Kisi-Kisi Ujian Nasional Bahasa Inggris SMA-MA 2012 (The Grating of National Examination for Indonesian Senior High School 2012)

This file is The Grating of National Examination for Indonesian Senior High School 2012. It is in word doc format. You will be able to edit it easily.You can change the standard of competencies and the basic competencies. There are 50 questions items based on national examination. You can download it here

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English Tongue Twisters

1. Great for pronunciation practice - particularly for focusing on problem areas.
2. Write a tongue twister on the board
3. Read it With the students, slowly at first, then faster.
4. Make sure students' pronunciation is acceptable.
5. Get individual students (or pairs) to say the sentence three times, getting faster each time.
6. Make up tongue twisters to practice pronunciation of new words. Use words with similar sounds to the ones you wish to practice and rhyming words in the tongue twisters. Here are some examples:

• How much wood would a woodchuck chuck, if a woodchuck could chuck wood'?
• She sells seashells on the seashore; the shells she sells are seashells I'm sure.
• Red leather, yellow leather, red leather, yellow leather etc.
• A proper copper coffee pot.
• Three grey geese in a green field grazing.
• Swan swam over the pond, swim swan swim; swan swam back again - well swum swan!
• Peter Piper picked a peck of pickled pepper. A peck of pickled pepper Peter Piper picked. If Peter Piper picked a peck of pickled pepper, where's the peck of pickled pepper Peter Piper picked?

KGI Team.

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"Choral Reading or Speaking" and "Who, Where and What?" (An English Teaching Method)

Who, Where and What?

1.  This activity practices descriptions and can be used as an introduction or follow up to an activity on almost any topic.
2. Divide the class into manageable groups.
3. The teacher reads a description of an object, person, event or place and students have to guess what it is. For example:

• An object in the classroom.
• A category such as, in the kitchen or in the market.
• A person in the classroom/school/ a famous person.
• A local place, for example, a park, library, town hall, etc.
• A local festival or celebration.

Choral Reading or Speaking
Choral reading or speaking is simply reading or speaking in unison or all together under the direction of a leader. It has three major purposes: learning, performance and enjoyment. However, practicing choral speaking or reading does pot necessarily mean there must be a public performance. rice. Practice has its own value whahcr the product is shared with others or not. Choral speaking or reading has many benefits:
•    It can help students get used to group activities.
•    It provides for cooperation and directs all students-toward a common goal.
•    It can be successful regardless of class size or grade level.
•    As students are not speaking alone, they may feel less self-conscious, and this offers greater opportunities for those who are shy or withdrawn to speak.
•    It helps speech improvement in speed, intonation, volume, and diction.

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Backs to the Board (Game For English Class)

This game is appropriate to check student's skill especially in mastering vocabularies. We can play it for all chapter of the lesson materials. There are some steps for teacher to prepare the class. They are:

• Divide the class into two groups - A and B.
• Draw a line down the middle of the hoard, label one side A and the other B.
• Two students (one from team A and one from team B) sit with their back to the board. Student A sits in front of the B side of the hoard. Student k sits in front of the A side of the board.
• Team A and team B are allowed to see the board.
• Write a word from the vocabulary topic areas you want to practice on side A. It' your topic is sport, for example, you write football on side A and a different sport oil side B, such as basketball.
• Group A have to describe (or mime) their sport to student B. Student B has to guess whet they are miming (students A and B cannot sec the hoard). If' student B acts it correct a point goes to team B. At the same time team B is describing their sport to student A.
• The winning team is the team that gets the most words correct in the time period.
• To make it more challenging the student has to make a complete sentence using the word in order to get a point, for example, " He is gloving football.”

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Lonely Student, Oral Cloze and Four Corners Games for Teaching and Learning English

For the next fun games in teaching and learning  English are Lonely Student, Oral Cloze, and Four Corners. They are a simple game, however they will be an interesting English learning process for teachers and their students.

Lonely Student

• One student (or one student from each group) stands facing, the class.
• the teacher gives the rest of the class a word, which they then must explain to the student without saying the actual word.

   
Oral Cloze

• Choose a suitable text. Using texts from the course book that you have already read or listened to in class will help students revise recently learned vocabulary and structure.
• Before the lesson, read the text and choose the key words.
• Read the text but stop before a key word and get the students to guess what the word is going to be.
• At the end you can discuss the correct word the possible alternatives and what information and skills they used to choose the words.
• This is not only    also a great activity for practicing listening comprehension, but also helps practice identifying key information and builds students' prediction skills. Both of these skills are emphasised in the curriculum.

