iwel_dolphin

Thursday, 6 January 2011

Modal AuxiLiaries

Modal Auxiliaries

Other helping verbs, called modal auxiliaries or modals, such as can, could, may, might, must, ought to, shall, should, will, and would, do not change form for different subjects. For instance, try substituting any of these modal auxiliaries for can with any of the subjects listed below.

There is also a separate section on the Modal Auxiliaries, which divides these verbs into their various meanings of necessity, advice, ability, expectation, permission, possibility, etc., and provides sample sentences in various tenses. See the section on Conditional Verb Forms for help with the modal auxiliary would. The shades of meaning among modal auxiliaries are multifarious and complex. Most English-as-a-Second-Language textbooks will contain at least one chapter on their usage. For more advanced students, A University Grammar of English, by Randolph Quirk and Sidney Greenbaum, contains an excellent, extensive analysis of modal auxiliaries.

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.

To add emphasis to an entire sentence: "He does like spinach. He really does!"
To add emphasis to an imperative: "Do come in." (actually softens the command)
To add emphasis to a frequency adverb: "He never did understand his father." "She always does manage to hurt her mother's feelings."
To contradict a negative statement: "You didn't do your homework, did you?" "Oh, but I did finish it."
To ask a clarifying question about a previous negative statement: "Ridwell didn't take the tools." "Then who did take the tools?"
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 Active Voice 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.

1. Uses of Can and Could

A. 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.

B. 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?

2. 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.

3. 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.

4. 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.

5. 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.

The Noun Phrase

The noun phrase is a group of words that ends with a noun. it can contain determiners (the, a, this, etc.), adjectives, adverbs, and nouns. it CANNOT begin with a preposition. remember that both subjects and complements are generally noun phrases.
In English grammar, a noun phrase has three components:

1. The head

is the hub, the center of attraction (as it were) of the noun phrase; it is the noun or pronoun around which the other parts gather together. The head determines concord with the portion of the sentence outside the noun phrase. Thus:

The change in the Asian economies is unprecedented.

The changes in Japan’s economy are most unexpected.

2. Premodification

consists of all the words place before the head. These words are usually determiners, adjectives and nouns. Thus:
That sophisticated city woman (”That” (determiner), “sophisticated” (adjective), “city” (noun); woman (head))
Many honest down and out small-town businessmen (”Many” (determiner), “honest” (adjective), “down and out” (adjective phrase), “small-town” (noun); businessmen (head))

3. Postmodification

comprises words in the noun phrase that follow the head. These words usually consist of prepositional phrases, nonfinite clauses, and relative clauses.Thus:
The talkative man in the center of the room … (prepositional phrase)
All the women walking on the bike path … (non-finite clause)
The house that I purchased for my third husband … (restrictive relative clause)
The house, which my partner and I bought a month after we met, … (non-restrictive relative clause)

There can also be adjectival post-modification:
Corruption aplenty (”aplenty” (adjective); corruption (head)). Thus: Corruption aplenty, in every unsurprising form, graced the occasion.

4. Apposition

A related concept is apposition, a construction usually involving two noun phrases that refer to the same entity (noun or pronoun). Examples:
That president, Abraham Lincoln, lives in the hearts …
Her dog, sixteen years old and nearly blind with cataract, greeted …
The book was written by Jane Doe, a pioneering seventeenth century veterinarian.

Count Noun

In linguistics, a count noun (also countable noun) is a common noun that can be modified by a numeral and occur in both singular and plural form, as well as co-occurring with quantificational determiners like every, each, several, etc. A mass noun has none of these properties. It can’t be modified by a numeral, occur in singular/plural or co-occur with the relevant kind of determiner.

Some determiners can be used with both mass and count nouns, including “some”, “a lot (of)”, “no”. Others cannot: “few” and “many” are used with count items, “little” and “much” with mass. (On the other hand “fewer” is reserved for count and “less” for mass, but “more” is the proper comparative for both “many” and “much”.)

Non_Count nouns

Non-count nouns do not have a singular or a plural form. In a sentance, a noncount noun is treated like a singular noun and uses the verb form for singular nouns.
A and an cannot be used with noncount nouns. However, noncount nouns that represent a collection or a mass may be preceded by a phrase that indicates quantity, or quantifier, such as a lot of, a little, some, much, any. Some determiners can be used only with count or noun-count nouns, while others can be used with either.

