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Saturday, 7 May 2016

Active and PassiveVoice




–          Active Form
In active sentences, the thing doing the action is the subject of the sentence and the thing receiving the action is the object. Most sentences are active.
[Thing doing action] + [verb] + [thing receiving action]
Examples:
Tom writes a letter.
Tom is a thing who is doing action.
Writes is a verb.
A letter is a thing which is receiving action.
–          Passive Form
In passive sentences, the thing receiving the action is the subject of the sentence and the thing doing the action is optionally included near the end of the sentence. You can use the passive form if you think that the thing receiving the action is more important or should be emphasized. You can also use the passive form if you do not know who is doing the action or if you do not want to mention who is doing the action.
[Thing receiving action] + [be] + [past participle of verb] + [by] + [thing doing action]
Examples:
A letter is written by Tom.
A letter is a thing which is receiving action.
“Is” is tobe.
Written is past participle of verb.
By is by.
Tom is a thing who is doing action.
Tense
Active
Passive
Simple Present
Once a week, Tom cleans the house.
Once a week, the house is cleaned by Tom.
Simple Past
Sam repaired the car.
The car was repaired by Sam.
Present Continuous
Right now, Sarah is writing the letter.
Right now, the letter is being written by Sarah.
Past Continuous
The salesman was helping the customer when the thief came into the store.
The customer was being helped by the salesman when the thief came into the store.
Present Perfect
Many tourists have visited that castle.
That castle has been visited by many tourists.
Past Perfect
George had repaired many cars before he received his mechanic’s license.
Many cars had been repaired by George before he received his mechanic’s license.
Active and Passive with Modals
Active voice: CAN
Passive voice: CAN BE
She can play a violin.
She can not play a violin.
Can she play a violin?
A violin can be played by her.
A violin can not be played by her.
Can a violin be played by her?
Active voice: MAY
Passive voice: MAY BE
I may buy the computer.
I may not buy the computer.
May I buy the computer?
The computer may be bought by me.
The computer may not be bought by me.
May the computer be bought by me?
Active voice: MIGHT
Passive voice: MIGHT BE
Guests might play chess.
Guests might not play chess.
Might guests play chess?
Chess might be played by guests.
Chess might not be played by guests.
Might Chess be played by guest?
Active voice: SHOULD
Passive voice: SHOULD BE
Students should study all lessons.
Students should not study all lessons.
Should students study all lessons?
All lessons should be studied by students.
All lessons should not be studied by students.
Should all lessons be studied by students?
Active voice: MUST
Passive voice: MUST BE
You must learn the test-taking strategies.
You must not learn the test-taking strategies.
Must you learn the test-taking strategies?
Test-taking strategies must be learnt by you.
Test-taking strategies must not be learned by you.
Must test-taking strategies be learned by you?
Active voice: OUGHT TO
Passive voice: OUGHT TO BE
They ought to take the examination.
They ought not to take the examination.
Ought to they take the examination?
The examination ought to be taken by them.
The examination ought to not be taken by them.
Ought to the examination be taken by them?
Passive Voice – Exercises
Fill in the correct passive form of the verb in parentheses.
Example :
  1. After the earthquake, aid was sent to the people of Haiti. (sent)
  2. The electricity was cut off because the bill hadn’t been paid. (not pay)
  1. Penicillin ______ by Alexander Fleming in 1928. (discover)
  2. Statements ______ from all the witnesses at this moment. (take)
  3. Whales ______ by an international ban on whaling. (must protect)
  4. Both weddings _______ by Good Taste. (cater)
  5. A Picasso ____ from the Metropolitan Museum of Art.(steal)
  6. ____ this washing machine ______in Germany? (make)
  7. Tea _____ in China. (grow)
  8. When we reached the airport, we found that all the flights____ due to the storm. (cancel)
  9. The fax _____ until tomorrow morning. (not send)
  10. The soundtrack of a movie _____ always _____ after the filming is finished. (is/add)
Answers:
  1. was discovered (Simple Past because “was” refer to tobe of past simple).
  2. are being taken (Present Continous because “are being” refer to pattern of present continous ).
  3. must be protected (Present Simple with modal “Must”)
  4. were catered (Simple Past because “were” refer to tobe of past simple).
  5. was stolen (Simple Past because “was” refer to tobe of past simple).
  6. Was/made (Simple Past because “was” refer to tobe of past simple).
  7. is grown (Simple Present because “is” refer to tobe of present simple).
  8. had been cancelled (Past Perfect because “had been” refer to pattern of past perfect).
  9. won’t be sent (Simple Future because “won’t or will not” refer to pattern of past simple).
  10. is/added (Simple Present because “is” refer to tobe of present simple)

