TESL Resources

Language Study/Reading/Writing

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English Syntax

Phonology: looks at and describes the sound system of a language.
Morphology: Which looks at the way words are formed.
Syntax: seeks to describe the way words fit together to form sentences or utterances
Semantics and Pragmatics: Study meaning.

(1a) This girl likes that dog.

Determiners are a small group of words and they act to limit or determine to some extent the possible range of things, which the noun can refer to. For example, the noun girl can refer to any girl in the entire universe; if we add this as in this girl in sentence (17a), we are limiting the meaning to one specific girl. The basic determiners are the ARTICLES: INDEFINITE ARTICLE: a,an. DEFINITE ARTICLE: the

Phrases and Phrase Structure

Verb phrase = DET + NOUN

That girl was chased by a dog. ( common noun)

She was chased by it. ( pronoun)

Wendy was chased by Bobby. (proper noun)

Whichever pronoun you have considered appropriate, you will see that only by substituting a pronoun for the determiner and the noun can you produce a grammatical sentence. For example:

The dog wants a bone.

He wants it.

The he wants a it.

This suggests that in these examples the pair of words DETERMINER + NOUN, functions as a single unit. The pronoun replaces the entire unit. We can therefore re-write the formula above:

S ( [DET+NOUN] + VERB + [DET+NOUN] ).

What we’re now saying is that there is a unit or constituent which can consist of two words, DETERMINER+NOUN (e.g. that girl), or one word, NOUN (e.g. Wendy), PRONOUN (e.g. she). Whether it consists of one or more than one word this unit is called a PHRASE. A phrase, then, can be a unit or constituent within a sentence (s) which itself contains other units or constituents. So we can change the diagram at 1(a):

PHRASE A (NP) VERB PHRASE B (NP)

DET NOUN DET NOUN

[This girl] likes [that dog]

This method of substituting one form for another (e.g. PROPER NOUN/PRONOUN for DETERMINER + NOUN) is good way of finding out whether or not two or more words constitute a phrase, and we will be using it again later. A pronoun then replaces not just a noun, but an entire phrase, in this case a NOUN PHRASE. Probably, the most important part of this combination is the noun. Certainly, it is the noun, which gives us most information. If you can imagine a typical newspaper headline based on the example at (1) it might read: Girl chased dog; it is unlikely to read: A chased that.

Exercise 1

Draw tree diagrams for the following sentences. Check your answer with a friend.

Carol like Henry
The hen ate the corn
She love it
Jannathul kicked Irna
She hates her
The detective found a clue

G.Pius/English Unit/Lang. Dept./KTTC/130898/11.00 a.m.

Language Study III

Intensive Verb

INTENSIVE VERB (sometimes referred to as relational, linking, or copular) belong to a small group which include verbs like, be (most commonly), seem, appear, become, look and so on. What these verbs have in common is that what follows the verb in a sentence relates back to what precedes the verb (i.e. the noun-phrase subject). For example:

(1a) Vicy became a doctor

(1b) Pamela is in the toilet

(1c) Rayner seems unhappy

In each of these examples what is given after the verb relates back to the subjects, describing their states. The bit that comes after the verb functions as the SUBJECT COMPLEMENT, shorthand sC.

TRANSITIVE VERB (trans)

A verb phrase using transitive verb normally has to have a direct object to be complete, as can be seen from the ungrammaticality of:

Amy likes

There are many transitive verbs, for example:

(3a) Norzin hugged the baby

(3b) The dog found a bone

(3c) Maureen hit him

INTRANSITIVE VERB (intrans)

By contrast, the INTRANSITIVE VERB, verb as its name suggests, is a class of verb, which does not take an object. In fact an intransitive verb requires nothing else to complete the verb phrase. For example:

(4a) Wendy snores

(4b) The baby cries

(4c) Norhidayah sang

(4a) S

NP VP

N V

[intrans]

Wendy snores

And the function of the constituents:

(4a) Ken snores

S P

DITRANSITIVE VERB (ditrans)

Another class of verb, which occurs with an object, is DITRANSITIVE. However, this type of verb, again as its name implies, requires two objects (‘di’ means ‘two’). One of these is the familiar direct object, the other an INDIRECT OBJECT or iO for short. For example, in the sentence:

(5a) Ray told the children a story

the verb is followed by two nouns phrases, the children and a story. In a sentence with this structure it is the second noun phrase, a story, which is the dO of the verb told; in other words a story is what is being told. The other noun phrase, the children are the recipients of the direct object, a story.

The tree diagram for this type of structure is:

NP VP

N V NP NP

[ditrans]

DET N DET N

Ray told the children a story

Exercise 1(a)

Using triangle notation, analyze the following in terms of form and function. What kind of subordinate clause is present in each example? The first one has been done for you.

I choose this option because I love grammar.

Adverbial Clause

NP VP S2

PRO Vgp NP

[trans]

AUX V DET N

TENSE

I (past) chose this option because I love grammar

I (past) chose this option because I love grammar.

S P dO A

We thought that we were looking for a dark passage
They’re the only one I got
What has been done already has been done extremely badly
We told her she could come
I love it when my plans work
What the election might bring is a change of leadership

G.Pius/Eng. Unit, Lang Dept.,/KTTC/09/08/98hr11:03p.m.

MASTERY LEARNING AS A CONSIDERATION: MAKING TIME COUNT FOR THE LEARNER (Adapted from Models of Teaching, by Bruce Joyce / Marsha Weil)

In recent years much attention has been given to an approach for organizing instruction termed mastery learning, formulated by John B. Carroll and Benjamin Bloom. Mastery learning provides a compact and interesting way of increasing the likelihood that more students will attain a satisfactory level of performance in school subjects. Many of its elements are not new: both Bloom and carroll cite practices developed by Carlton Washburn and Henry Morrison in the 1920s. But recent work has sharpened the idea, and the contemporary instructional technology had made it feasible.

A CONCEPT OF APTITUDE

The core theoretical idea in mastery learning is based on John Carroll’s interesting perspective on the meaning of aptitude. Traditionally aptitude has been thought of a student characteristic that correlates with his or her achievement. (the more aptitude one has, the more he or she is likely to learn.) Carroll, however, views aptitude as the amount of time it will take someone to learn any given material, rather than his or her capability to master it. By his view, students with very low aptitude with respect to a particular kind of learning simply take a much longer time to reach mastery than students with a higher aptitude.

This view is optimistic in the sense that it suggests that it is possible for nearly all students to master any given set of objectives, if sufficient time (the opportunity to learn) is provided, along with appropriate materials and instruction. Thus viewed, aptitude becomes primarily a guide to how much time a learner will need. Aptitude also suggests how to instruct because learners of different aptitudes will learn more efficiently if the style of instructions is suited to their configurations. For any given objective, according to Carroll, the degree of learning achieve by given students, will be a function of time allowed, the perseverance of the students, the quality of instructions, the students’ ability to understand instruction, and his aptitude.

The problem in managing instruction is how to organize the curriculum and the classroom so that the students will have optimal time, good instruction, be induced to persevere, and receive assistance in understanding the learning tasks. Bloom transformed Carroll’s stance into a system with the following characteristics:

Mastery of any subject is defined in terms of sets of major objectives, which represent the purposes of the course or unit.
The substance is then divided into larger set of relatively small learning units, each one accompanied by its own objectives, which are parts of the larger ones or thought essential to their mastery.
Learning materials are then identified and the instructional strategy selected.
Each unit is accompanied by brief diagnostic tests to ensure the student’s developing progress (the formative evaluation) and identify the particular problems each student is having.
The data obtained from administering the tests is used to provide supplementary instruction to the student to help him overcome his problems.

If instruction is managed in this way, he believes, then time-to-learn can be adjusted to fit aptitude. Students of lesser aptitude can be given more time and more feedback while the progress of all monitored with the assistance of the tests.

INDIVIDUALLY PRESCRIBED INSTRUCTION (IPI)

Bloom, Block, and the other advocates of mastery learning believe that it can be implemented simply by modifying traditional group instructional procedures to ensure that some students have more time have more time and that they received appropriate additional instructions according to the results of the formative evaluation. We are not so sure that mastery learning can be easily and simply implemented in the usual classroom.

However, modern instructional technology, especially the development of self-administering multimedia units and the application of program learning procedures, has encouraged curriculum developers to invent comprehensive curricular systems and reorganize schools to provide for a much greater degree of individualized instruction than is generally possible under conventional school organizations.

The most prominent example of an application of systems planning to elementary and secondary school instruction is the Individually Prescribed Instructional Program (IPI), developed by the Learning research And Development Center of the University of Pittsburgh. A student receiving IPI usually works independently on the materials prescribed daily (or every few days) for him or her, depending on the student’s demonstrated level of competence, learning style, and particularly learning needs.

STEPS IN THE PROGRAM

IPI illustrates a modular curriculum developed by applying systems analysis procedures to curriculum materials development.

First, the planners in conceptualizing a performance model operate with a set of goals and assumptions about the learner, the learning process, and the learner vis-�-vis the system in which he or she will work. The goals with respect to the learner are:

To enable each pupil to work at his own pace/rate through units of study in a learning sequence.
To develop in each pupil a demonstrable degree of mastery.
To develop self-initiation and self-direction of learning.
To foster the development of problem-solving through processes.
To encourage self-evaluation and motivation for learning.

The assumptions regarding the learning process and the related learning environment are as follows:

One obvious way in which pupils differ is in the amount of the time and practice that it takes to master given instructional objectives.
One important aspect of providing for individual differences is to arrange conditions so that each student can work through the sequence of instructional units at his own pace and with the amount of practice he needs.
If a school has the proper types of study materials, elementary school pupils, working in a tutorial environment that emphasizes self-learning, can with a minimum amount of direct teacher instruction, learn.
In working through a sequence of instructional units, no pupil should be permitted to start work on a new unit until he has acquired a specific minimum degree of mastery of the material in the units as identified as prerequisite to it.
If pupils are to be permitted and encouraged to proceed at individual rates, it is important for both the individual pupil and the teacher that the program provide for frequent evaluations of pupil progress which can provide a basis for the development of individual instructional prescriptions.
Professionally trained teachers are employing themselves most productively when they are performing such tasks as instructing individual pupils or small groups, diagnosing pupil’s need, and planning instructional programs rather than carrying out such clerical duties as keeping records, scoring tests, and so on. The efficiency and economy of a school program can be increased by employing clerical help to relieve teachers of many non-teaching duties.
Each pupil can assume more responsibility for planning and carrying out his own program of study than is permitted in most classrooms.
Learning can be enhanced, both for the tutor and the one being tutored, if pupils are permitted to help one another in certain way.

The second step is to analyze the performance model into a set of sequentially organized behavioral objectives:

Each objectives should tell exactly what a pupil should be able to do to exhibit his mastery of the given content and skill. Objectives should involve such action verbs as solve, state, explain, list, describe etc., rather than general terms such as understand, appreciate, know and comprehend.
Objectives should be grouped in meaningful streams of content. Such grouping aids in the meaningful development of instructional materials and in the diagnosis of pupil achievement.
Within each stream or area the objectives should to the extent possible, be sequenced in such an order that each one will build on those that precede it, and in turn, be a prerequisite to those that follow.
Within the sequence of objectives in each area the objective should be grouped into meaningful subsequences or units. Such units can be designated as representing different levels in progress and provide break-points so that when a student finishes a unit in that area, he might either go on to the next unit.

The third step in the program is to develop the materials that the student use to achieve each objective. These are mostly self-study materials that a student can pursue by himself or herself with minimal assistance form the teacher. In addition to the self-instruction, the program calls on the teacher to offer some of his or her own instruction to small or large groups or to individuals.

The Fourth Step for the system planner is to bring the components of the system – student, teacher, materials – so that the behavioral objectives are achieved.

It was essential to find exactly what abilities each pupil had in each of the many areas in reading, arithmetic and science. On the basis of this diagnosis, a "prescription" was developed for each pupil in each subject. The prescription listed the materials that the pupil was to start with, which might be one day, several days, or a week, depending on the ability of the student, and the difficulty of the unit.

The final stage is the creation of a management system for monitoring the student’s progress and adjusting prescriptions so that carefully tailored feedback, the heart of the cybernetic approach, can be given.

The materials prescribed for a student at any given time typically would include, as a final exercise, a "check test" or "curriculum embedded" test. This exercise would play a large part in determining what the pupil did next. When the pupil completed his prescribed unit of work, he took it to a clerk for checking and then to the teacher who was developing the prescriptions. The teacher held a brief conference with the pupil, examined the work he had just completed, and then developed the next prescription.

G.Pius

Dept. Of Languages

KTTC.

LANGUAGE STUDY III

Structure

– Types of Clauses

Independent (main)

Clause.

Dependent (subordinate) clause.

Definition:

[Clause] = A group of words that includes both subject and predicate, i.e. a subject + verb + complement + [optional] adverbial, which forms a sentence or part of a sentence.
[Adverb] = Words that adds more information about place, manner, cause, degree, etc to a verb, an adjective, a phrase or another adverb. They answer the questions, ‘how?’, ‘when?’, ‘where?’, or ‘why?’, e.g. speak kindly, incredibly deep, just in time, and too quickly : kindly, just and too as in the above are all adverb.
[Adjective] = Word that indicates a quality of the person or thing referred to by a noun, e.g. : old, rotten, foreign, in an old house, rotten apples, foreign names.
Almost all sentences contain at least one clause:

S (Clause)

NP AdvP VP

P Adv V NP

D N

He slowly climbed the hill

S S Adv P dO

AdvP NP AP

Adv D N V A

Immediately the baby fell asleep

S A S P sC

Independent (main) clause

Independent (main) clauses are those which are complete in themselves, they can thus stand by themselves as complete sentences. Alternatively, two main clauses which are equal in construction can be joined by a conjunction to form a complete sentence. Joining two equal clauses together is called coordinating. A style using lots of coordinating is called PARATACTIC.

Coordinated elements are of equal importance and carry equal weight.

You can link as many clauses together as you like in this way, without ever making any one clause subordinate to another. They are all therefore main clauses. Examples of coordinators are but, and and or.

S coord S coord S

NP VP NP VP NP VP

PRO V NP N V NP N V NP

I like tea and Sue likes tea but James

likes coffee.

Dependent (subordinate) clause.

Clauses which are generally not able to stand alone as the main clause of a sentence. Usually they are included as subclauses in a main clause. As such, they

act as the main clause. As such, they act as modifiers to alter, limit, or to clarify the ideas in the main clause. They can function as nouns, adjectives, or adverbs and they are normally linked to the main clause by linking words such as that and wh-words like which and where. To join a main clause to a subordinate clause is called subordination and the style of writing using lots of subordinating is called HYPOTACTIC.

e.g.:

1. The cat is mad

S P sC

The cat loves dog.

S P dO

The examples above are main clauses. We can join the clusters together to form subordinate clause and a main clause.

