

Contoh:1. When he come to my house I should go2. I should visit to your house before you came to myt house.

2. Anjuran –sebaiknya.Contoh:1. You are ill, you should go to the doctor soon.2. She is tired, she should take a rest.

3. Keharusan atau yang seharusnya dilakukan.2

Dalam hal ini SHOULD = Ought to.Contoh:1. You should (or ought to) do your homework every day.2. He should (or ought to) study hard.3. She sould (or ought to) be here soon.

4. Dalam bentuk lampaunya (masa lampau), berarti menunjukan suatub kegiatan yang seharusnya dikerjakan tetapi kenyataannya tidak dikerjakan.

Contoh: 1. You should (or ought to) have studied hard before take an exam.

Anda seharusnya belajar dengan keras sebelum mengikuti ujian.

2 Marcella Frank, Modern English, Prentice-Hall. Inc. New Jersey, 1972, p. 98.

(Dalam kenyataannya Anda tidak belajar dengan keras, tetapi tetap mengikuti ujian).

4. Tomi would rather stay at home. = Tomi would prefer to stay at home.(Tomi lebih suka tinggal di rumah).

7. 1. MAY adalah kata kerja bantu yang berarti “boleh/mungkin” yang digunakan untuk menyatakan :1. Permohonan izin.

Contoh :1. May I borrow your car ? Yes, you may.

(Bolehkah aku pinjam mobilmu ?)2. May I go home now ? No, you may not.

(Bolehkah aku pulang sekarang ?)3. She may be late.

(Mungkin dia terlambat)2. Permohonan atau harapan.

Contoh :1. May you both the happy.

(Mudah-mudahan anda berdua bahagia)2. May God bless you.

(Mudah-mudahan Allah memberi rahmat kepada Anda).

2. MIGHT adalah bentuk lampau (past tense) dari MAY, namun pemakaiannya juga dapat untuk masa kini atau masa datang.Contoh :1. She might be late yesterday.

(Mungkin dia terlambat kemarin).2. Please take an umbrella with you, It might rain.

(Bawalah payung, hari mungkin hujan).3. I told him that he might go home.

(Saya beritahukan kepadanya bahwa ia boleh pulang)4. You might try to be more careful.

8. MUST adalah kata kerja bantu yang berarti harus atau wajib, digunakan untuk menyatakan :1. Keharusan/mesti.

Contoh :1. You must go now.

(Anda harus pergi sekarang !)2. I must do my homework soon

(Saya harus segera mengejakan pekerjaan rumahku).3. She must study hard.

(Dia harus belajar keras)2. Dalam kalimat menyangkal (negative) dan membuat jawaban dari kalimat tanya, selalu

digunakan NEED NOT atau Needn’t bukan musn’t (must not).

Contoh :1. Must I go now ? Yes, you must atau yes, you need.2. Must she pay it ? No, she needn’t.3. You needn’t go now.

(Anda tidak perlu pergi sekarang) bukan musn’t.

4. She need not come here again.(Dia tak perlu lagi datang ke sini).

3. Must not (musn’t) menunjukkan (berarti) larangan atau tidak boleh.Contoh :1. You must not smoke in the class.

(Anda dilarang merokok di dalam kelas).2. He mustn’t go there alone.

(Dia tidak boleh (dilarang) pergi ke sama sendirian).4. Must = Have to (she/he has to) berarti harus.

Contoh :1. You must (or have to) read this book.

(Anda harus membaca buku ini).2. She must (or has to) go to school today.3. They must (or have to) work hard.

(Mereka harus bekerja keras).5. Must tidak mempunyai bentuk past tense.

Bentuk lampau yang berarti “harus/mesti” adalah HAD TO, dan bentuknya sama untuk semua obyek.Contoh :1. I had to meet my sister yesterday.

(Saya kemarin harus berjumpa saudara perempuanku).2. She had to leave for Jakarta last week.

(Dia harus meninggalkan Jakarta pekan lalu).

9. OUGHT TO = SHOULD.1. Adalah kata kerja bantu yang berarti sebaiknya, seyogyanya, sewajarnya dan bahkan

seharusnya (yang agak lunak).Contoh :1. She ought to be here now.

(Dia seharusnya ada di sini sekarang).2. Ought she to come here again?

(Haruskah dia dating ke sini lagi?)3. She asked me what ought to be typed.

(Dia bertanya kepadaku apa yang harus diketik).2. Menyatakan tugas/pekerjaan yang tidak terselesaikan/terpenuhi atau terabaikan.4 Ought

and the perfect infinitive.5

Contoh :1. The work ought to have been finished last week.

(Pekerjaan itu seharusnya sudah diselesaikan pekan lalu).2. Your ought not (oughtn’t) to have crossed the road when the lights were red.

(Anda seharusnya tidak menyeberang jalan ketika lampu berwarna merah).3. You ought to have told him that the paint on that seat is wet.

(Anda seharusnya sudah memberi tahu dia bahwa cat pada tempat duduk itu masih basah).

4 AJ Thomson and AV Martinet, A Practical English Grammar, second edition, OUP, London, 1968, p.90.5 Ingat bahwa ought to = should

10. USED TO adalah kata kerja bantu yang digunakan untuk menyatakan suatu pengertian kebiasaan atau perbuatan yang dilakukan berulang-ulang pada masa lampau, tetapi kebiasaan itu kini tidak lagi dilakukan.Contoh :1. She used to sing when she was young.

(Dia biasa menyanyi ketika dia muda).2. He used to cry when he was a child.

(Dia biasa menangis ketika dia masih kecil).3. She used to come here every week.

(Dia biasa dating ke sini setiap pekan)

PERTEMUAN 2

A. TEXT

Unit 2

ASYNCHRONOUS TRANSFER MODE (ATM)

The hottest topic in the IT industry is Asynchronous Transfer Mode (ATM) which is the first technology to provide a common format for high-speed data as well as for the typical voice phone call. In addition, the format it uses, the cell, is equally at home in any network: public or private, the Local Area Network (LAN) or the Wide Area Network (WAN). ATM provides a means for integrating voice, video and data as well as knitting local and wide area networks and services into a seamless whole. It is the first communications technological "vision" that has not only managed to unite the communication and computer worlds, but also North America, Europe and Japan. Under ATM, networks need no longer be optimized for one particular service, unable to accommodate the parameters required by another.

This breakthrough does more than just make the world a tidier place. It provides a potentially huge market for ATM equipment. A large market attracts high, upfront investment, which translates into highly-integrated silicon, mass-produced components, low prices and even larger markets, as the law of supply and demand suggests.

In the long term, ATM will play a crucial role in the information superhighway in which It is likely to provide the link between the network-resident servers supplying information or video-streams to the local exchanges. In this field, ATM should link up efficiently with another technology called "Asymmetrical Digital Subscriber Loop" (ADSL) which will turn the boring old "slow lane" telephone line to the domestic home into, at lean, a fast lane.

Huge transmission rates can be sent over one single optical fibre, but ATM provides the key to unlocking the contents of that stream of' bits and processing each individual one. Thus, the total flow of cells arriving at a switch-port divides into hundreds or thousands of separate connections, each one separately routed through the switch and beyond. Each connection may include characteristics like "bursty" (sudden irregular) flows or steady flows at different rates. ATM provides the switching and traffic control functions to support this complex problem.