Four Corners

• Divide the class into learns or groups.
• In each corner of the room put a word. for example a preposition or a tense, past simple, present continuous, etc.
• Read a sentence (minus the preposition or tense) and a member from each group must run to the appropriate corner.
• In the example illustrated below. Team C has got the wrong answer

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Chinese Whispers Game

• Divide the class into manageable groups. 7 or 8 students per group is ideal.
• Give one student in each group a piece of paper with a sentence on it.
• That student has to read the sentence, put down the paper and whisper the sentence to the second student.
• The second student must whisper it to the third student, and so oil down the line.
• The last student either says the sentence as they heard it or writes it oil the board.
• Each group then checks their sentence against the original.
• The winning group is the one which has the same or closest version of the original.  

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How many things can you think of that? (Think Fast Game)

The next game to manage the class to be attractive in learning English is by doing Think Fast Game.

1. Divide the class into manageable groups. 
2. Ask Students to try to think of as many things that can fit a given definition or topic, within a set time limit. 

     
       For Example:
       How many ...

• ...things can you think of that are small enough to fit into a matchbox'?
• ... are bigger/smaller than you'?
• ...are rectangular /round'?
• ...make a noise? ...work on electricity'?
• ...are made of paper / wood /glass`?
• ...people enjoy looking at'?
• ...have handles'?
• …you can use to sit on?
• ...you do when you are shopping?
• ...that you need for sports? etc.....

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Tic Tac Toe English Class Game

 This game is set to create English class productively. The students will enjoy learning some new words in fun game. They will soluble in the atmosphere of pleasant competition.

• Divide the class into two teams - A and B.
• Draw two grids like the ones below oil the board.
• On one grid fill in the squares with the structures or vocabulary areas you want to practice.
• Leave the other one blank for scoring. As each team gets an answer right you write their team letter in the corresponding box.
• The object of theis to get the answers right and will a box for your team. The team who gets three boxes in it row in any direction is the winner. See example below. In this example team A answered questions on classroom objects, jobs, transport and the body.
• Be sure to have cards with it a variety of questions on each category.
• This game can be used mime times, just keep changing the topics and adding to the question cards.

 

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How To Create a Productive Classroom

1. Make the classroom materials interesting for the students -- include music, sporting events, local issues, activities with a purpose and a result, quizzes, games, etc.
2. Adapt the activities to suit your class – deoebdubg yoib the level of your class or the variation in levels of students in the class. Make sure the materials are neither too difficult nor too easy.
3. Comfort and safety - try to create an environment In your classroom where students are not afraid to try, where students don’t laugh each other or make each other feel embarrassed for any reason.
4. Encourage mistakes! - tell students not to worry about inaking, mistakes. It is better to try and do someting and slake a few mistakes than not to try at all. When students feel comfortable about doing something even though they know they won't get it 100% correct, they'll try harder and try more often because they won't be afraid.
5. Praise and reward - praise builds confidence. When correcting students, begin by highlighting what they did well. Follow with a discussion of one of two mistakes or errors that need improvement, but don't over-correct. Focussing only on what they did wrong will damage their confidence and de-motivate students.
6. Ensure that students regularly experience some degree of success –especially at the end of the lesson!
7. Make sure students are actively engaged throughout the lesson - keep them busy all the time! This is important in large classes so you can work with individuals or groups.
8. Vary the way you teach - try new activities and methods! For example, if the course book uses lots of comprehension questions, make a matching activity for a change. If you always work with the whole class together, divide them into groups occasionally.
9. Make the task of teaching easier for yourself and your students – teach students to work independently, use students to help you, share ideas with other teachers, etc.
10. Make the most of the (limited) materials you have – do not just use material once, and discard it – use texts again and again with different activities each time.
11. Keep energy levels high - do warm ups, get students physically moving.
12. Students make their own activities - keep their interest by netting students to make up activities. This can be quite time-consuming but students do enjoy it. It will get easier and quicker to do once you have done it a few times.
13. Tes/Grading free lessons - have lessons without any grading and testing, from time to time. Students will be encouraged to try harder.