I Make sentence and then identify whatever countable or uncountable noun

1.Television
There are units television in my room. (countale)

2. Car
The expensive and the fastest car is ferrari FXX limited.(countale)

3. News
Everyday I read news.(uncountable)

4. Geography
Physical geography (or physiography) focuses on geography as an Earth science. (uncountable)

5. Atmosphere
The atmosphere of Earth is a layer of gases surrounding the planet Earth that is retained by Earth's gravity.(uncountable)

6. Person
Just a few person left in that room.(countale)

7. Water
I always drink 8 glasses mineral water every day.(uncountable)

8. Pencil
Children usually use pencil to write and to draw.(countale)

9. Food
I’m hungry,please give me some food!(countable)

10. Tooth
My grandfather only have one tooth left. (countale)

11. Soap
Soap is used to be a cleanser in water (countable)

12. Soup
If you cougth cold you should eat a bowl hot soup.(uncountable)

13. Cup
I want a cup of coffee.(countale)

14. Money
I don’t have much money too buy this car.(uncountable)

15. Hydrogen
Hydrogen gas is highly flammable and will burn in air at a very wide range of concentrations between 4% and 75% by volume.(uncountable)

16. Minute
I'll be there in five minutes.(uncountable)

II Choose the correct determiners in the following sentences.

1. He doesn’t have ( many / much ) money.
He doesn’t have much money.

2. I would like ( a few / a little ) salt on my vegetables.
I would like a little salt on my vegetables.

3. She bought ( that / those ) cards last night.
She bought those cards last night.

4. There are ( less / fewer ) students in this room than in the next room.
There are fewer students in this room than in the next room.

5. There is ( too much / too many ) bad news on television tonight.
There is too much bad news on television tonight.

6. I do not want ( these / this ) water.
I do not want this water.

7. This is ( too many / too much ) information to learn.
This is too much information to learn.

8. A ( few / little ) people left early.
A few people left early.

9. Would you like ( less / fewer ) coffee than this?
Would you like less coffee than this?

10. This jacket costs ( too much / too many ).
This jacket costs too much.

BANKING

BANKING

Banking is a company engaged in the financial sector, meaning that banking activities are always associated in the field of finance. So the banking world is inseparable from financial problems. Banking is also an institution of storage and distribution of funds from the public. In addition, banks as institutions that regulate traffic on a country's currency. One of the banking activity is the provision of financing or credit.

Understanding Banks and Banking Activity

In daily conversation, the bank is known as a financial institution whose main activities are receiving deposits, demand deposits, savings and time deposits. Then the bank also known as a place to borrow money (credit) for people in need. Besides, the bank also known as a place to change money, move money or receive any form of payment and deposit payments like payment of electricity, telephone, water, taxes, fees and other payments. The Bank is a business entity which collects funds from the community and distribute it back to the community. This is the kind described by Kashmir, the understanding of the Bank are as follows: "The Bank is a business entity which collects funds from the public in the form of savings and channel them to the community in the form of credit and / or other forms in order to improve the standard of living of the people."

From the above understanding, the bank is a financial institution whose main activity is collecting funds from society and channel them back to the community one of them in the form of financing or credit diberikan.Sedangkan by Statement of Financial Accounting Standards No. 31 of 2004 on bank accounting, the bank has a meaning: "The Bank is an institution that acted as financial intermediaries (financial intermediary) between the parties that have excess funds (surplus units) with the parties that need funding (deficit units), as well as a functioning institution facilitate payment of traffic.”

Based on the above understanding, it can be concluded that basically the bank is a financial institution which has the function as an intermediary or an intermediary for traffic circulation of money, that is by collecting funds from people with excess funds, in the form of deposits and then manage the funds with how to lend to people who need the funds as financing or credit, and may provide other financial services and facilitate payment of traffic.
The first banking activities is to collect funds from the public who is known as funding activities. Understanding the funding intention is to collect and raise funds by buying from the public. Purchase of public funds is done by banks with a strategy for how to install the community want to keep their funds in the form of deposits, the type of savings that can be selected by the public is as current accounts, savings accounts, certificates of deposit and time deposits. As a financial institution, activities of daily bank will not be apart from the financial sector. Activities of the banks simply we can say is buy the currency (raise funds from the public) and sells money (funds) to the general public. The banking activities in Indonesia according to Kashmir, namely:

1. collecting funds from society,

2. channeling funds to the community,

3. other bank services.