ATM is clearly a sophisticated, well-designed technology. But, if it is to be successful, it has to fill a genuine need. Who needs it today, and for what? ATM fans reel off lists of exotic applications best served by ATM: Multimedia, teleradiology, distance-learning, desktop videoconferencing, imagearchiving, the paperless office, video electronic mail, global workshop collaboration. All of these applications need either the speed of ATM or its flexibility in handling mixtures of data, video and such timing-sensitive traffic as voice.ATM technology is certainly attractive, but a number of obstacles are holding users back. Among their reasons:

ATM applications and related software that support them are not ready.

Standards are not mature. Prices are still too high. ATM lacks a single application to drive mass-market demand.

B. GLOSSARY :

- provide : menyediakan- breakthrough : terobosan- tidier : lebih rapi- upfront : di depan sekali- crucial : penting- switching : pengubah- sophisticated : canggih- genuine : asli, dasar

C. READING COMPREHENSION

Identify

a. the type of communication for which ATM provides a common format. b. what ATM has united.c. what investment in a large ATM market leads to. d. 8 ATM applications.e. 4 reasons which hold potential users back.

Now answer true or false (T/F):f. ATM software is ready.g. standards have been agreed world wide.h. users see the price of ATM as being exorbitant. i. ATM applications arc obviously here.

C. LANGUAGE DEVELOPMENT (STRUCTURE)

PASSIVE VOICE

Some book are to be tasted, others to be swallowed and some few to be chewed and digested.

(Francis Bacon)

Sebuah kalimat dapat berbentuk dalam kalimat aktif yang subyeknya melakukan pekerjaan atau kalimat pasif yang subyeknya dikenai pekerjaan.

Untuk membuat kalimat aktif menjadi kalimat pasif, perhatikan beberapa langkah berikut ini :1. Letakkan obyek dari kalimat aktif di awal kalimat pasif, perhatikan beberapa langkah

berikut ini :2. Jika dalam kalimat aktif tidak ada auxiliary (to be), maka tambahkanlah To Be yang

sesuai dengan subyek dalam kalimat pasif tersebut, dan yang sesuai dengan bentuk Tense-nya.

3. Letakkanlah kata kerja utama dari kalimat aktif sesudah auxiliary (to be) dalam bentuk Past Participle.

4. Letakkanlah preposition By sesudah kata kerja utama dalam kalimat pasif sebelum subyek. (Dalam beberapa keadaan tertentu, By dapat dihilangkan karena dianggap sudah dimengerti maksudnya).

Pedoman Pemakaian BE dalam Kalimat Pasif1. Present Tense am, is, are2. Present Continuous Tense am, is, are + being3. Present Perfect Tense has, have + been4. Past Tense was, were5. Past Perfect Tense had been6. Past Continuous Tense was, were + being7. Future Tense shall, will + be8. Future Perfect Tense shall/will + have been9. Modal modal + be10. Modal + Perfect modal + have been

Berikut ini uraian selengkapnya mengenai kalimat pasif.

1. Present Tense

Contoh :1. Aktif : Ahmad writes a letter.

S P OPasif : A letter is written by Ahmad

S P OAktif : Ahmad menulis sepucuk surat.Pasif : Sepucuk surat ditulis oleh AhmadAktif : Ali writes three letters.Pasif : Three letters are written by Ali.

2. Aktif : Ahmad doesn’t write a letter.Pasif : A letter isn’t written by Ahmad.

(Sepucuk surat tidak ditulis oleh Ahmad)3. Aktif : Does Ahmad write a letter ?

Pasif : Is a letter written by Ahmad.4. Aktif : Who writes a letter ?

Pasif : Who is a letter written by ?5. Aktif : What does Ahmad write ?

Pasif : What is written by Ahmad?(Apa yang ditulis oleh Ahmad ?)

6. Aktif : Who beats Ali ? (Siapa memukul Ali ?)Pasif : Who is Ali beaten by ? ( Ali dipukul oleh siapa ?)

7. Aktif : Who does Ali beat ?(Siapa Ali pukul ?) / (Ali memukul siapa ?)

Pasif : Who is beaten by Ali ?(Siapa dipukul oleh Ali ?)

2 Present Continuous TenseContoh :1. Aktif : Ahmad is writing a letter.

Pasif : A letter is being written by Ahmad.2. Aktif : Ahmad isn’t writing a letter.

Pasif : A letter isn’t being written by Ahmad.3. Aktif : Is Ahmad writing a letter ?

Pasif : Is a letter being written by Ahmad ?4. Aktif : Who is writing a letter ?

Pasif : Who is a letter being written by ?5. Aktif : What is Ahmad writing ?

Pasif : What is being written by Ahmad ?6. Aktif : Who is beating Ali ?

Pasif : Who is Ali being beaten by ?7. Aktif : Who is Ali beating ?

Pasif : Who is being beaten by Ali ?

3. Present Perfect TenseContoh :1. Aktif : Ahmad has written a letter.

Pasif : A letter has been written by Ahmad.2. Aktif : Ahmad hasn’t written a letter.

Pasif : A letter hasn’t been written by Ahmad.3. Aktif : Has Ahmad written a letter ?

Pasif : Has a letter been written by Ahmad ?4. Aktif : Who has written a letter ?

Pasif : Who has a letter been written by ?

5. Aktif : What has written by Ahmad ?Pasif : What has been written by Ahmad ?

6. Aktif : Who has beaten Ali ?Pasif : Whi has Ali beaten ?

7. Aktif : Who has Ali beaten ?Pasif : Who has been beaten by Ali ?

4. Past TenseContoh :1. Aktif : Ahmad wrote a letter.

Pasif : A letter was written by Ahmad.2. Aktif : Ahmad didn’t write a letter.

Pasif : A letter wasn’t written by Ahmad.3. Aktif : Did Ahmad write a lette ?

Pasif : Was a letter written by Ahmad ?4. Aktif : Who wrote a letter ?

Pasif : Who was a letter written by ?5. Aktif : What did Ahmad write ?

Pasif : What was written by Ahmad ?6. Aktif : Who beat Ali ?

Pasif : Who was Ali beaten by ?7. Aktif : Who did Ali beat ?

Pasif : Who was beaten by Ali ?

5. Past Continuous TenseContoh :1. Aktif : Ahmad was writin g

Pasif : Ahmad was being written by Ahmad.2. Aktif : Ahmad wasn’t writing a letter.

Pasif : A letter wasn’t being written by Ahmad.3. Aktif : Was Ahmad writing a letter ?

Pasif : Was a letter being written by Ahmad ?4. Aktif : Who was writing a letter ?

Pasif : Who was a letter being written by ?5. Aktif : What was Ahmad writing ?

Pasif : What was being written by Ahmad ?6. Aktif : Who was beating Ali ?

Pasif : Who was Ali being beaten beaten by ?7. Aktif : Who was Ali beating ?

Pasif : Who was being beaten by Ali ?

6. Past Perfect TenseContoh :1. Aktif : Ahmad had written a letter.

Pasif : A letter had been written by Ahmad.2. Aktif : Ahmad hadn’t written a letter.

Pasif : A letter hadn’t been written by Ahmad.3. Aktif : Had Ahmad written a letter ?

Pasif : Had a letter been written by Ahmad ?4. Aktif : Who had written a letter ?

Pasif : Who had a letter been written by ?5. Aktif : What had Ahmad written ?

Pasif : What had been written by Ahmad ?6. Aktif : Who had beaten Ali ?

Pasif : Who had Ali been beaten by ?7. Aktif : Who had Ali beaten ?

Pasif : Who had been beaten by Ali ?

7. Future TenseContoh :1. Aktif : Ahmad will write a letter.

Pasif : Ahmad will be written by Ahmad.2. Aktif : Ahmad will not write a letter.