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Love in English Idioms

When we are falling in love, we usually want to express our feeling with some romantic or different expression. We will do that to avoid our boredom to express or hear the word love itself. So, we try to express it in different term to make it more interesting. Here some idioms about love:

catch someone's eye = to be attractive to someone: "The shy man at the back of the class caught my eye."

to fancy someone (British English) = to find someone attractive: "My friend fancies you!"

to have a crush on someone = to only be able to think about one person: "When I was at school, I had a crush on a film star."

to have a soft spot for someone = to have a weakness for someone: "She has a soft spot for Richard – he can do anything!"

to have the hots for someone = to find someone very attractive: "She's got the hots for the new office manager."

to go out with someone (British English) = to date someone: "They've been going out together for years!"

to go steady = to go out with someone: "They've been going steady since their first year at university."

to fall for someone = to fall in love: "He always falls for the wrong types!"

to fall head over heels for someone = to completely fall in love: "He fell head over heels for her."

to be lovey-dovey = for a couple to show everyone how much they are in love: "They're so lovey-dovey, always whispering to each other and looking into each other's eyes."

to have eyes only for = to be attracted to one person only: "He's dropped all his old friends, now that he has eyes only for Susie."

to be the apple of someone's eye = to be loved by someone, normally an older relative: "She's the apple of her father's eye."

to be smitten by someone = to be in love with someone: "I first met him at a party and from that evening on, I was smitten."

a love-nest = the place where two lovers live: "They made a love-nest in the old basement flat."

to be loved-up (British English) = to exist in a warm feeling of love: "They are one loved-up couple!"

to be the love of someone's life = to be loved by a person: "He has always been the love of her life."

Types of love

puppy love = love between teenagers: "It's just puppy love – you'll grow out of it!"

cupboard love = love for someone because they give you food: "I think my cat loves me, but it's only cupboard love!"

Getting married

to get hitched: "They're getting hitched next Saturday."

to tie the knot: "So when are you two tying the knot?"

If it goes wrong…

to go through a bit of a rough patch = when things are not going well: "Since the argument, they've been going through a bit of a rough patch."

to have blazing rows = to have big arguments: "We had a blazing row last night."

can't stand the sight of someone = to not like someone: "She can't stand the sight of him any more!"

to call it a day = to agree that the relationship has ended: "We decided to call it a day."

to be on the rocks = a relationship that is in difficulty: "Once she moved out, it was clear their marriage was on the rocks."

to have a stormy relationship = a relationship with many arguments: "I'm glad we don't have a stormy relationship."

a love-rat = a man who betrays his girlfriend / wife: "He's had affairs with three different women – he's a complete love-rat."

Sayings

Marry in haste, repent at leisure = if you marry too quickly, you have the rest of your life to regret it!

Love is blind = when you love someone, you can't see their faults

Beauty is in the eye of the beholder = beauty is subjective

Let your heart rule your head = allow your emotions to control your rational side

Wear your heart on your sleeve = show other people how you are feeling

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Free On Line Learning English

Do you have any problems in learning English? Do you need help with grammar or verb conjugation? Do you want to learn new vocabulary or slang? No matter if you are a beginner, intermediate or advanced student, you can find help online with these free English as a Second Language websites. There are 5 the best free on line websites for learning English.

 1. Dave’s ESL Cafe.

This is a complete website that can help you learn and practice English. You can find tips on using idioms, slang and phrasal verbs. Take quizzes to test your knowledge and practice English-language concepts. You can also post questions and get answers on the help center and student forums.

 2. About.com English as a Second Language e-mail courses

Sign up for free English courses from About.com and you’ll get regular e-mails that will help you learn English. Choose from the following:

• Beginning English.
• English Learning Tip of the Day.
• English Word of the Day.
• Intensive Grammar.
• Vocabulary.

3. The Classroom by Voice of America.

Watch videos and listen to news stories to improve your listening and vocabulary skills. Also, find basic, intermediate and advanced activities to learn English.  You can also hear English words and their meaning.

 4. Heinle’s Newbury House Dictionary of American English.

Do you need to find the definition of a word? Use this online dictionary to find simple and clear definitions, as well as sample sentences and idioms. You can also find cultural facts and figures.

5.  Private English Portal on YouTube.

There are many videos on you tube which guide you in learning English but you must check this one to compare which one is the most you like. Watch this series of videos with subtitles on YouTube designed to help English learners develop their listening and comprehension skills. You can also do a search for “learn English” on YouTube to find other videos.