Nama : WeLthi sugiarti
NPM : 21208279
Kelas : 3EB13

Monday, 29 November 2010

Profil diri

Nama Lengkap : Welthi Sugiarti

Nama panggilan : iwel

Tempat, Tanggal Lahir : Bekasi, 10 November 1990

Agama : Islam

Jenis Kelamin : Wanita

Status : Single

Tinggi / Berat Badan : 168 cm / 50 kg

Kewarganegaraan : Indonesia

Pendidikan terakhir : Sarjana Ekonomi Akuntansi
anak pertama dari 2 bersaudara
Hobi : nyanyi,, narsis,, dance,, shopping,, travelling... :D
Cita" : pengen jadi Dokter tapi udah ga mungkin... heeempfh yasudahlah...
Paling benci : DIBOHONGIN...!!!
Paling suka : disayang dan dimanja... :D

Moto :

Jalan terbaik dalam mencari kawan adalah kita harus berlaku sebagai kawan.
Tanah yang digadaikan bisa kembali dalam keadaan lebih berharga, tetapi kejujuran yang pernah digadaikan tidak pernah bisa ditebus kembali.
Berusahalah jangan sampai terlengah walau sedetik saja, karena atas kelengahan kita tak akan bisa dikembalikan seperti semula

Friday, 19 November 2010

english exercise

1. Simple photographic lenses cannot.....sharp, undistorted images over a wide field.

a. to form

b. Are formed

c. Forming

d. Form

2. Of all the factors affecting agricultural yields, weather is the one.....the most.

a. In influences farmers

b. That influences farmers

c. Farmers that it influences

d. Why farmers influences it

3. Beverly Sills, ..... assumed directorship of the New York City Opera in 1979

a. Be a star soprano

b. Was a star soprano

c. A star soprano and

d. A star soprano

4. ..... of tissues is known as histology

a. Studying scientific

b. The scientific study

c. To study scientifically

d. That is scientific studying

5. With the exception of mercury, .... at standard temperature and pressure

a. The metallic elemant are solid

b. Which is solid a solid metallic elemant

c. Metallic elements being solid

d. Since the metallic elements are solid

6. Potential dehydration is.........that a land animal faces

a. The often greatest hazard

b. The greatest often hazard

c. Often the greatest hazard

d. Often the hazarad greatest

7. By tracking the eye of hurricane, forcasters can determine the speed at which.....

a. Is a storm moving

b. a storm is moving

c. is moving a storm

d. a moving storm

8. The grapes of wath, a novel about the depression years of the 1930’s, is one of John Steinbeck’s.......books.

a. Most famous

b. The most famous

c. Are most famous

d. And most famous

9. Technology will play a key role in......future life-styles

a. To shape

b. Shaping

c. Shape of

d. Shaped

10. The computer has dramatically affected...........photographic lenses are constructed.

a. Is the way

b. That the way

c. Which way do

d. The way

11. The early railroads were.....the existing arteries of transportation:roads, turnpikes,canals, and other waterways.

a. Those short lines connected

b. Short lines that connected

c. Connected by short lines

d. Short connecting lines

12. ..........as a masterpiece, a work of art must transcend the ideals of the period in which it was created

a. Ranks

b. The ranking

c. To be ranked

d. For being ranked

13. Jackie Robinson,...........to play baseball in the major leagues, joined the Brooklyn Dodgers in 1947.

a. The Black American who first

b. The first Black American

c. Was the first Black American

d. The first and a black American who

14. During the flood of 1927, the Red Cross..........out of emergency headquarters Mississipi, set up temporary shelters for the homeless.

a. Operates

b. Is operating

c. Has operated

d. Operating

15. In bacteria and in other organisms,......is the nucleic acid DNA that provides the generic information.

a. Both

b. Which

c. And

d. It

Written Expression

Directions : in questions 16-40 each sentences has for underlined words of phrases. The for underlined parts of the sentence are marked (A), (B), (C), and (D). Identify the one underlined answer sheet, find the number of the questions and fill in the space that correspons to the letter of the answer you have chosen.

Look at the following example :

Example I

Guppies are sometimes call rainbow fish because of the males’ bright colors.

A B C D

The sentence should read, “Guppies are sometimes called rainbow fish because of the males’ bright colors.” Therefore, you should choose ( A ).

Example II

Serving several term in Congress, Shirley Chisholm became an important United

A B C

States politician.

