اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
This slide contains very useful tips for those who are going to be ready for IELTS Speaking module.
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اين اسلايد حاوي نكات كليدي و ارزشمند در بخش اسپيكينگ آزمون آيلتس مي باشد از جمله معيارها و نحوه ي نمره دهي اين بخش در آزمون آيلتس
This slide contains very useful tips for those who are going to be ready for IELTS Speaking module.
Facebook: https://www.facebook.com/ieltsbackup
Youtube: https://www.youtube.com/channel/UCIaUPwguD5zV87cJrbTmXdw
Linkedin: https://www.linkedin.com/in/ieltsbackup
Send us your feedback & suggestions: info@ieltsbackup.com
For more details: https://www.ieltsbackup.com
Subject-Verb Agreement
After reading this you will understand;
• Relation b/w subject and verb
• Parts of Sentences
• Definition of verb
• Identification of verbs
• Singular and Plural primary helping verb
• Conjunctions and its types
• Collective nouns
• Singular and Plural Verb
• Different Rules for identifying Subject-Verb Agreement
Questions 1-6Three passages out of the four in each question c.docxcatheryncouper
Questions 1-6
Three passages out of the four in each question contain sentence fragments or run-on sentences. Choose the one correct sentence that is error-free.
1.
1. Taking classes at night helps me develop my job skills it also works well with my schedule.
1. Taking classes at night helps me develop my job skills, it also works well with my schedule.
C) Taking classes at night helps me develop my job skills; it also works well with my schedule.
D) Taking classes at night helps me develop my job skills. And also works well with my schedule.
2.
1. There are several good techniques for cleaning a room. For example, starting at the top of the room.
1. If time is limited, don’t worry, you can set aside fifteen minutes a day until you are done.
1. Label a box for items to be donated. And another one for trash.
1. When dealing with clutter, try to find a place for each item the first time you pick it up.
3.
1. Both authors use imagery in their writing, it helps them create more vivid descriptions.
1. The beach has become crowded lately I don’t even like to go there.
1. Each trainer at the gym has been educated about gym safety and knows how to use all of the equipment.
1. The health effects of pesticides are not completely known, scientists continue to research this topic.
4.
1. Check the library’s hours before you leave; it closes early on some days.
1. An advisor can help students understand their degree plans. To help with course selection.
1. We take our dog to be groomed once a month. Although it is expensive.
1. Why bother making the bed, it will just get messed up again tomorrow.
5.
1. Joseph had laser eye surgery. Because he wanted to drive without glasses.
1. Joseph had laser eye surgery. To be able to drive without glasses.
1. Joseph had laser eye surgery, he wanted to drive without glasses.
1. Joseph had laser eye surgery because he wanted to drive without glasses.
6.
1. The Italian restaurant down the street is pretty good. Even though the service is slow.
1. We usually go there once a week, I always order ravioli.
1. If the weather is nice, we’ll sit outside, but the dining room is also pleasant.
1. I recommend ordering dessert the tiramisu is delicious.
Questions 7-12
Fill in the blank with the correct verb that agrees in number with the subject. Choose from those listed in parentheses.
7. The executive committee ___________ its decisions through our newsletter. (publicizes, publicize)
8. The children or the babysitter ____________ going to clean up that mess. (is, are)
9. Sprawled across the floor ____________ numerous clues to who committed the crime. (was, were)
10. There ____________ four areas of the park in which dogs are welcome. (is, are)
11. A cup of tea and a good TV show ____________ me relax after a long day. (helps, help)
12. A full box of cookies ____________ too tempting for the children to pass up. (was, were)
Questions 13-16
Choose the sentence that uses corr ...
Konjungsi koordinatif dan subordinatif lintas bahasaRusdi Noor Rosa
The book, entitled "Konjungsi Koordinatif dan Subordinatif Lintas Bahasa" is a combination of research results and readings on conjunctions contained in several languages. The languages studied in this book are English, bahasa Indonesia, and bahasa Minangkabau. This book pressents a number of syntactic and semantic facts relating to coordinate and subordinate conjunctions used in the three languages. This book, therefore, is very useful for language reviewers, language teachers, language learners, and language observers to see the similarities and differences of cross-language conjunctions. This book may also serve as a reference for conducting studies on conjunctions.
