Grammar : Use of Modals " May and Might "

Education English |  Grammar : Use of Modals " May and Might " | 1. Modal auxiliary may used for :
a.  Asking permission (permissions)
     May I borrow your book?
     May I use your pen ?
     Certainly you may
.
b. Stating the possibility (possibility to present)
    The thief may be in the warehouse
    They may be at the canteen.
  
c. Expressed the hope (wish)
    May you be happy.
    May god bless !

d. Stating suggestions / advice in the form of the phrase, "may as well".
    You may as well learn from him

2. Modal auxiliary might used for :
a. Stating permission, may form from the past.
    He said that I might go to the doctor.
 
b. Stating the possibility of time now, which is more subtle than using may.
   She might be unhappy
   Niken might have apologized

c. expressed the hope
    Might I find you next day.

d. To declare the petition.
    You might help me solve my problems.
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Grammar : Use of Modals " Shall and Should "

Education English  | Grammar : Use of Modals " Shall and Should " | 1. Modal auxiliary shall used for :
a. Stating suggestions (suggestion)
    Shall we do the homework ?
    Shall we met the boss ?

b. Stating bids (offering)
    Shall I accompany you ?
    Shall I send your letter ?

2. Modal auxiliary should used for :
    a. Stating obligation / necessity (obligation)
        We should love other people.
        We should pay the bill.

   b.Shows counsel / advice (advice)
      The better, we should obey our parent's advices.
      I think you should go right now. It's not too late.
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Noun Clause which Began With Question Words

A clause is a group of related words. It contains a subject and a verb.
A noun clause is a dependent which cannot stand alone as a sentence. It must be connected to an independent clause  (a main clause). The following  question words can be used to introduce a noun clause : what, where, when, why, how, who, whom, which, whose.
A noun clause can be used as a subject or an object.

Examples :

Subject	Verb	Object
I	enjoy	It
I	Enjoy	What I do
It	confuses	Me
What he says	confuses	Me

Modal Auxiliaries

Auxiliaries verbs sometimes called modal auxiliaries. they are helping verbs that express a wide range of meanings (ability, permission, necesity,etc). most of the modals have more than one meaning. they are folowed by the simply form of a verb, they are followed by to, the main verb never has final -s.

1. Can,could, must, shall, should, will, would, may, might, had better. the functions of the are :Can and could express  ability ,ex : My father can play badminton well ; can express permission, ex : You can have a cookie after dinner ; could express posibilit, ex : I don't know why Aziz is not class. ; must express necessty or obligation, ex : Beri has an important test tomorrow. must express conclusion, ex : Riri has worked hard since in the morning. she must be thirsty. must not express prohibition, ex : Children you must not play with matches.
2. Review : Be, am, is are were, was ; have, has, had ;do, does, did ; shall, should ; will, would ; can,could, must, have to.

Grammar : Use of Modals " Will and Would "

Education English | Grammar : Use of Modals " Will and Would " | 1. Modal auxiliary will used for :
Shows the meaning of "will" (future) :
He will come tomorrow
He will be angry if you leave him.
He will be in the office this afternoon.

2. Modal auxiliary Would used for :
a. Predict, envision a situation / circumstances.
    It would be better to take a rest.
   It would be nice to go to beach.

b. Stating a polite request
   Would you mind telling me the story, please ?
   Would you open the door, please ?

   
c. Stating a desire / prefer (preferences)
    I'd rather have apple than orange.
    I'd rather to go the cinema than to the garden.
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Joining Compound Sentences With and, but, or....

A compound sentence is made by joining two simple sentences. These two simple sentences are joined by a coordinating conjunction.
Using and to join two sentences.
We can use and  to join two sentences that are alike or to join one which gives extra information to the other.
example : Ears are all different. Each characteristic has a meaning.
               Ears are all different, and each characteristic has a meaning
note : we use a comma before and.
Using but  to join two sentence.
We can use but to join two sentences that give opposite information or to join a positive sentence and a negative sentence which talk about the same subject. ( + but - ) ; (- but + )
example : Other parts of the face changes as we get older. Ears do not change shape.
               Other parts of the face changes as we get older, but  ears do not change shape.
note : we use a comma before  but.
Using or  to join two sentences that give a choice or alternative.
example : Ears that always red mean that person may have a bad temper.
               He/She must just have high blood pressure.
               Ears that always red mean that person may have a bad temper, or he/she may just have high blood 
               pressure.
note : We only use a comma with  and, but, or in compound sentences. when we use and, but, or in simple sentences we do not use a comma.