The sentence should read. “Serving several terms in Congress, Shirley Chisholm became in important United States politician.” Therefore, you should choose ( B ).

Now begin work on the questions.

16. Twenty to thirty year after a mature forest is cleared away, a nearly impenetrable thicket o A B C

trees and shrubs develops.

17. The first national park in world. Yellowstone National Park, was established in 1872.

A B C D

18. Because it does not have a blood supply, the cornea takes their oxygen directly from the air.

A B C D

19. Magnificent mountains and coastal scenery is British Columbia’s chief tourist attractions A B C D

20. Scientists at universities are often more involved in theoretical research than in practically research.
A B C D

21. John Rosamond Johnson he composed numerous songs, including Lift Every Voice and

A B C

Sing, for which his brother, James Weldon Johnson, wrote the words.

22. Nylon, a synthetic done from a combination of water, air, and a by-product of coal, was first

A B C

introduced in 1938.

23. Ornithology, the study of birds, is one of the major scientific fields in which amateurs play a A B C

role in accumulating, researching, and publish data.

24. Animation is a technique for creativity the illusion of life in inanimate things.

A B C D

25. The nonviolent protest advocated by Dr. Martin Luther King, Jr proving highly effective in

A B

an age of expanding television news coverage.

C D

26. On December 7, 1787, Delaware became a first state to ratify the Constitution.

A B C D

27. Nutritionists believe what diet affects how one feels physically and emotionally
A B C D

28. Mealii Kalama, creator of over 400 Hawaiian quilts, was granted a National Heritage

A B

bellowship in 1985 for herself contributions to folk art.

C D

29. A jetty serves to define and deepen a channel, improve navigate, or protect a harbor.

A B C D

30. Minoru Yamasaki is an American architect which works departed from the austerit A B

frequently associated with architecture in the United States after the Second World War.

C D

31. Chemical research provides information that is useful when the textile industry in the A B C

creation of synthetic fabrics.

32. Jane Addams, social worker, author, and spokeswoman for the peace and women’s suff A

movements, she received the Nobel Peace Prize in 1931 for her humanitarian achievements.

B C D

33. Bromyrite crystals have a diamond-like luster and are usually colorless, but they dark to

A B C

brown when exposed to light.

34. Stars in our universe vary in temperature, color, bright, size, and mass.
A B C D

35. Ice is less denser than the liquid from which it is formed.

A B C D

36. The 1983 Nobel Prize in Medicine was awarded to Barbara McClintock for her experiments

A B

with maize and her discoveries regardless the nature of DNA.

C D

37. In 1866 to 1883, the bison population in North America was reduced from an estimated 13

A B C

million to a few hundred.

38. Most of the damage property attributed to the San Fransisco earthquake of 1906 resulted

A B C

from the fire that followed.

39. James Baldwin’s plays and short stories, which are to some degree autobiographical A B

established them as a leading figure in the United States civil rights movement.

C D

40. Thunder can be listened from a maximum distance of about ten miles except under unusual A B C D

atmospheric conditions.

As many as one thousand years ago in the Southwest, the Hopi and Zuni indians of North america were building with adobe – sun-baked brick plastered with mud. There homes looked remarkably like modern apartement houses some were four stories high and contained quartersfor perhaps thousand people. Along with store rooms for grain and other goods. This building were usually put up against cliffs, both to make construction easier and for defense against enemies. They were really villages in them selves as later spanish explorers must have realized since they called them “pueblos”, which is spanish for towns.

The people of the pueblos raised what are called ”the three sister”—corn, beans, and squash. They made excellent pottery and wove marvelous baskets, some so fine that they could hold water. The Southwest has always been a dry country, where water is scarce. The Hopi and Zuni brought water from streams to their fields and gardens through irrigation ditches. Water was so important that it played a major role in their religion. They developed elaborate ceremonies and religious rituals to bring rain.

The way of life of les-settled groups was simpler and more strongly influenced by nature. Small tribes such as the Shosone and Ute wandered the dry and mountainous lands between the Rocky Mountains and the Pacific Ocean. They gathered seeds and hunted seals, walruses, ang the great whales. They lived right on the frozen seas in shelters called igloos built of blocks of packed snow. When summer came, they fished for salmon and hunted the lordly caribou.

