Midle Test Questions

1. He was sitting in an armchair…..a magazine.
A.    Readind
B.     Read
C.     Having read
2. …….in the company for many years, he knew everyone and everything.
A.    Working
B.     Worked
C.     Having worked
3. The cup with milk stood on the table.
A.    Filling
B.     Filled
C.     Having Filled
4. …..each other for ages, they had a lot to talk about.
A.    Not seeing
B.     Not seen
C.     Not having seen
5. …..into a rich family, she got everything she wished for.
A.    Bearing
B.     Born
C.     Having born
6. …….the child of poor people, he often went to bed hungry.
A.    Being
B.     Been
C.     Having been

7. ……his words, he apologized.
A.    Regretting
B.     Regretted
C.     Having regretted

8. Well , ….we are very proud of you.
A.    Doing
B.     Done
C.     Having done

9. …..the car, he went to a restaurant.
A.    Parking
B.     Parked
C.     Having parked

10. …..the film a dozen times, she knew the dialogues by heart.
A.    Watching
B.     Watched
C.     Having watched
11.  Had I been able to go to school as a child, I would have ......... how to read.

A. Learned
B. Learn

C.  Had learn
12.  I would have ......... all night if I could but we all had to leave early because Carmen didn't feel good.

A. Sing
B. Sung
C. Sang
13.  Adrian should have never ......... home. If he hadn't, he'd be in a better situation right now.
A.    Leave
B.     Leaved
C.     Left
14.  When he finally arrived, his date had already ..........
A.    Going
B.     Went
C.     Gone
 15.  I would have ......... pictures of my trip, if I had had a camera.
A.    Took
B.     Taken
C.     Had took


Combine each pair of sentences into one simple sentence by using participles.
1. He hurt his leg. He stopped walking.
2. He wife encouraged him. He persevered.
3. He was tired. He sat down to rest.
4. The magician took pity on the mouse. He turned it into a cat.
5. The passenger alighted from the train. He tripped over a bag.
 

Clauses

A clause is a group of words that contains a verb (and usually other components too). A clause may form part of a sentence or it may be a complete sentence in itself. For example:

He was eating a bacon sandwich.

[clause]

She had a long career	but she is remembered mainly for one early work.
[clause]	[clause]

Main clause Every sentence contains at least one main clause. A main clause may form part of a compound sentence or a complex sentence, but it also makes sense on its own, as in this example:

He was eating a bacon sandwich.

[main clause]

 Compound sentences are made up of two or more main clauses linked by a conjunction such as and, but, or so, as in the following examples:

I love sport	and	I’m captain of the local football team.
[main clause]	[conjunction]	[main clause]

She was born in Spain	but	her mother is Polish.
[main clause]	[conjunction]	[main clause]

Subordinate clause A subordinate clause depends on a main clause for its meaning. Together with a main clause, a subordinate clause forms part of a complex sentence. Here are two examples of sentences containing subordinate clauses:

After we had had lunch,	we went back to work.
[subordinate clause]	[main clause]

I first saw her in Paris,	where I lived in the early nineties.
[main clause]	[subordinate clause]

There are two main types of subordinate clause: conditional clauses and relative clauses.

Conditional clause A conditional clause is one that usually begins with if or unless and describes something that is possible or probable:

If it looks like rain	a simple shelter can be made out of a plastic sheet
[conditional clause]	[main clause]

I'll be home tomorrow	unless the plane's delayed for hours.
[main clause]	[conditional clause]

Relative clause A relative clause is one connected to a main clause by a word such as which, that, whom, whose, when, where, or who:

I first saw her in Paris,	where I lived in the early nineties.
[main clause]	[relative clause]

She wants to be with Thomas,	who is best suited to take care of her.
[main clause]	[relative clause]

I was wearing the dress	that I bought to wear to Jo's party.
[main clause]	[relative clause]

Using relative clauses Have you ever wondered about when to use that and when to use which or who in this type of sentence? In fact, for much of the time that is interchangeable with either of these words. For example:

√ You’re the only person who has ever listened to me.

√ You’re the only person that has ever listened to me.

√ It’s a film that should be seen by everyone.

√ It’s a film which should be seen by everyone

When referring to something, rather than someone, that tends to be the usual choice in everyday writing and conversation in British English. However, there is one main case when you should not use that to introduce a relative clause. This is related to the fact that there are two types of relative clause: a restrictive relative clause and a non-restrictive relative clause.

Restrictive relative clause A restrictive relative clause (also known as a defining relative clause) gives essential information about a noun that comes before it: without this clause the sentence wouldn’t make much sense. A restrictive relative clause can be introduced by that, which, whose, who, or whom. You should not place a comma in front of a restrictive relative clause:

√ She held out the hand	which was hurt.
√ She held out the hand	that was hurt.
[main clause]	[restrictive relative clause]

You can also leave out that or which in some restrictive relative clauses:

√ It reminded him of the house	that he used to rent in Oxford.
√ It reminded him of the house	which he used to rent in Oxford.
√ It reminded him of the house	he used to rent in Oxford.
[main clause]	[restrictive relative clause]

Non-restrictive relative clause A non-restrictive relative clause (also called a non-defining relative clause) provides extra information that could be left out without affecting the meaning or structure of the sentence. Non-restrictive relative clauses are normally introduced by which, whose, who, or whom, but never by that. You should place a comma in front of them:

She held out her hand,	which Rob shook.
[main clause]	[non-restrictive relative clause]

If a non-restrictive relative clause is in the middle of a sentence, you should put commas before and after it:

