Meeting-1: Time Clauses: Future and Past Time: Objectives

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MEETING-1:
TIME CLAUSES: FUTURE and PAST TIME
A. OBJECTIVES :
After discussing this chapter, students are expected to be able to:
1. Express idea or opinion using sentences which consist of time clause
future and past time.
2. Identify appropriate verb in sentences which consist of time clause.
B. MATERIAL DESCRIPTION
Verbs in Time Clauses, Future Time
1. The present tense is used in clauses expressing future time

Ex. He will go straight home after he closes the store.
She will never marry until she finds the right man.
2. The present perfect tense may occur in future time clauses, especially with after
or until.
Ex. He will go straight home after he has closed the store
She will never marry until he has found the right man
Verbs in Time Clauses, Past Time
A past whenclause may be used either with a past continuous action that
is interrupted or with an action that has just been completed.
Main Clause Time clause

Past Progressive
I was shopping downtown when I met an old friend.

He was getting ready for bed when the phone rang.
(the continuous action is not completed)

Past Perfect
He had just (or already, no sooner) gone to bed when the phone rang.
She had barely (or scacerly) recovered from one when she suffered
stroke another
S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 1

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(the action has just been completed)
Occasionally, just and already occur with either an interrupted continuous action or an
action that has just been completed.
1. Interrupted continuous action.
Ex. She was just (or already) clearing the table when a late dinner gust arrived.
2. Interrupted just completed.
Ex. She had just (or already) cleared the table when a late dinner gust arrived.
C. COMPREHENSION TEST
Verbs in Time Clauses, Future Time
Supply the verb forms for future time in the following sentences.
1. When his boss (fire) _ him, then he ( be)

_ sorry he didn’t work harder.
2. After the wind (die down) , we (go)
for a long walk.
3. We (have) __ _ everything ready by the time you (get)
here.
4. We (not be) _ able to have a meeting until one of our
members (return) _ _ from his business trip.
5. When I (see) _ him next week , I (ask)
_ him about that matter.
6. After he (find) the mistake in the figures, he
(retype) _ the statistical chart.
7. He (not do) _ anything until he (see)
_ a lawyer.
8. Until you (pay) _ _ your current bill, we (not extend)
you any further credit.
9. They (buy) everything they need before the child (be
born) .
10. Before winter (set in) _ , the heating equipment
(be fully checked) _ .
Verbs in Time Clauses, Past Time
Supply the correct pas tense forms. Use the past perfect tense with just, already, no
sooner, scarcely, barely.

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1. I (make) __ _ a left turn when his car (hit)

_ me.
2. He (barely recover) _ from his heart attack when he
(be) _ stricken with pneumonia.
3. He (already walk) _ _ out of the house when he (realize)
_ he had no money with him.
4. Her husband (sleep) soundly when she (go)
into the bedroom to awaken him.
5. He (no sooner doze off) _ _ when the
telephone (ring) _.
6. The street (just pave) _ _ when some children (step)
_ into the wet pavement.
7. They (live) _ in England when the war (break out)
.
8. They (scarcely return) _ from the beach when some
unexpected guests (arrive) _ .
9. All the best pieces (already sell) __ _ by the time we (get)
_ to the auction.
10. We (take) _ a trip when my wife (become)
very ill.
D. BIBLIOGRAPHY
 Azar, Betty S. 1999. Understanding and Using English Grammar Third Edition.
New York: Longman
 Frank, Marcella. 1972. Modern English Exercises for Non-native Speaker. New
Jersey: Prentice-Hall, Inc.

