Tugas-tugas Bhs Inggris Unit 1 s.d. Unit 4

Lesson 1

1. What does a bank manager do?
Make decision to manage an enteprise

2. How many windows are open on Friday?
Six windows.

3. Why do they need so many windows on Friday?
Many people get their paychecks on Friday and they come in to deposit them.

4. What are some of the ways in which customers cause delays?
Many customers still forget to endorse their checks or try to open or close joint account with the signature in only one of the parties.

5. What does a depositor have to do to open or close a joint account?
Step 1. Choose the bank you wish to use. It can be either the bank that you or your partner uses now or another one.
Step 2. Decide what type of joint account you need. Joint tenants with rights of survivorship is the most common of joint account. This type of account will pass all of the assets in the account to the surviving tenant if one of you dies. Tenant in common accounts decree that if one of you dies, half of the account assets revert to the decedent's estate. Tenancy by the entirety accounts require that both of you sign or approve any transactions in the account.
Step 3. Open a joint trust account if you want to include special provisions on the account. This will require drawing up a trust that names both you and your partner as co-trustees. You can do this with many different types of trust accounts serving any number of objectives.
Step 4. Consider the nature of your relationship with your partner when choosing the type of joint account to open. If you are married, then a JTWROS account is probably appropriate; if you have a domestic partner or business relationship, then tenancy in common may be a better fit.
Step 5. Fill out the account application, either online or at the bank (usually the latter). You may have the option of listing alternate beneficiaries if something happens to both of you. Be sure to mark the appropriate type of tenancy on the application. You will each have to supply at least one form of picture ID and sign signature card

6. Why the computers important to a bank?
As computers improve, they are able to accomplish more difficult tasks and they help us serve our costumers better.

7. How do term-deposit accounts help a bank got new costumers?
The bank must give to reward prize to costumers and also the bank must give insurance.

8. Why does the bank manger want her staff to have the latest information on term-deposit accounts?
That they can advise our depositors correctly.

9. How much money does Jane Carson’s bank have in assets?
The total of our current assets and fixed assets comes to 15.550.000 dollars.

10. Why is Mrs. Carson hopeful about the future of her bank?
Because the number of customers we serve has increased this year and I expect that it will continue to grow in the future.

Lesson 2


1. Why do checking account holders have to pay a service charge?
Because the holders have to pay a service charge for the bookkeeping involved in administering the account.

2. What information appears on a monthly statement?
The information on a monthly statement are all the checks that the bank paid and all deposits that the account holder made during the month.

3. What does "insufficient funds" mean?
It's mean that checking account balance that is too small to cover a check that the account holder has written.

4. How can N.O.W. account holders avoid paying a service charge?
Account holders can avoid paying a service charge by keeping a minimum balance in their account.

5. In what ways has the difference between saving banks and commercial banks gotten smaller in the U.S.?
In pay interest like savings account.


Lesson 3


1. Which part of the bank takes care of loans?
The part of the bank which takes care of loans in loan departement.

2. What do you have to fill out if you want a loan?
If i want a loan i have to fill out loan application.

3. How did Mr. Fanelli learn about loans?
Mr. Fanelli learned about loans by asking Mr. Baker who is a loan officer.

4. What kind of loan is a commercial loan?
A commercial loan is a loan for bussinesses.

5. Will Mr. Fanelli make monthly payments?
Yes, he will make monthly payments.

6. What is the current rate of interest on car loans?
The current rate of interest on car loans is 16%.

7. How does Mr. Fanelli's new car serve as collateral for the loan?
Mr. Fanelli's new car serve as collateral for loans if he default then the bank will take possession of the car.

8. How does the bank decide whether or not to give Mr. Fanelli a loan to buy a new car?
The bank decides whether or not give Mr. Fanelli a loan to buy a new car by checking his credit file before.

9. What did Mr. Fanelli and his wife use their charge card for?
Mr. fanelli and his wife used their charge card for buying furniture and tickets for holiday.