3. The cat that is mad loves dog.

S P dO

In the example above, the cat loves dogs becomes the main clause; that is mad is the subordinate clause introduced by a SUBORDINATOR, the relative pronoun that. These two clauses do not carry equal weight or importance: the subordinate clause can often less important than the main clause. Alternatively we can subordinate (2) to (1):

The cat that loves dogs is mad.

S P sC

In this example, the assertion the cat loves dogs has become less important than the assertion the cat is mad. In other words, (1) has become the main clause and (2) has become the subordinate clause. Material in subordinate clause can often be deleted if necessary, for example when summarizing information.

NP VP

DET N1 V AP

N S2 A

The cat that loves dogs is mad

You can see clearly from its position on the tree that S2 is further down the hierarchy than S1. In other words, S2 is dominated by S1 and therefore subordinate to it.

GPS/LSIII/210698/h10:56p.m

LANGUAGE STUDY III

1.2 Types of Dependent Clauses

Definition:

Dependent (subordinate) clause.

Clauses which are generally not able to stand alone as the main clause of a sentence. Usually they are included as subclauses in a main clause. As such, they act as modifiers to alter, limit, or to clarify the ideas in the main clause. They can function as nouns, adjectives, or adverbs and they are normally linked to the main clause by linking words such as that and wh-words like which and where. To join a main clause to a subordinate clause is called subordination and the style of writing using lots of subordinating is called HYPOTACTIC.

e.g.:

1. The cat is mad

S P sC

The cat loves dog.

S P dO

The examples above are main clauses. We can join the clusters together to form subordinate clause and a main clause.

3. The cat that is mad loves dog.

S P dO

The cat that loves dogs is mad.

S P sC

(a). Adjectival /Relative Clause

[Adjective] = Word that indicates a quality of the person or thing referred to by a noun, e.g. : old, rotten, foreign, in an old house, rotten apples, foreign names.
[Relative]=Grammar: referring to an earlier noun, clause, or sentence.

Definition: Clauses beginning with questions words ( wh-words: who, which, where )are often used to modify nouns and some pronouns – to identify things, or to give more information about them. Clauses used like this are called Relative Clauses. Relative clauses can also be introduced with that.

	Have you ever spoken to the people who live next door?
	Those who have not yet registered should do so at once.
	There’s a program on tonight which you might like.
	The cat that loves dog is mad.

Relative/Adjectival clauses post-modifies the head noun of a phrase.

Have you ever spoken to the people

Aux S Adv V HN [O]

who live next door?

Subor

[ The relative/adjectival clause above : who live next door modifies the headnoun : ‘the people’, at the same time who reflects/relates to the headnoun ‘the people’]

[Subject]: Words in a sentence naming who or what does or undergoes the action stated by the verb.

[Predicate]: part of a statement that says sth. about the subject, e.g. is short in ‘life is short’.
Two types of relative/adjectival Clauses:

Relative Defining Clause:

Clauses which identify,classify or define nouns. They tell us which person or thing, or which kind of person or thing, is meant.

What’s the name of the tall man who just came in?
Is that your buffalo that’s tied outside?

[In (1), the relative non-defining clause: who just came in identify the noun the tall man.]

[In (2), the relative non-defining clause: that’s parked outside identify the noun buffalo]

2. Relative Non-Defining Clause:

Clauses which do not identify or classify noun; they simply tell us more about a person or thing that is already identified.

This is Ms Annabelle, who’s joining the Beauty Contest next week.
In 1908 Ford developed his Model T car, which sold for $500.

G.Pius

Dept. of Languages

KTTC, Keningau.

28 June 1998 [10:10p.m.]

LANGUAGE STUDY III

Structure

– Types of Clauses

Independent (main)

Clause.

Dependent (subordinate) clause.

Definition:

[Clause] = A group of words that includes both subject and predicate, i.e. a subject + verb + complement + [optional] adverbial, which forms a sentence or part of a sentence.
[Adverb] = Words that adds more information about place, manner, cause, degree, etc to a verb, an adjective, a phrase or another adverb. They answer the questions, ‘how?’, ‘when?’, ‘where?’, or ‘why?’, e.g. speak kindly, incredibly deep, just in time, and too quickly : kindly, just and too as in the above are all adverb.
[Adjective] = Word that indicates a quality of the person or thing referred to by a noun, e.g. : old, rotten, foreign, in an old house, rotten apples, foreign names.
Almost all sentences contain at least one clause:

S (Clause)

NP AdvP VP

P Adv V NP

D N

He slowly climbed the hill

S S Adv P dO

AdvP NP AP

Adv D N V A

Immediately the baby fell asleep

S A S P sC

Independent (main) clause

Independent (main) clauses are those which are complete in themselves, they can thus stand by themselves as complete sentences. Alternatively, two main clauses which are equal in construction can be joined by a conjunction to form a complete sentence. Joining two equal clauses together is called coordinating. A style using lots of coordinating is called PARATACTIC.
Coordinated elements are of equal importance and carry equal weight.
You can link as many clauses together as you like in this way, without ever making any one clause subordinate to another. They are all therefore main clauses. Examples of coordinators are but, and and or.

S coord S coord S

NP VP NP VP NP VP

PRO V NP N V NP N V NP

I like tea and Sue likes tea but James

likes coffee.

Dependent (subordinate) clause.

Clauses which are generally not able to stand alone as the main clause of a sentence. Usually they are included as subclauses in a main clause. As such, they
act as the main clause. As such, they act as modifiers to alter, limit, or to clarify the ideas in the main clause. They can function as nouns, adjectives, or adverbs and they are normally linked to the main clause by linking words such as that and wh-words like which and where. To join a main clause to a subordinate clause is called subordination and the style of writing using lots of subordinating is called HYPOTACTIC.

e.g.:

1. The cat is mad

S P sC

The cat loves dog.

S P dO

The examples above are main clauses. We can join the clusters together to form subordinate clause and a main clause.

3. The cat that is mad loves dog.

S P dO

The cat that loves dogs is mad.

S P sC

NP VP

DET N1 V AP

N S2 A

The cat that loves dogs is mad

You can see clearly from its position on the tree that S2 is further down the hierarchy than S1. In other words, S2 is dominated by S1 and therefore subordinate to it.

GPS/LSIII/210698/h10:56p.m

THE NOUN : GENDER

[Gender comes from Latin genus, kind or sort ]

Every noun in English belongs to one of four genders: masculine, feminine, neuter and common.

Masculine Gender ( used with third person pronouns - he, him, his, etc.) A noun that denotes a male animal or person is said to be of the masculine gender. e.g.: boy -, lion - lioness, hero - heroine, cock-sparrow hen - sparrow, man - woman.

Feminine Gender ( and used with she, her, etc.) A noun that denotes a female animal or person is said to be of the feminine gender. e.g.: as above.

Neuter Gender (and used with it, its, etc.) [neuter means neither , that is neither male or female] The neuter gender refers to nouns that are neither masculine nor feminine; that is, they are inanimate: e.g.: book, water, table, happiness, democracy, biology. Note: Collective nouns, even, when they denotes living beings, are considered of the neuter gender. E.g.: a team, an army, a herd, a swarm.

Common Gender: The common gender refers to nouns that are of either sex, masculine or feminine: e.g.: baby, person, parent, bird, child, friend, pupil, servant, thief, relation, etc.

Exception to the above: [Objects without life are often personified, that is, spoken of as if they were living beings. We regard them as males or females. (a). The feminine or masculine (he/she) can be used for animals whom we consider as having human qualities, especially family pets: Has Blackie had her milk yet? (b). Conversely, babies and very young children are often referred to as it (neuter gender): The baby is crying for its milk. (c). The feminine gender (she,her) is occasionally used for inanimate objects when we consider them to have animate qualities, for example, ships and cars, and sometimes countries: What a beautiful yatch! What have you named her? Malaysia is celebrating her national day next month. The feminine gender is often applied to objects remarkable for beauty, gentleness; as, the moon, the earth, spring, autumn, nature, liberty, etc. The moon had hidden her face behind a cloud.

Ways of forming the Feminine of Nouns: They are three ways: (a). By using an entirely different word; as,

Masculine Feminine

bachelor maid/spinster

bull (ox) cow

dog bitch

earl/count countess

monk nun

nephew niece

sir madam

(b). By adding a syllable (suffix) (-ess, -ine, -trix, etc.); as,

author authoress

baron baroness

hero heroine

administrator adminitratrix

sultan sultana

(c). By placing a word before or after; as,

bull-calf cow-calf

grandfather grandmother

landlord landlady

milkman milkmaid

jack-ass jenny-ass

billy-goat nanny-goat

In each of the following sentences, identify the gender nouns and list them according to the relevant categories provided below:

1. The woman was very upset because her husband had an affair with the baroness of the county.

2. Nora was very grateful to receive a billy-goat as a present on her birthday.

3. She had just laid her anchor at the dock.

4. Has Amy had her milk yet?

5. The fiancee was sleeping soundly while the fianc� did all the housework.

6. While the landlord was away, the landlady was seeing a famous waiter in town.

7. Malaysia is practising democracy with a goal of preserving happiness among the population.

8. "The first person to enter the room will get a kiss from me," said the Princess of Wales.

GPS/LS1.DOC/Aug97

VERBS: KINDS OF VERBS

The "be" Form:

Exist; occur; live; happen: (I). Is there a God. (ii). There are no easy answer. (iii). There are many such people.
Be present; stand: (I). There’s a bus-stop down the road. (ii). There were no books on the shelf. (iii). There are some good photographs in this exhibition.
Be situated: (I). The lamp is on the table. (ii). Mary’s upstairs.
Remain: (I). He has been in his room for hours. (ii). They’re here till Christmas.
Attend; present: (I). Were you at school yesterday? (ii). I’ll be at the party.
Leave; arrive: (I). I‘ll be on my way very soon. (ii). They’ll be arriving soon.
Visit; call: (in the perfect tenses only) (I). I’ve never been to Spain. (ii). She had been abroad many times. (iii). Has the plumber been called yet?

Finite and Non-Finite

[Def: Denoting any form of a verb inflected for grammatical features, i.e., agrees with its subject in person and number. ] Literal: having bound / limited.

	Imperative mood: urgent; essential; needing immediate attention.
	Indicative: Stating as a fact (giving indication)
	Subjunctive: expressing a condition, hypothesis, possibility.

e.g.: (I). They always find fault with me. (ii). They always try to find fault with me.

In sentence (I) - the verb find has they for its subject; hence the verb find is limited by person and number. We, therefore, call it a Finite verb. [It will be noticed that all verbs in the Indicative, subjunctive, and Imperative moods are Finite, because they are limited by the person and number of their subject.]

In sentence (ii), to find merely names the action denoted by the verb find, and is used without mentioning any subject. It is therefore, not limited by person and number as a verb that has a subject, and is, therefore, called the verb Infinitive, or simply the Infinitive / non-finite.

(I). Be (Finite Form) : am, is, are, was, were.

(ii). Be (Non-Finite Form): be, being, been.

Linking Verbs

In this pattern, the verb is a linking verb. Such verb usually describe a state or condition:

1. Verb + Noun or Verb (to be). Noun: The complement is a noun phrase or nominal clause.	1. She is a very attractive girl. 2. He became a Professor of Physics.
2. Verb + adjective or verb + (to be) adjective: The complement is an adjective.	1. Your hair looks nice. 2. He sounded furious over the phone.
3. Verb + necessary adverbial: The verb is followed by an adverbial.	1. Mother is at home. 2. She leaned out of the window. 3. The meeting lasted two hours. 4. The flowers cost one dollar.

Transitive and Intransitive

(I). Transitive verb (verb with one object)

[Def: (of a verb) that is used with a direct object either expressed or understood]

1. Verb + Noun: The verb is a noun phrase.	1. He poisoned the cat. 2. Everybody sang the National Anthem. 3. She tidied the house.
2. Verb + Bare Infinitive: The verb is used with a bare infinitive. (i.e. without to)	1. May I help wash the dishes?
3. Verb + to-infinitive: The object is a "to-infinitive"	1. She agreed to push her grandma (over the cliff). 2. They decided to go for a swim.
4. Verb + -ing form:	1. He denied causing the accident. 2. She disliked going to music lessons.
5. Verb + that- clause (Where that can be omitted)	1. I admit (that) he is a good lecturer. 2. You forget (that) I am you father.
6. Verb + wh-word: The verb has a clause introduced by wh-word: how, why, where, who, whether, if.	1. I wonder (if / whether) she will come. 2. He still doesn’t know how to tie his shoelaces.

(ii). Intransitive verbs (Verbs without object of complement)

1. Verb + to-infinitive: verbs with no object or complement.
(a). It may be a phrasal verb without an object.	1. The heater blew up. 2. The fugitive give up
(b). The missing object is understood.	1. Chris smokes. (understood object-cigarettes or cigar)

GPS/LS3.DOC/Aug97

Tenses in Active and Passive Voice

Active Voice: of the form of a verb whose grammatical subject is the person or thing that performs the action, as in: (a). He was driving the car. (b). The children ate the cake.

Passive Voice: of the form of a verb when the grammatical subject is affected by the action of the verb, as in: (a). His leg was broken. (b). He was bitten by a dog.

	The passive form consists of be + past participle, e.g.-was harmed, was spoilt, was seen, etc.
	Because an original object becomes the grammatical subject in a passive statement, only transitive verbs (i.e. verbs that take an object) may be used in the Passive Voice.

Active Voice: The man (subject) opened the door (object).

Passive Voice: The door (original object) was opened by the man (original subject).

Tense and Aspect

(a). Tense: refers to the form of a verb takes depending on the time at which an action occurred. Tenses may indicate whether an action, activity, or state took place in the present, past or future.

(b). Aspect: tenses may also indicate whether an action, activity, or state is, was or will be complete, or whether it is, was or will be in progress over a period of time.

	There are two simple tenses in English: The Present tense and the Past Tense.
	There are two main aspects in English: The Progressive (or Continuous) Aspect and the Perfect Aspect.

The two tenses above can combine with the two aspects to form several combinations:

Present	1. The Simple Present	1. She always bakes nice cakes.
Time	2. The Progressive (continuous):	1. She is baking a cake now.
Past	1. The Simple Past:	1. Tan baked a cake for her family yesterday.
	2. The Past Progressive:	1.Tan was baking a cake when his girlfriend came home.
Time	3. The Present Perfect Progressive:	1. Annabell has been baking cakes all morning.
	4. The Past Perfect:	4. Vicy had baked a hundred cakes by midday.
	5. The Past Perfect Progressive:	5. She had been baking cakes all morning and felt hot and tired.

Active Voice: Present Tense

(a). The Simple Present Tense:

1. Expresses repeated action (includes the past, present and future)

It rains every day.

The earth revolves around the sun.
She travels to work by bus.

2. Expresses non-action (of a state or condition) or indefinite occurrence.

	She seems ill.
	He loves his buffaloes.
	I remember her.