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MEETING 2:
PARALLEL STRUCTURE WITH COORDINATING
CONJUNCTIONS
A. OBJECTIVES
After studying the parallel structure, you are expected to be able to:
1. Understand the meaning of parallel structure, conjunction, and coordinating
conjunctions;
2. Combine words or phrases which have the same grammatical function in a
sentence.
The Objective of Learning 1.1:
Parallel structure, conjunction, and coordinating conjunction
Before we start to study of how to combine words or phrases, we are going to

go to the definition of parallel structure, conjunction and coordinating conjunctions.
According to Betty (1999), parallel structure is combination of words or phrases
which grammatically have similar function and they are connected using
conjunctions. The conjunctions used in this pattern are and, but, or nor. These
conjunctions are usually called by “coordinating conjunctions”.
The Objective of Learning 1.2:

How to combine words or phrases
Some requirements are necessary to be considered in the process of

combining words or phrases in a sentence. These requirements and their example
are shown in the table below:
Example
1. Joanne and Stan are coming to visit us.

2. Ros moved her book and saved it in the bookcase.
3. He is waving his arms and (is) shouting at us.

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4. These shoes are old but comfortable.

5. He wants to watch TV or (to) listen to some music.
6. Seal, Bob, and Angel are coming to dinner.
7. Seoyung saw a bird, shooted it, and brought it home.
8. Your house is beautiful, comfortable, and expensive.
From the examples above, there are some conditions which require us to
combine the words and phrases in a sentence. What are they?
In (1) : noun and noun

In (2) : ver and verb
Parallel Structure b
In (3): verb and verb (the second
auxiliary may be omitted if it is the
sama as the first auxiliary)
In (4) : Adjective but adjective
In (5) : infinitive or infinitive (the
second to is usually omitted)
A parallel structure may contain more than two parts and each
other is separated by commas. The final comma that precedes the
conjunctions is optional e.g. Bob, Lira, and Roy are coming to
movie (also correct: Bob, Lira and Roy are coming to movie).
Exercise 1. Parallel structure
Directions: In each group, complete the unfinished sentence. Then combine the
sentences into one concise sentence that contains parallel structure. Punctuate carefully.
1. The country lane was narrow.

The country lane was steep.
The country lane was (muddy)

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2. I dislike living in a city because of the air pollution.

I dislike living in a city because of the crime.
I dislike living in a city because of
3. We discussed some of the social problems of Indonesia.

We discussed some of the political problems of Indonesia.
We discussed some of the problems of Indonesia.
Exercise II. Error Analysis: parallel structure.

Directions: Correct the errors.
1. By obeying the speed limit, we can save energy, lives, and it costs us less.
2. My home offers me a feeling of security, warm, and love.
3. The pioneers labored to clear away the forest and planting crops.
4. When I refused to help her, she became very angry and shout at me.
5. In my spare time, I enjoy taking care of my aquarium and to work on my
stamp collection.
6. With their keen sight, fine hearing, and they have a refined sense of smell,
wolves hunt elk, deer, moose, and caribou.
7. All plants need light, to have a suitable climate, and an ample supply of
water and minerals from the soil.
8. Slowly and being cautious, the firefighter ascended the burned staircase.
9. On my vacation I lost a suitcase, broke my glasses, and I missed my flight
home.
10. When Anna moved, she had to rent an apartment, make new friends, and to
find a job.

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MEETING 3: PAIRED
CONJUNCTIONS
(Correlative Conjunctions)
A. OBJECTIVE
After studying the paired conjunction, you are expected to be able to understand
how to combine words or phrases using paired conjunction.
The Objective of Learning :
Paired conjunction
We have studied about how to combine words or phrases in the meeting 2

using coordinating conjunctions such as and, but, or nor. Then, we will extent our
comprehension of parallel construction using paired conjunctions. The conjunctions
used in this pattern are both …and, not only …but also, either…or, or
neither…nor. These conjunctions are usually called by “paired conjunctions”.
Some requirements are necessary to be considered in the process of
combining words or phrases in a sentence. These requirements and their example
are shown in the table below:
Example
1. Both my mother and my sister are here.

When two subjects
2. Not only my mother but also my sister is here. are connected by
3. Not only my sister but also my parents are here. not only…but also,
either…or, or
4. Neither my mother nor my sister is here.
neither…nor, the
5. Neither my sister nor my parents are here. subject that is
6. The research project will take both time and mo- closer to the verb
determines
ney. whether the verb is
7. Yesterday, it not only rained but also snowed singular
or plural.
8. I will take either chemistry or physics next year.