Participles

Pattern : Having  + V + obj = after S + has / have / had + V
Pattern  : S + V +V ing + obj

• when, while, example : Walking alone the garden, I met my wife. (it means :when/while I was walking a long the garden, I met my wife.
• because, as since, ex : Being sick, she doesn't go to school. (it means : she doesn't go to school)
• using relatives pronoun, ex : I met the man, he smiles----the combination of this sentence : I met the man who smiles.
• followed by verbs sensation, (see, watch, leak, monitor, observe, notice ) ex: when he came back home, we saw a man trying to get on our roof.
• pattern pasive participle, ex : he had been beaten by me, richard became polite man ; having been beaten by me, richard became a polite man ; after had been beaten by me, he became a polite man. the pattern : Having been V3 = After + Has +have/had +been + V3

Grammar : Plural Nouns

• Always with -s ending but before of singular meanings, example : series, news, means, economics, physics, mathematics
• Always with -s plural in singular form, example : towers, pyjamas, pliers.
• Never with -s but plural in meaning, example : cattle, police, gently, folk, traffic, machinery, equipment, crockery, people, luggage
• Double plural ; 1. plural in meaning : army, band, class, team, tribe, troop. 2. being more than group : armien, bands, classes, teams, tribes, troops.
• Singular in form : the moon can be either singular or plural in meaning. : army, staff, herd, and, tribe, crew, crowd, audience, team, litter, class, torup.
• Singular and plural forms are the same 

singular : dear of spring, sheep,  swine, datum, memorandum, radius, curriculum, genius, alumnus, thesis
Plural : dear of spring, sheep, swine, data, curricula, radi, geni, alumni, theses

Grammar : Indirect Speech

We use indirect speech when we report what people said. in indirect speech, the tenses usually goes 'one step back'. Look at the table below :

Direct speech	Indirect speech
Simple Present Tense “I always go to school”	Simple  Past Tense She said that she always went to school
Present Continuous “I am doing my homework”	Past Continuous She said that she was doing her homework
Simple Present/Present Perfect “ I did not do my test well” “I have sent an email”	Past Perfect She said that she had not done her test well She said that she had sent an email
Modals “I’ll see you at the party” “I can tell stories in English “ “You must be careful “	Modals She said that she would see me at the party She said that she could tell stories in English She said that I had to be careful

Be careful when you use tell and say. Tell always needs a direct object while say always needs an indirect object.

INCORRECT	CORRECT
She told to me….	She told me…
She said me…	She said…

(Taken From : English On Sky 2, 2007 )

Grammar : Various Kinds Derivative

Education English | Grammar : Various Kinds Derivative | Various Types of Derivatives
In outline, the derivative can be grouped into two, namely:
The establishment of a verb :
example :
beauty (noun) + -fy : beautify
justice (noun) + - fy : justify
quick (adj ) + -en : quicken
wide (adj)  + -en : widen
deep (adj) + -en : deepen
broad (adj) + -en  : broaden

The establishment of a noun:
 Verb + -ion ; -ment ; -er ; -or ; -ace ; -ist 
Adjective   + -ness ; -ity ; -nce ; -th

I. Inflextional Affixes
Inflextional affixes are all forms of affixes, either prefix or suffix attached to a base word, but the results did not change the fonts in word formation type of the original word. In English, the function of inflextional affixes are:
1. To form the plural
example :
book + s = books
glass + es = glasses
ox + en = oxen
child + en = children

2. To demonstrate the property
John's book
Its colour
Niken's sweater

3. Add tense-ed showed changes
He worked hard yesterday
They studied well last month.

4. Affixes-s to be used as a pointer in the third person singular in present tense.
He comes to the office every day.
She writes a letter every Sunday.