10. Did Mr. Fanelli and his wife pay off their debits in the past?
Yes, he did.


Lesson 4


1. What kind of a loan does Susan Thomas want to get ?
A mortgage loan

2. Why hasn't it been easy to get one ?
Because there are some problem with the bank such as interest rate rising and money become very tight lately.

3. Why don't banks want to offer fixed rate mortgages anymore ?
Because the supply of mortgage money become very tight lately,with interest rates rising.

4. How long is the usual life of a mortgage ?
30 years.

5. What is it that changes in a variable rate mortgage ?
The interest rates banks pay on deposits.

6. How often does the bank adjust the interest rate on a variable rate mortgage ?
every six months.

7. Why does Mrs.Thomas find variable rate mortgage upsetting ?
Because variable rate mortgages must greatly increase the possibility of the bank's fore closing.

8. What is the guaranteed rate period ?
Guaranteed rate period of six months to five years.

9. How much does the bank require as a down payment ?
Between 10 and 20% of the purchase price.

10. How long does it take for the yorktown Bank approve an application for a mortgage loan ?
a week or ten days.

Vocabulary Of Accounting

- to fill out = mengisi atau menulis informasi yang dibutuhkan.
- to sign = menandatangani atau menulis sebuah nama.
- rate = jumlah presentase.
- computer = mesin elektronik yang memiliki memori & operasi matematika yang sulit.
- to accomodate = mengurus sesuatu / mengakomodasi.
- assets = semua kepunyaan perusahaan / bank yang memiliki nilai.
- liabilities = hutang perusahaan / bank.
- to owe = berhutang
- solvent = mampu untuk membayar semua hutang - hutang.
- balance sheet = neraca atau pernyataan akan aktiva & kewajiban perusahaan.
- joint account = rekening bersama.
- term - deposit account = masa rekening deposito.
- saving accounts = rekening penyimpanan.
- depositor = penabung, penyimpan, penyetor.
- interest = ketertarikan.
- signature = tanda tangan.
- withdrawal slip = tanda bukti pengambilan uang.
- assets = aktiva.
- passbook = buku surat.
- deposit slip = tanda bukti penyimpanan.
- withdraw = penarikan.
- endorse = mengabsahkan.
- customers = pelanggan.

Tugas Unit 8

THE FEDERAL RESERVE SYSTEM

1.How many Federal Reserve Banks are there in the United States?
The territory of the United States is devided into twelve Federal Reserve Bank in major city.

2.Who sets the policies of these banks?
The policies of these banks sets by the Board of Governors of the Federal Reserve System.

3.How do Federal Reserve Banks extend credit to member banks?
Federal Reserve Banks may extend credit to member banks through advances and rediscounts.

4.How does the Board of Governors influence the money supply of the United States?
The Federal Reserve Board can also influence the volume of activity on the Stock Exchanges by setting margin requirements for the purchase of securities.

5.What can the Board of Governors do with United States Government securities?
For instance, the Board can buy or sel! United States Government securities, thus increasing or decreasing the amount of money in circulation.

TO HAVE

http://www.learnenglish.de/grammar/verbtohave.html

The Verb To Have

Forms of To Have
	Present	Past	Continuous
I / you / we / they	have	had	having
he / she / it	has	had	having

Have is one of the most common verbs in the English language. It functions in various ways.

To have as a main verb

The verb “to have” implies the meaning of possession.

For example: “I have a job.” “I have a car.“ "I don't have any time."

In this form it does not take the continuous form (for that you have to use the auxiliary verb be).

For example: “I am having a shower.” “Are you having a good time?"

The forms of the verb “to have” are have and has for the present and had for the past.