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9. That book is neither interesting nor accurate.

From the examples above, there are some conditions which require us to
combine the words and phrases in a sentence. What are they?
In (1) : both noun and noun

In (2) : not only ver but also verb
Paired Structure b
In (3): noun or no
either u
In (4) : neither Adjective nor adjective
Exercise 1. Paired conjunctions.
Directions: Add is or are to each sentence.
1. Both the teacher and the student are here.
2. Neither the teacher nor the student … here.
3. Not only the teacher but also the student … here.
4. Not only the teacher but also the students … here.
5. Either the students or the teacher … planning to come.
6. Either the teacher or the students … planning to come.
7. Both the students and the teachers … planning to come.
8. Both the students and the teacher … planning to come.
Exercise II. Error Analysis: paired conjunctions.

Directions: What is wrong with these sentences?
1. Either Jhon will call Mary or Bob.
2. Not only Sue saw the mouse but also the cat.
3. Both my mother talked to the teacher and my father.
4. I enjoy not only reading novels but also magazines.
5. Oxygen is plentiful. Both air contains oxygen and water.

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MEETING 4:
TRANSITION WORDS
A. OBJECTIVE
After studying the transition words, you are expected to be able to understand
how to connect one idea to the next idea.
Transition words
Transition words are words that are used to connect one idea to the next idea.
They are very helpful for readers to identify the relationship of ideas within
sentences or paragraph. Thus, the readers are able to gain the entire idea. These
words usually are used to show addition of ideas, time, example, results, purpose,
comparison, contrast, alternatives, or repeat. The following table consists of some
examples of transition words and their functions.
Function of transition word Example
To signal addition of ideas and, also, besides, further, furthermore, too,
moreover, in addition, then,
To signal time next, finally, later, last, lastly, at last, now,
subsequently, then, when, soon, after a short
time, the next week (month, day, etc.), a
minute later, in the meantime, on the
following day
To give example for example, to illustrate, for instance, such
as, in the same way
To show result as a result, hence, so, accordingly, as a
consequence, consequently, thus, since,
therefore, for this reason, because of this
To show the purpose for this purpose, for this reason, for these
reasons

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To show comparisons like, similarly

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To show contrast but, in contrast, conversely, however, still,

nevertheless, nonetheless, yet, on the other
hand, on the contrary, in spite of this,
actually, ironically
To show alternatives although, though, while, despite, to be sure,
it is true, I grant, I admit, doubtless, I
concede, regardless
To show repeat in summary, to sum up, briefly, in short,
therefore, as I have said, in conclusion, as
you can see
Exercise 1. Transition words.
Directions: Circle the letter that correctly identifies the nature of the underlined
transition in each of the following sentences.
1. A water main downtown broke this morning, so several businesses had no

water for hours.
a. addition
b. time
c. comparison
d. cause and effect
2. Even though most Americans are primarily concerned about AIDS as it
exists in the U.S., it should be remembered that it is now nearly a worldwide
disease.
a. addition
b. time
c. contrast
d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time
b. contrast

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c. comparison
d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring
a portable radio and listen to music on the earphones while you work.
a. contrast
b. comparison
c. illustration/example
d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the
bag, tearing it. Then she shrugged her shoulders and said, “I guess you’ll
have to carry the bag from the bottom.”
a. time
b. contrast
c. comparison
d. illustration/example
Exercise II.
Directions: Circle the letter of the word that correctly identifies the appropriate
transition word or phrase. Then underline the kind of transition you have used.
1. _ _ the invention of television, people probably spent more of their

leisure time reading.
a. Nevertheless
b. Because
c. Before
The transition word indicates: addition cause and effect time
2. If you’re having company for dinner, try to get as much done in advance as
possible. _ _, set the table the day before.
a. For instance
b. In contrast
c. Similarly
The transition word indicates: illustration/example comparison contrast
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3._ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.