II. Derivational Affixes
Derivational affixes are all forms of affixes, both prefixes and suffixes on a word basis and then generate a new kind words. Study the following diagram:
 

Root / Base            +             Affixes		derivative
Happy Excite Organize Danger Wide broad	-ness -ment -tion En- -en en	Happiness Excitement Organization Endanger Widen Broaden

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Grammar: Parts of Speech

Education English | Grammar: Parts of Speech | Part of speech
Noun (N) : Names a person, place, thing, or idea
Verb (V) : Tells what a person, place, thing, or idea does or is
Adjective (Adj.) : Describes a noun or pronoun
Adverb (Adv.) : Tells you how, when, or where something happens

Examples :

• The shell is very thin.
• Lightning strikes quickly.

Language tip: descriptive order
When describing an object, you can choose among four ways:
1. vertical order : top to bottom or bottom to top
2. horizontal order : left to right or right to left
3. depth order : inside to outside or outside to inside
4. circular order : clockwise or counterclockwise
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Lexical Collocation

Education English | Lexical Collocation | Lexis is the basis of language. Lexis is misunderstood in language teaching because of the assumption that grammar is the basis of language and that mastery of the grammatical system is a prerequisite for effective communication.
Furthermore, Lexical collocation is a collocation of two or more co-occurring lexemes in a changing syntactic and semantic relationship (Clear J: 1993). Lexical collocations include: Verb + noun (e.g. break a code, lift a blockade, Verb + Adverb (e.g. affect deeply, appreciate sincerely), Noun + Verb (e.g. water freezes, clock ticks, Adjective + Noun (e.g. strong tea, best wishes), Adverb + Adjective (e.g. deeply absorbed, closely related).
The following are type’s lexical collocations as categorized by Benson, Benson and Ilson: 1986.

1. Verbs (usually transitive) + noun/pronoun (or prepositional phrase).
The first lexical collocations consist of a verb (usually transitive) and a noun/ a pronoun (or a prepositional phrase). Most this lexical consist of verb denoting creation and/or activation and a noun/a pronoun. It is calling such fixed lexical combination CA collocations. Here are the examples of collocations with verbs denoting creation: come to an agreement, make an impression, compose music, set a record, reach a verdict, and inflict a wound. Here are examples of collocations that express the concept of activation: set an alarm, fly a kite, launch a missile, launch a time clock, and spin a top, wind a watch.

2. Verbs (meaning eradication and / or nullification) + a noun).
The second lexical collocations consist of a verb essentially eradication and/or nullification and a noun. Such fixed lexical combinations are called EN collocations. Typical examples are: reject an appeal, lift a blockade, break a code, reverse a marriage, suspend martial law, etc.

3. Adjective + noun prepositional phrase).
Next lexical collocation consists of adjective + noun. One well known pair or example is strong tea (not mighty tea) and weak tea (not feeble tea). In many instance, more than one adjectives (or more than form of the same adjective) can collocate with the same noun: warm, warmest (not hot); kind, kindest; best (not good) regards. Other examples of this collocation are: reckless abandon, a chronic alcoholic, a pitched battle, a formidable challenge, a crushing defeat, a rough estimate, an implacable foe, a sweeping generalization, etc.

4. Noun + Verb prepositional phrase).
The fourth lexical collocations consist of a noun and verb; the verb names an action characteristic of the person or thing designated by the noun: adjectives modify, alarms go off (ring sound), and bees buzz (sting swarm, blizzard rage), blood circulate (clots, congeals, flows, runs) bomb explode (go off) etc.

5. Noun + noun prepositional phrase).
The fifth lexical collocations indicate the unit that is associated with a noun. The structure of this lexical collocation is often noun of noun. Such collocation may indicate: the large unit to which a single member belongs: a colony (swarm) of bees, a herd
of buffalo, a pack of dogs, a bouquet of flowers, a pride of lions, a school of whales, etc.

6. Adverb + adjective prepositional phrase).
The sixth lexical collocation consists of verb and adjective. Examples are: deeply absorbed, strictly accurate, closely (intimately) acquainted, hopeless addicted, sound asleep, keenly (very mush) aware, etc.