3. Expresses special short term events.

	I declare this seminar open.
	I quit/resign.

4. Expresses future action (especially with verbs of arriving and departing) based on facts or certain events.

	They leave tomorrow.
	The ship sails on Thursday.
	The play begins at 7.00 p.m. on Sunday.

(b). The Present Progressive (Continuous)

1. Expresses one action in the present.

(i). Of short duration:

I am writing a report.
The boys are playing dart at the Karaoke lounge.

(ii). Of long duration:

	She’s writing a children’s book.
	He’s studying Tamil this semester.
	Amri’s playing netball this season.

2. Expresses future action (often resulting from a present plan or arrangement).

	He is going to France next year.
	She is washing her hair tonight.
	The ship is sailing next week.

3. Expresses the beginning, progression or end of an action.

	It is beginning to rain.
	My cold is getting worse.

	The rain is stopping, Let’s hit the road.

GPS/LS4.DOC/Aug97

LANGUAGE STUDY III

1.2 Types of Dependent Clauses

Adverbial: (Time, Place, reason, Manner, Condition, Concession, Result, Purpose, Comparison)

[Adverb]: Definition: Words that add more information about, place, time, circumstances, manner, cause, degree, etc. to a verb, an adjective, a phrase or another adverb. E.g.: In speak kindly, incredibly deep, just in time and too quickly.[kindly, incredibly, just and too are all adverbs].

(a). Adverbial Clause: Like adverbs and adverb phrases, subordinate adverbial clauses add information in relation to manner, time, place and so on. They tend to answer the question ‘How?’,"When?’,"Where?", "Why?" For example:

I’ll give you the next clue when you’re ready.

We must be careful because there’s a ghost.

If I open this, you can put the cake mix into the bowl.

All adverbial begin with a subordinator. In example (15) the subordinator is when; in examples (16) and (17) it is because and if respectively. There is no option to omit the subordinator in adverbial clauses.

NP VP S2

PRO Vgp NP NP

AUX V PRO DET N

MOD AP N

I (wi)ll give you the next clue when you (a)re ready

Adverbial clauses, like sentence adverbs, can appear in different sentence positions. For example, the above could equally well be written as follows:

[s1[s2 When you’re ready] I’ll give you the next clue]

I (wi)ll give you the next clue when you (a)re ready.

S P iO dO A

(a). Adverb of time and definite frequency: These adverbs say when or how often something happens. Examples: today, afterwards, in June, last year, finally, before, eventually, already, soon, still, last, daily, weekly, every year.

Position: mostly in end position; initial position is also common if the adverb is not the main focus of the message. Some can go in mid-position. Adverbs of indefinite frequency (often,ever,etc) go in mid-position.

I’m going to Kota Kinabalu today./Today I’m going to Kota Kinabalu.

She has a new hairstyle every week./Every week she has a new hairstyle. [Finally, eventually, already, soon, and last can go in mid-position; still and just only go in mid-position.

So you finally got here. When did you last see your Fianc�e?

I’ve already paid the bill. I still love you.

We’ll soon be home. She’s just gone out.

(b). Adverbs of place: These adverbs say where something happens. Examples: upstairs, around, here, to bed, in London, out of the window. Position: at the end of a clause.

The children are playing upstairs. Come and sit here.

Don’t throw orange peel out of the windows. She is sitting at the end of the garden.

Initial position is also possible, especially in literary writing and if the adverb is not the main focus of the message.

At the end of the garden there is a very tall tree.

G.Pius/English Unit. Language Dept.,/KTTC, Keningau/19079810:38p.m.

LANGUAGE STUDY III

SUBORDINATE CLAUSE:

Definition: Sub-clause in main clause – acts as modifiers to alter, limit or clarify the ideas in the main clause.
Function: Function as nouns, adjectives, or adverbs and linked to the main clause with subordinators.

	Adjectival clause: Normally with – who, which, where, that
	Adverbial clause: when, because, if
	Noun Clause: (that), how

(i). Adjectival Clause:

[Adjective]: Word that indicates a quality of the person or thing referred to by a noun: old, rotten.

Quality

E.g.: An old man.

[Adjectival/Relative clause]: To identify/give more information about a person or thing.

E.g.

1. The spy who loves me.

The car which has six wheels.

(ii). Adverbial Clause

[Adverb]: Add more information about place, time, circumstances, manner, degree, etc. to a verb, an adjective, a phrase or another adverb.

E.g.

speak kindly (verb)
incredibly deep (adjective)
just in time (adverb)

(V)

I’ll marry you when you have enough money.
We must be careful because the road is slippery. (adj.)

If I kiss you, will you marry me? (verb)

[Noun Clause]:

Noun clauses function as subjects or objects.

How he deals with the deficit is grossly important. [S]
I know (that) they like me. [dO]
We told her (that) she could come. [dO]

Types of Nouns:

	Proper
	Common:

Concrete
Group (collective)
Mass (uncountable)
Abstract
Compound

G.Pius/UBIJB/KTTC/260798/11:35pm

KENINGAU TEACHERS TRAINING COLLEGE

LANGUAGE DEPARTMENT (ENGLISH UNIT)

KDC (K) PI

READING PROFICEINCY

07 SEPTEMBER 1998

10.40 – 12.40

DEDUCTION PUZZLES

Intensive reading and speaking practice. Read the puzzles and answer the questions to find the solution.

The Parachutes

Not long ago a man kidnapped a boy and hid him in the woods. He sent his parents a ransom notes in an airport locker. They were then to wait four hours and go to the locker. In it they would find directions to where their child was. He said that unless they left him the money, they would not see the child for a long time.

He had thought about taking the child with him as a hostage, but decided against it. He knew that the police had become a good at trapping people who had hostages with them.

At the appointed time, he went to the airport and found the money in the locker. He had just enough time to leave the directions and run. The police were close behind him. He boarded the nearest plane and forced the pilot to take off before he was caught.

Knowing that the police would be waiting for him when the plane landed, he came with a very brilliant idea to save himself. He demanded that the hostess should give him two parachutes. He took her with him to the back exit door and waited several minutes. Then he put one of the parachutes and jumped alone from the plane. In this way he managed to escape.

The question is why did he demanded two parachutes?

What would happened if he’d stayed on the plane?
Did he have a chance of escaping if he jump safely?
Did he have a better chance of escaping if he had a hostage with him?
Why?
Say you were the hostess. If he’d asked you for two parachutes and taken you with him to the exit door, what would you have thought?
What kind of parachutes would you have given him?
Why?

The Four Babies

Anna, Bernard, Carmen and Diana, three girls and a boy, were all recently born in the same maternity hospital. One day all four of their mothers asked a nurse to give them each a bath, because visiting hours were soon to start. Unfortunately the nurse was new. She took off their identification bracelets one by one as she bathed them, but forgot to put any of them on again.

She knew exactly two things about each baby, but she was in such a panic that they got all mixed up in her mind. Only one of the babies has a lot of hair but it isn’t Anna or Carmen. One of the babies cries all the time but Anna is a happy baby. One baby cries a lot but Anna is a happy baby. One baby always quietly sucks his thumb in his cot but has no hair at all.

The baby who cries a lot has a tiny birthmark by her right ear, but she isn’t the smallest baby. The fattest baby has no hair, hardly cries at all, and doesn’t yet realized that her fingers fit in her mouth.

The baby with the fuzzy red hair rarely cries but certainly kicks a lot.

Can the nurse work out which baby is which before another nurse comes along and tells her off?

How many of the babies are boys?
If the nurse hadn’t seen in such a panic, should she have knows which baby Bernard was straightaway?
Has Bernard’s hair started to grow yet?
Which baby already has a lot of hair and what and what colour is it?
What’s the second thing the nurse knows about the baby with a lot of hair?
If Anna is the baby, can she be the baby who cries a lot?
Who must be the cry-baby then?
What else does the nurse remember about her?
Who’s the fattest baby of them all?
Now describe each of the babies.

Gordie98’/JBUBI/KTTC/06091998/9:25p.m.

MPKS[KDC(K)PI]

TWO-IN-ONE-STORIES

Intensive reading. Sort out the two stories as quickly as you can. Then re-tell them.

The stork/The company

Chairman

The cook stole a leg from a beautiful roast stork just before it was served to the king.
‘But your Majesty, you didn’t clap last night.’
He glowered at them, ‘Gentlemen, I have something I must say: half of you are idiots.’
The king asked him angrily why the bird had only one leg.
One day a company chairman got very angry with his board of directors.
The king clapped his hands and the birds flew off. ‘There, ‘he said, ‘You see, they all have two legs the moment I clapped.’
‘Very well,’ the chairman said, "I withdraw it – half of you are not idiot.’
Next morning the cook and the king went down to the river and saw the storks all standing on one leg.
One of the directors stood up and banged on the table. ‘I demanded that you withdraw that last observation, Mr. Chairman.’
The cook replied, ’Storks only ever have one leg – come to the river with me tomorrow and I will show you, Your Majesty.’

The farmer / The invitation

"Well, ‘ said the farmer, scratching his chin, I’ll tell you what we do.’
‘Why do I have to use my elbow and my foot?’ asked his friend.
A man inviting his friend to his house explained to him where he lived.
The man went back to his car with a puzzled look on his face and said to his wife,'’ think he must be crazy.’
‘Come to the third floor,’ he said, ‘and where you see the letter E on the door, push the button with your elbow and when the door opens put your foot against it.’
"We eat what we can and what we can’t eat we can.’
A curious tourist, after passing a huge field of carrots alongside the road, stopped and asked the farmer what he did with his large crop.
"He said they ate what they could and what they couldn’t they could.’
"Well,’ exclaimed the man, "You’re not going to come empty-handed, are you?

The general’s visit / No teeth

he immediately ordered a pool and courts to be built.
Some weeks later Peter met his friend in the street, and the friend asked him what had happened.
Peter had been called up, but he didn’t want to join the army, so he asked his friend what he should do.
When he was asked why he would not give benches to primary children but wanted prisoners to have a swimming pool, he replied, "Do you think I will ever go back to primary school?
His friend said, "Well, why don’t you have all your teeth pulled out? You won’t get past the medical then."
A general visited a primary school where the children said they had no benches to sit on.
Some time later he visited a prison. The men there complained they had no swimming pool and no tennis courts.
Peter, who had no teeth left, mumbled, "The officer said I was no good to the army – I’ve got flat feet!’
He told the kids there were no benches – they must make sacrifice for their country.

Gordie98’/UBIJB/KTTC/07091998/10a.m.

MORAL ISSUES

Intensive Reading. Read the passages and think through the problem.

Laying-off

You are a manager of a small company. Your company has been selling less of its products recently. You have decided that the only thing to do is to lay off one of your staff. (There is no recognized way of doing this and you do not have to make redundancy payments in your country.) Which one of these people will you sack?

Jill: is an irregular timekeeper but when she is on the form she is probably the best worker you have. She is 30.

Bill: is the foreman. He does very little. The workers like him as a person. He is 50.

Henry: is the shop steward and he keeps the workers quite by promising action when they get angry, and then doing nothing. He is 45.

Jenny: is not a good worker but she has been with the firm for twenty years. She has eight children. She is 47.

John: is very lazy. He knows one or two things about your private life, which you don’t want him to tell anyone. He is 24.

David: is left wing. He is aggressive at union meetings. He has a following among the workers. He is a local councilor.

Six months after the sacking, you find that you still haven’t solved the problem of falling sales. Will you sack someone else? If not, what other possible courses of action are there?

In Court

You are a judge. You must decide how long to send the accused to prison for. The minimum is three months. The maximum is a real life sentence. You can also acquit.

Case 1: The accused is a prisoner of war. Your country has just defeated his. He was a pilot. He dropped an atom bomb on your tenth largest city, killing 200,000 people and injuring many more.

Case 2: The accused is a doctor. He gave an overdose to an 85-year-old painter who had terminal cancer. The painter had asked for the overdose. The painter’s family accuses the doctor of murder.

Case 3: The accused found her husband in their bed with another woman. She took the breadknife and killed him.

Case 4: This man is a well-knows leader of a radical organization. He was recently tried for possessing one marijuana cigarette and sentenced to ten years in prison. He is appealing the decision.

Case 5: This factory owner is on trial for cruel and inhuman treatment. The workers in his factory had sit-down strike to protest against low wages. The owner set rats loose in the factory. The workers killed all the rats and no one was hurt.

The decision

In battle, a platoon of marines were outnumbered. They had retreated across a bridge over a river, but the enemy were still mostly on the other side. If someone went back to the bridge and blew it up while the enemy was crossing, the company could escape. But the man who blew up the bridge would probably be killed – it is a 4 to 1 chance. The platoon commander has to decide what to do. He asks for volunteers but no one comes froward.

These six courses of action occur to him:

To go back himself and ask the sergeant to command the platoon. The sergeant has never been in command before.
To send a man who has a lot of strength and courage, but who is a bad troublemaker in the company. He is always stealing things from other men, beating them up and refusing to do his work.
To send a man who has caught a fatal disease in the country. Although he is ill and will probably die in a short time anyway, the man is still strong enough to do the job.
To take the whole platoon back to the bridge to fight it out with the enemy.
To make everyone in the company, including himself, draw lots to see who must go back.
Not send anyone back to the bridge.

If you were the marine in (b) and the commander told you to go back, what would you do?
If you were the marine in � how would you feel?
If you were in the platoon in (d) how would you feel? Would you go back?
If you were a marine in (a) or (f) would you volunteer to go back after the commander told the platoon his decision?
If you were the commander, which choice would you make?

Gordie98/UBIJB/KTTC/090998/12.28p.m.

DESCRIBING YOURSELF

Writing and speaking practice.

The path game

Write a short paragraph for each of the seven items.

You’re going along a path-describe the kind of path it is.
You find a twig. What sort is it? What do you do with it?
A fallen tree trunk is blocking your path. What do you do?
You see a bear on the path. What do you do?
You come to a fork in the path. What do you do?
You come to a wall. Describe it.
You hear a sound beyond the wall – what is it?

The Survivors

Read the passage and then make a list of the people, starting with the person you like most and ending with the person you like least. Then justify your order of preference.

A plane crashed into a forest in Canada and the survivors landed on either side of a river. L was head over heels in love with C, and she wanted to get across the river to him. She couldn’t swim so she asked I to make her a raft to cross on. But I was too busy trying to make a radio to send out an SOS message. She then asked M to help her, but he would only help her if she paid, and she had no money. When she asked S, he said,’ 'OK, but only if you sleep with me.’

S then built her a raft on which she crossed the river. When she told C what she had done to get across the river, he was furious and said he never wanted to see her again.

When H heard this he said, ‘Then I’ll marry you; I’ve always loved you.’

Self-portraits

Have a good look at your partner’s drawing and answer these questions:

How old is this person?
Give him/her a nickname.
If this person was an animal, what animal would s/he be?
What kind of job would this person probably do?
Describe the sort of marriage partner this person might find.
Would this person make a good or bad parent?
What will she do when she retires?
How do you think s/he will die?