Tipe eufimisme dalam cerita rakyat MinangkabauRusdi Noor Rosa
In every culture, there are certain things that are not supposed to be speakable or mentioned directly. A number of words are labeled as frivolous, vulgar, or at least inconsiderate. But in communication, for better maintaining social relationship and exchanging ideas, people have to resort to a kind of language which is known as euphemism. This study is aimed at finding out types of euphemism used in the stories of Minangkabau folklore. This folklore is written in Indonesian language, but the idea of the stories reflects the social life of Minangkabau society. The data were taken from 19 stories of Minangkabau folklore written by Navis, A. A. The result of this study shows that conscious, positive euphemism is the type of euphemism mostly used in the stories. The result of this study also shows that euphemism is strongly influenced by culture. A particular expression needs to be euphemized in one culture may be a common expression in other cultures which, therefore, does not need to be euphemized.
Refusal strategies used by male and female sellers at Pasar Raya PadangRusdi Noor Rosa
This article is aimed at finding different strategies used by male and female sellers while refusing the buyers’ offer. This study was done by using descriptive research design in which the data related to the object of the study were collected to answer the research question. The data of this study are refusals in the bargaining process between sellers and buyers that took place in Pasar Raya Padang. The finding of the research shows that male sellers used non performative statement strategy most frequently which implicitly indicated that they tended to refuse the buyers’ offer in a direct way. Female sellers, on the other hand, used excuse, reason, and explanation strategy most frequently which indicated that they preferred to refuse their buyers’ offer in an indirect way.
Using translog to investigate self correctionsin translationRusdi Noor Rosa
This article is a pilot study using an exploratory case study (Berg, 2001) as a method to study the English into Indonesian translation process done by the student-translators. Translog software (Jakobsen, 1999; Jakobsen & Schou, 1999) was used as an instrument to investigate self-corrections during the translation process. This study takes two students of Master Degree Program of Linguistics Department majoring translation studies at University of Sumatera Utara without any professional experience on translation business. The participant selection criteria also consider linguistic competence including Test of Bahasa Indonesia proficiency (UKBI), Test of English proficiency (TOEFL), and Test of typing speed by using TQ (TypingQueen) typing test. The participants (the student translators) translated the English text of 310 words into Bahasa Indonesia (their native language). The translations processses are recorded by using Translog and the use of online dictionaries and resources is allowed. This study found seven types of self-corrections among which word deletion (WD) is the most frequently used. The finding of this pilot study is expected to give clues to the contribution of self-corrections to the quality of the translation product.
Metafunctional shifts in the Translation of Student and Professional TranslatorsRusdi Noor Rosa
The involvement of linguistics theories in translation studies in the recent years that becomes more and more obvious since they can replace the intuition of the translator to solve their translation problem provides an opportunity to explore the best translation practice. One of linguistics theories concerning with the translation practice is systemic functional linguistics (SFL) which views grammar as a resource for making meaning. This research focused on analyzing the translation product using an SFL metafunction theory involving student and professional translators. In particular, this research aimed at finding out how the student translators and professional translators shift transitivity, mood, and theme elements in the translation process. This research was a qualitative research using a content analysis method. The participants of this research were 5 student translators and 5 professional translators who were asked to translate two history texts composing of around 240-word long from English into Bahasa Indonesia. The readability of the source texts was measured with the help of SMOG readability formula. The data were collected using Translog and retrospective questionnaire. Based on the data analysis, it was found that (i) the professional translators did metafunctional shifts more frequently than did the student translators; and (ii) the shifts done by the professional translators paid attention to how the meaning is kept (inter-strata shifts), while the student translators concerned with the form of the shifts (intra-strata shifts).