a. Until
b. Because
c. Even though
The transition word indicates: time contrast addition
4. My grandfather loves to say, “You’re as nervous __ a long-tailed cat in
a roomful of rocking chairs.”
a. after
b. as
c. as a result
The transition word indicates: cause and effect time comparison
5._ _ Manny’s car stereo was on full blast, I could see his lips moving, but
I had no idea what he was saying.
a. Moreover
b. Because
c. Just as
The transition word indicates: comparison addition cause and effect

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MEETING 5:
ADJECTIVE CLAUSE PRONOUNS
AS THE OBJECT OF A PREPOSITION
A. OBJECTIVE
After studying adjective clause with preposition, you are expected to be able to
understand how to express idea using adjective clause with prepositional phrases.
Expressing idea using adjective clauses with prepositional phrases
Before we go to topic 5, it is necesssary to remind you about these terms:

adjective, clause, and prepositional phrases. Adjective is a word that describes a
noun, meaning, this word gives information about a noun. An adjective usually
appears in front of a noun for example, she is a beautiful woman. While an
a man who is friendly to
adjective clause follows a noun for instance, I met
everybody. Clause is a structure that consists of a subject and a verb. There are two
types of clauses: independent and dependent. An independent clause is a clause
that can stand alone as a sentence. Even, it stands alone but it has already been
meaningful e.g. I saw a garden. The independent clause is usually called by main
clause. While dependent clause is a clause that has no meaning if it stands alone e.g.
where you sat. A dependent clause must be connected to an independent clause.
Adjective clause is categorized as a dependent clause. Prepositional phrases are
phrases that consist of preposition word, for example, talk to, sit in, and work for.
The red words are called as preposition.
In connecting the independent and dependent clauses, object pronouns such as
who(m), which and that, play an important role in delivering a meaning of message
from the whole sentence. The object pronoun who(m) is used for people, which is
used for things, and that is used for both people and things. In order to add your

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understanding of expressing idea using adjective clause with prepositional phrases,

please give a close attention to the following examples and their explanation.
Sentences :
(a) The man was helpful. I talked to him.
(b) The man whom I talked to was helpful.
(c) The man that I talked to was helpful.
(d) The man I talked to was helpful. (The object pronoun can be omitted from an
adjective clause)
(e) The man to whom I talked to was helpful.
(f) The chair is hard. I am sitting in it.
(g) The chair which I am sitting in is hard.
(h) The chair that I am sitting in is hard.
(i) The chair I am sitting in is hard. (The object pronoun can be omitted from an
adjective clause)
(j) The chair in which I am sitting is hard.
Exercise 1. Expressing adjective clause using prepositional phrases.
Directions: Combine the two sentences in each pair. Use “b” as an adjective clause. Give
all possible forms of the adjective clauses.
1. a. The movie was interesting.
b. We went to it.
The movie which we went to is interesting.
The movie that we went to is interesting.
The movie we went to is interesting.
The movie to which we went is interesting.
2. a. The woman pays me a fair salary.
b. I work for her.
3. a. The man is over there.
b. I told you about him.
4. a. I want to tell you about the party.
b. I went to it last night.
5. a. The person is sitting at that desk.
b. You should talk to her about your problem.

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MEETING-6
ADJECTIVE CLAUSE USING WHERE and WHEN
A. OBJECTIVES :
The learning objective of this topic is that students are expected to be able
to:
1. Describe time and place using adjective clause with preposition.
2. Change conjunction where and when with preposition + which.
Where in Adjective Clause
Whereis used in an adjcetive clause to modify a place (city, country, room,

house,etc.
If whereis used, apreposition is not included in the adjective clause. If whereis not
used, the preposition must be included.
Ex. The building is very old.

He lives there (in that building)
(a) The building where he lives is very old.