Question	Positive Statement (spoken)	Negative Statement (spoken)
Singular
Have I?	I have (I've)	I have not (I haven't/I've not)
Has he/she/it?	He/she/it has (He/she/it 's)	He/she/it has not (He/she/it hasn't)
Have you?	You have (You've)	You have not (You haven't/You've not)
Had I / he / she / it / you?	I / He / She / It / You had (I'd / He'd / She'd / You'd)	I / He / She / It / You had not (I / He / She / It / You hadn't)
Plural
Have we / you / they?	We / You / They have (We've)	We / You / They have not (We / You / They haven't // We've / You've not)
Have you?	You have (You've)	You have not (You haven't/You've not)
Have they?	They have (They've)	They have not (They haven't/They've not)
Had I / he / she / it / you?	I / He / She / It / You had (I'd / He'd / She'd / You'd)	I / He / She / It / You had not (I / He / She / It / You hadn't)

Have is often used to indicate possession (I have) or (I have got).

Examples

	Have	Have got
Question - ?	"Do you have a car?" or "Have you a car?"	"Have you got a car?"
Positive Answer - Yes	"Yes I have a car."	"Yes I've got a car."
Negative Answer - No	"No I don't have a car."	"No I haven't got a car."

To have as an auxiliary verb

The verb “to have ” is used as an auxiliary verb to help other verbs create the perfect tense - auxiliary verb have [+ past participle].

For example, “I have studied English for five years;” or “I have never been to America.” "I have eaten."

Present Perfect
I have been a teacher.	You have been a student.	He / She has been a student.	It has been nice.	We have been students.	They have been students.
Past Perfect
I had been a teacher for several years.	You had been a student for several years.	He / She had been a student for several years.	It had been nice for several hours.	We had been students for several years.	They had been students for several years.
Future Perfect
I will have been a teacher for several years.	You will have been a student for several years.	He / She will have been a student for several years.	It will have been nice for several years.	We will have been students for several years.	They will have been students for several years.

Question	Positive Statement	Negative Statement (possible short forms)
Singular
Have you been ...?	You have been ...(You've been ...)	You have not been ... (You haven't been ... // You've not been ...)
Plural
Have we / you / they been ...?	We / You / They have been ...(We've / You've They've been ...)	We / You / They have not been ... (We / You / They haven't been ... // We've / You've They've not been ...)

For example:

Question - ?	"Have you washed your face today?"
Positive Answer - Yes	" Yes, I have."
Negative Answer - No	" No, I haven't."
Question - ?	"Have you ever had a heart attack?"
Positive Answer - Yes	" Yes, I'm afraid I have."
Negative Answer - No	" No, thank goodness, I haven't."

The use of have to

In addition to the two forms, there is another use for have as a modal verb; have to or have got to. This, of course, must be followed by another verb "We have to do something".

	Have to	Have got to
Question - ?	"Do you have to leave early?"	"Have you got to leave early?"
Positive Answer - Yes	"Yes I have to." or "Yes I do"	"Yes I've got to."
Negative Answer - No	"No I don't have to."	"No I haven't got to."

TO DO

http://www.learnenglish.de/grammar/verbtodo.html

The Verb To Do

The verb to do is another common verb in English. It can be used as an auxiliary and a main verb. It is often used in questions.

Forms of To Do
	Present	Past	Perfect Form	Continuous Form
I / you / we / they	do	did	have / had done	are / were doing
he / she / it	does	did	has / had done	is / was doing

As an auxiliary verb do is used with a main verb when forming interrogative or negative sentences, or for adding emphasis. It is also called the dummy operator or dummy auxiliary.

Question	Positive Statement (spoken)	Negative Statement (spoken)
Singular
Do I?	I do	I do not (I don't)
Do you?	You do	You do not (You don't)
Does he/she/it?	He/she/it does	He/she/it does not (He/she/it doesn't)
Plural
Do we?	We do	We do not (We don't)
Do you?	You do	You do not (You don't)
Do they?	They do	They do not (They don't)

Examples

	Do	Does
Question - ?	"Do you always take the bus to work?"	"Does she ever do her homework on time?"
Positive Answer - Yes	"Yes I do."	"Yes she does."
Negative Answer - No	"No I don't."	"No she doesn't."