Pauses by student and professional translatorsRusdi Noor Rosa
Translation as a process of meaning making activity requires a cognitive process one of which is realized in a pause, a temporary stop or a break indicating doing other than typing activities in a certain period of translation process. Scholars agree that pauses are an indicator of cognitive process without which there will never be any translation practices. Despite such agreement, pauses are debatable as well, either in terms of their length or in terms of the activities managed by a translator while taking pauses. This study, in particular, aims at finding out how student translators and professional translators managed the pauses in a translation process. This was a descriptive research taking two student translators and two professional translators as the participants who were asked to translate a text from English into bahasa Indonesia. The source text (ST) was a historical recount text entitled ‘Early History of Yellowstone National Park’ downloaded from http://www.nezperce.com/yelpark9.html composed of 230-word long from English into bahasa Indonesia. The data were collected using Translog protocols, think aloud protocols (TAPs) and screen recording. Based on the data analysis, it was found that student translators took the longest pauses in the drafting phase spent to solve the problems related to finding out the right equivalent for the ST words or terms and to solve the difficulties encountered in encoding their ST understanding in the TL; meanwhile, professional translators took the longest pauses in the pos-drafting phase spent to ensure whether their TT had been natural and whether their TT had corresponded to the prevailing grammatical rules of the TL.
Applying metaphor in writing English scientific textsRusdi Noor Rosa
Most of English texts written by Indonesian students do not reflect the characteristics of English written text, even their texts resemble spoken texts conveyed through writing. A written text should be different from a spoken text for their different characteristics. The complexity of grammar in clause constructions of written texts may serve as the core distinguishing factor between the two kinds of texts. However, the question arises about how complex or how complicated the written text grammar is. This article is aimed at applying the concept of systemic functional linguistics-based metaphor (SFL-based metaphor) to distinguish a written text from a spoken text. In particular, this article applies the SFL-based metaphor concept in improving the dissertation proposal texts of the students. The application of the SFL-based metaphor concept is related to the lexical density of a clause through which a characteristic of a written text is generated. The realization of lexical density should give a credit to nominalization as a technique of reducing the number of clauses in a written text. Furthermore, a written text is closely related to a scientific text taking academicians including students, teachers, and lecturers as the readers. The data were 10 dissertation proposals written by the students of Linguistics Doctoral Program at the University of Sumtera Utara some of which are presented in this article to demonstrate the process of applying the SFL-based metaphor in improving the texts. Applying this concept is particularly helpful for those in the writing process of their final projects at universities.
Understanding Experiential Function of LanguageRusdi Noor Rosa
These slides introduce the basic understanding of experiential functions of language. Besides, some examples of simple analysis of clauses based on their transitivity elements were presented.
Makalah ini bertujuan untuk menganalisis iklan sunsilk nutrien sampo ginseng (SNSG) yang berbentuk audiovisual. Analisis dalam makalah ini menggunakan pendekatan semiotik yang difokuskan kepada multimodal sistem yang meliputi aspek linguistik, visual, audio, gestural, dan letak (Anstey dan Bull 2010; Bateman dan Schmidt, 2012; dan Chandler, 2007). Secara lebih khusus, analisis linguistik dan visual dilakukan dengan menggunakan teori Cheong (2004). Hasil analisis mengungkapkan bahwa kelima sistem multimodal ini terintegrasi di dalam iklan ini. Berkaitan dengan metafungsi bahasa, pada fungsi eksperiensial, penggunaan proses material sangat dominan (83,33%). Pada fungsi antarpersona, seluruh klausa menggunakan sistem mood deklaratif (100%). Sedangkan pada fungsi tekstual, tema tak bermarkah (TTM) mendominasi jenis tema yang digunakan (66,67%). Berkaitan dengan struktur generik iklan, unsur Penambah dan Informasi Nomor dan Tempat pemesanan tidak dijumpai di dalam unsur generik iklan ini.
Metaphor as a Means to Write a Good English TextRusdi Noor Rosa
A written text should be different from a spoken text for their different characteristics. The complexity of grammar in clause constructions of written texts may serve as the core distinguishing factor between the two kinds of texts. However, the question arises about how complex or how complicated the written text grammar is. This paper is aimed at applying the concept of systemic functional linguistics based metaphor to distinguish a written text from a spoken text. The application of the metaphor concept is related to the lexical density of a clause through which a characteristic of a written text is generated. The realization of lexical density should give a credit to nominalization as a technique of reducing the number of clauses in a written text. Furthermore, a written text is closely related to a scientific text taking academicians including students, teachers, and lecturers as the readers. This paper also demonstrates the way of reformulating spoken texts into written texts. This concept is particularly helpful for those in the writing process of their final projects at universities.