(b) The building in which he lives is very old.
(c) The building which he lives in is very old.
When in Adjective Clause
When is used in an adjcetive clause to modify a noun of time (year, day,

time, century, etc.)
The use of a preposition in an adjective clause that modifies a noun of time is somewhat
different from that in other adjective clauses: a preposition is used preceding which.
Ex. I’ll never forget the day.

I met you then (on that day)

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(a) I’ll never forget the day when I met you.

(b) I’ll never forget the day on whichI met you.
Combine the sentences, using the second sentence as an adjcetive clause.
1. The city was beautiful. We spent our vacation there (in that city).
...........................................................................................................................
............
2. That is the restaurant. I will meet you there (at the restaurant).
...........................................................................................................................
............
3. The town is small. Igrew up there (in that town).
......................................................................................................
4. That is the drawer. I keep my jewelry there (in that drawer).
...........................................................................................................................
............
5. Monday is the day. We will come then (on that day).
.................................................................................................................
……………..
6. 7:05 is the time. My plane arrives then (at that time).
................................................................................................................
……………...
7. July is the month. The weather is usually the hottest then (in that month).
...........................................................................................................................
...............
8. 1960 is the year. The revolution took place then (in that year).
..............................................................................................................
……………….

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CHAPTER 7:
COMPARATIVE AND SUPERLATIVE FORMS
A. LEARNING OBJECTIVE
This chapter will discuss about comparative and superlative. After you learn
this chapter, it is expected that you will be able to:
7.1 Know how to use comparative and superlative forms of one-syllable adverb and
adjective
7.2 Know how to use comparative and superlative forms of adverb and adjective: more
and most
7.3 Know the irregular comparative and superlative forms of adverb and adjective
Comparative and superlative are used for comparisons for adjectives and adverbs. This
comparative form is used to compare two items, people, places, or ideas, while the
superlative form is used to compare more than two.
Short adjectives (one syllable or two syllables ending in -y or -le) and one-syllable
adverbs, the ending -er is needed to be added for the comparative and the ending -est is
needed to be added for the superlative. (Change -y to -i if the -y is preceded by a
consonant: icy, icier, iciest.)
To be noted, the is used before the superlative form.

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Word Comparative Superlative
fast faster fastest
pretty prettier prettiest
simple simpler simplest
short shorter shortest
For longer adjectives and adverbs that end in -ly, more and most are needed to be
added. While less and least are used with adjectives of any length (such as bright, less
bright, least bright).

intelligent more most
intelligent intelligent
carefully more most
carefully carefully
dangerous less least
dangerous dangerous
The dictionary can help if it is difficult to decide certain words whether they use an -er/-
est form or more/most. If there is an -er/-est form, the dictionary will say so.
Note: The -er form can not be used with more or the -est form can not be used
with most.

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Incorrect The first song was more better than the second.
Revised The first song was better than the second.
Irregular Forms
There are irregular comparative and superlative forms. The following are the examples.
good better best
bad worse worst
much/many more most
well better best
badly worse worst
Using than with Comparative Forms
The word than is used to compare two people, places, objects, or ideas. It is to let the
reader know what you are comparing with what.
Incorrect This is more efficient.
Revised This is more efficient than the previous one.
In an idiomatic way, comparative forms are used without than
Example: The harder you try, the more satisfied you feel.
The more, the merrier.

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1. Write 5 comparative sentences using adjectives or adverbs
2. Write superlative sentences using adjectives or adverbs.
CHAPTER 8:
DANGLING MODIFIERS
This chapter will discuss about dangling modifiers. After you learn this
chapter, it is expected that you will be able to:
8.1 Know how to identify unfit subject in a sentence
8.2 Know how to correct dangling sentence
Sometimes there is a phrase or clause that is not clearly related to the word or
words it modifies. This kind of phrase or clause is called dangling modifiers. A dangling
modifier cannot be corrected by only moving it to a different place in a sentence. Usually
dangling modifier appears at the beginning of the sentence, and sometimes it comes at
the end.
Example:
When ten years old, my father enrolled in medical school.
When ten years old is dangling modifier. This sentence means that my father enrolled in
medical school when he was nine years old!