When using the continuous tense do becomes doing and it doesn't change.

	Doing
Question - ?	"Are you doing your homework?"
Positive Answer - Yes	"Yes I am ."
Negative Answer - No	"No I'm not."

When using the simple past tense do becomes did and it doesn't change.

	Did
Question - ?	"Did you always take the bus to work?"
Positive Answer - Yes	"Yes I did ."
Negative Answer - No	"No I didn't ."

When using the perfect tense do becomes done and it doesn't change.

	Done
Question - ?	"Have you done your homework?"
Positive Answer - Yes	"Yes I have ."
Negative Answer - No	"No I haven't."

More functions for the verb “to do”

The verb “to do” works as a main verb.

For example:-

YT - My husband does the dishes.

ST - Gosh! Did he do them yesterday?

YT - Yes he did.

Do is used as an auxiliary verb (dummy auxiliary) in the question form.

For example: I know the way. Do you know the way?

Do is used for emphasis in positive statements.

For example: I do like this beer!

!Note - As an auxiliary verb 'do' is always followed by the base form of the main verb (infinitive).

To Be

http://grammar.ccc.commnet.edu/grammar/to_be.htm

The Forms of “To Be”

The Greek sea god, Proteus, was (like the sea) capable of changing form in an instant. In order to get any decent information out of him, you had to grab him and hold on tight while he went through his various forms — lion, wild boar, snake, tree, running stream — it wasn't easy. The verb “To be” is said to be the most protean of the English language, constantly changing form, sometimes without much of a discernible pattern. Considering that we use it so often, it is really too bad that the verb “To be” has to be the most irregular, slippery verb in the language.

Present Tense
I am	We are
You are	You are
He/She/It is	They are

Past Tense
I was	We were
You were	You were
He/She/It was	They were

Perfect Form (past participle) I have been, etc.

Progressive Form (present participle) I am being, etc.

We must choose carefully among these various forms when selecting the proper verb to go with our subject. Singular subjects require singular verbs; plural subjects require plural verbs. That's usually an easy matter. We wouldn't write “The troops was moving to the border.” But some sentences require closer attention. Do we write “The majority of students is (or are) voting against the referendum"? Review carefully the material in our section on Subject-Verb Agreement, and notice how often the choices we make require a familiarity with these forms of the “To be” verb.

Simple Questions

We create simple yes/no questions by inverting the order of subject and the “To be” verb.

• Is your brother taller than you?
• Am I bothering you?
• Were they embarrassed by the comedian?

The same inversion takes place when “To be” is combined with verbs in the progressive:

• Am I working with you today?
• Is it snowing in the mountains?
• Were your children driving home this weekend?

The Linking and Existential 'To Be'

The verb “To be” most frequently works in conjunction with another verb: “He is playing the piano,” “She will be arriving this afternoon.” Occasionally, though, the verb will stand by itself, alone, in a sentence. This is especially true in simple, brief answers to questions.

“Who's going to the movies with me?”
“I am”

“Who's responsible for this mess in the bathroom?”
“She is.”

In sentences such as these, the subject usually receives the intonation stress and the voice falls off on the verb.

An auxiliary can be combined with the base form of “To be” to provide simple answers to questions that use forms of “to be.”

“Is Heitor in class this morning?”
“Well, he might be.”

“Is anyone helping Heitor with his homework?”
“I'm not sure. Suzanne could be.”

The verb “To be” also acts as a linking verb, joining the sentence subject with a subject complement or adjective complement. A linking verb provides no action to a sentence: the subject complement re-identifies the subject; the adjective complement modifies it. (For further information and additional vocabulary in dealing with linking verbs, visit the hyperlinks in this paragraph.)

• Professor Moriber is the Director of Online Learning.
• Our trip to Yellowstone was fantastic!