That’s it folk. Good luck to your exam!!!

Gordie98/090998/10:25p.m.

Betrothal the British way

An investigation of the conjugal habits of the British has revealed the curious fact that 560,000 women in this country believe themselves to be engaged, while only 470,000 men are under a similar impression. This, says the report, could be due to wishful thinking on the part of the girls. Well, yes it could. It should also due to a number of other things. The computer could have developed a stutter or got rather drunk that day. Or it could be that 90,000 of our womenfolk are so fearfully un-british as to become betrothed to a lot of foreigners.

Furthermore, we should not ignore the existence of amiable Billy Liar characters who find themselves proposing marriage to any girl they happen to meet on the bus. Girls do tend to react rather seriously to proposal of marriage, even the most improbable ones. They react rather seriously to other, allied proposals too, although the report offers no comment on that subject. What does it say, though, is that if a man and a woman have been going steady for a lengthy period, she becomes inclined to nudge him, saying "Well, what are we going to so about it?" The resulting evasive, ambiguous reply might easily account for many of the deluded 90,000.

Then too, some apparent engagements may be the result either of feminine wiles ("Bo, darling, it wouldn’t be right. Not until we’re married or at least engaged’) or ruthless male expediency (‘Of course I’ll marry you, I swear I will’). The ploy are familiar and time-dishonored and the result in both cases is much the same: two girls blissfully thinking themselves engaged and two young men thinking ‘She’ll be lucky and blessing the happy fact that a promise to marry is no longer binding in law. Of course, it could be that the whole report is just a lot of nonsense. Statistics are notorious liars. On the other hand though, so are men.

The report has revealed the fact that

A more men than women think they are engaged.

B 90,000 women are engaged to two men.

C more women than men think they are engaged.

D 90,000 women are engaged to foreigners.

The discrepancy in the numbers may be the result of

A some men’s inability to talk clearly.

B a fault in the machine compiling the statistics.

C some men proposing when drunk

D careless on the part of the statistician.

‘They react seriously to other, allied proposals too’ 25-7 means:

A they take seriously proposals of marriage from foreigners.

B they treat sexual advances seriously.

C they are totally opposed to sexual advances.

D they only react to proposals of marriages from relatives.

According to the report, when a couple have been going around together for some time, the woman

A usually relies on the man when she is in doubt.

B may hint that she is pregnant.

C may hint that they should get married.

D gets into the habit of digging the man in the ribs.

Some girls think they are engaged because

A they have slept with their boyfriends.

B they have not slept with their boyfriends.

C They intend to sleep with their boyfriends.

D their boyfriends have promised to sleep with them.

The ‘two young men’ 49-50

A think the girls will enjoy marriage.

B think the girls are fortunate to get such good husbands.

C don’t intend to marry the girls.

D think the girls are fortunate to be engaged.

GPS/RII/PIKTS-2/240398

Clauses

Independent (Main) Clauses are those which are complete in themselves (like the two examples above). They can thus stand by themselves as complete sentences. Alternatively, two main clauses which are equal in construction, can be joined by a conjunction to form a complete sentence:

SENTENCE
Main clause				Main clause
S	V	O	C		S	V	O
You	Can sweep	The floor	or		You	Can wash	The dishes
I	Play	The piano	and		My sister	Plays	The violin

Dependent (Subordinate) Clauses are generally not able to stand alone as the main clause of a sentence. Usually they are included as subclauses in a main clause. As such, they act as modifiers to alter, limit, or to clarify the ideas in the main clause. They can function as nouns, adjectives or adverbs and they are normally linked to the main clause by linking words such as that and wh- words like which and where.

Independent (Main) Clauses	Dependent (Subordinate) Clauses
1. I realize it.	I realize that he is the youngest child. (Clause replaces a noun or pronoun.)
2. My friends went on a round-the-world trip.	My friends went on a trip which took them around the world. (Clause replaces adjectives.)
3. He left his book here.	He left his book where he could find it. Clause replaces adverbs)

SENTENCE
MAIN CLAUSE
SUBJECT		VERB		OBJECT
He		Left		His book
				subclause
Conjunction	Subject		Verb		Object
(wh-word) where	He		Could find		It.

Diagram of a main clause and a subordinate clause

Functions of Clauses

Relative Clauses(introduced by wh-pronouns, or that):

The couple, who live next door to us, have no children.

Comparative Clauses(introduced by than):

Nominal Clauses:

We are pleased that you got the job.

(=that-clause)

I wasn’t sure what I had to do.

(=wh - interrogative subordinate clause)

She wants everyone to stay the night at her house.

(=to-infinitive clause)

Her children were busy playing with marbles.

(=-ing clause)

Adverbial Clauses

His son wrote to him whenever he wanted some money.

( =time clause)

They left the bag where they had found it.

(=place clause)

He fell into the drain because he wasn’t looking where he was walking.(=reason clause)

She wrote home so that her mother would know she was coming.(=purpose clause)

Gerry was late for work so the manager telephoned his house. (=result clause)

I’ll lend you some money if you need it urgently.

(=conditional clause)

B. Types of sentences

Sentences can be divided into three kinds according to the way they are built, i.e. according to the number of clauses included and whether the clauses are independent (main) clauses or dependent (subordinate) clauses.

A Simple sentence expresses one main idea. Thus it has one main clause only which may have word or phrase modifiers (adjectives or adverbs or prepositional phrases):

My mother was born in Pulau Timor-Timor.

A Compound sentence expresses two or more main ideas in two or more independent (main) clauses:

Main idea (1)

My mother was born in Pulau Timor Timor but she

Main idea (2)

came to Sabah as a small girl.

A complex sentences expresses one main idea and at least one subordinate (less important) idea. Thus it contains one independent (main) clause and one or more dependent (subordinate) clauses:

Main idea

My mother came here from Pulau Timor-Timor when

Subordinate idea

she was a small girl.

GPS/LSII/PIKTS-2

TEXT COMPLETION

BID SEM. 4.

In each exercise, there are 10 numbered blanks. Supply a suitable answer to each blank.

1. Tress are valuable because of many ways in ……………… (1) they can be used. The wood from trees is used for building houses, schools and ………….. (2) furniture.

Trees are also important because they help to …………… (3) the soil in place and help to …………… (4) floods. On hills and mountains, trees help the soil to soak up rain water. Then there are ………….. (5) trees, the rain washes away the soil …………….. (6) water carries soil into rivers. These rivers ……………. (7) and flood neraby villagers and towns. The floods damaghe crops and ……………. (8) a layer of mud over the land. Farmers ………….. (9) a lot of money in this way. Many animals make their homes in the forest. Because trees are so useful peiople must make …………….. (10) use of them.

2. Most animals see ……………… (1) in the daytime than at night. But darkness helps animals ………….. (2) many ways. Animals come out at night looking for food. In the darkness they are able to ……………… (3) their way by sounds and smells.

More animals come out at night ……………. (4) in the daytime. Darkness …………… (5) them feel safe. Enemioes cannot see them easily and some of their enemies …………………. (6) asleep. People will not be around in the fields and jungles.

At night the air becomes cool and the winf is not string. Sounds …………….. (7) faster. Animals can hear their …………….. (8) moving. When ……………… (9) like the cricket stops chirping, animals become careful. They know that …………….. (10) enemy might be aropund. Also animals can smell better at night.

3. Coal was formed millions of years …………….. (1). This is …………….. (2) it was formed. The surface of the earth …………… (3) which the coal lies was low swamp land. Great forests of trees and other plants grew in it. As the plants grew in it. As the plants became …………… (4) and died, they fell ……………… (5) the shallow water. They were covered …………….. (6) mud. Other plants grew, died and sank in the swamp. They ……………. (7) were covered with layers of ………….. (8)

Slowlery the earth changed. Millionns of years, water from the ocean flowed in and covered the swamps. The water helped to press down the buried ………….. (9).

During another long period of time, the land dried. The layers of plants began to ………….. (10) into coal. The layerds of mud around the planatsn changed inti rock.

4. The cocoa tree grows ……………. (1) in some parts of Malaysia. It grows well …………. (2) well\drained clay soils. The cocoa tree ……………… (3) shaade and does not like strong dry winds. It is ……………. (4) big as a chuku tree but its leaves are larger.

The flowers and fruit are found ……………. (5) the trunk and main branches. The branches at the bottom are cut. The branches above spread …………….. (6) like an umbrella to shade the trunk.

The treeb begins ………….. (7) produce fruit when it is more than two years old. The fruits are called pods. They look like small papayas and may …………… (8) green, red or pink in colour. They take ive to six months to ripen. Inside the ripe ……….. (9) thetre are thirty to fortey-five beans. These ………….. (10) are prepared and used for making chocolates.

TEXT COMPLETION

BID SEM. 4.

In each exercise, there are 10 numbered blanks. Supply a suitable answer to each blank.

Tress are valuable because of many ways in ……………… (1) they can be used. The wood from trees is used for building houses, schools and ………….. (2) furniture.

Trees are also important because they help to …………… (3) the soil in place and help to …………… (4) floods. On hills and mountains, trees help the soil to soak up rain water. Then there are ………….. (5) trees, the rain washes away the soil …………….. (6) water carries soil into rivers. These rivers ……………. (7) and flood nearby villagers and towns. The floods damage crops and ……………. (8) a layer of mud over the land. Farmers ………….. (9) a lot of money in this way. Many animals make their homes in the forest. Because trees are so useful people must make …………….. (10) use of them.

Most animals see ……………… (1) in the daytime than at night. But darkness helps animals ………….. (2) many ways. Animals come out at night looking for food. In the darkness they are able to ……………… (3) their way by sounds and smells.

More animals come out at night ……………. (4) in the daytime. Darkness …………… (5) them feel safe. Enemies cannot see them easily and some of their enemies …………………. (6) asleep. People will not be around in the fields and jungles.

At night the air becomes cool and the wind is not strong. Sounds …………….. (7) faster. Animals can hear their …………….. (8) moving. When ……………… (9) like the cricket stops chirping, animals become careful. They know that …………….. (10) enemy might be around. Also animals can smell better at night.

Coal was formed millions of years …………….. (1). This is …………….. (2) it was formed. The surface of the earth …………… (3) which the coal lies was low swamp land. Great forests of trees and other plants grew in it. As the plants grew in it. As the plants became …………… (4) and died, they fell ……………… (5) the shallow water. They were covered …………….. (6) mud. Other plants grew, died and sank in the swamp. They ……………. (7) were covered with layers of ………….. (8)

Slowly the earth changed. Millions of years, water from the ocean flowed in and covered the swamps. The water helped to press down the buried ………….. (9).

During another long period of time, the land dried. The layers of plants began to ………….. (10) into coal. The layers of mud around the plants changed inti rock.

The cocoa tree grows ……………. (1) in some parts of Malaysia. It grows well …………. (2) well-drained clay soils. The cocoa tree ……………… (3) shade and does not like strong dry winds. It is ……………. (4) big as a chiku tree but its leaves are larger.

The tree begins ………….. (7) produce fruit when it is more than two years old. The fruits are called pods. They look like small papayas and may …………… (8) green, red or pink in color. They take five to six months to ripen. Inside the ripe ……….. (9) there are thirty to forty-five beans. These ………….. (10) are prepared and used for making chocolates.

DISCOVERING FACTS AND THEMES

Whether you read a passage for the main idea alone of for the facts will naturally depend upon your purpose and the type of material you have selected. On the whole, passages containing information, explanation, rules and regulations require reading for the facts. These facts may be clearly laid out and every word may be important – as in a cookery book – or they may be rather obscured by other technical phrases – as in legal contracts and insurance policies.

Technical booklets may contain a combination of explanations, instructions and recommendations. If you buy a radio, the accompanying manual will explain the general features of the radio, instruct you how to operate it and also recommend how to look after it. Probably you would only need to read the section on the operating instructions carefully, the rest of the booklet could be glanced through more quickly. In a recipe though, every word must be read thoroughly otherwise the end product may be drastically different!

e.g. 1 Cut up 11/2 beef into bite-sized pieces.

Brown in prying pan and remove to flame-proof or casserole dish. ………………………..

Notice the use of the imperative verb form, e.g. ‘add’ and ‘chop’; pronouns and articles are also kept to a minimum. (e.g. Brown in frying pan = you should brown the beef in the frying pan.) In instruction manuals and recipe books, the use of imperatives and omission of the article is acceptable, but in business letters or office instructions it would be insulting. Thus, while we can write ‘Add carrots’ we cannot write ‘Type this letter’ without it sounding a little rude and aggressive – we would have to include the word ‘please’ at least.

e.g. 2 Arbiter, arbitrator. These words originally synonymous and still sometimes so treated, have developed a differentiation that should be respected. An arbiter makes decisions of his own accord and is accountable to no one for them, as a dictator may be the arbiter of a people’s fortunes or a dress-maker the arbiter of fashion. An arbitrator decides an issue referred to him by the parties and is accountable if he fails to act judicially or preserve a procedure prescribed by statute. An arbiter acts arbitrary: an arbitrator must not.

What is the most important fact in this extract?

Exercise 1

Read through each passage once. Then without referring to the passage answer the questions at the end.

The word ‘curry’ comes from the Hindustani word: turkarri. In the colloquial it is shortened to turri; in Anglo-Saxon usage it became ‘curry’. Curry still forms the one main meal of the day for the vast majority of millions of Indians and Pakistanis. But the art of curry-making has spread through Burma, Malaysia, and around the East coast up as far as Hong Kong.

Most of the great curries of the world come from South-East Asia – the countries of India, Pakistan, Ceylon, Burma, Thailand, Malaysia, and Indonesia.

The curries, whether mild, hot, liquid, or dry, are subtle blending of spices intended to enhance, not overpower, the flavour of the main ingredients.

As a start, you can use commercial curry powders when making curry, but you could supplement it with several of the species that go into most blends of curry powder i.e., cumin, coriander, ground or fresh green ginger, cardamom etc., adding or subtracting until you have the blend which suits you best. For the art of curry-making lies not in hot spicing but in the delicacy of flavour blending.

Which of the following facts seem to be the most important in the passage? You may tick more than one if you wish. (N.B.: Do not confuse your own opinion with the author’s.)

The word ‘curry’ comes from Hindustani
Curry forms the main meal of millions of people
Curry making is widespread
Curries can be hot, mild, dry or liquid
Curries should enhance, not overpower, the flavour of the main ingredients.

Now turn back to and look at each paragraph separately. Decide which is the most important sentence or part of a sentence in each paragraph. In other words, select the main fact of each paragraph.

GPS/RII/PIKTS-2/100398/08.50a.m.

English for academic and occupational purposes

Extract 1

FOUR restaurants in Petaling Jaya were ordered to close down because of unhygienic food handling practices during a joint operation, code-named ops dapur, yesterday.

This means that they cannot operate for 14 days but would be allowed to open earlier if they can show proof that they have improved sanitary conditions.