7. Verb + adverb prepositional phrase).
The seventh lexical collocation consists of verb and an adverb. Examples are: affect deeply, amuse thoroughly, actor firmly, apologize firmly, appreciate sincerely, argue heatedly, etc.
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GERUNDS

Gerunds (-ing)

When a verb ends in -ing, it may be a gerund or a present participle. It is important to understand that they are not the same.
When we use a verb in -ing form more like a noun, it is usually a gerund:

• Fishing is fun.

When we use a verb in -ing form more like a verb or an adjective, it is usually a present participle:

• Anthony is fishing.
• I have a boring teacher.

Gerunds as Subject, Object or Complement

Try to think of gerunds as verbs in noun form.

Like nouns, gerunds can be the subject, object or complement of a sentence:

• Smoking costs a lot of money.
• I don't like writing.
• My favourite occupation is reading.

But, like a verb, a gerund can also have an object itself. In this case, the whole expression [gerund + object] can be the subject, object or complement of the sentence.

• Smoking cigarettes costs a lot of money.
• I don't like writing letters.
• My favourite occupation is reading detective stories.

Like nouns, we can use gerunds with adjectives (including articles and other determiners):

• pointless questioning
• a settling of debts
• the making of Titanic
• his drinking of alcohol

But when we use a gerund with an article, it does not usually take a direct object:

• a settling of debts (not a settling debts)
• Making "Titanic" was expensive.
• The making of "Titanic" was expensive.

Gerunds after Prepositions

This is a good rule. It has no exceptions!

If we want to use a verb after a preposition, it must be a gerund. It is impossible to use an infinitive after a preposition. So for example, we say:

• I will call you after arriving at the office.
• Please have a drink before leaving.
• I am looking forward to meeting you.
• Do you object to working late?
• Tara always dreams about going on holiday.

Notice that you could replace all the above gerunds with "real" nouns:

• I will call you after my arrival at the office.
• Please have a drink before your departure.
• I am looking forward to our lunch.
• Do you object to this job?
• Tara always dreams about holidays.

Gerunds after Certain Verbs

We sometimes use one verb after another verb. Often the second verb is in the infinitive form, for example:

• I want to eat.

But sometimes the second verb must be in gerund form, for example:

• I dislike eating.

This depends on the first verb. Here is a list of verbs that are usually followed by a verb in gerund form:

• admit, appreciate, avoid, carry on, consider, defer, delay, deny, detest, dislike, endure, enjoy, escape, excuse, face, feel like, finish, forgive, give up, can't help, imagine, involve, leave off, mention, mind, miss, postpone, practise, put off, report, resent, risk, can't stand, suggest, understand

Look at these examples:

• She is considering having a holiday.
• Do you feel like going out?
• I can't help falling in love with you.
• I can't stand not seeing you.

English Grammar : Expressing Something That Will Happen in the Future

Education English | English Grammar : Expressing Something That Will Happen in the Future | 
A : We are going to discuss about UN in the next meeting.
B : I 'll prepare myself by reading its history.

Sentences in bold type in the talk above tell us something is going to happen in the future. That is : We are going to discuss about the UN in the next meeting and I 'll prepare myself by reading its history.. This kind of tense is called future tense. There are two types of future tense that we are going to discuss in this section. They are : I'll try to apply for a job in the United Nation department. I have made a good preparation for this. I hope I am going to make it.

• Will + Infinitive Used To Express Intention At The Moment Of Decision .

1. Andi : The phone is ringing.
Budi : I'll answer it 
2. Billi : I'll have cress soup and steak, please (would like is also possible)
3. Rama : I'd better order a taxi for tonight.
Tom : Don't bother. I'll drive you.
4. Mary (looking at a pile of letters) : I'll answer them tonight.
5. Budi (who is getting fat and is tired of paying parking fines) : I know that to do. I'll sell my car and buy a pushbike.
6. Tobi (on receiving a telegram saying his father is ill) : I'll go home tonight /I'll leave tonight.

• The Present Continuous As a Future Form.

Note that the time must be mentioned, or have been mentioned as otherwise there may be confusion between present and future. 
A . The present continuous can express a definite arrangement in the near future.
I'm taking an exam in October implies that I have entered for it.