Jika ingin menuju materi Conditional Sentences klik link : Conditional Sentences

Modal Auxiliary




Definition of Modal Auxiliary
An auxiliary verb (as can, must, might, may) that is characteristically used with a verb of predication and expresses a modal modification and that in English differs formally from other verbs in lacking -s and -ing forms .
The Kinds of Auxiliary
Helping verbs or auxiliary verbs such as will, shall, may, might, can, could, must, ought to, should, would, used to, need are used in conjunction with main verbs to express shades of time and mood. The combination of helping verbs with main verbs creates what are called verb phrases or verb strings. In the following sentence, “will have been” are helping or auxiliary verbs and “studying” is the main verb; the whole verb string is underlined :
  • As of next August, I will have been studying chemistry for ten years.
Students should remember that adverbs and contracted forms are not, technically, part of the verb. In the sentence, “He has already started.” the adverb already modifies the verb, but it is not really part of the verb. The same is true of the ‘nt in “He hasn’t started yet” (the adverb not, represented by the contracted n’t, is not part of the verb, has started).
Shall, will and forms of have, do and be combine with main verbs to indicate time and voice. As auxiliaries, the verbs be, have and do can change form to indicate changes in subject and time.
  • I shall go now.
  • He had won the election.
  • They did write that novel together.
  • I am going now.
  • He was winning the election.
  • They have been writing that novel for a long time.
Uses of Shall and Will and Should
In England, shall is used to express the simple future for first person I and we, as in “Shall we meet by the river?” Will would be used in the simple future for all other persons. Using will in the first person would express determination on the part of the speaker, as in “We will finish this project by tonight, by golly!” Using shall in second and third persons would indicate some kind of promise about the subject, as in “This shall be revealed to you in good time.” This usage is certainly acceptable in the U.S., although shall is used far less frequently. The distinction between the two is often obscured by the contraction ‘ll, which is the same for both verbs.
In the United States, we seldom use shall for anything other than polite questions (suggesting an element of permission) in the first-person:
  • “Shall we go now?”
  • “Shall I call a doctor for you?”
(In the second sentence, many writers would use should instead, although should is somewhat more tentative than shall.) In the U.S., to express the future tense, the verb will is used in all other cases.
Shall is often used in formal situations (legal or legalistic documents, minutes to meetings, etc.) to express obligation, even with third-person and second-person constructions:
  • The board of directors shall be responsible for payment to stockholders.
  • The college president shall report financial shortfalls to the executive director each semester.”
Should is usually replaced, nowadays, by would. It is still used, however, to mean “ought to” as in
  • You really shouldn’t do that.
  • If you think that was amazing, you should have seen it last night.
In British English and very formal American English, one is apt to hear or read should with the first-person pronouns in expressions of liking such as “I should prefer iced tea” and in tentative expressions of opinion such as
  • I should imagine they’ll vote Conservative.
  • I should have thought so.
Uses of Do, Does and Did
In the simple present tense, do will function as an auxiliary to express the negative and to ask questions. (Does, however, is substituted for third-person, singular subjects in the present tense. The past tense did works with all persons, singular and plural.)
  • I don’t study at night.
  • She doesn’t work here anymore.
  • Do you attend this school?
  • Does he work here?
These verbs also work as “short answers,” with the main verb omitted.
  • Does she work here? No, she doesn’t work here.
With “yes-no” questions, the form of do goes in front of the subject and the main verb comes after the subject:
  • Did your grandmother know Truman?
  • Do wildflowers grow in your back yard?
Forms of do are useful in expressing similarity and differences in conjunction with so and neither.