The Selangor Health and Medical Services Department also ordered the operator of a posh restaurant, operating in a five-star hotel, to improve within four days or risk closure.

Director Dr Narajan Singh, who headed the operation, said the closing down was to enable the operators to carry out all the improvement works in their premises.

Also involved in yesterday’s Ops Dapur were the department’s deputy director Datin Dr Harrison Aziz Shahabudin, officials from the Petaling District Health Department and the Petaling Jaya Municipal Council.

The team visited six restaurants in Petaling Jaya’s new town area.

Dr Narajan Singh commented that while the dining areas of these restaurants were clean, the kitchen areas told different story.

"The restaurants directed to close down were congested, had dirty flooring, and unhygienic food preparation which can promote cross-contamination," he said.

Other offences included improper storage of cooked and uncooked food and exposing raw ingredients which would attract rodents and cockroaches.

Rubbish disposal was also not properly carried out.

Dr Narajan Singh said the department could not go on issuing summonses because this would defeat the purpose of creating a new breed of operators.

He said the operators and food handlers needed to undergo special courses in food handling and preparation.

Source: NST, 29 Jan ’94.

Extract 2

FROM A MOLEHILL TO A MOUNTAIN OF RUBBISH……

These pictures of clogged drain beside a back lane parallel to jalan Pandan 2 in Taman Indah, Kuala Lumpur, were taken four days apart this week by New Straits Times photographer C.H. Loh.

The photograph on the left was published in the NST on Tuesday.

A check again on the following day in this commercial area in pandan Indah found the drain to be even more clogged.

Anyone who has a stomach for it can play a fun game trying to guess what this area’s litterbugs had for their meals from the leftovers piled up here.

After having quenched their thirst and satiated their hunger, these people discarded durians shells, aluminium cans, beer and mineral water bottles and food wrappings which enticed flies.

Not to mention the after meal puff that yielded cigarette butts and a match box or two.

This habit of indiscriminately throwing rubbish in any nearby drain perhaps indicates that some Malaysians are inured to filth in public places as long as they keep their backyards clean.

And despite ‘operation Clogged Drains" initiated by the Ministry of Housing and Local Government more than three months ago, the Ampang Jaya Municipal Council seems to have overlooked this little corner of its district.

Attempts to contact the public relations officers of the council were unsuccessful.

A directive had been issued to the local authorities to submit detailed reports to the Ministry on the progress of cleaning up clogged drains in their areas by the end of next month.

Only last week, Housing and Local Government Minister Datuk Dr Ting Chew Peh was reported as saying that the local authorities had been instructed to draw up a schedule to clean the drains.

Source: NST, 29 Jan ’94

Tasks

1. You are a resident of a small town. You visit the local market and are alarmed by the filthy state. You would like to write a report about its condition to the Town Council.

Write your report based on the notes given below. ( Ideas given in extract 1 and extract 2 maybe helpful.)

Observations

1 . Drains clogged with rotting vegetables and plastic wrappers – water stagnant.

Fishmongers selling stale fish and vegetable-sellers selling rotten vegetables.
Weighing scales used are unreliable.
Floor muddy and dirty.
Congestion – movement difficult.

Recommendations

Town Council should ensure that drains daily. Fines to be imposed on those who dump garbage in the drains.
Withhold licenses from those who sell stale fish and vegetables.
Check weights and measures used.
Check signboards / warnings to ensure that vehicle are parked properly and that boxes and baskets do not block the passage way.

GPS/KBI/MTPJ-S2/180398

English Syntax

Phonology: looks at and describes the sound system of a language.
Morphology: Which looks at the way words are formed.
Syntax: seeks to describe the way words fit together to form sentences or utterances
Semantics and Pragmatics: Study meaning.

(1a) This girl likes that dog.

Phrases and Phrase Structure

Verb phrase = DET + NOUN

That girl was chased by a dog. ( common noun)

She was chased by it. ( pronoun)

Wendy was chased by Bobby. (proper noun)

Whichever pronoun you have considered appropriate, you will see that only by substituting a pronoun for the determiner and the noun can you produce a grammatical sentence. For example:

The dog wants a bone.

He wants it.

The he wants a it.

This suggests that in these examples the pair of words DETERMINER + NOUN, functions as a single unit. The pronoun replaces the entire unit. We can therefore re-write the formula above:

S ( [DET+NOUN] + VERB + [DET+NOUN] ).

PHRASE A (NP) VERB PHRASE B (NP)

DET NOUN DET NOUN

[This girl] likes [that dog]

Exercise 1

Draw tree diagrams for the following sentences. Check your answer with a friend.

Carol like Henry
The hen ate the corn
She love it
Jannathul kicked Irna
She hates her
The detective found a clue

G.Pius/English Unit/Lang. Dept./KTTC/130898/11.00 a.m.

Highlighting

In any conversation between speakers of English some words are more noticeable than others. We can say the speakers highlight these words.

1 Sensitisation

Listen to this conversation and try to answer the questions.

i). What is Alan trying to do?

ii). Why does he find it so difficult?

iii). How does Louise react to his attempts?

Now listen to this short extract from the conversation. In the transcript below draw a box round the words, which you think are most noticeable.

Alan: Turn slightly towards me.

Your head slightly towards me.

Louise: Right?

Alan: No – only slightly towards me.

Compare your transcript with a partner. Try to say why the same word is sometimes highlighted and sometimes not.

Listen to the conversation again. Listen for more examples (find at least three) where a word which occurs more than once is sometimes highlighted and sometimes not.

2. Explanation

2.1 A word may at one point in the conversation be very significant and at another point be part of the background of what the speaker says. In order to make the hearer notice the word when it is significant the speaker highlights it.

E.g.: Turn slightly towards me.

A highlighted word is more noticeable because it contains a prominent syllable. One important feature of a syllable which is heard as prominent is a slightly raised pitch. It may also be louder, but this is not the most important feature.
When we wish to show which syllable are prominent we print them in small CAPITAL letters:

E.g. TURN slightly toWARDS me.

Your HEAD slightly towards me.

3. Imitation

3.1 Listen again to these extracts and repeat each one.

Alan: TURN slightly toWARDS me

Your HEAD slightly towards me

Only SLIGHTLY towards me

3.2 Now try these. Listen first and then repeat each one.

(i). JUST a bit further to the RIGHT

I mean to MY right.

(ii). LIKE THAT

NOT QUITE like that

(iii). HOW about a SMILE

Can you make it a more NATural smile.

Practice activities

4.1 Listen to the following utterances: you will hear each one twice. Decide which of the questions, (a) or (b), provides a suitable context for what you hear. The highlighting is not transcribed here, so you must recognise which word is made prominent.

(i). They hired a car.

a). Did they take the car?

b). Did they hire bikes?

(ii). No, the train was delayed.

a). Had she already arrived at the station?

b). Was the plane late?

(iii). The bank’s on the corner.

a). Where’s the bank?

b). What’s on the corner?

(iv). I sent him a letter.

a).Aren’t you going to send Tony a letter?

b)How does Mr. Henry know your news.

(v). It’s next Tuesday.

a).Is it your birthday next week?

b).Was it your birthday last Tuesday?

GPS/KBI/PIKT(S-2)/190298

Teacher Dynamics/English Proficiency/4 credits (60 hours)

SEMESTER 11

KNOWLEDGE

SKILL

VALUES/REMARKS

LEARNER TRAINING (6 hrs.)

Learning how to listen

	Selective listening
	Attend to meaning
	Listen to intonation patterns
	Predicting

	Listen discriminately
	Analyze and recognize strategies
	Relate strategies to own language learning experience

Values: Integrate according to themes across areas
Activities/Strategies:

Loop input

Reflection

Discussion

CALL

Learning How to Speak

	Repetition
	Formulaic expressions
	Anticipate and respond
	Ask and give clarification
	fillers

	Analyze and recognize strategies
	Speak with confidence and clarity

Activities/Strategies

Role play

Practice/rehearsal

Reflection

CALL

Learning how to read

	Scanning
	Skimming
	Inferencing
	Predicting
	Speed reading
	"chunking"
	sq3r
	k-w-l-h

	identify and analyze purpose of reading
	Identify and analyze reading strategies

Apply appropriate strategies to purpose of reading

Activities/Strategies:

Experiential learning

Discussion

Reflection

Self-directed learning

CALL

Learning How to Write

	Generate ideas
	Free writing
	Drafting
	Editing
	Rewriting
	Text types e.g. letters, report, messages

	Identify features or format of text types
	Identify and analyze writing strategies
	Apply appropriate strategies to write different text types

Activities/Strategies:

Brainstorming

Free writing

Process writing

Analyze texts

Self-directed learning

LANGUAGE STUDY (9 hrs)

Types of sentences

-simple

-compound

-complex

	Identify and recognize various sentences types
	Construct different sentences types

Activities/Strategies:

Matching

Categorizing

Guided writing

Self-directed work

CALL

Tenses

	Past
	Present
	Future

	Identify and recognize various tense forms
	Use tense forms correctly

Activities/Strategies:

Cloze

Parallel writing

Categorizing

Time lines

Story telling

Self directed learning

CALL

3. Subject-verb agreement

	Understand the rules underlying subject-verb agreement
	Apply the rules in own language learning and use

Activities/Strategies:

Cloze

Guided writing

Self-directed learning

CALL

Gps/dpmbid97/080198

A__________________ and carrying power

B__________________ or flowing power

Example:

The Muezzin calling the faithful to prayer from the top of the minaret, makes full use of the vowels. Therefore, if you wish to be heard in a large hall or theatre, pay attention to your vowels.

THE CONSONANTS

(a) Pronounce these words. What is the difference in sound between these words?

Mice Nice

Tim Tin

Mummy Money

(b) Look at these sentences. Put a tick (/) against the sentences you hear.

i) These are mice. These are nice.

ii) That’s my little Tim. That’s my little tin.

iii) That’s her mummy. That’s her mummy.

Speech depends on the consonants for :

( distinctness, loudness, softness )

( smoothness, firmness, dullness)

Sometimes speech is slovenly because speakers rarely pronounce the consonants, especially (initial, medial, & final) consonants.

e.g. (i) cold

(ii) comb/climb/lamb/thumb/bomber

(iii) subtle

(iv) debt/doubt

(v) sandwich

(vi) Wednesday

(vii) sign

(viii) heir/honest/history etc.

3

OTHER SOUNDS.

BLENDS

Blends are two consonant letters which are to be pronounced with one breath sound.

e.g.

BL
Initial Medial Final

i.

ii.

iii.

FR
Initial Medial Final

i.

ii.

iii.

PL
Initial Medial Final

i.

ii.

iii.

GN
Initial Medial Final

i.

ii.

ii.

4

DIGRAPHS

Digraphs are two letters that represent a single sound.

e.g.

SH

Initial Final

i.

ii.

iii.

CH

i.

ii.

iii.

CK

i.

ii.

iii.

LANGUAGE STUDY/Semester One.

NOUNS

What is a noun?

A noun is a word or group of words that represent :

a person ( such as David, lecturer, or police officer )

a place ( such as Brazil, hospital, or college )

a thing or activity ( such as orange juice, net ball, scrabble )

a quality or idea ( such as illness, cleanliness, danger )

Nouns can be used as the subject or object of a verb, e.g.

The lecturer arrived.

We love the apple pie.

or as the object of a preposition, e.g.

Ali is good at football.

Nouns can be sub-divided as Proper Nouns and Common Nouns.

Proper Nouns are names of specific people (Ahmad), places (Keningau), countries (Malaysia), months (July), days (Monday), holidays (Deepavali), magazines (Playboy) etc.

Common Nouns are usually names of things (apple, table), activity (scrabble), quality or idea (danger, happiness) etc.

COMMON NOUNS

COUNT NOUNS NON-COUNT NOUNS

e.g bottle e.g. anger

chair sugar

finger grass

remark water

EXERCISE I.

Underline all the nouns in the sentences below.

Muslims fast for a month before they celebrate Hari Raya Aidilfitri.

I will be in Pulau Langkawi for a short stay.

I would like to book a table for ten people for dinner tomorrow.

Please do not stick anything on the wall.

Are you going to watch the football match tomorrow?

He dressed in his best suit last night.

I asked the operator to put me through to the hospital.

I’m sorry. I didn’t mean to bring up this quarrel between us.

While I was shopping in The Mall yesterday, I came across an old friend of mine.

I’m going to see the doctor for a check-up.

We are running out of petrol so we need to go to the petrol kiosk now.

The boys have been advised to drink a lot of water to avoid dehydration.

My father told us not to make noise when he is doing his work.

Tina and Mark just got married and they are full of happiness.

The bus driver was stopped by the traffic police because he was driving recklessly.

The rain has been pouring down heavily since yesterday afternoon.

I have been informed by the Immigration Department that my passport has expired.

There is a lot of coffee in the cupboard.

Classify the nouns you’ve identified into their appropriate sub-classes.

NOUNS

PROPER NOUNS COMMON NOUNS

COUNT NOUNS NON- COUNT NOUNS

Language Study II

Functions : Nouns

Adjectival

Adverbial

NOUN

Certain kinds of words can be grouped together in certain patterns to form sentences. Presumably there is a reason for this patterning. Why in most sentences is there a noun phrase at the beginning of the sentence, before the verb? If there is no purpose or if it serves no function when why not put it somewhere else? Take for example the sentences below, try moving constituents around so that the NP doesn’t come first.

A dog chased that girl.

(i). Chased that girl a dog.

(ii). Chased a dog that girl.

(iii). That girl chased a dog.

The first two examples are not grammatical in English. The third is, but the meaning has changed, but the form is still the same =NP + VERB + NP. The meaning has changed is that the dog is no longer doing the chasing; that the activity has transferred to the girl.

In example (iii) above, the constituent that girl can be described as both a noun phrase and the subject of the sentence. This difference in definition is the difference between FORM and FUNCTION.

A noun phrase is what the constituent is, subject is what it acts or does. So, although both the dog and the girl are NP, their functions differs according to their position in the sentence.

Analyze the tree diagram below:

(a) (b)

S S

NP VP NP VP

NOUN VERB DET NOUN VERB NP

Carol cried DET NOUN

This girl likes that dog

(SUBJECT =Carol; PREDICATE=Cried) S -> NP + VP

S -> NP + VP

Take the example (b) above, VERB and NP apart from functioning together as the predicate these two constituents each have further functions.

(i). The VERB (likes) functions as a PREDICATOR (P).

(ii), The NP (that dog) is functioning as the DIRECT OBJECT (dO) of the VERB likes.

S

NP NP

DET NOUN VERB DET NOUN

This girl likes that dog

No.

PHRASE

FORM

FUNCTION

1 This girl DET + NOUN SUBJECT (S)

2 likes VERB PREDICATOR (P)

3 that dog DET + NOUN DIRECT OBJECT (dO)

GPS/LSII/060498/08:50a.m.