Pasif : A letter will not be written by Ahmad.3. Aktif : Will Ahmad write a letter ?

Pasif : Will a letter be written by Ahmad ?4. Aktif : Who will write a letter ?

Pasif : Who will a letter be written by ?5. Aktif : What will Ahmad write ?

Pasif : What will be written by Ahmad ?6. Aktif : Who will beat Ali ?

Pasif : Who will Ali be beaten by ?7. Aktif : Who will Ali beat ?

Pasif : Who will be beaten by Ali ?

8. Future Perfect TenseContoh :1. Aktif : Ahmad will have written a letter.

Pasif : A letter will have been written by Ahmad.2. Aktif : Ahmad will not have written by Ahmad.

Pasif : A letter will not have been written by Ahmad.3. Aktif : Will Ahmad have written a letter ?

Pasif : Will a letter have been written by Ahmad ?4. Aktif : Who will have written a letter ?

Pasif : Who will a letter have been written by ?5. Aktif : What will have Ahmad written ?

Pasif : What will have been written by Ahmad ?6. Aktif : Who will have beaten Ali ?

Pasif : Who will Ali have been beaten by ?7. Aktif : Who will Ali have beaten ?

Pasif : Who will have been beaten by Ali ?

9. Modal. Modal + be + Verb III (Past Participle)Contoh :1. Aktif : We can solve this problem.

Pasif : This problem can be solved by us.2. Aktif : We can’t solve this problem.

Pasif : This problem can’t be solved by us.3. Aktif : Can we solve this problem ?

Pasif : Can this problem be solved by us ?4. Aktif : Who can solve this problem ?

Pasif : Who can this problem be solved by ?5. Aktif : What can we do ?

Pasif : What can be done by us ?Sebagai latihan, gantilah Can dengan Must dalam kalimat-kalimat tersebut di atas.

10. Modal Perfect. Modal Perfect + been + Verb III.Contoh :A. 1. Aktif : Somebody should have waited Amir this morning.

Pasif : Amir should have been waited this morning.2. Aktif : Somebody shouldn’t have waited Amir this morning.

Pasif : Amir shouldn’t have been waited this morning.3. Aktif : Who should have waited Amir ?

Pasif : Who should Amir have been waited by ?4. Aktif : Where should we have waited Amir ?

Pasif : Where should Amir have been waited by us ?B. 1. Aktif : He could have written two books.

Pasif : Two books could have been written by him.2. Aktif : Who could have written two books ?

Pasif : Who could two books have been written by ?3. Aktif : When could he have written two books ?

Pasif : When could two books have been written by him.

Catatan :1. Bentuk pasif biasanya juga dapat digunakan untuk menyatakan/mengungkapkan

perbuatan yang dilakukan tidak dengan sengaja, atau dalam bahasa Indonesia sepadan dengan arti ter dalam kalimat berikut ini :1. Saya terbangunkan oleh suara gaduh itu.

I was wake up by that noise.2. Saya heran (terkejut) melihat dia.

I was surprised to see him.3. He was interested in foreign language.

[Dia tertarik (berminat) dalam bahasa asing].4. He was accustomed to cold weather.

(Kita terbiasa dengan musim dingin).2. Kadang-kadang bentuk aktif (terutama infinitive) sering mempunyai arti atau

dimaksudkan untuk menyatakan keadaan pasif.Contoh :1. This book is easy to understand.

(Buku ini mudah untuk dipahami).

2. He has a large family to support. (which he must support).(Dia mempunyai keluarga besar yang harus dibantu).

3. I have bought a new book to read.(Saya telah membeli sebuah buku baru untuk dibaca).

4. There are many problems to solve.5. There are many difficulties to overcome.

3. Jika dalam kalimat aktif terdapa dua object, maka kedua-duanya dapat dijadikan subject dalam kalimat pasif.Contoh :1. Aktif : He gave me a book.

Pasif : a. I was given a book by him.b. A book was given to me by him.

2. Aktif : She is bringing them a parcel.Pasif : a. They were being brought a parcel by her.

b. A parcel was being brought to them by her. PERTEMUAN 3

A. TEXT

Unit 3

THE INFORMATION SUPERHIGWAYS

"We now have at hand the technological breakthroughs find economic means to bring all

the communities of the world together. We can create a planetary information network

that transmits messages and images with the speed of light from the largest city to the

smallest village on every continent. To accomplish this purpose, legislators, regulators and

businesspeople must build and operate a Global Information Infrastructure." (GII)

These words, spoken by US Vice-President Al Gore, during his address to the World Telecommunication Development Conference of the International Telecommunication Union (ITU) in Buenos Aires, Argentina, on 21 March 1994, brought the notion of a Global Information Infrastructure to the attention of a worldwide audience. Public awareness about telecommunications has probably never been higher and buzzwords such as 'multimedia' and 'information superhighway' appear on the front pages of many national newspapers, bought by readers In shops from which they have difficulty in emerging through the roadworks brought about by the installation of cable networks and optical fibre systems under the pavement.The Multimedia Revolution can be counted in 'Mega-bucks' and has instigated a multitude of mergers, alliances and joint ventures as operators strive to design and install networks from A to Z, from the producer to the consumer/user.

The Information Superhighways arc high-rate, interactive networks capable of transporting any kind of information: computer data, video, voice, movies. In the words of one specialist, they will not just be one network, but many... ‘The network of networks.' They will be based on the optical fibre whose high capacity, small size, lack of sensitivity to electromagnetic interference (EMI) and, low cost will be a considerable rival to the satellite, another key player in the development of the Information Superhighways. They will concern the following activities :

B.GLOSSARY

- emerging : menggabungkan- awareness : kesadaran- pavements : trotoar- instigated : menganjurkan- strive : berusaha- multitude : banyak

C. READING COMPREHENSIONS

Identify1. the meaning of these initials :

GII ISDN ITUCO EMI LAN

Multimedia Maii

Virtual Reality

Telecommuting

Desktop Conferencing

Advanced Pay-Per-View

Interactive Video

Hypermedia

Video-On-Demand (VOD)

Edutainment (Education + Entertainment)

Telecooperation

MULTIMEDIA COMMUNICATION

INFORMATION

SUPERHIGHWAY GLOBAL INFORMATION SOCIETY

GLOBAL

INFORMATION

INFRASTRUCTURE

2. two definitions of the Superhighways3. the four main characteristics of optical fibres.4. the future main actors in the GII future according to Al Gore?5. a social need which the superhighways will create.

D. LANGUAGE DEVELOPMENT (STRUCTURE)

QUESTION TAGS

1. PengertianQuestion Ta adalah suatu kata atau ungkapan yang digunakan oleh seseorang untuk memberikan pernyataan dan meminta orang lain yang diajak bicara, setuju atau menyetujui dengan pendapatnya.

Dalam bahasa Indonesia, mirip dengan kata “bukan” dalam suatu kalimat, misalnya:

- Jakarta ibukota Indonesia, nukan?- Bahasa Inggris itu penting, bukan?

2. Beberapa Pedoman Membuat Question Tags

Pedoman 1

Apabila pernyataan positif, maka question tag-nya negatif (menyangkal)Contoh:1. We shall be late, shan’t we?2. It’s a nice day, isn’t it3. Ali can swim, can’t he?4. She is reading a book, isn’t she?5. Fatimah comes late, doesn’t she?

Pedoman 2Apabila pernyataan negatif, maka question tag-nya positif.Contoh:1. Ali cannot speak English, can he?2. She will not go home, will she?3. Mary didn’t like swimming, did she?4. We are not happy, are we?5. She doesn’t come late, does she?