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Sometimes, the dangling modifier is placed next to the wrong noun or noun substitute.
Example:

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Walking to the movies, the cloudburst drenched Ronald.
Walking to the movies ids dangling modifier. This sentence suggests that
the cloudburst is walking to the movies even though a possible walker - Jim - is
mentioned later.
How to correct dangling modifiers
Dangling modifiers can be corrected:
1. Change the main part of the sentence so that it begins with the term actually
modified.
2. This change will put the modifier next to the term it modifies.
For example:
Walking to the movies, the cloudburst drenched Anne.
Walking to the movies: dangling modifier.
The sentence can be corrected to:
Walking to the movies, Anne was drenched by the cloudburst.
The corrected sentence means that Jim was drenched by the cloudburst.
3. Change the dangling modifier phrase to a subordinate clause, creating a subject and
verb.
4. Leave the rest of the sentence as it is.
For example:

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Having been fixed yesterday, Josh could use the car
Having been fixed yesterday: dangling modifier.
The sentence can be corrected to:
Since the car had been fixed yesterday, Josh could use it.
The corrected sentence means that the car (not Josh) was fixed.
Identify the dangling modifiers and correct it.
1. After finishing his homework, the TV was turned on.
2. Thankful that the day was over, home seemed like a wonderful idea.
3. Managing hismoney, however, was not one of Paul’s strengths
4. Without realizing it, the surprise was ruined.
5. When visiting the dentist, new cavities were never found.
CHAPTER 9:
INVERSION
This chapter will discuss about dangling Inversion in a sentence. After you
learn this chapter, it is expected that you will be able to:
9.1. Understand inversion with prepositional phrases
9.2. Understand inversion by omitting if in conditional sentences
9.3. Understand inversion with a negative word or phrase

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It is usual for the verb to follow the subject In statement. Sometimes this
word order is reversed. This is called as inversion. There are two main types of
inversion:
• when the verb comes before the subject (optional inversion). For example: In
the doorway stood her father. (or …her father stood.)
• when the auxiliary comes before the subject and the rest of the verb phrase
follows the subject (inversion is usually necessary). For example: Rarely had he
seen such a sunset. (not Rarely he had see…)
Inversion with prepositions
The verb before can be put the subject when adverbs are used to expressing
direction of movement, such as along, away, back, down, in, off, out, up with
verbs such as come, fly, go. This pattern is found particularly in narrative, to mark

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a change in events. For example: The door opened and in came the doctor. (less
formally …and the doctor came in) As soon as I let go of the string, up went the
balloon, high into the sky. (less formally …the balloon went up) Just when I
thought I’d have to walk home, along came Miguel and he gave me a lift. (less
formally …Miguel came along and gave me …)
Inversion after as and than in comparisons In formal written language are
commonly used. For example: The cake was excellent, as was the coffee. (or …as
the coffee was.) I believed, as did my colleagues, that the plan would work. (or
…as my colleagues did…) Research shows that parents watch more television
than do their children. (or …than their children do.) Notice that we don’t invert
subject and verb after as or than when the subject is a pronoun: We now know a
lot more about the Universe than we did ten years ago. (not …than did we ten
years ago.)
Inversion in conditions
• Conditional type 1
In formal contexts if or other conditional words can be omitted. The sentence with
should can be started. For example: Should you change your mind, please let me
know.
Be to can be used in a fairly formal way to express conditions. It suggests that the
speaker has no influence over whether the condition will be fulfilled or not. Are
to, am to and is to suggest the condition may be fulfilled. Were to (or, informally,
was to) emphasises that the condition is very unlikely. Using the conditional
ifclause is one way to express such conditions; however, we can omit if or other