LANGUAGE STUDY II

OBJECTIVES:

Students will:

(i). Extend their knowledge of the grammatical system

(ii). Recognize grammar terminology

(iii). Apply the grammatical knowledge accurately in speech and in writing.

TOPICS AND TIME ALLOCATION:

1. Word Classes: 15 hours

2. Structures: 15 hours

KNOWLEDGE

SKILL

VALUES/REMARKS

Word Classes (15 hrs.)

Adjectives

Adverbs

Determiners

Pronouns

Prepositions

Conjunctions

Interjections

Structures (15 hrs.)

Sentence forms and functions:

Declarative

Imperative

Interrogative

Exclamatory

Parts of sentences

subject

predicate

Sentence elements

Direct object,

Subject and object complement

Obligatory & optional adjucts/ adverbials

Types of sentences

simple

compound

complex

Types of phrases

Forms:

Prepositional

Infinitive

Participial

Gerund

Functions:

noun

adjectival

adverbial

Identify grammar terminology

Identify different types of grammatical items in terms of form and function

Use grammatical knowledge accurately and appropriately in context.

Identify forms and functions of sentences

Use different forms and functions in speech and in

Writing.

Analyze and parse simple sentences into subject and predicate

Analyze and parse simple sentences into their respective elements

Recognize and construct simple, compound and complex sentences

Identify the different forms and functions of phrases

Use different forms and functions of phrases in speech and in writing.

Values: Identify according to text used.
Strategies/Activities

Language Awareness Activities

Problem-solving activities

Overt and Covert teaching strategies

Contextual teaching strategies

Reference:

Bolitho, R. & B. Tomlinson, (1995), Discover English Heinemann.

Wright. T. (1994). Investigating English.

Edward Arnold. McAndrew, R. (1991)

English Observed

Ur, P. Grammar Practice Activities.

Harmer, J. The Teaching & Learning of Grammar.

Collins Cobuild (1990)English Grammar

Collins Cobuild (1990) English Usage

Quirk, R & S. Greenbaum, A University Grammar of English.

Greenbaum, S & Quirk, R. (1990) A Student’s Grammar of the English Language

7 basic sentence structures:

S + V

S + V + O

S + V + O + O

S + V + C

S + V + O + C

S + V + A

S + V + O + A

G.Pius/Unit B.I/JB/LSII/sem2/0198

Linguistics 1

2. Phonetics and Phonology

: The English Consonants - voice and voiceless

Manner of
Articulation

Points of

Articulation
Stop /
Plosive
Affricate Nasal Lateral Fricative Semi-
vowels

Bilabial /b/ /p/ /m/ /w/

Labio-dental

/v/ /f/

Dental

/ /

/ /

Alveolar

/d/ /t/
/d /
/t /
/n/ /l/ /z/ /s/

Post
Alveolar

/r/

Palatal

/ /

/ /
/j/

Velar

/g/ /k/
/ /

Glottal

/h/

CHART OF CONSONANT SOUNDS USED IN ENGLISH

Linguistics 1

2. Phonetics and Phonology

2.3: The English Consonants – voice and voiceless

– Point of Articulation.

We shall begin with the point of articulation at the front of the speech tract and work our way back.

Sounds produced by both lips (4,4) : Bilabials

/ /

/ /

/ /

/ /

Sounds produced with the upper teeth and lower lip (5, 4) : Labiodentals

/ /

/ /

Sounds produced with the tip of the tongue against the teeth (11, 5) : Dentals

/ /

/ /

Sounds produced with the tip of the tongue against the gums of the upper teeth ( the little grooves behind the teeth, which you can feel with the tip of your tongue are called the alveolae) (11, 6) : Alveolars

/ /

/ /

/ /

/ /

/ /

/ /

/ /

/ /

Sounds produced with the tip of the tongue curled back toward the palate (11, 7) : Post-alveolars

/ /

Sounds produced with the middle of the tongue against the front of the palate (13, 7) : Palatal

/ /

/ /

/ /

Sounds produced with the back of the tongue against the soft palate, the so-called velum (14, 8) : Velars

/ /

/ /

/ /

Sounds produced in the glottis by the vocal cords (17, 19) : Glottals

/ /

LINGUISTICS II

Study the following utterances.

Emielia said the following utterances on different occasions.

She wills go and see a movie tomorrow.

She can see the object very clearly.

She should see a doctor urgently.

Lily said the following utterances on different occasions.

Mabel wills come tomorrow.

She mays come a little bit late.

Jenny coulds do better than that.

i. Who has made mistakes? Why?

ii. Who has in most probability made errors? Why?

Study the following short texts. Identify the errors. Name the type of errors made.

Earth is round. It has one moon. Moon goes round earth once in every 28 days. Moon shines at night. It rises in east and sets in west.

Chinese and Japanese are very hardworking people. English and French are a little bit lazy whereas Americans are industrious.

My father is a doctor. He goes to hospital every morning. My mother is a housewife. She goes to market every morning.

I am a pupil of the St. Francis Xavier’s Primary School in the Keningau. I like to go to school except on the Mondays. The Monday is a black day for me.

I have a friend. His name is Anat. He is a biggest boy in my class. He is also a fattest boy in my school. Anat is a cleverest boy in my class.

Mat Salleh was strong man. I like to read stories about Mat Salleh. Every one knows that Mat Salleh was brave warrior. I think he was also good man.

THE PASSIVE

The term passive consists of a form of be + past participle, e.g. was harmed, was spoilt, was seen. The opposite of passive is active. Because an original object becomes the grammatical subject in a passive statement, only transitive verbs (i.e. verbs that take an object) may be used in the passive voice.

The passive voice can be formed with all tenses and aspects:

Tense Active Voice Passive Voice

Simple present

Present progressive

Simple past

Future

Present perfect

Past perfect

Future perfect
Offer,offers

Am

Is

Are

Offered

Shall offer

Will

Has offered

Have

Had offered

Shall

will
Am
Is offered

Are

Am

Is being offered

Are

Was being offered

Were

Shall be offered

Will

Been offered

Had been offered

Shall have been offered

Will

Conversion from the active to the passive:

(a). Except for a few instances, all can be converted to the passive.

(b). There are three steps in the conversion of an active clause into a passive clause:

(i). By replacing the active verb phrase by matching passive one;

(ii). By making the object of the active clause the subject of the passive clause;

(iii). By making the subject of the active clause, the agent (or "doer" of the action) of the passive clause.

The three steps can be illustrated as follows:

The watchman opened the door

SUBJECT ACTIVE VERB OBJECT

SUBJECT PASSIVE VERB AGENT ("DOER")

the door was opened by the watchman

�. The sentences below illustrate the above process. Note the different kinds of verbs that are changed.

ACTIVE PASSIVE

svo The boy opened the door Sv (passive) by- agent The door was opened by the boy.

svov His landlord asked him to leave sv (passive) v by-agent He was asked to leave by his landlord.

svoo The waiter handed him the bill. Sv (passive) o by-agent He was handed the bill by the waiter. OR The bill was given to him by the waiter.

svoc They considered the house too expensive. Sv (passive) c by-agent The house was considered, too expensive (by them)

Note:

The by- phrase + agent is only required in certain cases and is not used in many English passive sentences.

The passive voice is preferred in English when the "doer" of an action is unimportant or unknown. Because of its impersonal tone it is commonly found in textbooks, in scientific, technical and business reports, and in newspaper accounts:

The lectures will be given by Mr. Angat Sapeh.

Two trainees were caught last night in a bush.

The agent ("doer") is often omitted in passive sentences, especially when it is obvious enough who the agent is. This omission again adds to the impersonal style of the passive:

The hostel is painted every year.

The proposal is being considered.

All the examination results will be posted on the notice board next week.

The matter has already been investigated.

Task: Change the following sentences into the passives.

Rayner cleaned the blackboard.

Her boyfriend asked her to leave.

The headman handed him the dowry note.

Tan considered the dowry too expensive.

Mr. Vijay told his students to shut up.

Ernah begged him not to leave her.

Florance invited her friends to the gymnasium.

The chief Minister crowned Lea "Miss Sabah" of the year 1997.

GPS/LS07.DOC/SEPT97

CONCORD / AGREEMENT

When two nouns or pronouns are joined together by "and" the verb should, as a rule, be in the plural.

(a). The cat and the snake are enemies.

(b). Amy and Tan were in school together.

�. He and she are good friends.

(iv). You and I are meant to be together.

When two nouns refer to the same person or thing, the verb is in singular.

(a). The manager and owner of the shop is very rich.

(b). Bread and butter is his only food. (Bread and butter stand for one thing –"food")

When two nouns refer to the same person, the article "the" is used only once and the verb is in the singular.

(a). The lady and owner of the saloon was away.

(b). The old lady and mother of the child was very sad.

4. When two different persons are referred to, the article "the" is repeated and the verb is in the plural.

(a). The lady and the owner of the saloon were away.

(b). The old lady and the mother of the child were sad.

5. If two nouns joined by "and" express one idea, the verb must be in the singular.

(a). Cencaluk and rice was Vicy’s main food.

(b). Slow and steady wins the race.

�. Milk and fruit is a good diet.

6. Words joined to as singular subject by " with, as well as, together with," etc. are like words in brackets. They do not mean the same as "and". The verb therefore is in the singular.

(a). The man, with his son, is hungry.

(b). The king, with his ministers was here.

�. The boy, as well as his sister is happy.

(d). Coffee, as well as tea, is refreshing drink.

7. Two or more nouns in the singular, joined by "or, nor, either…. or , neither….nor ", take a singular verb.

(a). Any boy and girl has to eat and drink.

(b). Neither Angelin nor Rayner has the book.

�. Either this fat boy or that chubby one is Florance’s boyfriend.

8. When the subject joined by "or" or "nor", are different persons, the verb agrees in person with the subject nearest to it.

(a). Either he or you are wrong.

(b). Neither you nor he is wrong.

�. Either you or I am the culprit.

Such sentences can be put in different way:

(a). Either he is wrong or you are.

(b). You are not wrong, neither is he.

�. Either you are the culprit, or I am.

9. Either, neither, each, everyone, many a, must be followed by a verb in the singular.

(a). Either of the two cars is red in colour.

(b). Neither of the two trainees knows the answer.

�. Each of these apples is sweet.

(d). Each of them was told to speak the truth.

(e). Every one of the chickens was killed.

(f). Many a girl has dreamt to marry the most charming boy she can get.

10. The nouns qualified by "each" and "every", even though they are joined by "and", take a verb in the singular.

(a). Each and every boy has to do his duty to his parents.

(b). Every man and every woman wants love.

11. A collective noun, such as committee, assembly, jury, etc. may take a singular or plural verb. If it is thought of as being made up of a number people, its verb is plural.

(a). The committee has decided to raise funds. (One body)

(b). The committee have decided to raise funds.

�. The jury is made up of twelve persons.

(d). The jury are having dinner together.

12. When plural noun is the name of one thing, such as a book, it takes a singular verb.

(a). "The Arabian Nights" is interesting to read.

(b). The United States is a powerful country.

13. When a plural noun names a quantity or an amount as a whole, its verb is singular.

(a). A hundred dollars is not a small sum.

(b). Fifty miles is a long distance to walk, but I have to do it for her.

�. Seventy pounds is my weight.

(d). The RM 15,000 you gave her as a dowry is not enough.

GPS/LS07.DOC/071097

No. Kod : PI 2191 Angka Giliran: ……………..

Section C

Language Study

Question 3

(a). Answer all questions.

Question 1 to 4 are based on the text below.

The room was dark. Garbage lay everywhere – cigarettes butts, junk food wrappers and waste papers. The floor was dusty, a terrible smell occupy the air across the room. Pictures of every sort pasted on the brown wall. Amuru walked lazily to reach for the mop a few metres further away. A fierce looking middle-aged man appeared suddenly on the door, it was Kogut, the hostel warden. Amuru knew that that he had to start cleaning now.

The words suddenly and lazily are examples of

Conjunctions

Adverbs

Adjectives

Preposition

The words dark, middle-aged, brown, fierce and terrible are examples of

Adverbs

Adjectives

Prepositions

Phrasal verbs

The word everywhere is an adverb of

place

time

manner

frequency

The group of words ‘walked lazily’ can be classified as a / an …………. Phrase.

Adverbial

Noun

Adjectival

Prepositional

5. I lost my handbag.

possessive adjectives

demonstrative adjectives

possessive pronoun

demonstrative pronoun

She ran extremely fast because she didn’t want to miss the bus.

Which of the word in the sentence above is a degree adverb.

fast

extremely

because

miss

Amie was extremely angry ______ Jelsony for not keeping his promise.

The word which completes the sentence above is a /an

adverb

determiner

conjunction

preposition

The young lady ________ I got the information was really nice.

when

which

whose

whom

The young man cycled down the busy lane.

The words young and busy are

adjectives

conjunctions

prepositions.

Adverbs

The old and forgetful chairman missed his flight yesterday.

The main subject in the sentence above is

The old

Forgetful

Chairman

Forgetful chairman

Which sequence of adjectives best completes the sentence below.

Mr. Kudurau, the famous singer likes to show off his __________ car.

red, Japanese, sports

Japanese, red, sports

Red, sports, Japanese

Sports, red, Japanese

My new Pentium computer is ____ than your 486 – based machine.

a little most powerful

a little more powerful

a little bit more powerful

a little bit most powerful

Complete the sentence below.

I live _______ lake. It’s about 50 kilometres from here.

at

by

along

near

Which of the following contains any prepositional phrase.

Clary returned late today.

Jelson kissed the bride.

Vicky was singing in the bathroom

The police restrained the man who was aggressive.

Which of the following compound words is made of a verb and a noun?

doorknob

foothill

homesick

playboy

Annabelle thinks that Romputak is an ass. I have no idea why he had that impression on him. To me though, he always play the goat but not entirely stupid. He did, however, paint the town red once.

The phrases an ass, play the goat and paint the town red in the text above are examples of

metaphors

idioms

similes

phrasal verbs

The high quality, expensive desktop computers will provide good service.

The words high quality, expensive and good can be classified as ________ adjectives.

possessive

limiting

descriptive

distributive

18. Compaore’s visit, the first by a leader from the French-speaking country a new era in bilateral ties and believed that both countries would take advantage for an expanded partnership.

The synonym for the word bilateral in the sentence above is

mutual

respect

esteem

interact

Which of these sentences does not contain a co-ordinating conjunction?

He tried his best to win her heart but he did not succeed.

She opened the door and asked him to go in.

She told me that she loved me.

She went in and locked the door.

Which of the following sentences contains a time adjunct?

Amy came to see me last night while I was away.

I need your help to move this table to that corner.

Vicy smiles reluctantly at the good-looking gentleman sitting by the window.

That red car is extremely beautiful.

Which of the following sentences is a complex sentence?

A. She was hopeful that her husband would soon return.

The room was extremely dark and we could not see anything.

It didn’t rain last night?

The students pretended to be busy when the lecturer walked in.