Pedoman 3

Kata yang dapat diginakan dalam question tags, hanyalah: I, you, she, he, it, we, they, dan there.

“It” biasanya digunakan dalam question tags untuk menunjuk pada kata-kata berikut:

everythingnothingthis..that…his..your…etc

“they” biasanya digunakan dalam question tags untuk menunjuk pada kata-kata berikut:everyone no onesomeone nobodysomebody

Perhatikan kalimat berikut:Contoh:1. Ali doesn’t like milk, does he?2. This film is not good, is it?3. His name is Udin, isn’t it?4. Your sister always gets up early, doesn’t she?5. Everything is ready, isn’t it?6. There are two men in the garden, aren’t there?7. Nobody called on the phone, did they?8. This is your book, isn’t it?9. These are yours, aren’t they?10. Nobody was watching me, were they?

Pedoman 4

Dalam kalimat verbal (pedikatnya berupa kata kerja) yang berbentuk simple present dan past tense, tambahkan do, does atau did, untuk membuat question tags-nya.Contoh:1. They want to watch TV tonight, don’t they?2. She visited my sister yesterday, didn’t she?3. Ali usually comes late, doesn’t he?

Pedoman 5

Bila dalam suatu kalimat ada auxiliary dan modal, maka question tags-nya dibuat dengan auxilary atau modal yang terletak paling depan (paling dekat dengan subjeknya).Contoh:1. Your house is being painted, isn’t it?

2. He has never been in Bali, hasn’t he?3. She will have gone to Jakarta before Friday, won’t she?4. They will be a doctor next year, won’t they?

Pedoman 6

Dalam pernyataan: I am…., question tags-nya adalah: aren’t I?Contoh:1. I am a student’t, aren’t I?2. I am ill, aren’t I?3. I am working hard, aren’t I?

Bandingkan dengan kalimat berikut ini:Contoh:

1. I am not a doctor, am I?2. I am not ready, am I?

Pedoman 7

Kata-kata yang mempunyai arti negatif (not) atau setengah negatif, questiqn tagnya selalu positif.

Never : tidak pernahSeldom : jarangHardly ever : hanpir tidakBy no mean : sama sekali tidakFew : sedikitNo/none : not any

Contoh :

1. She never goes to the movies, does she?2. He’s never been in Bali, has she3. You seldom get up early, do you?4. They hardly ever go to town, do they?

Pedoman 8

Bentuk question tag khusus yang digunakan untuk menyatakan:A. Perintah, baik positif atau negatif (melarang) question tag-nya adalah : will you?

Contoh : 1. Stop that noise, will you?2. Give me a hand, will you?3. Don’t forget, will you?

B. Ajakan dengan : let’s, question tagnya adalah : shall we?Contoh:

1. Let’s go for a walk, shall we?2. Let’s sing together, shall we?3. Let’s visit Umar tonight, shall we?

Pedoman 9

Untuk kalimat majemuk, maka question tagnya dibuat berdasarkan kalimat utamanya.Contoh:

1. I Believe he will come soon, won’t he2. I wish she skew what I mean, didn’t she?

PERTEMUAN 7

BIG BUSINESS

In 1993 the top 50 suppliers of telecoms equipment earned an estimated $130 billion, approximately the same as in 1992. The top ten suppliers remained the same, as the chart shows.

Behind this apparent similarity, however, lies a rapidly changing situation for telecoms suppliers both large and small. They have been affected by the massive developments taking place in three major areas:

Deregulation, beginning in the early 80’s in the USA and Britain, is breaking up the old operator monopolies and introducing a whole range of new competitors. By 1998 the voice market will be open to competition in most of the European union (eu), and the same trend is occurring in the rest of the world. One effect of this trend ha been to break the comfortable relationship that the main national telecom operator usually had with one large national supplier. The operators must compete in their own markets on cost, so their purchasing policy is to buy from virtually any supplier who can meet their constantly changing demands – at the right price. And the suppliers themselves are keen to break into new, potentially lucrative markets. Operators and suppliers alike find themselves in a new business environment which is full threats – and of wonderful new opportunities.

The ICE age is coming back. Technology, developing increasingly fast, is bringing together the previously separate industries of information. Communication and

education/entertainment. Specialization in just one area or the other is increasingly difficult. So telecoms suppliers have to be ready with total solutions; and be ready to develop – or buy in – new skills and competencies in a range of activities which were previously of only limited interest to them. At the same time, equipment is becoming more and more user friendly, so It can be understood more quickly by client and supplied more and more easily by the manufacture. The technical expertise develop by traditional suppliers is of less value – the new suppliers can compete in other ways. Service, speed and innovation can be more attractive than pure technical background.

The market. Globalization has seen the growth of major alliances of telecom operators across international borders, to help the increasing number of companies, large and small, which need to communicate ever wide geographical areas. So, the characteristics and size of the suppliers typical costumer are constantly changing.

The capacity to deal with and adapt to such an unprecedented degree of change in these areas is what will determine the relative success of the telecom suppliers of the future.

A. What do these words mean in Indonesian? Use a dictionary to check.

Across adapt Affectalliances apparent Approximatelyattractivecompete competencies Deregulation, equipment estimated expertise lucrative occurring purchasing pure separate threats unprecedented

B. Language Development

Adjectives ending in –ing and –ed (boring/bored etc.)

1. There are many adjectives ending in –ing and –ed. For example, boring and bored . Study this example situation:

Somebody is bored if something (or somebody else) is boring. Or, if something is boring, it makes you bored. So:

Jane is bored because her job is boring. Jane’s job is boring, so Jane is bored. (not ‘Jane is boring’)

If a person is boring, this means that they make other people bored: George always talks about the same things. He’s really boring.

2. Compare adjectives ending in –ing and –ed:

You can say:boring.interesting.

My job is tiring.satisfying.depressing. (etc.)

The –ing adjective tells you about the job.

You can say: I’m bored with my job. I’m not interested in my job any

more. I’m always tired when I finish work. I’m not satisfied with my job. My job makes me depressed. (etc.)

The –ed adjective tells you how somebody feels (about the job).

Compare these examples:Interesting

Julia thinks politics is very interesting.

Did you meet anyone interesting at the party?

Surprising

Interested Julia is very interested in politics.

(not ‘interesting in politics’) Are you interested in buying a car?

I’m trying to sell mine.

Surprised

Jane has been doing the same job for a very long time. Every day she does exactly the same thing again and again. She doesn’t enjoy it any more and would like to do something different.Jane’s job is boring.Jane is bored (with her job).

It was quite surprising that he passed the examination.

Disappointing The film was disappointing. I

expected it to be much better.Shocking

The news was shocking.

Everybody was surprised that he passed the examination.

Disappointed I was disappointed with the film. I

expected it to be much better.Shocked

We were very shocked when we heard the news.

EXERCISE

A. Complete the sentences for each situation. Use the word given + the ending –ing or –ed.1 The film wasn’t as good as we had expected. (disappoint-)

a The film was disappointing.b We were disappointed with the film.

2 Diana teaches young children. It’s very hard job but she enjoys it. (exhaust-)a She enjoys her job but it’s often . . . . . . . . . . . . . . . . . . . . . .b At the end of a day’s work, she often . . . . . . . . . . . . . . . . . . . . . .