To get a better English skill you should also visit your local library and the best English course in your city.

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100 Learning English Grammar (2)

In this part we will continue the previous article,100 Learning English Grammar (1). If we read this article, make sure that we have read 100 Learning English Grammar (1).  To get more complete you can read the book of Practical English Usage 3rd Edition by Michael Swan.  

50. Use like, not as, to give examples.

I prefer warm countries, like Spain. (NOT I prefer warm countries, as Spain.)

I eat a lot of meat, like beef or lamb. 

For more details, see Practical English Usage 3rd Edition section 326.

51. Use whether, not if, after prepositions.

We talked about whether it was ready. (NOT We talked about if it was ready.)

It’s a question of whether we have enough time. (NOT It’s a question of if we have enough time.)

For more details, see Practical English Usage 3rd Edition section 453.

52. Use the present progressive passive, not the simple present passive, to talk about things that are going on just around now.

Our flat is being decorated this week. (NOT Our flat is decorated this week.)

Your bill is just being prepared, sir. (NOT Your bill is just prepared, sir.)

For more details, see Practical English Usage 3rd Edition section 412.

53. We don’t normally use must to talk about the past.

I had to see the dentist yesterday. (NOT I must see the dentist yesterday.)

When I left school, young men had to do military service. (NOT When I left school, young men must do military service.)

For more details, see Practical English Usage 3rd Edition section 358.

54. When you put two nouns together, be careful to get the right order.

I like eating milk chocolate. (NOT I like eating chocolate milk.)

What’s your phone number? (NOT What’s your number phone?)

For more details, see Practical English Usage 3rd Edition section 385.

55. Use the whole of, not whole, before the name of a place.

The whole of Paris was celebrating. (NOT Whole Paris was celebrating.)

He knows the whole of South America very well. (NOT He knows whole South America very well.)

For more details, see Practical English Usage 3rd Edition section 40.

56. We don’t normally use progressive forms of believe.

I don’t believe him. (NOT I’m not believing him.)

Do you believe what she says? (NOT Are you believing what she says?)

For more details, see Practical English Usage 3rd Edition section 471.

57. Don’t use in front of to mean ‘facing’ or ‘opposite’.

She sat down facing me and looked into my eyes. (NOT She sat down in front of me and looked into my eyes.)

There’s a hotel opposite our house. (NOT There’s a hotel in front of our house.)

For more details, see Practical English Usage 3rd Edition section 402.

58. Use it, not I, he, she etc to identify people.

(on the phone): Hello. It’s Alan Williams speaking. ((NOT Hello. I’m Alan Williams.)

‘Who’s that?’ ‘It’s John.’ (NOT Who’s that?’ ‘He’s John.’)

For more details, see Practical English Usage 3rd Edition section 428.

59. People (meaning ‘persons’) is a plural word.

The people in this town are very friendly. (NOT The people in this town is very friendly.)

Who are those people? (NOT Who is that people?)

For more details, see Practical English Usage 3rd Edition section 524.

60. Use although or but, but not both together.

Although it was late, she went out.

It was late, but she went out.

(BUT NOT Although it was late, but she went out.)

For more details, see Practical English Usage 3rd Edition section 511.

61. With if, we normally use the present to talk about the future.

If I have time, I’ll phone you. (NOT If I’ll have time, I’ll phone you.) 

I’ll be surprised if she answers my letter. (NOT I’ll be surprised if she’ll answer my letter.)

For more details, see Practical English Usage 3rd Edition section 257.

62. Use almost, not nearly, to say that one thing is very like another.

She is almost a sister to me. (NOT She is nearly a sister to me.)

I almost wish I had stayed at home. (NOT I nearly wish I had stayed at home.)

For more details, see Practical English Usage 3rd Edition section 43.

63. If you don’t do something any more, you stop doing it.

The doctor told me to stop smoking. (NOT The doctor told me to stop to smoke.)

I’m going to stop working so hard. (NOT I’m going to stop to work so hard.)

For more details, see Practical English Usage 3rd Edition section 299.

64. A singular countable noun must normally have a determiner

      (e.g. a/an, the, my, that).

She broke a/the/that/my window. (NOT She broke window.)

Where is the station? (NOT Where is station?)