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conditional words and start the sentence with were (but this is not possible with
are). For example: Were we to take on more staff, how could we afford to pay
them? Were the vote to go against me, I’d resign. Were he to agree, he’d probably
become the next coach. Were you a brighter fellow, you’d have gone along with
the scheme.
In the conditional sentence we can omit if or other conditional words and start
with Had. For example: Had I believed her for one moment, I wouldn’t have
refused to help. Had you told me earlier, I would/could/might have done
something about it. Conditional structures can be also used beginning with Were
+ perfect infinitive in formal English. For example: Were you to have stopped and
considered, you’d have seen the error of your ways.
Inversion after negative phrase
Inversion is used to move a negative adverb which modifies the verb (never,
nowhere, not only, hardly etc.) to the beginning of a sentence. For example: I had
never seen so many people in one room. (= normal word order) Never had I seen
so many people in one room. (= inversion) There are adverbs and adverbial
expressions with a negative, restrictive or emphatic meaning, which are followed
by inversion when placed first in a sentence. The most common adverbs ad
adverbial expressions with negative, restrictive or emphatic meaning that are
followed be inversion are: Seldom, Rarely, Little, Nowhere, Nor even one, In no
way Scarcely/Hardly/Barely … when, No sooner … than, Not only … but (also)
On no occasion/account/condition, In/Under no circumstances Only after, Only

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later, Only once, Only in this way, Only by, Only then, Only when, Only if, Not
till/until, Never, Never before, Not since, Neither/Not/So, Well (formal) etc: ‘I
like chicken’, ‘So do I’. Well did he remember the night the earthquake struck. On
no occasion was the girl allowed to say out late. Never had he had such a
terrifying experience. Little did he know what his decision would lead to.
Complete each sentence by using the phrases from the box.
1. Hardly had we arrived at the hotel, when there was a power
2. members of staff to accept gratuities from clients.
3. Detective Dawson realise what she was to discover!
4. to pay the full amount now, there would be a ten per cent discount.
5. I supposed,. ................... most people, that I would be retiring at 60.
6. the doctors seen a more difficult case.
7. Jean win first prize, but she was also offered a promotion.
8. late arrivals be admitted to the theatre before the interval,
9. one missing child been found, than another three disappeared,
10. so many employees taken sick leave at the same time.
D.BIBLIOGRAPHY
Azar, Betty S. 1999. Understanding and Using English Grammar Third Edition. New
York: Longman

Grammar 4
Module
CHAPTER 10:
SUBJUNCTIVE
This chapter will discuss about dangling Inversion in a sentence. After you
learn this chapter, it is expected that you will be able to:
10.1 Indicative and Subjunctive mood
10.2 Adjectives of Urgency
Indicative mood is the usual form of the verb States, a fact, or opinion that is
used most of the time. The main rule in the indicative mood is to “be natural”. Just
observe subject+verb agreement (singular subject+singular verb/ plural+plural
verb). For example:
He is an honest man.
Is Quezon City the capital of the Philippines?
Last Saturday I saw Sam and her mother.
Why are you here?
While subjunctive mood is the verb form used to express a wish or something
contrary to fact. It always uses were rather than was (using verb “to be”). Verb
Forms of Subjunctive are:
Present Subjunctive - be, come, work,
Past Subjunctive - were (was) came, worked

Grammar 4
Module
Perfect Subjunctive -had been, had come, had been come
Examples of subjunctive mood:
If I were you, I would run. It would be better if you had brought your books. I
wish I had something to eat.
The following table shows some expressions of the subjunctive mood:
The subjunctive mood present time past time

may express the following:
an unreal condition (with If I were you, I If I had been

the conjunctions if, would go to bed you, I would
unless, etc.) early. have gone to
bed early.
a wish (only after the verb I wish that I I wish that I had
wish) were you. known that
yesterday.
some degree He acts as if he He acts as if he

of conjecture(after verbs were a king. had been a king
like act, behave, talk, once.
look) that may be
followed by as if or as
though
some degree of urgency, It is necessary He insisted

in noun clauses after that he be on that his wife be
verbs of requesting, time. on time.
commanding, urging, and
recommending, (advise, (Negative)
ask, beg, command,
decide, demand, desire, It is important
forbid, insist, propose, that he NOT
recommend, request, eat the cake I
require, suggest, urge) have saved for
and after adjectives the president.