Which of the following sentences is a compound sentence?

The hall is well maintained.

Jelson tried to learn Tamil.

Most girls tend to talk more on the opposite sex.

My father was born in Australia but he came to Malaysia as a small boy.

She cleaned my bedroom thoroughly.

The word thoroughly is an example of an adverb of

degree

conjunctive

reason

purpose

Which of the following sentences is a simple sentence?

I was born in Tawau.

She went in and knocked his head.

Angie smiles at Brandon while Susan watches with jealous eyes.

You are a bit stupid but I like you.

Which of the following sentences does not contain an error in subject-verb agreement?

None of the girls was present at the opening ceremony.

A lot of time have been wasted.

The news of his death are revealed to only a few close friends.

D. Tables and chairs is not enough in the room.

Question 26 – 30

Choose the most appropriate idiomatic expression to complete the following sentences:

I __________ chemistry because I didn’t like it.

gave in

gone through

gave up

give in

She just doesn’t know how to _________ children.

rear up

keep up

brought up

bring up

What time do we ________ Barcelona?

land at

land to

land off

land over

We __________ Bangkok on Tuesday morning.

arrive at

arrive on

arrive in

arrive into

He was ___________the criminal charge.

acquitted of

acquitted off

acquitted on

acquitted for

No. Kod: PI2191 Angka Giliran: ____________

Question 3

(b). (I). Fill in the blanks with the correct determiners.

The first one has been done for you.

Let’s first consider the lighting at home. The average home spends up to 20% of ________ monthly electricity bill on lighting. So, how do you go about reducing _________ electricity consumption on lighting?

To start with, choose ________ right light. _________ can help reduce your electricity bill significantly.

(ii). Make antonyms of the following words by using appropriate affixes.

1. emigrant- __________________________

2. legible - __________________________

3. regular - __________________________

4. painful - __________________________

No. Kod: PI2191 Angka Giliran: ________________

PART 1: ACADEMIC COMPONENT

SECTION A

READING

10 MARKS

QUESTION 1

Read the following passage and answer all the questions.

Women are a force to be reckoned with in the nation’s economic fabric, a fact the government has been emphasising for years. The encouragement to women to enhance their participation in the mainstream of growth and put their training and skills to resourceful use has been well reciprocated. Today, women constitute about half the nation’s workforce, a fact which should also motivate more women

5 to join the employment scene.

At a time when everybody has to rally round to provide unstinting support in bolstering economic recovery, women have been called upon once again to come to the fore. Amanah Saham Wanita, also referred to as Asnita, was launched on Tuesday to mobilise savings from women. This is Malaysia’s first trust fund for women and it offers an alternative savings channel for them in terms of generating

10 further wealth. It will also help women enhance their role in society through greater participation in the country’s economic life.

As a unit trust, Asnita will invest mostly in stock market. And this is a good time as any to put some savings in equity as stock prices are low. The move should benefit both the individual investor as well as the country. Such investments will help the companies, many of whose bottom lines are red

15 following the ringgit’s depreciation. In turn, it will effectively improve the Government’s revenue through taxes and help rebuild the economy.

An investor must buy at least 200 units in Asnita. At an initial offer price of 50 sen per unit, this amounts to RM100 which should not tug too hard at the purse-strings of many people. The size of the trust fund is 400 million units which works out to a RM200 million fund. It may not be sizeable fund, but it is a good start. And there are

20 professionals to oversee it.

Rather than stash away hard-earned money under pillows and in every nook and cranny at home, it is better to invest it and trust funds are good choice. Investments in trustee stocks should appreciate in value in the long run and investors can sit back and enjoy the dividends.

The authorities have made it convenient for the people to invest in Asnita. It is as easy as opening a savings

25 account. There is no hassle and payment can be made by deducting directly from investor’s salary, through standing orders to banks or employers.

Malaysia’s per capita income had risen from US$300 just after independence to US$5,000 – thanks to the Government’s consistent policies and strategies. This has, however, been significantly eroded by the economic woes which hit the country. The drop in ringgit’s value had also caused the Gross Domestic Product to reduce by

30 half from US$100 billion. Development and operating expenditure had to be cut, which translates into deterioration in the quality of life for the masses.

Particularly in a developing country like Malaysia, it is imperatives that everyone puts her or his best foot forward to help the country try achieve its objectives. Whatever the size of the contribution, it is the effort and the positive attitude that count. There is strength in unity and in spirit of muhibbah, co-operation can go a long way in

35 realising the country’s vision of an industrialised economy. If the political will is there and everyone chips in, recovery and subsequently economic growth will be enhanced.

Adapted from: News Straits Times

Thursday, May 7, 1998.

(a). For each of the following questions below, select the most suitable answer. Write your answer A, B, C or D in the brackets provided.

The word reciprocated in line 3 means

substituted

exchanged

equal

barter

Which of the following is not related to the mobilization of savings from women?

The launch of Amanah Saham Wanita (Asnita)

Asnita’s entrance into the stock market

Improvement of government’s revenue through taxes

Appointments of professionals to oversee Asnita

Why are women’s participation regarded an ultimately important as a force to help bolster the country’s economic recovery?

Most women are skilled workers

The government is very desperate, it needed all the help it can get.

Asnita will help boost the country’s economy

Women constitute half of the nation’s workforce.

What are the advantages in trust funds that made them the best choice for investors?

The initial offer price per unit is cheap.

They are managed by professionals.

Investment is trust funds should increase in value in the long run.

There is no hassle in payment.

According to the writer, what does every individuals in this country have to do in order to help the country into

economic recovery?

I to put the best foot forward for display

II to give in whatever contribution he or she can afford.

III to invest in unit trusts

IV to invest in every nook and cranny at home

I, II and III

I, II and IV

I, III and IV

II, III and IV

In your opinion, why did the writer implied on efforts and positive attitudes as the determining factors of the country’s economic recovery?

efforts and positive attitudes will boost personal achievement

because the government forced every citizen to be positive

because efforts and positive attitudes synonymously with unity and co-operation

because continuous efforts and positive attitudes are good moral values

What factor has been the catalyst of the deterioration of the quality of life among the masses?

The US$100 million allocation has been reduced to half.

The reduction of the originally US$5,000 per capita income to US$2,500.

The long drought and forest fires.

The global economic downturn.

What is true about unit trust?

All unit trusts are sold at an initial offer price of 50 sen per unit

An investor can purchase nearly all the total number of units owned by a unit trust fund

All Malaysians can afford an initial investment of RM100

Investing in a unit trust can help companies to regain their position on the pink-bottom line.

There are positive indications that Malaysia’s economy will recover soon. Which of the following is a false indicator.

The efforts and positive attitudes of the masses

The stability of political system

More pronounced participation of women in the mainstream of growth

Stock prices are currently at a low

What is the best title for the passage?

Asnita

The Economic Downturn

Women in Malaysia

Women to the fore

Literature : POETRY

Shall I compare thee to a Summer’s day?

Thou art more lovely and more temperate:

Rough winds do shake the darling buds of May,

And Summer’s lease hath all too short a date:

Sometime too hot the eye of heaven shines,

And often is his gold complexion dimmed;

And every fair from fair sometime declines,

By chance or nature’s changing course untrimmed:

But thy eternal Summer shall not fade

Nor lose possession of that fair thou owest;

Nor shall Death brag thou wanderest in his shade,

When in eternal lines to time thou growest:

So long as men can breathe, or eyes can see,

So long lives this, and this gives life to thee.

………………………………………………………………………………………………………

No longer mourn for me when I am dead

Than you shall hear the surly sullen bell

Give warning to the world that I am fled

From this vile world, with vilest worms to dwell:

Nay, if you read this line, remember not

The hand that writ it, for I love you so

That I in your sweet thoughts would be forgot,

If thinking on me then should make you woe.

Oh, if, I say, you look upon this verse

When I perhaps compounded am with clay,

Do not so much as my poor name rehearse,

But let your love even with my life decay;

Lest the wise world should look into your moan,

And mock you with me after I am gone.

………………………………………………………………………………………………………

PREPOSITION.

EXERCISE 1.

Fill in each blank with by, behind, under, near or at.

When I was in Ipoh, I saw that some people were living………………a bridge.

The dog followed quietly………….the hunter.

Juwin was fishing…………the river when she heard a boy shouting for help.

When the police went…..the stranger, he ran away.

There were some crystals……….the bottom of the test tube.

Chin Cheah could hear me clearly because she was standing…………..me.

Nazim gave Isma a shock when he came from………….her and shouted loudly.

Miss Ong did not know that there was a mouse……the chair she was sitting on.

Michelle sat all alone…..the stream.

I was surprised to meet my English teacher…..the airport.

EXERCISE 2.

Fill in the blank with in, on, between, from, in front of and over.

A huge, black eagle flew…..my house.

My father had to brake because there was a cow….the car.

A large owl was standing …..the roof of Kamala’s house.

Are there more biscuits…..the tin?

Mr. Brown looked just like a dwarf when he stood….the two elephants.

It takes about two hours to travel…..Butterworth to Ipoh.

My father paid…a hundred thousands ringgit for the bungalow.

The helicopter landed…the top of the building.

Apai kept his spider… a match box.

Mei Sim parked her motorcy6cle..the lamp post.

EXERCISE 3.

Choose the best answer to fill in each blank.

I had been warned that the twins were not called the ‘Horrible Twins; without any justification. However I was not prepared for the sight before my eyes: Eng Hock was sitting on Eng Seng’s shoulders while Eng Hock was balancing an empty tin……….(1)…the tip of his nose.

When I told them to stop their act, Eng Hock jumped off Eng Seng’s shoulders and landed…….(2)….me. Then he took out a match box……..(3)……..his pocket. He put the box..(4)….my face and suddenly opened it. There was a big spider..(5).the box. He held the spider…(6)……his thumb and first finger. Then he threw the spider…(7)……my head and it landed on the table..(8).me. I screamed loudly and both of them went to hide..(9)…the bed. The bed was placed..(10)….a corner of the room. I made sure that they stayed there un6til their parents returned.

Prepositions and Prepositional Phrases

PREPOSITIONS (P) belong to a small group or class of words which express relations to place, direction, time or possession. Words belonging to this class include, of, at, from, till, with, for, beside, against, up, down, by and so on. Prepositions can appear alone as in:

Sally looked up

Or in conjuction with a noun phrase as in:

Sally looked up the chimney

S

NP VP

N V PP

P

Sally looked up

S

NP VP

N V PP

P NP

DET N

Sally looked up the chimney

Once again you can check that the PP forms part of the predicate and is therefore dominated by the VP node by using the substitution test we used before:

Sally looked up

Wendy did too

Sally looked up the chimney

Wendy did too

The function of prepositions

Wendy looked up

Noze reads in the mornings

There is a similarity between a prepositional phrase and an adverb phrase. If you remember, we said that one of the features of adverbs and adverb phrases is that they answer the question ‘How?’, "When", ‘Where". Here the prepositional phrase is doing the same thing by telling us where Wendy looked. In another example, the PP might answer the question "when?" as in example (2).

Wendy looked up

S P A

Noze reads in the mornings

S P A

Draw tree diagrams for the following examples and analyse them in terms of function.

The cow jumped over the moon

Angeline laughed uproariously

The cat sat on the mat

The baby sleeps in the afternoon

Rosie sleeps quite soundly

Adjectives and Adjective Phrases

[Definition]: word that names a quality (e.g red, large, clever). Adjectives (A) are sometimes called ‘describing words’ in that, as far as meaning is concerned, they define attributes or characteristics. They commonly occur with nouns. For instance, the dog and the girl in our earlier examples could have the adjectives fat and thin added to them:

The fat dog chased the thin girl.

[Adv modifying A]: In most cases adverbs can modify adjectives to give more information on the subject.

The disgustingly fat dog chased the amazingly thin girl.

S P dO

[Note: The third node did not answer the question ‘how, when, where’, so it is not functioning as an adverbial]

[deg Adverb]: A degree adjective can further modify an adjectives as in:

The quite disgustingly fat dog chased the amazingly thin girl.

Question 2.

Read the following passage and answer all the questions.

Last Monday, the little village of Serting, deep in a FELDA settlement, lost its last contact

through public transport with the outside world. Now the villagers, a third of whom do not own a

car, face a 3-kilometre walk to the nearest bus route. It is agreed that the area is not suitable as far

as bus services go. The population is scattered in little pockets over a large area. The bus

5 company, Sri Selamat, claims that the bus has to travel long distances from place to place carrying

only a few passengers at a time. It claims that it does not make enough money on these journey to

even pay for the bus conductor. Besides, as the manager, Encik Jimat points out, 70 percent of the

villagers own motor cycles and another 15 percent have cars.

But what about the rest who still use buses? What are they going to do when the bus service

10 stops? The news came as a shattering blow to them. ‘They’ve no right to leave us here without a

bus,’ said Esah Daud, a 60-year old housewife who has lived in Serting for 25 years. ‘There are a

lot of old people like me who do not own a car or motor cycle. How are we going to get out? My

husband was in hospital in Kuantan recently. I visited him every day. I couldn’t do that now unless

someone took me in his car. The journey is too long on the back of a motor cycle for old people

15 like us. Taxis? There are no taxis at all. Surely we are not expected to walk 3 kilometers to the bus

stop at Simpang Empat?’

Encik Azizan Tahir, a clerk, was also critical of the bus company’s decision. Unlike his cousin,

Ismail, who rides a motor scooter to his place of work at the quarry, Azizan does not drive. ‘I

missed two days of work last week it rained heavily and there was no one to take me to Simpang

Empat. About 30 percent of us don’t own cars. I can‘t carry on like this. I agree with Puan Esah

that the bus company is heartless to leave us stranded like this’. His neighbor Encik Zahid Putih, a

pensioner, echoed his feelings. ‘What are our elected representatives doing? Many of them seem to

cling to the mistaken belief that all the villagers own motor bikes or cars when in fact many of

them are like us. We have neither.’

All is not lost. The State Assembly representative, Datuk Harun Mansur, when contacted, refutes

the villagers’ criticisms. ‘I’m still trying to persuade a local firm to run a bus service to and from

Serting three times a week. However, the firm wants someone to pay the the cost of 50 ringgit a

day.’ Datuk Harun has not been able to find sponsors but is trying to persuade the firm to do a few

trial runs. Datuk Harun added,’ Unless something is done, the drain of people from the villages to

30 the cities will continue. This is unhealthy. If there are more people in the villages, it will justify

running buses to them. The villagers should dissuade their children from running to the cities as

soon as they leave school. They know we do not even have enough workers on the oil palm estates.

It is easy to complain about the elected representatives when a problem arises but very often the

solution lies within everyone.’

Adapted from:

KBSM English Workbook (Third Edition)

Angeline Spykerman et al

No. Kod: PI2071 Angka Giliran:……………….

Serting lost contact with outside world when

the telephone lines broke down.

the last railway station closed.

the bus service was withdrawn.

floods cut off the main road.