Bill,	who had fallen asleep on the sofa,	suddenly roused himself.
	[non-restrictive relative clause]

participle exercises

participle exercises

1. The work .................computers requires well trained personnel.
    a. involved    b. involve              c. involving          d. involves
2. ............a few thousand dollars,  he went on a tour to Europe.
    a. saved        b. he has saved       c. having saved     d. after he saves.
3. .............her mistakes, the stewardess immediately apologized to the passenger.
   a. realized     b. realizes               c. realizing             d. she has realizes
4. Being an outstanding student in our school, he has been offered a scholarship to study in Australia.
    The underlined word mean..........of our school.
    a. If he is an outstanding student.
    b. Although he is an outstanding student.
    c. When he is an outstanding student.
    d. As he is an outstanding student.
5. Having sent his letter of application,  ...........................
    a. The company was expected to get a quick reply.
    b. Bimo expected a quick reply.
    c. A quick reply was expected from the company.
    d. They expect the company to send a quick reply.
6. The ......child ran to his mother when he heard the thunder.
    a. frightened
    b. frighten
    c. frightening
    d. being frightened
7. the young man.......... by this institute are all university graduates.
    a. employ
    b. employed
    c. employing
    d. employs
8. Painted at the beginning of the 19th century,......................
    a. the museum purchased it for its collection
    b. the art critics  considered it a clasic
    c. the people couldn't understand abstract art
    d. the painting was very valuable
9. Constructed from 300 to 150 BC,................
    a. the pyramids were monumental tombs of Egyptian pharaohs.
    b. many tourist come from all over thye world to see thye world to see the pyramids.
    c. the Egyptian pharaohs were burried in the pyramids.
    d. the Egyptians buried their pharaohs in the monumental pyramids.
10. One of the persons presenting a paper at the seminar yesterday was Mr. Anggito. It means one of        the persons ...... paper yesterday was Mr. Anggito.
      a. who is presenting
      b. who presenting
      c. who presented
      d. presented

The Aswer

Sitrin Khumairoh
117967

1. C. Involving
2. C. Having saved
3. C. Realizing
4. D. As he is an outstanding student.
5. B. Bimo expected a quick reply
6. C. Frightening
7. B. Employed
8. D. The painting was very valuable
9. A. the pyramids were monumental tombs of Egyptian pharaohs.
10. C. Who presented

 

Report Paragraph

The Pros of School Uniforms
       Historically, the concept of school uniforms is familiar to many European schools and private schools within the United States.  However, much more attention to the importance of school uniforms arose when a significant movement began in the 1980’s to introduce dress codes within public schools in the United States. As more and more public schools implemented dress codes, more and more parents and students questioned the real value of school uniforms as a tool to curb violence in schools and promote achievement. Both sides of this controversy can present valid arguments for their respectiveviews. However, school uniforms are a real solution to many of the issues that schools face. School uniforms help produce a safe academic learning environment which helps students achieve. School uniforms reduce competition among students for designer clothes; reduces tension due to gang-related clothing; and creates a sense of team spirit and respect.  Definitely, the implementation of school uniforms within a school system has advantages and disadvantages. Each school system and community is different. However the constant is that most school administrators, teachers, students, parents, and communities want to see students achieve.

Definition: Participle
A verbal that functions as an adjective.
Present participles end in -ing (carrying, sharing, tapping).
Past participles of regular verbs end in -ed (carried, shared, tapped).

Examples and Observations:

• "As modifiers of nouns, present and past participles of verbs function very much like adjectives. Indeed, they are sometimes regarded as adjectives when they modify nouns. A present participle attributes a quality of action to the noun, which is viewed as undertaking the action, as retreating of legs in [109]. A past participle views the noun as having undergone the action expressed by the participle, as prefabricated of buildings in [110].

[109] . . . the cripple's envy at his straight, retreating legs
[110] various prefabricated buildings

Thus, the present is an 'active' participle and the past is a 'passive' participle."
(Howard Jackson, Grammar and Meaning. Longman, 1990)
 

• "When the participle is a single word--the verb with no complements or modifiers--it usually occupies the adjective slot in preheadword position:

Our snoring visitor kept the household awake.
The barking dog next door drives us crazy.

". . . While the single-word participle generally fills the preheadword adjective slot, it too can sometimes open the sentence--and with considerable drama:

Exasperated, she made the decision to leave immediately.
Outraged, the entire committee resigned.

You'll notice that both of these openers are past participles, rather than the -ing present participle form; they are, in fact, the passive voice."
(Martha Kolln, Rhetorical Grammar. Pearson, 2007)

• Examples of Present Participles
  
  "God is a comedian, playing to an audience too afraid to laugh."
  (Voltaire)
  
  "Drawing on my fine command of the English language, I said nothing."
  (Robert Benchley)
  
  "The ducks come on swift, silent wings, gliding through the treetops as if guided by radar, twisting, turning, never touching a twig in that thick growth of trees that surrounded the lake."
  (Jack Denton Scott, "The Wondrous Wood Duck")

• Examples of Past Participles
  
  "One January day, thirty years ago, the little town of Hanover, anchored on a windy Nebraska tableland, was trying not to be blown away.
  (Willa Cather, O Pioneers!)
  
  "The Bible's Jezebel came to an ugly end. Thrown from a balcony, trampled by horses, and devoured by dogs, the middle-aged queen has had few good days since."
  (Review of Jezebel: The Untold Story of the Bible’s Harlot Queen by Lesley Hazleton. The Week, Nov. 29, 2007)
  
  "I believe in broken, fractured, complicated narratives, but I believe in narratives as a vehicle for truth, not simply as a form of entertainment."
  (Stephen Greenblatt)