The Cheyenne, Pawnee, and Sioux tribes, known as the Plains Indians, lived on the grassland between the Rocky Mountains and the Mississippi River. They hunted bison, commonly called the buffalo. Its meat was the chief food of these tribes, and its hide was used to make their clothing and the covering of their tents and tipis.

1. What does the passage mainly discuss?

(A) The architecture of early American Indian buildings

(B) The movement of American Indians across North America

(D) The way of life of American Indian tribes in early North America

2. According to the passage, the Hopi and Zuni typically built their homes

(A) In valleys

(B) Next to streams

(D) Agains cliffs

3. The word “They” in line 6 refers to

(A) Goods

(B) Buildings

(D) enemies

4. It can be inferred from the passage that the dwellings of the Hopi and Zuni were

(A) very small

(B) highly advance

(D) quickly constructed

5. The author uses the phrase “the three sisters” in line 8 to refer to

(A) Hopi women

(B) Family members

(D) Rain ceremonies

6. The word “scarce” in line 10 is closest in meaning to

(A) Limited

(B) Hidden

(D) necessary

7. which of the following is true of the Shoshone and Ute?

(A) They were not as settled as the Hopi and Zuni

(B) They hunted caribou

(D) They didn’a have many religious ceremonies

8. According to the passage, which of the following tribes lived in the grassland?

(A) The Shoshone and Ute

(B) The Cheyenne and Sioux

(D) The pawnee and Inuit

9. Which of the following animals was most important to the Plains Indians?

(A) The Salmon

(B) The Caibou

(D) The buffalo

10. Which of the following is NOT mentioned by the author as adwelling place of early North Americans?

(A) Log cabins

(B) Adobe houses

(D) Igloos

11. The author gives an explaination for all of the following word EXCEPT

(A) Adobe

(B) Pueblos

(D) Bison

12. The author groups North American Indians according to their

(A) Tribes and geographycal regions

(B) Arts and crafts

(D) Date of apperanmce of the continent

Marianne Moore (1887-1972) once said that her writting could be called poetry only because there was no other name for it. Indeed her poems appear to be extremely compressed essays that happen to be printed in jagged lines on the page. Her subjects were varied: animals, labores, artist, and the craft of poetry. From her general reading came quotations that she found striking or insightful. She included these in her poems, scrupulously enclosed in quotation marks and sometimes identified in footnotes. Of this practice, she wrote, “ ‘why the many quotation marks?’ I am asked. . . when a thing has been said so well that it could not be said better, why paraphrase it?Hence my writting is, if not a cabinet of fossils, a kind of collection of flies in amber.” Close observation and consentration on detail are the methods of her poetry.

Marianne Moore grew up in kirkwood, Missouri, near St. Louis. After graduation from Bryn Mawr College in 1909, she taught commercial subjects at the Indian school in Carlisle, Pennsylvannia. Later she became a librarian in New York City. During the 1920’s she was editor of The Dial, an importan literary magazine of the period. She lived quietly all her life, mostly in Brooklyn, New York. She spent a lot of time at the Bronx Zoo, fascinated by animals. Her admiration of the Brooklyn Dodgers – before the team moved to Los Angeles- was widely known.

Her first book of poems was published in London in 1921 by a group of friends associeted with the imagist movement. From that time on her poetry has been read with interest by succeeding generations of poets and readers. In 1952 she was awarded the Pulitzer Prize for her Collected Poems. She wrote that she did not write poetry “for money or fame. To earn a living is needful, but it can be done in routine ways. One writes because one has a burning desire to objectivy what it is indispensable to one’s happiness to express...”