The area is not suitable for bus services because

the population is scattered

the area is too hilly.

road conditions are too poor.

people cannot afford bus fares.

The bus company claims that

people hate using buses.

people prefer to use their own cars.

they are not making money.

bus drivers feel unsafe.

What percentage of people still use the bus?

70 percent.

35 percent.

15 percent

21 percent.

Which of these statements is NOT true?
A. The nearest big town is Kuantan.

B. The bus still serves Simpang Empat.

C. Elderly people will suffer.

E. The hospital provides taxi services.

The residents feel that their elected representatives

don't care about their problems.

have too many cars.

should run abus service.

should provide taxi services to town.

Datu Harun is trying to solve the problem by

providing car loans for the villagers.

asking a firm to run a bus service.

giving new jobs in town.

building low-cost houses in town.

The word This as used in line 30 refers to

the bus service

the high cost of bus services.

the drain of villagers to towns.

over population in the village.

No. Kod: PI2071 Angka Giliran:……………

Datu Harun criticizes parents for

A. allowing their children to smoke.

B. not supporting politicians.

complaining about bus services

not stopping the migration to towns.

The word echoed as used in line 22 means

Shouted

Whispered.

Made known.

Laughed.

(1 mark x 10 = 10 marks)

Reading II

Exercises

Read through each passage once and answer the questions at he end. Do not re-read the passage before answering.

Two great dangers face the large-scale cocoa growers – spread of disease and overdependence on one crop. Should world prices fall, these countries could be seriously affected.

Tick whichever of the following statements is true.

The world price of cocoa is falling and cocoa-growing nations will undoubtedly be affected seriously.

If world cocoa prices fall, cocoa-growing nations may possibly be affected seriously.

If world cocoa prices fall, cocoa-growing nations undoubtedly will be affected seriously.

Tick whichever of the following statements is true:

Disease has spread through the cocoa crops

Disease is about to spread through the cocoa crops.

Disease may easily spread through the cocoa crops.

May I come back now to the case of the community dissolving into a free trade area. I shall put it quite frankly – had I believed such a development unavoidable, I would not have accepted the enlargement of the community.

The speaker is President Pompidou of France. In his opinion, what is the likelihood of the enlarged European community dissolving into a free trade area?

Did he support the idea of the community becoming a free trade area?

If all of us, young and old, would ponder the message and try to live by it, the generation gap might cease to be a nightmare and become, instead, the challenging, dynamic productive dialogue that is meant to be.

Does the writer think the generation gap at the moment is good or bad?

‘If all of us….would ponder that message’ means:

We must ponder the message

We should try to ponder the message

We cannot ponder that message

It is unlikely that we will ponder that message.

The telephone apparatus provided by the Company is designed to operate with the greatest efficiency over the Company’s network. Telephone apparatus and attachments for use therewith vary considerably, and items suitable for use on the telephone system of one country may adversely affect the network of another. For this reason, subscribers should not purchase any equipment for attachment to their telephones without first ascertaining from the Company that the particular item concerned has been approved as suitable for use with the Company’s equipment. Equipment, which has been approved by the Company, will be connected for the subscriber on payment of standard fees. No other party should be allowed to make connections to the Company’s telephone apparatus.

Subscribers must not effect alterations to the Company’s equipment (such as changing the position of the telephone apparatus, installing additional wiring, etc.).

In the event of subscriber ignoring these regulations, the Company may be compelled to disconnect the telephone service either temporarily or permanently.1

List three conditions, which may result in the disconnection of your telephone. (You may look back at the passage this question.) Which condition do you think is the most important? (Use the verbs and tenses to help you decide.)

If you ignore these regulations:

the Government will force the Telephone Company to disconnect the service

the law will compel the Telephone Company to disconnect the service

the Telephone Company will decide to disconnect the service.

If you use telephone apparatus which is not compatible with (suitable for) the Company’s system, this:

will affect the service

does affect the service

may affect the service

rarely affects the service

will not affect the service.

The ugly device of writing ‘X and/or y’ to save the trouble of writing ‘x and y or both of them’ is common and convenient in some kinds of official, legal, and business documents, but should not be allowed outside them.

Tick whichever of the following is true:

The writer believes the phrase ‘and/or’ is:

ugly and must be abolished completely

ugly and ought to be restricted in use

useful and must be kept in use

ugly but ought not to be restricted in use

none of the above

The writer believes that to write ‘x or y or both of them’ is:

troublesome

convenient

short

common

none of the above.

GPS/RII/2300298/08:36A.M

SEM. III / TESL METHODOLOGY II.

Topic 1 : The Teaching of Listening & Speaking.

Sub-topic 1.1 : Teaching the sound system & pronunciation.

SECTION B.

The vowels

(a) Identify the vowels in these words.

fly chocolates

butterfly badminton

elephant school

(b) List the vowels in the English alphabet.

i)

ii)

iii)

iv)

v)

Examples of the different sounds of each of the above vowels.

a

Abel

album

all

bath

Clary

Conan

village

watch

e

dress

cathedral

serve

severe

review

agent

where

clerk

i

bit

time

firm

miracle

machine

admiral

medium

o

lot

nose

come

move

woman

north

work

method

u

cup

music

push

turn

pure

rude

stimulate

album

failure

bury

busy

minute

(a) Pronounce these words. What is the difference in sound between these words?

/ /
/ /

sheep
bean

meal

seen
ship
bin

mill

sin

(b) Look at the pairs of sentences below. Put a tick ( / ) against the sentences

you hear.

Look at that sheep.

These are beans.

Is this a meal?

Look at that ship.
These are bins.

Is this a mill?

For beauty in speech, correctness and audibility of vowel sounds are important. This is because speech relies on its vowel sounds for :

P_________________

A__________________ and carrying power

B__________________ or flowing power.

Example :
The Muezzin calling the faithful to prayer from the top of the minaret, makes full use of the vowels. Therefore, if you wish to be heard in a large hall or theatre, pay attention to your vowels.

CONTENT KNOWLEDGE DEVELOPMENTAL MAP ( & MARKING SCHEME ) – 40%

Level Statements of attainment Marks

8
. has read more than 5 different ELT materials and all the materials read are relevant to the given task;
. exhibits an ability to select, retrieve, evaluate, and combine information independently and with

discrimination, from a comprehensive range of reference materials and making full use of the information;

. has produced an exhaustive report which shows a developed sense of audience, and effectively engages the

reader;

. report contains complete and appropriate responses to content knowledge questions with coherent, unambiguous,

and elegant explanations, relevant examples and logical justification;

. report also contains a good number of logical arguments.

36-40

7
. has read not less than 5 different ELT materials which are relevant to the given task;
. demonstrates an ability to select, retrieve, evaluate and combine information independently and with

discrimination from a comprehensive range of reference materials;

. has produced a comprehensive report which can prove that understanding of materials read has occurred;

. shows evidence of attempt to create an impact on the reader;

. report contains complete and appropriate responses to content knowledge questions with a fair amount of

relevant examples and logical justification;

. ideas in the report are organised in logical sequence.

31-35

6
. has read at least 5 different ELT materials that are relevant to the task given;
. shows an ability to select, retrieve, and combine information independently from a wide range of reference

materials;

. report contains good solid responses to content knowledge questions with many relevant examples and

justification;

. there is some evidence in the report of an ability to make simple analysis, comparison and summary towards

materials read;

. ideas are well-arranged.

26-30

5
. has read at least 4 different ELT materials which are relevant to the task;
. demonstrates an ability to select and combine information from materials read;

. report contains complete responses to content knowledge questions and there is some coherence

in the piece overall;

. relevant examples are fairly adequate and some logical justification given;

. able to arrange ideas fairly well.

21-25

4
. has read at least 4 different ELT materials and all these materials are relevant to the task given;
. able to select information from reference materials read;

. report contains almost complete responses to content knowledge questions and there is some coherence in

the report overall;

. some examples are relevant and some logical justification has been given;

. demonstrates a fairly satisfactory ability to arrange ideas systematically.

16-20

2

Conducting Dialogues

A more challenging test of spoken language ability is one where test-takers perform one half a dialogue, or a guided role-play.

Test-Taker:

(a). Give test-taker ample time to prepare, to give test-taker which dialogue/ titles he or she will be asked to participate.

(b. Topics of dialogues should be general / relate to students’ experiences – buying bus tickets, booking a court to play badminton or giving direction to a person who is lost.

Test materials

Dialogues should, be half- completed; i.e., one speaker’s language should be left blank.

Test-taker can be given the written dialogue as support for speaking.

Test Procedures

During the test, test-takers should be allowed sufficient opportunity to speak.

The examiner can ask test-takers to repeat responses if they are not clear; marks can be deducted, at the examiner's discretion, for such repetitions.

The dialogue should sound as natural as possible – this means it should be spoken with a natural rhythm and flow.

Preferably two examiners present in the test room. One person will conduct the test; the second will be the rater. This avoids a situation, where the speaker, who is also the rater, becoming confused or distracted.

Testing Spoken Language: Shared Dialogue

You are at the reception desk of a new sport centre. You want to book a court to play badminton.

Receptionist: Good afternoon. Can I help you?

(You want to know about badminton court)

You:…

Receptionist: Well, we’ve got four courts but some a regularly booked for club use.

(Ask when courts are available)

You: …………………………………………..

Shared Dialogue: Mark Sheet

Name:………….. Class: …………….

Dialogue:……………………

1. Speed of responses: 0 1 2 3 4

2. Clarity of pronunciation: 0 1 2 3 4

3. Rhythm, stress, intonation: 0 1 2 3 4

4. Vocabulary (range and appropriacy) 0 1 2 3 4

5. Appropriacy of responses 0 1 2 3 4

Total marks: =====

…………………………………………………..

Using Pictures For Testing Spoken Language

The basic principle of this test format is that the test-taker is given a picture, which he or she has to describe to the examiner for a certain period of time (usually between 2 and 5 minutes).

Pictures can be very basic or may or very elaborate depending on the perceived language levels of the test-takers.

Using pictures allow test-takers greater freedom in what language they produced.

Test Procedures / Materials

Pictures must be suitable, relate to test-takers experiences.

Picture should be large enough, preferably in colour.

It will be more useful for testing purposes if pictures contain one or two actions rather than a "bare" scene without any activity.

"Action" pictures enable the test-takers to use a range of verb tenses; where on a "bare" scene will only allow the use of the present tense of the verb "to be" ("…..there are trees…", "….there is one house…..")

The pictures chosen should show a range of vocabulary items to enable the test-takers to display his or her knowledge in this area.

To prevent test-takers that have finished the test from telling their friends about the pictures, a range of pictures should be sufficient to prevent lapses in test security.

GPS/L&S11/PSRPIKDCKHAS/101297

Scoring The Test

Marks should be the same for each picture so that test-takers have equal opportunity of attaining the same marks whichever picture they describe.

One technique is to count the number of vocabulary items in a picture and allocate a mark, a part of a mark, for each item.

Similarly, with language structures that the picture stimulates, although in this case the marks gained should be more.

Marks can be deducted for errors made by the test-taker.

Oral Interview

Perhaps the testing technique that best assess spoken language ability in the most natural way is the oral interview. Test-taker must be at ease and the examiner must stimulate him or her to produce spoken language. An interview where the test-taker speaks very little will not reveal much about his or her oral language ability.

Put test-takers at ease with beginning the interview with general topic egg, family, home, and school; and by not awarding marks for this section of the test.

Questions should be prepared on a variety of topics so that examiners are no "at a lost for words." A good range of topics is suggested by J.B. Heaton in "Writing English language Test", Longman 1988 (second edition).

A range of questions should be prepared on each topic, with the emphasis on encouraging test-takers to speak. To these can be add4ed questions such as "Can you tell me more about that?" "What do you think about that?" which can be used, where appropriate, by the examiner to stimulate further language from test-taker.

Scoring an Interview

Scoring is usually done with graded marking scale. A marking scale can give fairly detailed descriptions of each of spoken language: clarity of pronunciation, stress, rhythm and intonation.

Each of these aspects is usually described on a six-point scale.

Examiners can prepare a graded marking for a particular group of test-takers by deciding which aspects of spoken language are being assessed through the interview.

Using these aspects as headings the examiner write short descriptions ( a max. of 3 to 4 sentences) of a test-taker’s performance at each six points of the scale.

The table below shows an example of a grade 3 on a six-point scale with three aspects of spoken language: accuracy, fluency and comprehensibility. Accuracy refers to the test-taker producing the correct sounds and rhythms of language; fluency refers to speed of delivery; comprehensibility relates to the clarity of the meaning as expressed by the test-taker’s means of grammar.

Grade 3

Accuracy: The test-taker has an accent influenced by the first language. However, there are only a few serious errors in pronunciation. There are several errors in the areas of grammar and vocab.

Fluency: The test-taker often has to search for the required words. The spoken language is rather slow and hesitant.

Comprehensibility: By asking for repetition the examiner can understand most of what is said. However, the test-taker becomes incomprehensible when using longer than average sentences.

No. Kod: PI2191 Angka Giliran : ______________

(b). (I). Why would you as a concerned citizen resort to help the government regain its’ economic recovery, give two reasons.

Reason I : ____________________________________________________________________________________

Reason II : ____________________________________________________________________________________

( 2 marks )

(ii). The increasing reports of companies going bankrupt are quite alarming. What factors do you think contribute to the increase?

Give three factors.

__________________________________________________________________________________________

__________________________________________________________________________________________

C. __________________________________________________________________________________________

( 3 marks )

Give two solutions to overcome this problem.

d. __________________________________________________________________________________________

e. __________________________________________________________________________________________

( 2 marks )

(iii). In what words would you define the phrase in every nook and cranny in line 21?

______________________________________________________________________________________________

( 1 mark )

No. Kod : PI2191 PMM

Question 3: Language Study in Context (38 Marks)

(a). Award 1 mark for each correct answer.

Answers

B16. A

B17. C

B18. A

A19. C

C20. A

B21. D

D22. D

A23. A

B24. A

C25. A

A26. C

D27. C

B28. A

C29. C

D30. A

( 30 x 1 = 30 marks )

(I) Award I mark for each correct answer.

Answers

its

your

the

This

Accept other appropriate answers.

( 4 x 1 = 4 marks )

(ii). Award 1 mark for each correct answer.

Answers

immigrant

illegible

irregular

painless

No. Kod: PI2191 PMM

PART 1: ACADEMIC COMPONENT

SECTION A

Question 1 ( 18 marks )

(a). 1. B

2. C

E

C

D

C

D

C

D

D

( 10 x 1 mark = 10 marks )

(b). (I). Award 1 mark for each correct answer given.

Suggested answers.

Each individual’s contribution is vital to enhance the possibility of economic recovery

Economic recovery means improvement of the quality of life for the masses

Accept other acceptable answers.

(2 x 1 mark = 2 marks)

(b). (ii). Award 1 mark for each correct answer given.