For more details, see Practical English Usage 3rd Edition section 62.

65. We don’t often use would in subordinate clauses; instead, we use past tenses.

Would you follow me wherever I went? (NOT Would you follow me wherever I would go?)

I would tell you if I knew. (NOT I would tell you if I would know.)

For more details, see Practical English Usage 3rd Edition section 580.

66. With when, use the past perfect to make it clear that one thing finished before another started.

When I had written my letters, I did some gardening. (NOT When I wrote my letters, I did some gardening.)

When he had cleaned the windows, he stopped for a cup of tea. (NOT When he cleaned the windows, he stopped for a cup of tea.)

For more details, see Practical English Usage 3rd Edition section 424.

67. Don’t use can to talk about the chance that something will happen.

It may/might/could rain this evening. (NOT It can rain this evening.)

I think Jane may/might/could come tomorrow. (NOT I think Jane can come tomorrow.)

For more details, see Practical English Usage 3rd Edition section 345.

68. Don’t use an infinitive after think.

I’m thinking of changing my job. (NOT I’m thinking to change my job.)

Are you thinking of going home this weekend? (NOT Are you thinking to go home this weekend?)

For more details, see Practical English Usage 3rd Edition section 588.

69. Use a singular noun after every.

I play tennis every Wednesday. (NOT I play tennis every Wednesdays.)

He wrote to every child in the village. (NOT He wrote to every children …)

For more details, see Practical English Usage 3rd Edition section 193.

70. When you say what somebody’s job is, use a/an.

My sister is a photographer. (NOT My sister is photographer.)

I’m studying to be an engineer. (NOT I’m studying to be engineer.)

For more details, see Practical English Usage 3rd Edition section 62.

71. Use at last, not finally, as an exclamation.

At last! Where have you been? (NOT Finally! Where have you been?) 

She’s written to me. At last!

For more details, see Practical English Usage 3rd Edition section 204.

72. Get can mean ‘become’, but not before nouns.

It’s getting cold.

It’s getting to be winter.

(BUT NOT It’s getting winter.)

For more details, see Practical English Usage 3rd Edition section 223.

73. Don’t use negative questions in polite requests or enquiries.

Could you help me, please? (NOT Couldn’t you help me, please?)

You haven’t seen John, have you? (NOT Haven’t you seen John?)

For more details, see Practical English Usage 3rd Edition section 368.

74. One negative word is usually enough.

She looked, but she didn’t see anything. (NOT She looked, but she didn’t see nothing.)

I have never heard of him. (NOT I haven’t never heard of him.)

For more details, see Practical English Usage 3rd Edition section 370.

75. Much and many are unusual in affirmative sentences (except in a very formal style).

He has a lot / plenty of money. (NOT He has much money.)

My father has travelled to lots of countries. (More natural than My father has travelled to many countries.)

For more details, see Practical English Usage 3rd Edition section 357.

76. Don’t use since to talk about the future.

I’ll be home from three o’clock. (NOT I’ll be home since three o’clock.)

The shop will be closed for two weeks from Monday. (NOT The shop will be closed for two weeks since Monday.)

For more details, see Practical English Usage 3rd Edition section 308.

77. Singular fraction + plural noun: use a plural verb.

A third of the students are from abroad. (NOT A third of the students is from abroad.)

A quarter of the trees have been cut down. 

For more details, see Practical English Usage 3rd Edition section 389.

78. You listen to something.

She never listens to me. (NOT She never listens me.)

Listen to this! (NOT Listen this!)

For more details, see Practical English Usage 3rd Edition section 449.

79. Don’t use the past progressive for past habits.

When I was 20 I smoked / I used to smoke. (NOT When I was 20 I was smoking.)

I played / I used to play a lot of football at school. (NOT I was playing a lot of football at school.)

For more details, see Practical English Usage 3rd Edition section 422.

80. Don’t use most of directly before a noun.

Most of these people agree with me.

Most people agree with me. (BUT NOT Most of people agree with me.)

For more details, see Practical English Usage 3rd Edition section 356.

81. In ‘unreal’ conditions with if, use would, not will.

If I knew the price, I would tell you. (NOT If I knew the price, I will tell you.)

It would be better if he told the truth. (NOT It will be better if he told the truth.)

For more details, see Practical English Usage 3rd Edition section 258.