B. But with verbs of movement from one place to another, example : go, come, drive, fly, travel, leave, start and verbs indicating position, example : stay, remain and the verbs do and have (food or drink), the present continuous can be used more widely. It can express a decision or plan without any definite arrangement; Tobi in example 1.5 : I am going home tonight./I'm leaving tonight even before he has arranged his journey.
Not also : What are you doing next Saturday? (This is usual way of asking people about their plans).
Possible answer : I'm going to seaside (by myself or with someone else)
I'm not doing anything. I'm staying at home. I'm going to write letter (I'm writing ...would be possible)
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Relative Clause

Relative clause or an adjective clause is used to give information about noun phrase.

Example :

The girl wear a red hat

The girl is my daughter.

The girl who wears a red hat is my daughter.

Relatives clause are introduce by relative prounoun (who,whose,whom,which,that) or relatives adverb (when,where,why)
Relatives Pronouns

Subject

Who,that,which (For People)

Who,what,which,that ( For Animal or Things )


Object

Who,whom, that (For People)

Which, that ( For Animal or Things )

Possession

Whose (For People)

Whose, of which ( For Animal or Things )

Relatives Pronouns

When (can sometimes be omitted) :Time

Where :place

Why (can sometimes be omitted) : Reason
example :
I’ll never forget the day(when) I firs met him.

The village where I grew up is very small

The reason (why) he left was that he felt disappointed.

Grammar : The Past Continuous Tense

1. We form past continuous by using was  or were with the-ing form of the verb.

 

	Positive	Negative
Singular	I/She/He/It was working	Was not (wasn’t )working
Plural	We/You/They were working	Were not (weren’t ) working

 
 

Questions	Short answer
Was I/She/he/it working ?	Yes, I/She/He/it was	No, I/She/he/it was not
Were we /you/they working?	Yes,we/you/they were	Yes,we/you/they were not

 2. We use past continuous tense :

• To talk about a specific moment in the past

example :

1. One night, It was raining in the past.
2. Snow White was growing prettier and prettier.

• To talk about an action  which was in the middle of happening when another action happened.

examples :

1. Cinderella and Prince Charming were dancing when  the clock struck 12.
2. When Maurice entered the castle, it was raining very hard.

• Sometime we use when/while with past continuous

examples :

1. When Snow white was sleeping on the small beds, the dwarves came home.
2. The dwarves came home while snow white was sleeping on one of the small beds.

Indefinite Article

Education English | Indefinite Article | “A” is traditionally called the indefinite article. Its alternate form “an” is used before words beginning with vowel sounds – An apple, an obstruction, an ink bottle, an hour, an heir, an honest man ( words beginning with silent ). The indefinite article is just the opposite of the definite article. It is called “indefinite” because they do not refer to a particular thing as “the” does, but simply refer to an object or person in a non-specific way, that is, we do not specify exactly to which person or object we are refering to.
Frank (1972:135) states the uses of the indefinite article “a” as follows :
1. “A” meaning the numeral one
I wanted an hour.
He paid a hundred dollars to his suit
Closely related to the numerical use of a is the distributive use of “a” in the sense of each – His rent is $200 a month ; these apples cost $.25 a pound.
2. “A” signaling one specimen that represents a class
In this case, no attempt is made to distinguish one individual number of class from any other specimen in the same class. “A” occurs most often in a statement about one event.
He ate an apple.
A prize will be given to the best student.
This is the true indefinite use of “a”. Such indefinite use is far more common than any other use of a.
3. “A” with nouns ( usually considered noncountable)
“A” is used in a general statement to classify a noun. In this use, a points to any representative of a class – a lion (=any lion) is very strong. This is the generic
a that we have already looked at.
“A” often appears with a class word in the predicate after a form of the verb be.The class word after this verb may serve to :
a. Identify an individual
John is a student.
John is a good student who is not discourged by failures. ( class word with modifier)
b. Definite a smaller class
The lion is an animal.
The lion is a large, powerful mammal of the cat family, found in Africa and Southwest Asia, with a tawny coat, a tawny coat, a tufted tail, and in the adult male, a shaggy mane.
4. “A” with Nouns Usually Considered Noncountable.
Nouns that have both countable and noncountable forms are often derived from verbs, and end in such suffixes as –ment, -ion, -ance, -ary.The noncountable word refers the act itself – operation, mixture, shipment, goverment – and the countable word to the of the act – an imitation, a shipment, a goverment.
The child learns through imitation.
But Arts is an imitation of life.
This picture is a good imitation. 