  • My wife hates spinach and so does my son.
  • My wife doesn’t like spinach; neither do I.
Do is also helpful because it means you don’t have to repeat the verb:
  • Larry excelled in language studies; so did his brother.
  • Raoul studies as hard as his sister does.
The so-called emphatic do has many uses in English.
  1. To add emphasis to an entire sentence: “He does like spinach. He really does!”
  2. To add emphasis to an imperative: “Do come in.” (actually softens the command)
  3. To add emphasis to a frequency adverb: “He never did understand his father.” “She always does manage to hurt her mother’s feelings.”
  4. To contradict a negative statement: “You didn’t do your homework, did you?” “Oh, but I did finish it.”
  5. To ask a clarifying question about a previous negative statement: “Ridwell didn’t take the tools.” “Then who did take the tools?”
  6. To indicate a strong concession: “Although the Clintons denied any wrong-doing, they did return some of the gifts.”
In the absence of other modal auxiliaries, a form of do is used in question and negative constructions known as the get passive:
  • Did Rinaldo get selected by the committee?
  • The audience didn’t get riled up by the politician.
Uses of Have, Has and Had
Forms of the verb to have are used to create tenses known as the present perfect and past perfect. The perfect tenses indicate that something has happened in the past; the present perfect indicating that something happened and might be continuing to happen, the past perfect indicating that something happened prior to something else happening. (That sounds worse than it really is!) See the section on Verb tenses in the activevoice for further explanation; also review material in the Directory of English tenses
To have is also in combination with other modal verbs to express probability and possibility in the past.
  • As an affirmative statement, to have can express how certain you are that something happened (when combined with an appropriate modal + have + a past participle): “Georgia must have left already.” “Clinton might have known about the gifts.” “They may have voted already.”
  • As a negative statement, a modal is combined with not + have + a past participle to express how certain you are that something did not happen: “Clinton might not have known about the gifts.” “I may not have been there at the time of the crime.”
  • To ask about possibility or probability in the past, a modal is combined with the subject + have + past participle: “Could Clinton have known about the gifts?”
  • For short answers, a modal is combined with have: “Did Clinton know about this?” “I don’t know. He may have.” “The evidence is pretty positive. He must have.”
To have (sometimes combined with to get) is used to express a logical inference:
  • It’s been raining all week; the basement has to be flooded by now.
  • He hit his head on the doorway. He has got to be over seven feet tall!
Have is often combined with an infinitive to form an auxiliary whose meaning is similar to “must.”
  • I have to have a car like that!
  • She has to pay her own tuition at college.
  • He has to have been the first student to try that.
Uses of Can and Could
The modal auxiliary can is used
  • to express ability (in the sense of being able to do something or knowing how to do something):
    He can speak Spanish but he can’t write it very well.
  • to expression permission (in the sense of being allowed or permitted to do something):
    Can I talk to my friends in the library waiting room? (Note that can is less formal than may. Also, some writers will object to the use of can in this context.)
  • to express theoretical possibility : American automobile makers can make better cars if they think there’s a profit in it.
The modal auxiliary could is used
  • to express an ability in the past : I could always beat you at tennis when we were kids.
  • to express past or future permission : Could I bury my cat in your back yard?
  • to express present possibility : We could always spend the afternoon just sitting around talking.
  • to express possibility or ability in contingent circumstances: If he studied harder, he could pass this course.
In expressing ability, can and could frequently also imply willingness : Can you help me with my homework?
Can versus May