Grammar 4
Module
likeimportant, necessary,
advisable,
desirable, essential,
imperative, mandatory,
vital,
urgent,and imperative.
*Only the present

subjunctive (uninflected
base form) is used
regardless of the tense of
the main verb.
As what is shown in the table (in the grey rows) one of the uses of
subjunctive is in some degree of conjencture which is after as if / as though to
show unreality or improbability or doubt in the present. To be noted, there is
no difference between as if and as though. These are the examples:
a. He behaves as if she was the boss here. (But she isn't the boss or we don't know
whether she is the boss or not.)
b. He talks as though he knew who Jane was. (But he doesn't know or we don't
know whether he knows or not.)
c. He looks at me as if I were guilty. (But I am not guilty.)
Subjunctive mood can also appear after adjectives of urgency. after
adjectives like important, necessary, advisable, desirable, essential,
imperative, mandatory, vital, urgent. For example: It is important that he
studies the map I have given to him.

Grammar 4
Module
1. Give 5 examples of indicative sentences.
2. Write 5 sentences of subjunctive as if/as though.
3. Write 5 sentences of subjunctive with adjectives of urgency.
D. BIBLIOGRAPHY
. (n.d.). Subjunctive. Retrieved September 9, 2016, from https://staff.washing
Vince, M & Sunderland, P. 2003. Advanced Language Practice. Oxford:
Macmillan Publishers Limited

Meeting-1: Time Clauses: Future and Past Time: Objectives

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Grammar 4

Verbs in Time Clauses, Future Time

1. The present tense is used in clauses expressing future time

Verbs in Time Clauses, Past Time

Main Clause Time clause

I was shopping downtown when I met an old friend.

(the continuous action is not completed)

S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 1

(the action has just been completed)

Verbs in Time Clauses, Future Time

1. When his boss (fire) _ him, then he ( be)

Verbs in Time Clauses, Past Time

S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 2

1. I (make) __ _ a left turn when his car (hit)

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Before we start to study of how to combine words or phrases, we are going to

The Objective of Learning 1.2:

Some requirements are necessary to be considered in the process of

1. Joanne and Stan are coming to visit us.

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4. These shoes are old but comfortable.

In (1) : noun and noun

1. The country lane was narrow.

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2. I dislike living in a city because of the air pollution.

3. We discussed some of the social problems of Indonesia.

Exercise II. Error Analysis: parallel structure.

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We have studied about how to combine words or phrases in the meeting 2

1. Both my mother and my sister are here.

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9. That book is neither interesting nor accurate.

In (1) : both noun and noun

Exercise II. Error Analysis: paired conjunctions.

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To show comparisons like, similarly

S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 1

To show contrast but, in contrast, conversely, however, still,

1. A water main downtown broke this morning, so several businesses had no

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1. _ _ the invention of television, people probably spent more of their

3._ I’m very allergic to flowers, my boyfriend bought a bouquet of roses.

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Before we go to topic 5, it is necesssary to remind you about these terms:

S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 13

understanding of expressing idea using adjective clause with prepositional phrases,

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Whereis used in an adjcetive clause to modify a place (city, country, room,

Ex. The building is very old.

(a) The building where he lives is very old.

When in Adjective Clause

When is used in an adjcetive clause to modify a noun of time (year, day,

Ex. I’ll never forget the day.

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(a) I’ll never forget the day when I met you.

Combine the sentences, using the second sentence as an adjcetive clause.

S1 SASTRA INGGRIS UNIVERSITAS PAMULANG 17

this chapter, it is expected that you will be able to:

superlative form is used to compare more than two.

needed to be added for the superlative. (Change -y to -i if the -y is preceded by a

consonant: icy, icier, iciest.)