does is substitutes for the verb phrase.
4
In the example, does replace likes milk. The formula of interrogative is:
and
The formula of negative question is:
and
The pattern of interrogative sentence with be, put be in the beginning of the sentence or before the subject then following by subject and then
adjevtiveadverb of placenoun. The formula of interrogative sentence with be is:
Table 2.1 Verbs of be in interrogative sentence
Interrogative sentence Short answer
Am I
late? a police?
right? I am.
I’m not
4
Robert Krohn, English Sentence Structure, Michigan: Michigan University Press, 1986, p. 14
Do + S I, You, We, They + V simple form of verb + ....
Does + S HeSheIt + V simple form of verb + ....
Do + S I, You, We, They + not + V simple form of verb + ....
Does + S HeSheIt + not + V simple form of verb + ....
Be am, is, are + S + adjectiveadverb of placenoun
Is He
She It
handsome? beautiful?
a book? Yes
He She
is. It
No He
She isn’t.
It
Are We
You They
wrong? Filson?
Indonesian? We
You are.
They We
You aren’t.
They
There are some spelling rules for –s endings, the rules are as follow:
1. In all other cases, add –s to the simple form.
Example: - wear wears I wear a hat.
He wears a hat. -
work works We work in the office.
She works in the office. -
speak speaks I speak in English.
She speaks in English. 2.
If the simple form of a verb ends in –y after consonant, change the y to i and add
–es.
5
Example: - study studies We study in the classroom.
He studies in the classroom. -
try tries I try to understand.
Ann tries to understand. But verbs that have a vowel before the
–y do not change from y to i and not add
–es.
6
5
Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12
6
Patricia K. Werner, et.al., Interaction Access Grammar New York: McGraw-Hill Companies, 2002 fourth edition, p. 60
Example: - buy buys We buy a car.
My Father buys a car. -
play plays They play football.
My brother plays football. 3.
If the simple form of a verb ends in –s, -z, -sh, -ch, -x, or –o after consonant, add
–es. Example: - teach teaches
I teach English in school. Mr. David teaches English in school.
- pass passes
I pass the examination in school. Lucy passes the examination in school.
- go goes
They go to the mountain. He goes to the mountain.
- wash washes
I wash my clothes. My mother washes the clothes.
- fix fixes
We fix breakfast in hurry. Richard fixes breakfast in hurry.
Pronunciation Note
7
The –s ending is pronounced three ways, depending on the ending of the verb:
1. iz after –ch, -sh, -s, -x, and –z endings.
Example: teaches, washes, kisses, boxes, and buzzes.
7
Elaine Kirn and Darcy Jack, Interaction 1 ..., p. 12
2. s after voiceless endings: p, t, k, or f.
Example: stops, hits, and looks. 3.
z after voiced consonant endings. Example: calls, listens, plays, sounds, and runs.
3. The Function of Simple Present Tense
The simple present is often used to describe something that was true in the past, is true in the present, and will be true in the future.
8
The simple present tense is used to describe habitual actions, e.g. Bob reads his e-mail first thing in the
morning.
9
According to Hornby the usage of simple present tense divided into five kinds:
10
a. To describes an activity that is actually in progress at the moment of
speaking, e.g. in demonstration, explanation, step by step the way to cook something.
Example: I sift the flour, salt, and baking powder into a bowl. I mix them.
b. To used in commentaries, e.g. as broadcast during a sporting event such as a
football match. Example: Green passes the ball to Brown. Brown passes it to Black who
heads it past the goalkeeper and scores
c. To used in exclamatory sentences beginning with here and there.
Example: Here he comes d.
In the general statement of what was true in past time, is true now, is likely to be true in future time.
Example: The sun shines during the day. e.
To used for references to what was communicated in the past. Example: The newspapers say it’s going to be cold today.
8
Betty Schrampfer Azar, Understanding and Using English Grammar, Englewood Cliffs: Prentice-Hall, 1989, p. 11
9
Mark Lester, PH.D., et.al., English Irregular ..., p. 6.
10
A.S. Hornby, Guide to Patterns and Usage in English, Oxford: Ocford University Press, 1975, p. 82-85.
B. Substitution Drills
1.
The Definition of Substitution Drills
Drills are very important to present the structural patterns, because with the practice drills the students can understand about the rules of grammar and they
also can make new structures, so that it can be speech habit for the students. Drills are part of the classroom technique to facilitate the student’s productions of the
structure.
11
In teaching drill is exercise and repetition.
12
There are many kinds of drills in teaching grammar; one of them is substitution drills. Substitution in linguistics to refer to the process or result of
replacing one item by another at a particular place in structure.
13
In language teaching, exercises to improve the ability of learners to carry out a process of item
replacement are known as substitution drills.
14
Any drill in which one word or phrase in a sentence is replaced by another is a substitution drills.
15
In this drill, students use another word of the same class in the place of a word in the sentence.
A noun is replaced by another noun; a verb by another verb; an adjective by another adjective; a determiner the, a, some, each, any by another determiner;
etc.
16
Based on that definition, substitution drills is the exercise for the students to replaced one word or one phrase with the another word or phrase, and put it
into the right place in the sentence.
11
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in Second Language Teaching, Quezon City: Alemar-Phoenix Publishing House, 1985, p.97.
12
Martin H. Manser, Oxford Learner’s pocket Dictionary, Oxford: Oxford University
Press, 1995, New Edition, p. 129.
13
David crystal, A Dictionary of Linguistics Phonetics, Oxford: Blackwell Publishing, 2003, Fifth Edition, p. 444.
14
David crystal, A Dictionary of Linguistics …, p. 444.
15
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in..., p.111.
16
Mary Finocchiaro, Ph. D., English as a Second Language from Theory to Practice, New York: Regents Publishing Company, 1974, New Edition, p. 65.
2. The kinds of Substitutions Drills
The substitution may be supplied orally by the teachers or cued by gestures, pictures, phrase cards, or other devices.
17
Substitution drills have many varieties and types, there are:
a. Simple substitution drill.
Simple substitution drills are the easiest to prepare and to manipulate.
18
All the replacements suggested by the teachers fit the same slot in frame. In other
name simple substitution drills is single-slot substitution drills in which the students will repeat a sentence from the dialogue and replace a word or phrase in
the sentence with the word or phrase the teacher gives them.
19
The students are then required to substitute different items in a given place in the sentence. As it requires the substitution of only item this drill is also rather
simple. For example, the teacher gives them the basic sentence pattern, „I am
going to the post office.’ Following this she shows the students a picture of a bank and says the phrase,
’The bank.’ She pauses, and then says, „I am going to the bank.’
20
From the teachers’ example the students knows that they supposed to take the cue phrase The bank, which the teachers gives, and put it into its proper
place in the sentence. Then, the teachers gives them the other cues phrase, „The
drugstore’, together the students respond, „I am going to the drugstore.’
21
17
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in …, p.112.
18
FE R. Dacanay J. Donald Bowen, Techniques and Procedures in …, p.112.
19
Diana Larsen-Freeman, Techniques and Principles in Language Teaching, Oxford: Oxford University Press, 2000, Second edition, p. 37.
20
Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 37.
21
Diana Larsen-Freeman, Techniques and Principles in…, Second edition, p. 38.