Certain noncountable nouns that do not have a plural form may neverthless be used with a, especially if they have adjective modifiers.
He exhibited a courage that suprised me.
We encountered an unexpected friendliness wherever we went.
“A” may also occur with a noncountable noun that is in apposition with another noun used earlier. Often the appositive noun repeats the noun it refers to. 

He felt remorse over what he had done, a remorse that grew with the passing of time.
5. A after such, what
A is required after such or what used with a singular countable noun.
Such a pretty face
What pretty nouse
6. A after certain adverbs or adjectives – not a, many a, quite a, rather a.
There was quite a large crowd in the street.
Not a man volunteered. (=not one man volunteered)
Many a man has volunteered to flight for his country. (literary usage)
7. A before noun quantifiers – a few, a lot of, a little.
A few chairs
A little furniture
8. A with proper names, meaning a certain.
A Mr. Smith called you
9. A with most in the sense of very (often considered informal usage)
She is a most beautiful woman.
But She is the most beautiful women I know. (Most marks the superlative
degree)
10. A after so or too – an adjective+ a singular noun
She is too sensible a girl to do a thing like that.
She is so sensible a girl that she could not do a thing like that.
11. Half an hour or a half hour.
Either form may be used – she waited for half an hour (or a half hour).
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Grammar: Parts of a Sentence: Subjects and Verbs

Education English | Grammar: Parts of a Sentence: Subjects and Verbs | 1. Subject
Names who or what the sentence is about. Some different types of
subjects are:
a. Nouns.
i.e. Raya is a serious person.
b. Noun phrases.
i.e. My friend Raya is a serious person.
c. Subject Pronouns.
i.e. She is a serious person.
2. Verb (V)
Expresses an action or situation as well as states something (opinion or
fact). Notice the verbs in these sentences:
a. Raya is a serious person. (states something)
b. Raya study Calculus seriously. (expresses situation)

Language tip: using adjectives
1. Before a noun (as part of a noun phrase)
i.e. A serious person always shows a full dedication in his works.
2. After a linking verb

Raya is serious.
Raya seems serious.

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Spectrum Collocation : Restricted combination

Education English | Spectrum Collocation : Restricted combination | Restricted combination or restricted collocation whose which is the constituent are used in one their regular not idiomatic meanings. For example: (i) Adjective + noun (hardened + criminal -extenuating + circumstance) (ii) adverb + verb –readily (+ admit-totally + unaware) (iii) verb + noun (-renovate + house-shrug + shoulder)  (iv) noun + verb (-brake + screech-cloud + drift).
A restricted collocation is a sequence of words which habitually co-occur and whose meaning can be derived compositionally. Restricted collocations have a kind of semantic cohesion mainly due to use and therefore they considerably limit the substitution of their component words. Usually restricted collocations do not have a literal translation in other languages. (Assented: 1979 and Marcello: 1989), we prefer to use the term “Restricted collocation” instead of “collocation” to avoid
confusion with some uses of “collocation” in the wider sense of any co-occurrence of words.

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English Grammar : ‘In order to’ and ‘so that’

Education English | English Grammar : ‘In order to’ and ‘so that’ | Read the following sentences.
· Irna and alya are going to yogya in order to see the fair.
· Mr. Hartono goes to work early so that he can avoid the traffic jam.

Pay attention to the two sentences above . They use ‘in order to’ and ‘so that’

‘in order to’ and ‘so that’ are used to talk about people’s purpose, the reason why they do things .

Patterns :

...+ in order to + V base +...

... + so that + subject + can /will
Examples :
· Mr. Samsuri came her in order to meet his son
· Mr samsuri came here so that he could meet his son
· I always get up early in order to cook my favorite dish
· I always get up early so that I can cook my favorite dish.

In negative sentences, you can use the following pattern :

Patterns :
...+ in order not to + V base +...

... + so that + subject + can /will + not +...

Examples :
· I always note my shopping list in my book in order not to forget what to buy
· I always note my shopping list in my book so that I will not forget what to buy
· I opened the door slowly in order not to wake up my mom
· I opened the door slowly so that i could not wake up my mom, 

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