3 It’s been raining all day. I hate this weather. (depress-)a This weather is . . . . . . . . . . . . . . . . . . . . . .b This weather makes me . . . . . . . . . . . . . . . . . . . . . .c It’s silly to get . . . . . . . . . . . . . . . . . . . . . . because of the weather.

4 Clare is going to the United States next month. She has never been there before. (excit-)a It will be an . . . . . . . . . . . . . . . . . . . . . . experience for her.b Going to new places is always . . . . . . . . . . . . . . . . . . . . . .c She is really . . . . . . . . . . . . . . . . . . . . . . about going to the United States.

B. Choose the correct word1 I was disappointing / disappointed with the film. I had expected it to be better.2 Are you interesting / interested in football?3 The football match was quite exciting / exited. I enjoyed it.4 It’s sometimes embarrassing / embarrassed when you have to ask people for

money.5 Do you easily get embarrassing / embarrassed?6 I had never expected to get the job. I was really amazing / amazed when I was

offered it.7 She has really learnt very fast. She has made astonishing / astonished progress.8 I didn’t find the situation funny. I was not amusing / amused.9 It was a really terrifying / terrified experience. Afterwards everybody was very

shocking / shocked.10 Why do you always look so boring / bored? Is your life really so boring / bored?11 He’s one of the most boring / bored people I’ve never met. He never talking and

he never says anything interesting / interested.

C. Complete the sentences using one of the words in the box.

1 He works very hard. It’s not . . . . . . . . . . . . . . . . . . . . . . that he’s always tired.2 I’ve got nothing to do. I’m . . . . . . . . . . . . . . . . . . . . . .3 The teacher’s explanation was . . . . . . . . . . . . . . . . . . . . . . Most of the student

didn’t understand it.4 The kitchen hadn’t been cleaned for ages. It was really . . . . . . . . . . . . . . . . . . . . . .5 I seldom visit art galleries. I’m not particularly . . . . . . . . . . . . . . . . . . . . . . in art.6 There’s no need to get . . . . . . . . . . . . . . . . . . . . . . just because I’m a few minutes

late.7 The lecturer was . . . . . . . . . . . . . . . . . . . . . . I fell asleep.8 I asked Emily if she wanted to come out with us but she wasn’t . . . . . . . . . . . . . . . 9 I’ve been working very hard all day and now I’m . . . . . . . . . . . . . . . . . . . . . .10 I’m starting a new job next week. I’m quite . . . . . . . . . . . . . . . . . . . . . . about it.11 Tom is very good at telling funny stories. He can be very . . . . . . . . . . . . . . . . . . . . 12 Liz is a very . . . . . . . . . . . . . . . . . . . . . . person. She knows a lot, she’s traveled a

lot and she’s done lots of different things.

amusing / amused confusing / confused exhausting / exhaustedannoying / annoyed disgusting / disgusted interesting / interestedboring / bored exciting / excited surprising / surprised

Adjectives and adverbs (1) (quick/quickly)

A. Look at these examples: Our holiday was too short – the time went very quickly. The driver of the car was seriously injured in the accident.

Quickly and seriously are adverbs. Many adverbs are made from an adjective + -ly:

Adjective: quick serious careful quiet heavy badAdverb: quickly seriously carefully quietly heavily badly

Not all words ending in –ly are adverbs. Some adjectives end in –ly too, for example:

Friendly lively elderly lonely silly lovelyB. Adjective or adverb?

Adjectives (quick/careful etc.) tells us about a noun. We use adjectives before nouns and after some verbs, especially be: Tom is a careful driver. (not ‘a

carefully driver’) We didn’t go out because of the heavy

rain. Please be quiet. I was disappointed that my exam

results were so bad.

We also use adjectives after the verbs look/feel/sound etc.: Why do you always look so seriously?

Compare: She speaks perfect English. Adjective + noun

Compare these sentences with look: Tom looked sad when I saw him. (= he

seemed sad, his expression was sad)

Adverbs (quickly/carefully etc.) tell us about a verb. An adverb tells us how somebody does something or how something happens: Tom drove carefully along the narrow

road. (not ‘drove careful’) We didn’t go out because it was raining

heavily. (not ‘raining heavy’) Please speak quietly. (not ‘speak quiet’) I was disappointed that I did so badly in

the exam. (not ‘did so bad’)

Why do you never take me seriously?

She speaks English perfectly. Verb + object +adverb

Tom looked at me sadly. (=he looked at me in a sad way)

C. We also use adverbs before adjective and other adverbs. For example:reasonably cheap (adverb + adjective)terribly sorry (adverb + adjective)incredibly quickly (adverb + adverb)

It’s a reasonably cheap restaurant and the food is extremely good. Oh, I’m terribly sorry. I didn’t mean to push you. (not ‘terrible sorry’) Maria learns languages incredibly quickly. The examination was surprisingly easy.

You can also use an adverb before a past participle (injured/organized/written etc.)

Two people were seriously injured in the accident. (not ‘serious injured’)

The meeting was very badly organized.EXERCISEA. Complete the sentences with adverbs. The first letter(s) of each adverb are given.

1 We didn’t go out because it was raining heavily.2 Our team lost the game because we played very ba. . . . . . . . . . . . . . . . . . . .3 I had little difficulty finding a place to live. I found a flat quite ea. . . . . . . . . . . . . .4 We had to wait for a long time but we didn’t complain. We waited pa. . . . . . . . . ..5 Nobody knew George was coming to see us. He arrived unex. . . . . . . . . . . . . . . . .6 Mike keeps fit by playing tennis reg. . . . . . . . . . . . . . . . . . . .

B. Put in the right word.1 The driver of the car was seriously injured. (serious/seriously)2 The driver of the car had serious injuries. (serious/seriously)3 I think you behaved very . . . . . . . . . . . . . . . . (selfish/selfishly)4 Rose is . . . . . . . . . . . . . . . upset about losing her job. (terrible/terribly)5 There was a . . . . . . . . . . . . . . . change in the water. (sudden/suddenly)6 Everybody at the party was . . . . . . . . . . . . . . . dressed. (colorful/colorfully)7 Linda likes wearing . . . . . . . . . . . . . . . clothes. (colorful/colorfully)

C. Complete each sentences using a word from the list. Sometimes you need the adjective (careful etc.) and sometimes the adverb (carefully etc.).

1 Our holiday was too short. The time passed very quickly.2 Tom doesn’t take risks when he’s driving. He’s always . . . . . . . . . . . . . . . .3 Sue works . . . . . . . . . . . . . . . . she never seems to stop.4 Alice and Stan are very . . . . . . . . . . . . . . . married.5 Monica’s English is very . . . . . . . . . . . . . . . although she makes quite a lot of

mistakes.6 I cooked this meal . . . . . . . . . . . . . . . for you, so I hope you like it.

D. Choose two words (one from each box) to complete each sentence.

1 I thought the restaurant would be expensive but it was reasonably cheap.2 George mother is . . . . . . . . . . . . . . . . . . . . . . . . . . in hospital.3 Wha a big house! It’s . . . . . . . . . . . . . . . . . . . . . . . . . .4 It wasn’t a serious accident. The car was only . . . . . . . . . . . . . . . . . . . . . . . . . .5 The children are normally very lively but they’re . . . . . . . . . . . . . . . . . . . .. today.6 When I returned home after 20 years, everything had . . . . . . . . . . . . . . . . . . . . . . .

careful(ly) complete(ly) continuous(ly) financial(ly) fluent(ly)happy/happily nervous(ly) perfect(ly) quick(ly) special(ly)

absolutely reasonably unusuallybadly seriously unnecessarilycompletely slightly

cheap enormous plannedchanged ill quitedamaged long

Adjectives and adverbs (2) (well/fast/late, hard/hardly)

A. Good/wellGood is an adjective. The adverb is well:

Your English is good. but You speak English well. Susan is a good pianist. but Susan plays the piano well.