Makalah ini bertujuan untuk menganalisis iklan sunsilk nutrien sampo ginseng (SNSG) yang berbentuk audiovisual. Analisis dalam makalah ini menggunakan pendekatan semiotik yang difokuskan kepada multimodal sistem yang meliputi aspek linguistik, visual, audio, gestural, dan letak (Anstey dan Bull 2010; Bateman dan Schmidt, 2012; dan Chandler, 2007).
This book provides basic understanding of linguistic knowledge that introduces linguistics as a science discussing the essence of language. This book provides the students with basic and general concept, terms, theories, and fields of linguistics. To help the students understand the basic linguistic knowledge, this book includes theoretical explanation and exercises.
An article on applying theme and rheme analysis in translationRusdi Noor Rosa
This paper focuses on the use of theme and rheme analysis as a criterion for judging good translation as judgement without criterion is just a pain. The purpose of translation is to convey the same message in different language for understanding process assistance. However, a translated text sometimes contains a slightly different message from its source. This will certainly lead to ineffective use of translation for delivering different messages in different languages. Every message has a core realized in a theme informing the focus of the message. Different focus shapes different mental pattern of how the message is understood. Moreover, in translating extremely important documents, e.g. Act of the Republic of Indonesia Number 20 Year 2003 on National Education System, the theme of every clause must be carefully controlled. This Act serves as the legal framework for the major educational goal, policies and plans in Indonesia. Considering its vital role in the Indonesian education system, it should be well translated.
Shift in word formation process of indonesian wordsRusdi Noor Rosa
This article aims at describing word formation rules, word formation shift on acronym, cliping, and blending, and productivity of word formation found in written language of bahasa Indonesia. The data were taken from selected newspapers and magazines published locally and nationally in Indonesia. The findings indicate that there are some shifts on word fomation rules of bahasa Indonesia especially in acronym, clipping, and blending. The most productive word formation includes initial word acronym, end-part word clipping and initial parts blending.
Konjungsi Koordinatif dan Subordinatif Bahasa MinangkabauRusdi Noor Rosa
This article is a part of the book entitled "Konjungsi Koordinatif dan Subordinatif Lintas Bahasa" which focuses on coordinate and subordinate conjunctions of Minangkabaunese Language.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
7. Study the following sentences.
• John speaks English.
• John spoke English.
• John spoken English.
• John speaking English.
Which of them are correct?
9. Basic Skills in TOEFL Structure
1. Be sure the sentence has a subject and a
predicate
Example:
_____ was backed up for miles on the freeway.
A. Yesterday
B. In the morning
C. Traffic
D. Cars
10. 1. Engineers _____ for work on the new space
program.
A. necessary
B. are needed
C. hopefully
D. next month
2. The boy ____ going to the movies with a friend
A. he is
B. he always was
C. is relaxing
D. will be
EXAMPLE
11. 2. Be careful of objects of preposition
Preposition: in, at, to, by, behind, on, after,
before.
Example:
With his friend _____ found the movie theatre.
A. has
B. he
C. later
D. when
Basic Skills in TOEFL Structure
12. 3. Be careful of appositives
1. _____ George, is attending the lecture
A. Right now
B. Happily
C. Because of the time
D. My friend
2. ______, Sarah rarely misses her basketball shots.
A. An excellent basketball player
B. An excellent basketball player is
C. Sarah is an excellent basketball player
D. Her excellent basketball play
Basic Skills in TOEFL Structure
13. 4. Be careful of present and past participle
1. The child ____ playing in the yard is my son
A. now
B. is
C. he
D. Was
2. The packages ___ mailed at the post office will
arrive Monday
A. have
B. were
C. them
D. just
Basic Skills in TOEFL Structure
14. • Crop rotation _________ of preserving soil
fertility
A. it is one method
B. one method
C. a method is one
D. is one method
EXAMPLE
15. • _________ Indonesian president, is an
intelligent man.
A. The
B. The SBY
C. SBY, the
D. SBY
EXAMPLE
16. • _________ two major art museums, the
Fogg and the Sadler
A.Harvard University has
B. At Harvard University
C. Harvard University, with its
D.There at Harvard University
EXAMPLE
17. EXAMPLE
• ___________ for their strong fiber include
flax and hemp.
A. Plants are grown
B. Plants grown
C. Plants that grow
D. To grow plant
18. The North Pole, ______a latitude of 90 degrees north.
(A) it has (C) which is having
(B) is having (D) has
The city of Beverly Hills is surrounded on ______the city
of Los Angeles.