Whether the auxiliary verb can can be used to express permission or not — “Can I leave the room now?” [“I don’t know if you can, but you may.”] — depends on the level of formality of your text or situation. As Theodore Bernstein puts it in The Careful Writer, “a writer who is attentive to the proprieties will preserve the traditional distinction: can for ability or power to do something, may for permission to do it.
The question is at what level can you safely ignore the “proprieties.” Merriam-Webster’s Dictionary, tenth edition, says the battle is over and can can be used in virtually any situation to express or ask for permission. Most authorities, however, recommend a stricter adherence to the distinction, at least in formal situations.
Uses of May and Might
Two of the more troublesome modal auxiliaries are may and might. When used in the context of granting or seeking permission, might is the past tense of may. Might is considerably more tentative than may.
  • May I leave class early?
  • If I’ve finished all my work and I’m really quiet, might I leave early?
In the context of expressing possibility, may and might are interchangeable present and future forms and might + have + past participle is the past form:
  • She might be my advisor next semester.
  • She may be my advisor next semester.
  • She might have advised me not to take biology.
Avoid confusing the sense of possibility in may with the implication of might, that a hypothetical situation has not in fact occurred. For instance, let’s say there’s been a helicopter crash at the airport. In his initial report, before all the facts are gathered, a newscaster could say that the pilot “may have been injured.” After we discover that the pilot is in fact all right, the newscaster can now say that the pilot “might have been injured” because it is a hypothetical situation that has not occurred. Another example: a body had been identified after much work by a detective. It was reported that “without this painstaking work, the body may have remained unidentified.” Since the body was, in fact, identified, might is clearly called for.
Uses of Will and Would
In certain contexts, will and would are virtually interchangeable, but there are differences. Notice that the contracted form ‘ll is very frequently used for will.
Will can be used to express willingness:
  • I’ll wash the dishes if you dry.
  • We’re going to the movies. Will you join us?
It can also express intention (especially in the first person):
  • I’ll do my exercises later on.
and prediction:
  • specific: The meeting will be over soon.
  • timeless: Humidity will ruin my hairdo.
  • habitual: The river will overflow its banks every spring.
Would can also be used to express willingness:
  • Would you please take off your hat?
It can also express insistence (rather rare, and with a strong stress on the word “would”):
  • Now you’ve ruined everything. You would act that way.
and characteristic activity:
  • customary: After work, he would walk to his home in West Hartford.
  • typical (casual): She would cause the whole family to be late, every time.
In a main clause, would can express a hypothetical meaning:
  • My cocker spaniel would weigh a ton if I let her eat what she wants.
Finally, would can express a sense of probability:
I hear a whistle. That would be the five o’clock train.
Uses of Used to
The auxiliary verb construction used to is used to express an action that took place in the past, perhaps customarily, but now that action no longer customarily takes place:
  • We used to take long vacation trips with the whole family.
The spelling of this verb is a problem for some people because the “-ed” ending quite naturally disappears in speaking: “We yoostoo take long trips.” But it ought not to disappear in writing. There are exceptions, though. When the auxiliary is combined with another auxiliary, did, the past tense is carried by the new auxiliary and the “-ed” ending is dropped. This will often happen in the interrogative:
  • Didn’t you use to go jogging every morning before breakfast?
  • It didn’t use to be that way.
Used to can also be used to convey the sense of being accustomed to or familiar with something:
  • The tire factory down the road really stinks, but we’re used to it by now.
  • I like these old sneakers; I’m used to them.
Used to is best reserved for colloquial usage; it has no place in formal or academic text.