In Passive Constructions

A form of the verb “To be” is combined with a past participle to form the passive. Passive verb constructions are useful when the subject of an action is not as important as what the subject did (the action of the sentence) or when the subject is unknown. For instance, the police might report that “The professor was assaulted in the hallways” because they do not know the perpetrator of this heinous crime. In technical writing, where the process is more important than who is doing the activity, we might report that “Three liters of fluid is filtered through porous glass beads.” Regardless of the verb's purpose, only the auxiliary form of “To be” changes; the participle stays the same. The “To be” will change form to indicate whether the subject is singular or plural:

• The foundation is supported by enormous floating caissons that keep it from sinking into the swamp.
• They were constructed by workers half submerged in the murky waters.

Notice how the information about who did the action is frequently found in a prepositional phrase beginning with “by.” Passive constructions do not always include this information:

• Wooden caissons were used until fiberglass structures were developed in the 1950s.
• Caissons were also designed to function under water in the construction of bridges.

The “To be” will also change to indicate the time of the action and the aspect of the verb (simple, progressive, perfect).

• Water is pumped out of the caisson to create an underwater work chamber. (simple present)
• Some caissons were moved to other construction sites. (simple past)
• While the water was being pumped out, workers would enter the top of the waterproof chamber. (past progressive)
• Many other uses of caisson construction have been explored. (present perfect)
• Caissons had been used by the ancient Romans. (past perfect)
• Other uses will be found. (future)

The “To be” verb can be combined with other modal forms (along with the past participle of the main verb) to convey other kinds of information. See the section on modals for the various kinds of information conveyed by modals (advisability, predictability, guessing, necessity, possibility, etc.).

• The wall joints may be weakened if the caissons can't be rebuilt.
• Perhaps the caissons should be replaced; I think they ought to be.
• These ancient, sturdy structures might have been rotted by constant exposure to water.

Visit our section on the passive for advice on when to use the passive and when to substitute more active verb forms.

When “To be” verbs are combined with modal forms in this manner, the construction is called a phrasal modal. Here are some more examples:

• Rosario was able to finish her degree by taking online courses.
• She wasn't supposed to graduate until next year.
• She will be allowed to participate in commencement, though.
• She is about to apply to several graduate programs.
• She is going to attend the state university next fall.

Sometimes it is difficult to say whether a “To be” verb is linking a subject to a participle or if the verb and participle are part of a passive construction. In “Certain behaviors are allowed,” is "are” linking “behaviors” to "allowed" (a participle acting as a predicate adjective) or is “are allowed” a passive verb? In the final analysis, it probably doesn't matter, but the distinction leads to some interesting variations. Consider the difference between

• The jurists were welcomed.
  and
  
• The jurists were welcome.

In the first sentence, the participle “welcomed” (in this passive construction) emphasizes the action of welcoming: the smiles, the hearty greetings, the slaps on the back. In the second sentence, the predicate adjective “welcome” describes the feeling that the jurists must have had upon being so welcomed.

Progressive Forms

Click HERE for a thorough discussion of the progressive verb forms. Progressive forms include a form of “To be” plus a present participle (an -ing ending). Frodesen and Eyring** categorize progressive verbs according to the following functions:

• to describe actions already in progress at the moment "in focus" within the sentence, as in “I was doing my homework when my brother broke into my room, crying.” or “I will be graduating from college about the same time that you enter high school.”
• to describe actions at the moment of focus in contrast to habitual actions, as in “We usually buy the most inexpensive car we can find, but this time we're buying a luxury sedan.”
• to express repeated actions, as in “My grandfather is forever retelling the same story about his adventures in Rangoon.”
• to describe temporary situations in contrast to permanent states, as in “Jeffrey goes to the University of Connecticut, but this summer he is taking courses at the community college.”
• to express uncompleted actions, as in “Harvey and Mark are working on their deck.”

Tag Questions with “To Be”

Click HERE for a description of tag questions, a device by which a statement is turned into a question. When we use “To be” verbs in a tag question, the basic formula follows: the verb is combined with a pronoun and sometimes with not (usually in a contracted form). Positive statements are followed by negative tags; negative statements by positive tags.