(A) its sides (C) it is the side of
(B) the sides are (D) all sides by
______ greyhound, can achieve speeds up to thirty-six
miles per hour.
(A) The (C) The fastest dog
(B) The fastest (D) The fastest dog, the
EXAMPLES
19. A sentence with more than one clause
2 Subjects + 2 Predicates + Conjunction
1 Subject + 1 Predicate
3 Subjects + 3 Predicates + 2 Conjunctions
20. CONJUNCTIONS
Coordinate: and, or, but, yet, so
Time: when, while, before, after, as soon as,
since, until, once, by the time
Cause: because, as, since, now that,
inasmuch as
Effect: so, therefore, consequently, hence
Contrast: though, although, even though
nevertheless, however, meanwhile,
on the other hand
21. Addition: moreover, besides, furthermore
Condition: if, unless, providing/provided
that
Place: where, whereever
Question Words: what, who, where, when, why,
how
Relative Pronoun: who, whom, whose, which, that
CONJUNCTIONS
22. Relative Pronoun as Conjunction
• Who, Whom, Whose
• That
• Which
Question Word as Conjunction
• What, Whether, Who, Where, When, Why
• How
The Order: QW + Subject + Predicate
23. • In 1890, Yale University established
Sheffield Scientific School, ____________
A. engineers were educated there
B. where engineers were educated
C. in which were engineers educated
D. where were engineers educated
EXAMPLE
24. • __________ they are tropical birds, parrots
can live in temperature or even cold climates.
(A) Despite (C) Even though
(B) Nevertheless (D) But
• __________ towards shore, its shape is
changed by its collision with the shallow sea
bottom.
(A)During a wave rolls
(B) As a wave rolls
(C) A wave rolls
(D) A wave’s rolling
EXAMPLE
25. When, Before, After
If, Unless + S +
Although, Even though
Example:
If Ali has a lot of money, he will go abroad.
Same subject
If having a lot of money, Ali will go abroad.
When he called me, I was having my dinner.
Different subject Cannot be reduced
REDUCED CLAUSE
Verb
Tobe
Verb-ing
26. 1. People who reverse the letters of words ... to read
suffer from dyslexia.
(A) when trying (C) when tried
(B) if they tried (D) if he tries
2. This exam will be more difficult than usual ... two
chapters instead of one.
(A) as they cover (C) because covering
(B) if they covered (D) it covers
EXAMPLE
27. INVERSION
S + P P + S (Inversion)
To form interrogative sentence
(Question).
Example:
You are an army. Are you an army?
Where you are from (Incomplete Sentence)
Where are you from?
28. INVERSION
The Clause begins with Negative
Expressions
(Not only, Never, Nor, Seldom, Hardly,
Rarely, Scarcely, Barely)
Example:
I never visit Bali
Never do I visit Bali
29. INVERSION
If + S +
Example:
If he had listened to me, he would have been fine.
Had he listened to me, he would have been fine.
If I were rich, I could buy everything.
Were I rich, I could buy everything.
were
should
had
Were + S
Should + S
Had + S
30. If the sentence begins with adverb of
place
1. The students are in the classroom.
1a. In the classroom are the students.
2. The students are studying in the
classroom.
2a. In the classroom the students are
studying.
INVERSION
31. 1. According to the World Health Organization, ...
any of the six most dangerous diseases to break
out, it could be cause for quarantine.
(A) were (C) there were
(B) they were (D) were there
2. Featured at the Henry Ford Museum ... of antique
cars dating from 1865.
(A) is an exhibit (C) an exhibit is
(B) an exhibit (D) which is an exhibit
EXAMPLE
32. Problems with Verbs
• is, am, are , was, were + Verb-ing (Active)
Verb3 (Passive)
• have, has, had + Verb3/been
• will/would, can/could, may, must + Verb1
The decision of the judges may hurts many
A B C
people
D
33. Adverb of Time
• In 1945, During 1945 = Verb2
• Since 1945, During 1945 = have/has + Verb3
From 1945 to 1970 (Repeated Action)
• By 1945, Before 1945 = had + Verb3
• By 2020 = will have + Verb3
• Now, At the moment = is/am/are + Verb-ing