Exercise
Fill these blanks using modal : can     could     have to     must     might     should
Top of Form
  1. Ted’s flight from Amsterdam took more than 11 hours. He be exhausted after such a long flight. He prefer to stay in tonight and get some rest.2. If you want to get a better feeling for how the city is laid out, you walk downtown and explore the waterfront.
  2. Hiking the trail to the peak be dangerous if you are not well prepared for dramatic weather changes. You research the route a little more before you attempt the ascent.4. When you have a small child in the house, you leave small objects lying around. Such objects be swallowed, causing serious injury or even death.
5. Dave: you hold your breath for more than a minute?
Nathan: No, I can’t.
6. Jenny’s engagement ring is enormous! It have cost a fortune.
7. Please make sure to water my plants while I am gone. If they don’t get enough water, they die.
8. I speak Arabic fluently when I was a child and we lived in Egypt. But after we moved back to Canada, I had very little exposure to the language and forgot almost everything I knew as a child. Now, I just say a few things in the language.
9. The book is optional. My professor said we read it if we needed extra credit. But we read it if we don’t want to.
10. Leo: Where is the spatula? It be in this drawer but it’s not here.
Nancy: I just did a load of dishes last night and they’re still in the dish washer. It be in there. That’s the only other place it be.


Friday, 6 May 2016

DIRECT AND INDIRECT SPEECH



Direct and Indirect Speech (2)
Direct and Indirect Speech also direct speech, reported speech. Terms for kinds of grammatical construction in which reports are made of something said, written, or thought. Direct speech gives the exact words in the report, and in writing and print uses quotation marks, single as in ‘I know the answer,’ Jane said, double as in “I know the answer,” Jane said. Indirect speech conveys the report in the words of the reporter: for example, Jane said that she knew the answer (more formal), and Jane said she knew the answer (less formal). In direct speech, the reporting clause may appear initially (He said, ‘I’m finishing now and I’m going home’), medially (‘I’m finishing now,’ he said, ‘and I’m going home’), or finally (‘I’m finishing now and I’m going home,’ he said).

pic1022

Direct Speech

Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken between quotation marks (” “) and there is no change in these words. We may be reporting something that’s being said NOW (for example a telephone conversation), or telling someone later about a previous conversation.
Examples
  • She says, “What time will you be home?”
  • She said, “What time will you be home?” and I said, “I don’t know! “
  • “There’s a fly in my soup!” screamed Simone.
  • John said, “There’s an elephant outside the window.”

Indirect Speech

Reported or indirect speech is usually used to talk about the past, so we normally change the tense of the words spoken. We use reporting verbs like ‘say’, ‘tell’, ‘ask’, and we may use the word ‘that’ to introduce the reported words. Inverted commas are not used.
She said, “I saw him.” (direct speech) = She said that she had seen him. (indirect speech)
‘That’ may be omitted:
She told him that she was happy. = She told him she was happy.
‘Say’ and ‘tell’
Use ‘say’ when there is no indirect object:
He said that he was tired.
Always use ‘tell’ when you say who was being spoken to (i.e. with an indirect object):
He told me that he was tired.
‘Talk’ and ‘speak’
Use these verbs to describe the action of communicating:
He talked to us.
She was speaking on the telephone.
Use these verbs with ‘about’ to refer to what was said:
He talked (to us) about his parents.

Statements in Reported Speech

1.2.  The introductory sentence in the Simple Present

If the introductory sentence is in the Simple Present, there is no backshift of tenses.
  • Direct Speech → Susan: “Mary works in an office.”
  • Reported Speech → Susan says (that)* Mary works in an office.
The introductory sentence is here: Susan says … → this sentence is in the Simple Present, so there is no backshift of tenses.

1.2. The introductory sentence in the Simple Past

If the introductory sentence is in the Simple Past, there is mostly backshift of tenses.
  • Direct Speech → Susan: “Mary works in an office.”
  • Reported Speech → Susan said (that)* Mary worked in an office.
The introductory sentence is here: Susan said … → this sentence is in the Simple Past, so there is backshift of tenses.

Reported Questions

In Reported speech the question becomes a statement. Mind the word order: subject – verb

1.1. The introductory sentence is in the Simple Present

If the introductory sentence is in the Simple Present, there is no backshift of tenses.
  • Direct Speech → Susan: “Does Mary work in an office?”
  • Reported Speech → Susan asks if/whether Mary works in an office.
The introductory sentence: Susan asks … → is in the Simple Present. There is no backshift of tenses. The auxiliary do is dropped in the Reported speech.

1.2. The introductory sentence in the Simple Past

If the introductory sentence is in the Simple Past, there is usually backshift of tenses.
  • Direct Speech → Susan: “Does Mary work in an office?”
  • Reported Speech → Susan asked if/whether Mary worked in an office.
The introductory sentence: Susan asked… → is in the Simple Past. There is backshift of tenses.

Reported Commands

Form

  • affirmative commands → to + infinitive
  • negative commands → not + to + infinitive

1.1. Affirmative commands

  • Direct Speech → Dad: “Do your homework.”
  • Reported Speech → Dad told me to do my homework.

1.2. Negative commands

  • Direct Speech → Teacher: “Don’t talk to your friend.”
  • Reported Speech → The teacher told me not to talk to my friend.