• Robert Frost was America's favorite poet, wasn't he?
• He wasn't widely accepted in this country at first, was he?
• You were going to skip this poem, weren't you?
• There were several typographical errors in this anthology, weren't there? (Be careful here. It's not “weren't they.”)
• I am not a very good reader, am I?
• I'm a better reader than you, aren't I?

(Don't try to make sense of this last construction. It is acceptable. In very formal text, you might write “am I not” instead. “Ain't” is not regarded as acceptable except in text attempting to duplicate substandard speech.)

Order with Adverbs

Notice that adverbs of frequency normally appear after forms of the verb “To be”:

• As a student, he was seldom happy.
• Arturo is always first in line.
• They were never on time.

Notice that the adverb still appears after “To be” verbs but before other main verbs:

• My brother-in-law still works for the bank.
• He is still a teller after twenty years.

An adverb can be interposed between the infinitive “To be” and a participle, as in the following sentences. The fear of splitting an infinitive is without grounds in this construction.

• This medicine has to be carefully administered.
• She turned out to be secretly married to her childhood sweetheart.

Unnecessary Uses of “To Be”

Even a casual review of your writing can reveal uses of the verb “To be” that are unnecessary and that can be removed to good effect. In a way, the “To be” verb doesn't do much for you — it just sits there — and text that is too heavily sprinkled with “To be” verbs can feel sodden, static. This is especially true of “To be” verbs tucked into dependent clauses (particularly dependent clauses using a passive construction) and expletive constructions (“There is,” “There were,” “it is,” etc.). Note that the relative pronoun frequently disappears as well when we revise these sentences.

• He wanted a medication that was prescribed by a physician.
• She recognized the officer who was chasing the crook.
• Anyone who is willing to work hard will succeed in this program.
• It was Alberto who told the principal about the students' prank. (Notice that the “it was” brought special emphasis to “Alberto,” an emphasis that is somewhat lost by this change.)
• A customer who is pleased is sure to return. A pleased customer is sure to return. (When we eliminate the “To be” and the relative pronoun, we will also have to reposition the predicate adjective to a pre-noun position.)

An expletive construction, along with its attendant “To be” verb, can often be eliminated to good effect. Simply omit the construction, find the real subject of the sentence, and allow it to do some real work with a real verb.

• There were some excellent results to this experiment in social work. (Change to . . . .) This experiment in social work resulted in . . . .
• There is one explanation for this story's ending in Faulkner's diary. (Change to . . . .) Faulkner's diary gives us one explanation for this story's ending.

On the other hand, expletive constructions do give us an interesting means of setting out or organizing the work of a subsequent paragraph:

• There were four underlying causes of World War I. First, . . . .

Fuzzy Verb Phrases with "Be"

The following information is taken, with permission, from Garner's Modern American Usage by Bryan Garner. Copyright 2003. Published by Oxford University Press.

Verb phrases containing "be" verbs are often merely roundabout ways of saying something better said with a simple verb. Thus "be supportive of" for "support" is verbose.

The following circumlocutory uses of "be" verbs are common in stuffy writing. The simple verb (in parentheses) is usually better:

be abusive of (abuse) be applicable to (apply to) be benefited by (benefit from) be derived from (derive from) be desirous of (desire or want) be determinative of (determine) be in agreement (agree) be in attendance (attend) be indicative of (indicate) be in error (err)

be in existence (exist) be influential on (influence) be in possession of (possess) be in receipt of (have received) be in violation of (violate) be operative (operate) be productive of (produce) be promotive of (promote) be supportive of (support)

Many such wordy constructions are more naturally phrased in the present-tense singular: "is able to" ("can"), "is authorized to" ("may"), "is binding upon" ("binds"), "is empowered to" ("may"), "is unable to" ("cannot").