We use well (not ‘good’) with past participles (dressed/known etc.):Well-dressed well-known well-educated well-paid

But well is also an adjective with the meaning ‘in good health’: ‘How are you today?’ ‘I’m very well, thanks.’ (not ‘I’m very good’)

B. Fast/hard/lateThese words are both adjectives and adverbs:

adjective adverb Jack is a very fast runner. Jack can run very fast. Ann is a hard worker. Ann works hard. (not ‘works hardly’) The train was late. I got up this morning.

Lately = ‘recently’ Have you seen Tom lately?

HardlyHardly = very little, almost not. Study these examples:

Sarah was rather unfriendly to me at the party. She hardly spoke to me.(= she spoke to me very little, almost not at all)

George and Hilda want to get married yet. They hardly know each other.(= they know each other very little)

Hard and hardly are completely different. Compare: He tried hard to find a job but he had no luck.

(= he tried a lot, with a lot of effort) I’m not surprised he didn’t find a job. He hardly tried to fine one.

(= he tried very little)

C. We often use hardly + any/anybody/anyone/anything/anywhere: A: how much money have you got?

B: Hardly any. (= very little, almost none) I’ll have to go shopping. We’ve got hardly any food. The exam results were very bad. Hardly anybody in our class passed. (= very

few students passed, almost nobody passed) She ate hardly anything. She wasn’t feeling hungry. (= she ate very little,

almost nothing)Note the position of hardly. You can say:

She ate hardly anything. or She hardly ate anything. We’ve got hardly any food. or We’ve hardly got any food.

D. We of ten use can/could + hardly. I can hardly do something = it’s almost impossible for me to do it:

Your writing is terrible. I can hardly read it. (=it is almost impossible for me to read it)

My legs was hurting me. I could hardly walk.Hardly ever = almost never

I’m nearly always at home in the evenings. I hardly ever go out.

EXERCISEA. Put in good or well.

1 I play tennis but I’m not very good.2 Your exam results were very . . . . . . . . . . . . .3 You did very . . . . . . . . . . . . . in your exams.4 The weather was very . . . . . . . . . . . . . while we were on holiday.5 I didn’t sleep very . . . . . . . . . . . . . last night.6 How are you? Are you . . . . . . . . . . . . . ?

B. Complete these sentences using well + one of the following words:balanced behaved done dressed informed kept known paid

1 The children were very good. They were well-behaved.2 I’m surprised you haven’t heard of her. She quite . . . . . . . . . . . . . . . . . . . . . . . . . .3 Our neighbors’ garden is neat and tidy. It is very . . . . . . . . . . . . . . . . . . . . . . . . . .4 You should eat different types of food. Your diet should be . . . . . . . . . . . . . . . . . .5 Ann knows a lot about many things. She quite . . . . . . . . . . . . . . . . . . . . . . . . . .6 His clothes are always smart. He is always . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Are the underlined words right or wrong? Correct the ones that are wrong.1 I’m tired because I’ve been working hard. RIGHT2 I tried hard to remember her name but I couldn’t. . . . . . . . . . . . . . . . .3 This coat is practically unused. I’ve hardly worn it. . . . . . . . . . . . . . . . .4 She’s good tennis player. She hits the ball hardly. . . . . . . . . . . . . . . . .5 Don’t walk so fast! I can’t keep up with you. . . . . . . . . . . . . . . . .6 Why are you walking so slow? Are you tired? . . . . . . . . . . . . . . . .

D. Write sentences with hardly. Use one of the following verbs (in the correct form):change hear know recognize say sleep speak1 George and Hilda have only met once before. They hardly know each other.2 You’re speaking very quietly. I can . . . . . . . . . . . . . . . . . . . . you.3 I’m very tired this morning. I . . . . . . . . . . . . . . . . . . . . last night.4 We were so shocked when we heard the news, we could . . . . . . . . . . . . . . . . . . . . .5 Kate was very quiet this evening. She . . . . . . . . . . . . . . . . . . . . a word.6 You look the same now as you looked 15 years ago. You’ve . . . . . . . . . . . . . . . . .

E. Complete these sentences with hardly + any/anybody/anything/anywhere/ever.1 I’ll have to go shopping. We’ve got hardly any food.2 It was a very warm day and there was . . . . . . . . . . . . . . . . . . . . wind.3 ‘do you know much about computers?’ ‘No, . . . . . . . . . . . . . . . . . . . ..’4 The hotel was almost empty. There was . . . . . . . . . . . . . . . . . . . . staying there.5 Our new boss is not very popular. . . . . . . . . . . . . . . . . . . . . likes her.6 I listen to the radio quite often but I . . . . . . . . . . . . . . . . . . . . watch television.

PERTEMUAN 8

VISIONS OF THE FUTURE

“To be the best telecom company by 1998”; “To be the world leader in telecoms by 2001”; “To be the most successful operator for the 21st century”. These are some of the aims, goals, missions or visions of many today’s leading telecoms organizations. As monopoly becomes a thing of the past, the market is thrown open to anybody who wants to complete – and the costumer is at last able to choose the supplier she or he wants. The challenge is to meet the costumer’s needs.

There are three main groups of competitors in the brave new world:Public telephone operators (PTOs), who once monopolized the supply of lines and of most equipment, now are just another – if privileged – supplier of both.Equipment manufactures, who used to supply mainly to the PTOs, now can, in many cases, supply direct to the customer.Services providers, including computer companies supplying sophisticated switches and value-added services, find an increase market for their product as telecoms become a vital strategies business tool. The increase in demand is real – data communications are expanding at a rate of 25% - 30% per annum, voice at about 9% per annum.

If they could all be “the best”, the telecom companies would be happy. Unfortunately they can’t, but there is one area in which they are all trying to gain the competitive advantage: costumer service. The customer is now the focus of all attention in the telecoms business. Operators, manufactures and service providers alike have to change the way they work, in order to succeed in the new business environment. And none more so than the operators, many of whom were once government departments acting like bureaucrats, responding to legislation rather than to the market. If competition had not been forced upon them, many might still be acting in the same way today.

Who is the customer?

A customer-focused business must first know who the customer is. In telecoms four main types of customer are emerging.Multi-national companies operating across national frontiers, and using sophisticated and high-capacity networks for the transfer of voice, image, data and television.Small and medium enterprises (SME’s) who have less extensive links but who are looking for increasingly sophisticated telecommunications facilities, particularly if they are “user friendly”, and so do not need highly specialized staff to use them. Residential customers, the ordinary citizens usually using one telephone line for basic telephony, but increasingly aware of the enormous potential of telecommunications for work and leisure.Public administration. Hospitals, universities, schools, emergency services and similar bodies who find more and more applications in telecommunications to help them do their work more efficiently and cost-effectively.

A. What do these words mean in Indonesian? Use a dictionary to check.AimsAnnumbrave BureaucratsCitizenscompetitors demand direct EmergingEnormousEnterprisesEquipmentexpanding Frontiersgain Leisureordinary privileged Residentialsophisticated switches

If I do . . . and If I did . . .A. Compare these examples:

(1) Sue has lost her watch. She thinks it may be at Ann’s house.SUE: I think I left my watch at your house. Have you seen it?ANN: No, but I’ll have a look when I get home. If I find it, I’ll tell you.