13. What is the passage mainly about?

(A) The influance of the imagist on Marianne Moore

(B) Essayists and poets of the 1920’s

(D) Marianne Moore’s life and work

14. Which of the following can be inferred about Moore’s poems?

(A) They are better known in Europe than the United States

(B) They do not use traditional verse forms

(D) They tend to be abstract

15. According to the passage Moore wrote about all of the following EXCEPT

(A) Artists

(B) Animals

(D) workers

16. What does Moore refer to as “flies in amber” (line 9)?

(A) A common image in her poetry

(B) Poetry in the twentieth century

(D) Quotations within her poetry

17. The author mentions all of the following as jobs held by Moore EXCEPT

(A) Commercial artist

(B) Teacher

(D) Librarian

18. The word “period” in line 13 is closest in meaning to

(A) Movement

(B) School

(D) time

19. Where did Moore spend most of her adult life?

(A) In Kirkwood

(B) In Brooklyn

(D) In Carlisle

20. The word “succeeding” in line 19 is closest in meaning to

(A) Inheriting

(B) Prospering

(D) later

21. The word “it” in line 21 refers to

(A) Writing poetry

(B) Becoming famous

(D) Attracting readers

22. It can be inferred from the passage that Moore wrote because she

(A) Wanted to win award

(B) Was disatisfied with what others wrote

(D) Wanted to raise money for the Bronx Zoo

Questions 23-30

What makes it rain?Rain falls from clouds the same reason anything falls to Earth. The Earth’s gravity pulls it. But every cloud is made of water droplets or ice crystals. Why doesn’t rain or snow fall constantly from all clouds? The droplets or ice crystals in clouds are exceedingly small. The effect of gravity in them is minute. Air currents move and lift droplets so that the net down ward displacement is zero, even though the droplets are in constant motion.

Droplets and ice crystals behave somewhat like dust in the air made visible in a shaft of sunlight. To the casual observer, dust seems to act in a totally random fashion, moving about chaotically without fixed direction. But in fact dust particles are much larger than water droplets and they finally fall. The average size of a cloud droplest is only 0,004 inch in diameter. It is so small that it would take sixteen hours to fall half a mile in perfectly still air,and it does not fall out of moving air at all. Only when the droplet grows to a diameter of 0,008 inch or larger can it fall from the cloud. The average raindrop contains a million times as much water as a tiny cloud droplet. The growth of a cloud to a size large enough to fall out is the cause of rain and other forms of precipitation. This important growth is called” coalescence”.

23. What is the main topic of the passage?

(A) the mechanics of rain

(B) the weather patterns of North America

(D) types of clouds.

24. The word “ minute “ in line 4 is closest in meaning to which of the following?

(A) Second

(B) Tiny

(D) Steady

25. The word “ motion “ in line 5 closest in meaning to..

(A) Wind

(B) Change

(D) humidity

26. Ice crystals do not immediately fall to Earth because,

(A) they are kept aloft by air currents

(B) they combine with other chemicals in the atmosphere

(D) their electrical charges draw them away from the earth.

27. The word “ random “in line 7 is closest in meaning to..

(A) Unpredictable

(B) Perplexing

(D) abnormal

28. what can be inferred about drops of water larger than 0,008 inch in diameter?

(A) they never occur

(B) they are not affected by the force of gravity

(D) in moving air they fall at a speed of thirty-two miles per hour.

29. how much bigger drop than a cloud droplet?

(A) 200 times bigger

(B) 1000 times bigger

(D) 1000000 times bigger

30. in this passage, what does the term “ coalescence” refer to?

(A) the ghatering of small clouds to form larger clouds

(B) the growth of droplest

(D) the movement of dust particles in the sunlight

Questions 31-40

People appear to be born to compute. The numerical skills of children develop so early and so inexorably that it is easy to imagine an internal clock of mathematical maturity guiding their growth. Not long after learning to walk and talk, they can set the table with impressive accuracy – one plate, one knife,one spoon, one fork, for each of the five chairs. Soon they are capable of nothing that they have placed five knives, spoons, and forks on the table and, a bit later, that this amounts to fivteen pieces of silverware. Having thus mastered addition, they move on to subtraction. It seems almost reasonable to expect that if a child were secluded on a desert island at birth and retrevied seven years later, he or she could enter a second – grade mathematics class without any serious problems of intellectual adjusment.

Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped-or, as the case might be, bumped into-concept that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from q short stout glass into a tall thin one. Psychologists have since demonstrated that young children asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments if mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers- the idea of oneness, a twoness, a threeness taht applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table- is itself from innate.

31. what does the passage mainly discuss?

(A) trends in teaching mathematics to children.

(B) the use of mathematics in child psychology

(D) the fundamental concepts of mathematic that children must learn.

32. it can be inferred from the passage that children normally learn simple counting?

(A) soon after they learn to talk

(B) by looking at the clock

(D) after they reach second grade in school.

33. the word “ illuminated “ in line 11 is closests in meaning to..

(A) illustrated

(B) accepted

(D) lighted

34. the author implies that most small children believe that the quantity of water changes when it is transfered to a container of a different..

(A) color

(B) quality

(D) shape

35. According to the passage , when small children were asked to count a pile of red and blue pencils they..

(A) counted the number of pencils of each color.

(B) guessed at the total number of pencils.