Stative and Dynamic Forms

Martha Kolln* suggests that we think of the difference between stative and dynamic in terms of “willed” and “nonwilled” qualities. Consider the difference between a so-called dynamic adjective (or subject complement) and a stative adjective (or subject complement): “I am silly” OR “I am being silly” versus “I am tall.” I have chosen to be silly; I have no choice about being tall. Thus “Tall” is said to be a stative (or an “inert”) quality, and we cannot say “I am being tall”; “silly,” on the other hand, is dynamic so we can use progressive verb forms in conjunction with that quality.

Two plus two equals four. Equals is inert, stative, and cannot take the progressive; there is no choice, no volition in the matter. (We would not say, “Two plus two is equaling four.”) In the same way, nouns and pronouns can be said to exhibit willed and unwilled characteristics. Thus, “She is being a good worker” (because she chooses to be so), but we would say “She is (not is being) an Olympic athlete” (because once she becomes an athlete she no longer “wills it”). For further definition of this interesting distinction, click HERE.

*Understanding English Grammar by Martha Kolln. 4rth Edition. MacMillan Publishing Company: New York. 1994.

**The section on uses of “To be” in passive constructions is based on information in Grammar Dimensions: Form, Meaning, and Use, #3 2nd Ed. by Jan Frodesen and Janet Eyring. Heinle & Heinle: Boston. 1997. Examples are our own.

Modal

http://www.englishpage.com/modals/modalintro.html

Modal Verb Tutorial

Modals are special verbs which behave very irregularly in English. Englishpage.com has created one of the most in-depth modal tutorials in print or online. Study the modal explanations and complete the associated exercises and take another step toward English fluency. If you want to use the Modal Verb Tutorial as a reference only and do not want to complete the tutorial Click Here .

The tutorial should be completed as follows:

1. Read this introduction page including the section below titled "What are Modal Verbs?"

2. Complete the exercises below. After each exercise, we have listed the modals covered. Just click on the modal link to learn more about its use.

EXERCISES	TOPICS COVERED
Modal Exercise 1	Can , Could , Have to , Must , Might and Should
Modal Exercise 2	Have to and Must
Modal Exercise 3	Might , Must and Should . Afterwards, you can repeat the exercise using Could , Have to and Ought to
Modal Exercise 4	Couldn't and Might not
Modal Exercise 5	Have got to , Had Better , May and Shall
Modal Exercise 6	Could , Might , Should and Would
Modal Exercise 7	Modal Verbs Forms
Modal Final Test	Cumulative Modal Test

What are Modal Verbs?

Modal verbs are special verbs which behave very differently from normal verbs. Here are some important differences:

1. Modal verbs do not take "-s" in the third person.

Examples:

• He can speak Chinese.
• She should be here by 9:00.

2. You use "not" to make modal verbs negative, even in Simple Present and Simple Past.

Examples:

• He should not be late.
• They might not come to the party.

3. Many modal verbs cannot be used in the past tenses or the future tenses.

Examples:

• He will can go with us. Not Correct
• She musted study very hard. Not Correct

Common Modal Verbs

Can Could May Might Must

Ought to Shall Should Will Would

For the purposes of this tutorial, we have included some expressions which are not modal verbs including had better, have to, and have got to. These expressions are closely related to modals in meaning and are often interchanged with them.

Active Voice and Passive Voice

Active Voice :

1 . My Mother helps Cristian and Iwan
2 . Harry is opening the windows
3 . Ali bit Iwan
4 . The dog was bitting the child
5 . Richard had hit the cat
6 . The woman will play those card
7 . Mr. Karman has closed the door
8 . My aunt will have hit the naughty boy
9 . She is writting the letter
10. John delivered the mail

Passive Voice :

1 . Cristian and Iwan are helped by mother
2 . The windows are being opened by Harry
3 . Iwan is bitten by Ali
4 . The child was being bitten by the dog
5 . The cat had been hit by Richard
6 . Those card will be played by the woman
7 . The door has been closed by Mr. Karman
8 . The naughty boy will have been hit by my aunt
9 . The letter is being written by her
10. The mail was delivered by John