In this example, Ann feels there is a real possibility that she will find the watch. So she says: If I find. . . , I’ll. . . .(2) Ann says: if I found a wallet in the street, I’d take it to the police.This is a different type of situation. Here, Ann is not thinking about a real possibility; she is imagining the situation and doesn’t expect to find a wallet in the street. So she says: If I found. . . , I’d (= I would). . . (not ‘If I find. . ., I’ll. . .’)

When you imagine something like this, you use if + past(If I found / if you were / if we didn’t etc.). But the meaning is not past:

What would you do if you won a million pounds?(we don’t really expect this to happen)

I don’t really want to go to their party, but I probably will go. They’d be offended if I didn’t go.

Sarah has decided not to apply for the job. She isn’t really qualified for it, so she probably wouldn’t get it if she applied.

B. We do not normally use would in the if-part of these sentence: I’d be very frightened if somebody pointed a gun at

me. (not ‘if somebody would point’) If I didn’t go to their party, they’d be offended. (not ‘If

I wouldn’t go’)But it is possible to say ‘if. . . would’ when you ask somebody to do something:

(from a formal letter) I would be grateful if you would send me your brochure as soon as possible.

‘Shall I close the door?’ ‘Yes, please, if you would.’

C. In the other part of the sentence (not the if-part) we use would (‘d) / wouldn’t: If you took more exercise, you’d (= you would)

probably feel healthier. Would you mind if I used your phone? I’m not tired enough to go to bed yet. I wouldn’t sleep

(if I went to bed now).Could and might are also possible:

If you took more exercise, you might feel healthier. (=it is possible that you would feel healthier)

If it stopped raining, we could go out. (=we would be able to go out)

D. Do not use when in sentences like those on this page: They would be offended if we didn’t accept their

invitation. (not ‘when we didn’t’)

What would you do if you were bitten by snake? (not ‘when you were bitten’)

EXERCISEA. Put the verb into the correct form.

1 They would be rather offended if I didn’t go to see them. (not/go)2 If you took more exercise, you would feel better. (feel)3 If I was offered the job, I think I . . . . . . . . . . . . . . . . . . . . . . . . . it (take)4 I’m sure Amy will lend you the money. I’d better very surprised if

she . . . . . . . . . . . . . . . . . . . . . . . . . (refuse)5 If I sold my car, I . . . . . . . . . . . . . . . . . . . . . . . . . much money for it. (not/get)6 A lot of people would be out of work if the factory . . . . . . . . . . . . . . . . . . . . . . . . .

(close down)7 What would happen if I . . . . . . . . . . . . . . . . . . . . . . . . . that red button? (press)8 Liz gave me this ring. She . . . . . . . . . . . . . . . . . . . . . . . . very upset if I lost it. (be)9 Mark and Carol are expecting us. They would be disappointed if

we . . . . . . . . . . . . . . . . . . . . . . . . . (not/come)10 Would Tim mind if I . . . . . . . . . . . . . . . . . . . . . . . . . his bicycle without asking

him? (borrow)11 If somebody . . . . . . . . . . . . . . . . . . . . . . . . . in here with a gun, I’d be very

frightened. (walk)12 I’m sure Sue . . . . . . . . . . . . . . . . . . . . . . . . . if you explained the situation to her.

(understand)

B. You ask a friend questions. Use what would you do if. . .?1 (May be one day your friend will win a lot of money.)

What would you do if you won a lot of money?2 (Your friend’s car has never been stolen but perhaps one day it will be.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 (Perhaps one day your friend will lose his/her passport.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 (There has never been a fire in the building.)

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

C. Answer the questions in the way shown.1 A: Shall we catch the 10.30 train?

B: No. (arrive / too early) If we caught the 10.30 train, we’d arrive too early.2 A: Is Ken going to take the examination?

B: No. (fail) If he . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 A: Why don’t we stay at hotel?

B: No. (cost too much money) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 A: Is Sally going to apply for the job?

B: No. (not / get it) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 A: Let’s tell them the truth.

B: No. (not / believe us) If . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 A: why don’t we invite Bill to the party?

B: No. (have to invite his friend too). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Use your own ideas to complete these sentences.1 If you took more exercise, you’d feel better.2 I’d feel very angry if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 If I didn’t go to work tomorrow, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Would you go to the party if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 If you bought some new clothes, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Would you mind if . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PERTEMUAN 9

WORLDS APART

As we enter the age of global electronic communication, more than half the world’s population has no access even to the “Plain Old Telephone Services” (POTS) that is the basis of the new information networks. Global division between the “information rich” and the “information poor” is now more sharply defined than ever.Three kinds of barrier deny the majority of the world access to the new information sources.

Economic factors are the most important. Many people live and work in places lacking the necessary communications to make links with other users. It can take three days to place an international call from India to Bangladesh, and even then, the connection is often not good enough for the computer communications.

Of the technical barriers, by far the most excluding is language: most of the world cannot use computer communications in their own language. Finally, there are political question, which centre on access to affective education and training to enable people to use the technology…in particular, the notion that computer technology has a greater bias towards men. As one commentator summarized the situation:“To make the most of the information age, you need to be male, speak English and live in an industrialized country.”

Seventeen of the world’s fastest-growing phone networks are African. At the same time, thirty-five of the world’s forty-nine countries with the last developed communications systems are also on the African continent. Although the number of subscriber lines installed over the past ten years has been the second highest in the world as a region, Africa also holds the global record for the fastest-growing population. Demand is well ahead of supply and the number of those waiting for connection is growing by 7% per year.

What is the relationship between “teledensity” (the number of telephone lines per 100 inhabitants) and wealth? The chart beneath plots GDP (Gross Domestic Product) per capita against teledensity for the 105 countries recently surveyed by the International Telecommunications Union (ITU).

Each square represents a country and the overwhelming concentration in the bottom left-hand corner represents the very low teledensity in the poorer countries. Economists think that it should be relatively easy to increase teledensity for low-income countries. According to the ITU, this fact suggest that: “telecoms investment brings higher social and economic rewards in low-income countries than in high-income ones, at least in terms of benefits per extra dollar spent.”

The message is clear: investing in low-income countries in Africa, Asia and China offers the prospect of creating markets for the future.

But are the investors listening?

A. What do these words mean in Indonesian? Use a dictionary to check.

barrier benefits bias continentDemandcompetitors demand deny division investment lacking majority necessary notion overwhelming regionsquare subscriber towards Wealth

Internet

Created 25 years ago as a nuclear-attackproof American military communications network, the Internet”s growth-rate is starting to rival that of bacteria. Connecting 42,000 computer networks sprawled across 90 countries; the Net had about 32 million users at the beginning of 1995, with one million more people becoming “netizens” every month. Now two recent developments will cause Internet’s popularity to skyrocket, bringing with it a host of thorny social and legal problems.

The changes ahead stem primarily from two groundbreaking Internet innovations: the World Wide Web (WWW) and software called Mosaic. The “Web,” as it is known, turns disparate fragments of data into “hypertext,” which is similar to touching a footnote in a book and seeing the page magically blossom with the referenced material. When a Web-user selects a highlighted word on a screen, hypertext quickly connects the computer directly to the proper information source … no matter where in the world it resides.

Mosaic software allows people to transform the Internet’s prosaic text-only world into colourful potographs, artwork, sound and video. Web “surfers” can see vivid pictures from the Louvre, view the latest Hubble telescope phoos from NASA, download sound-bittes of music, even watch movie clips from the lates Hollywood blockbuster or go shopping in a virtual mall. We-browsing softwareis doing for the Internet what Macintosh and Windows did for persnal computing … making it easier, lively and fun for ordnary users.