(D) subtracted the number of red pencil from the number of blue pencils.

36. the word “ they “ in line 17 refers to

(A) mathematicians

(B) children

(D) studies

37. the word “ prerequisite “ in line 19 is closest in meanin g to..

(A) reason

(B) theory

(D) technique

38. the word “itself “ in line 20 refers to ..

(A) the total

(B) the concept abstract numbers

(D) setting a table

39. with which of the following statements would the author be LEAST likely to agree?

(A) children naturally and easily learn mathematics.

(B) children learn to add before they learn to subtract

(D) mathematical development is subtle and gradual.

40. where in the passage does the author give an example of a hypothetical experiment?

(A) lines 3-6

(B) lines 7-9

(D) lines 17-20

Questions 41-50

Botany, the study of plants,occupies a peculiar position in the history of human knowledge. For many thousands of years it was the one field of awareness about which humans had anything more than the vaguest of insights. It is impossible to know today just what our Stone Age ancestors knew about plants, but from what we can observe of preindustrial societies that still exists, a detailed learning of plants and their properties must be extremely ancient. This is logical. Plants are the basis of the food piramid for all living things, even for other plants. They have always been enormously important to the welfare of people, not only for food, but also for clothing, weapons, tools,dyes,medicines,shelter,and a great many other purpose. Tribes living today in the jungles of the Amazon recognize literally hundreds of plants and know many properties of each. To them botany,as such,has no name and is probably not even recognized as a special branch of “ knowledge” at all.

Unfortunately, the more industrialized we become the farther away we move from direct contact with plants, and the list distinct our knowledge of botany grows. Yet everyone comes unconsciously on an amazing amount of botanical knowledge, and few people will file to recognize a rose,an apple,or an orchid. When our Neolithic ancestors, living in the Middle East about 10.000years ago, discovered that certain grasses couls be harvested and their seeds planted for richers yields the next season, the first great step in a new association of plants and humans was taken. Grains were discovered and from them flowed the marvel of agriculture : cultivated crops. From then on, humans would increasingly take their living from the controlled production of a few plants, rather than getting a little here and a little their from many varieties that grew wild- and the acculumulated knowledge of tens of thousands of years of experience and intimacy with plants in the wile would begin to fade away.

41. which of the following assumptions about early humans expressed in the passage?

(A) they probably had extensive knowledge of plants

(B) they divided knowledge into well-defined fields

(D) they placed great importance on ownership of property

42. the word “ peculiar” in line 1 is closest in meaning to ...

(A) clear

(B) large

(D) important

43. what does the comment “ this is logical” in lines 5-6 mean?

(A) there is no clear way to determine the extent of our ancestors knowledge of plants

(B) it is not suprising that early humans had a detailed knowldege of plants

(D) human knowledge of plants is well organized and very detailed.

44. the phrase “properties of each” in line 10 refers to each..

(A) tribe

(B) hundred

(D) purpose

45. according to the passage,why has general knowledge of botany declined?

(A) people no lorger value plants as a useful resource

(B) botany is not recognized as a special branch of science

(D) direct contact with a variety of plants has decreased

46. in line 15, what is the author’s purpose in mentioning a rose,an apple,or an orchid”?

(A) to make the passage more poetic

(B) to cite examples of plants that are attractive

(D) to illustrate the diversity of botanical life.

47. according to the passage, what was the first great step toward the practise of agriculture?

(A) the envention of agricultural implements and machinery

(B) the development of a system of names for plants

(D) the changing diets of early humans

48. the word “ controlled”in line 19 is closest in meaning to..

(A) abundant

(B) managed

(D) advanced

49. the relationship between botany and agriculture is similar to the relatiinship between zoology ( the study of animals) and...

(A) deer hunting

(B) bird watching

(D) horseback riding

50. where in the passage does the author describe the benefits people derive from plants?

(A) line 1

(B) line 6-8

(D) line 13-15

DoLphin

Thursday, 6 January 2011

Modal AuxiLiaries

Modal Auxiliaries

Uses of Shall and Will and Should

Uses of Do, Does and Did

Uses of Have, Has and Had

1. Uses of Can and Could

2. Can versus May

3. Uses of May and Might

4. Uses of Will and Would

5. Uses of Used to

The Noun Phrase

The Noun Phrase

BANKING

Monday, 29 November 2010

Profil diri

Friday, 19 November 2010

english exercise