1.3. The introductory sentence in commands

The word tell in introductory sentences in Reported Commands can be substituted with other words, e.g.
  • advise
  • ask
There is no backshift of tenses, no matter which tense is used in the introductory sentence.

Direct Speech

  • Dad: “Do your homework.”

Reported Speech

  • Dad tells me to do my homework.
  • Dad told me to do my homework.

Statement Positive and Negative
Direct: She said, ‘I don’t want to come with you.’
Indirect: She said that she didn’t want to come with me.

Direct: She will say, ‘I don’t want to come.’
Indirect: She will say that she does not want to come.

Backshift of tenses

If the introductory sentence in in the Simple Past, there is backshift of tenses in Reported Speech. We shift the tense used in Direct Speech one step back in Reported Speech. If we use Past Perfect or the modals would, could, should, might, must, ought to and needn’t in Direct Speech there is possibility to shift the tense back in Reported Speech.

Simple Present → Simple Past

Direct Speech Reported Speech
Peter: “I work in the garden.” Peter said (that) he worked in the garden.

Simple Past, Present Perfect, Past Perfect → Past Perfect

Direct Speech Reported Speech
Peter: “I worked in the garden.” Peter said (that) he had worked in the garden.
Peter: “I have worked in the garden.”
Peter: “I had worked in the garden.”

Auxiliaries, Modals

Direct Speech Reported Speech
Peter: “I will work in the garden.” Peter said (that) he would work in the garden.
Peter: “I can work in the garden.” Peter said (that) he could work in the garden.
Peter: “I may work in the garden.” Peter said (that) he might work in the garden.
Peter: “I would work in the garden.”
  • could
  • might
  • should
  • ought to
Peter said (that) he would work in the garden.
  • could
  • might
  • should
  • ought to

Present Progressive → Past Progressive

Direct Speech Reported Speech
Peter: “I‘m working in the garden.” Peter said (that) he was working in the garden.
Peter: “I was working in the garden.” Peter said (that) he had been working in the garden.
Peter: “I have been working in the garden.”
Peter: “I had been working in the garden.”

Past Progressive, Present Perfect Progressive, Past Perfect Progressive → Past Perfect Progressive

Direct Speech Reported Speech
Peter: “I was working in the garden.” Peter said (that) he had been working in the garden.
Peter: “I have been working in the garden.”
Peter: “I had been working in the garden.”



Conversion of expressions of time and place

If there is an expression of time/place in the sentence, it may be changed, depending on the situation.
  • Direct Speech → Peter: “I worked in the garden yesterday.”
  • Reported Speech → Peter said (that) he had worked in the garden the day before.
Direct Speech Reported Speech
this evening that evening
today/this day that day
these days those days
now then
a week ago a week before
last weekend the weekend before / the previous weekend
next week the following week
tomorrow the next/following day
here there


Exercise
Complete the sentences in reported speech. Note whether the sentence is a request, a statement or a question.
  1. He said, “I like this song.”
    → He said ______________.
  2. “Where is your sister?” she asked me.
    → She asked me ____________.
  3. “I don’t speak Italian,” she said.
    → She said ______________________.
  4. “Say hello to Jim,” they said.
    → They asked _________________.
  5. “The film began at seven o’clock,” he said.
    → He said ______________________.
  6. “Don’t play on the grass, boys,” she said.
    → She told __________________.
  7. “Where have you spent your money?” she asked him.
    → She asked him _____________.
  8. “I never make mistakes,” he said.
    → He said that ________________.
  9. “Does she know Robert?” he wanted to know.
    → He wanted to know ___________.
  10. “Don’t try this at home,” the stuntman told the audience.
    → The stuntman advised the audience ______________.
Aswer Key
  1. He said that he liked that song.
  2. She asked me where my sister was.
  3. She said that she didn’t speak Italian.
  4. They asked me to say hello to Jim.
  5. He said that the film had begun at seven o’clock.
  6. She told the boys not to play on the grass.
  7. She asked him where he had spent his money.
  8. He said that he never made mistakes.
  9. He wanted to know if she knew Robert.
  10. The stuntman advised the audience not to try that at home.