Thopusands of schools, libraries, business and ordinary indivisuals are making off territory in cyberspace. In 1995, MCI (one of the three major long-distance carriers in the US whose telephone networks already easy-to-install software, a Web browser, a virtaul shopping-center and a business consulting service.

But there are likely to be a few problems. Internet’s success will force Society to confront traditional notions of free speech and intellectual property rights. What will happen to “community standads” when almost anyone with a computer and a modem can become a self-publisher with global distribution? Unscrupulous dealers in pornographic material have already used Internet, while there are also likely to be problems with data security and a boom in computer crime. As the Net opens its doors, the real world will come rushing in.

A. Language Development

A. What do these words mean in Indonesian? Use a dictionary to check.

No. English Indonesian

a nuclear-attackproof

networkgrowth-rate rival sprawlnetizensrecent developmentsskyrockethostthorny aheadstemprimarilygroundbreakinginnovationssoftwaredisparate fragmentshypertextfootnotemagically blossomreferenced materialhighlightscreenproper information sourceresidestransformInternet’s prosaic text-only world ArtworkSurfersvivid picturesdownload sound-bittes of musicvirtual mallWeb-browsing softwareslively and fun ordnary users.making off territorycyberspacelong-distance carriersconfrontnotionsintellectual property rightscommunity standardmodemdistributionunscrupulous dealerscomputer crimerushing in

get ondrive offcome backturn round

break downlook outtake off

get upget onget by

Phrasal verbs (get up / break down / fill in etc.)

B. We often use verbs with the following words:

So you can say put out / get on / take off / run away etc. these verbs are phrasal verbs.We often use out/off/up etc. with verbs of movement. For example:

The bus was full. We couldn’t get on. A woman got into the car and drove off. Sally is leaving tomorrow and coming back on Saturday. When I touched him on the shoulder, he turned round.

But often the second word (out/off/up etc.) gives a special meaning to the verb. For examples:

Sorry I’m late. The car broke down.(= the engine stop working) Look out! There’s a car coming. (= be careful) It was my first flight. I was nervous as the plane took off.

(= went into the air) I was tired this morning. I couldn’t get up. (= get out of bed) How was the exam? How did you get on? (= how did you do?) My French isn’t very good but it’s enough to get by.

(= to manage)

C. Sometimes a phrasal verb is followed by a preposition. For example:

Why did you run away from me? You’re walking too fast. I can’t keep up with you. Are you looking forward to your holiday? Jack is trying to cut down on smoking. (= reduce

smoking)

D. Sometimes a phrasal verb has an object. Usually there are two possible positions for the object. You can say:

Object objectI turned off the light. or I turned the light off.If the object is a pronoun (it/them/me/him etc.), only one position is possible:I turned it off. (not ‘I turned off it’)

Some more examples:

in on up away round about over byout off down back through along forward

phrasal verbrun away

keep uplook forward

cut down

prepositionfromwithtoon

fill in this form?fill this form in?

Could you

but They gave me a form and told me to fill it in. (not ‘fill in it’)

The police got into the house by

but The door wasn’t locked. Why did the police break it down? (not ‘break down it’)

I think I’ll

but Do you want these newspapers or shall I throw them away? (not ‘throw away them’)

Don’t

but The baby is asleep. Don’t wake her up. (not ‘wake up her’)

breaking down the door.breaking the door down.

throw away these newspapers.throw these newspapers away.

wake up the baby.wake the baby up.

EXERCISEA. Complete the sentences using one of these phrasal verbs (in the correct form):

break down drop out (= stop taking part in something)clear up (= become brighter-for weather) move in (= start living in a house etc.)close down (= go out of business) show off (= show how clever you are)doze off (= fall asleep) turn up (= appear/arrive)

1 Sorry I’m late. The car broke down on the way here.2 I arranged to meet Jane after work last night but she didn’t . . . . . . . . . . . . . . . . . . .3 ‘We’ve bought a new house.’ ‘Oh, have you? When are you. . . . . . . . . . . . . . . ?’4 There used to be a shop at the end of the street but it . . . . . . . . . . . . . . .a year ago. 5 I ran in a marathon last week but I wasn’t fit enough. I . . . . . . . . . . . . . . . . . . . . . .

after 15 kilometers.6 We all know how wonderful you are. There’s no need to . . . . . . . . . . . . . . . . . . . .7 I was very tired. I sat in an armchair and . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 The weather is horrible at the moment, isn’t it? I hope it . . . . . . . . . . . . . . . . .later.

B. Complete the sentences using a word from list A and a word from list B. you need to use some words more than once.A: away back forward on out up B: at of to with

1 You’re walking too fast. I can’t keep up with you.2 My holidays are nearly over. Next week I’ll be . . . . . . . . . . . . . . . . . . . . . . . work.3 We’ve nearly run . . . . . . . . . . . . . . . . . . . . . . . money. We’ve got very little left.4 Martin isn’t very happy in his job because he doesn’t get . . . . . . . . . . . . . his boss.5 I love to took . . . . . . . . . . . . . . . . . . . . . . . the stars in the sky at night.6 Are you looking . . . . . . . . . . . . . . . . . . . . . . . the party next week?7 There was a bank robbery last week. The robbers got . . . . . . . . . . . . . . . . ₤30,000.

C. Complete the sentences using one of these verbs (in the correct form) + it/them/her/you:cross out give away make up turn down (= refuse)fill in give back show round see off (= see somebody leave)

1 They gave me a form and told me to fill it in.2 If you make a mistake on the form, just . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 The story she told you wasn’t true. She . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 I don’t like people who borrow things and don’t . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Katy is going to Australia tomorrow. I’m going to the airport to . . . . . . . . . . . . . . .6 I had a lot of books that I didn’t want to keep, so I . . . . . . . . . . . . . . . . to a friend.7 Would you like to see the factory? Would you like me to . . . . . . . . . . . . . . . . . . . ..8 Sue was offered a job as a translator but she . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

D. Complete the sentences. Use the word in brackets (away/up etc.) with one of the following:that box your cigarette a jacket the television a word it it it them

him

1 Don’t throw away that box (or that box away). I want to keep it (away)2 ‘Do you want this box?’ ‘No, you can throw it away ‘ (away)3 Shhh! The children are asleep. Don’t wake . . . . . . . . . . . . . . . . . . . . . . . . . . . (up) 4 We can turn . . . . . . . . . . . . . . . . . . . . . . . . . . . Nobody is watching it. (off)5 Tom got very angry and started shouting. I tried to calm . . . . . . . . . . . . . . (down)6 I tried . . . . . . . . . . . . . . . . . . . . . . . . . . in the shop but I didn’t buy it. (on)7 Please put . . . . . . . . . . . . . . . . . . . . . . . . . . . this is no-smoking area. (out)8 It was only a small fire. I was able to put . . . . . . . . . . . . . . . . . . quiet easily. (out)9 You can look . . . . . . . . . . . . . . . . . . . . . . . . . . in a dictionary if you don’t know

what it means. (up)10 You’re doing very well. Keep . . . . . . . . . . . . . . . . . . . . . . . . . . ! (up)

REFERENCES:

Close, RA. 1978. A Reference Grammar for Students of English. Hong Kong: Commonwealth Printing Press Ltd.

Cobuild. 2004. English Grammar. London: HarperCollins Publishers.

Leech, Geoffrey. 1989. An A-Z of English Grammar & Usage. London: An International Thomson Publishing Company.