82. Don’t use later with an expression of time to talk about the future.

I’ll see you later.

I’ll see you in a few days.

(BUT NOT I’ll see you a few days later.)

For more details, see Practical English Usage 3rd Edition section 315.

83. Don’t use in case to mean ‘if’.

Compare:

I’ll take an umbrella in case it rains. (= ‘… because it might rain.’)

I’ll open the umbrella if it rains. (NOT I’ll open the umbrella in case it rains.)

For more details, see Practical English Usage 3rd Edition section 271.

84. Use so before an adjective, but not before adjective + noun.

I love this country – it’s so beautiful. (NOT I love this so beautiful country.)

Thanks for your help. That was so kind of you. (NOT Thanks for your so kind help.)

For more details, see Practical English Usage 3rd Edition section 538.

85. Only use unless to mean ‘except if’.

Compare:

I’ll see you tomorrow unless I have to work. 

I’ll be really upset if I don’t pass the exam. (NOT I’ll be really upset unless I pass the exam.)

For more details, see Practical English Usage 3rd Edition section 601.

86. Use be with adjectives, not have with nouns, to talk about physical sensations like cold, hunger, thirst etc.

I am thirsty. (NOT I have thirst.)

We are cold in this house. (NOT We have cold in this house.)

For more details, see Practical English Usage 3rd Edition section 92.

87. Don’t use to-infinitives after can, could, will, would, may, might, shall, should or must.

I can swim. (NOT I can to swim.)

Must you make so much noise? (NOT Must you to make so much noise?)

For more details, see Practical English Usage 3rd Edition section 353.

88. Use not, not no, to make sentences negative.

I’m not asleep. (NOT I’m no asleep.)

We are open on Saturdays, but not on Sundays. (NOT … but no on Sundays.)

For more details, see Practical English Usage 3rd Edition section 382.

89. We don’t usually use present tenses after past reporting verbs.

She told me she had a headache. (NOT She told me she has a headache.)

I asked him what he wanted. (NOT | asked him what he wants.)

For more details, see Practical English Usage 3rd Edition section 275.

90. Use to after married, engaged.

He’s married to a doctor. (NOT He’s married with a doctor.)

My sister is engaged to a computer engineer. (NOT My sister is engaged with a computer engineer.)

For more details, see Practical English Usage 3rd Edition section 449.

91. Use which, not what, to refer back to a whole sentence.

She passed her exam, which surprised everybody. (NOT She passed her exam, what surprised everybody.)

My father has just climbed Mont Blanc, which is pretty good for a man of 75. (NOT … what is pretty good for a man of 75.)

For more details, see Practical English Usage 3rd Edition section 494.

92. Don’t use the with society when it has a general meaning.

We all have to live in society. (NOT We all have to live in the society.)

Rousseau said that society makes people evil. (NOT Rousseau said that the society makes people evil.)

For more details, see Practical English Usage 3rd Edition section 68.

93. Use a to-infinitive after want.

I want to go home. (NOT I want go home.)

The children want to stay up late. (NOT The children want stay up late.)

For more details, see Practical English Usage 3rd Edition section 613.

94. Use make, not do, with mistake.

I have made a mistake. (NOT I have done a mistake.)

You can’t speak a language without making mistakes. (NOT … without doing mistakes.)

For more details, see Practical English Usage 3rd Edition section 160.

95. Don’t repeat a relative pronoun with another pronoun.

There’s the man that I work for. (NOT There’s the man that I work for him.)

She saw a doctor who sent her to hospital. (NOT She saw a doctor who he sent her to hospital.)

For more details, see Practical English Usage 3rd Edition section 494.

96. After a superlative, use in with a place expression.

Which is the biggest city in the world? (NOT Which is the biggest city of the world?)

This is the best restaurant in the city. (NOT This is the best restaurant of the city.)

For more details, see Practical English Usage 3rd Edition section 139.

97. You explain and suggest something to somebody.

Please explain to me what you want. (NOT Please explain me what you want.)

Can you suggest a good restaurant to us? (NOT Can you suggest us a good restaurant?)

For more details, see Practical English Usage 3rd Edition sections 198 and 570.

98. Work is an uncountable noun.

I’m looking for work. (NOT I’m looking for a work.)

My brother has found a new job. (NOT My brother has found a new work.)

For more details, see Practical English Usage 3rd Edition section 148.

99. Be careful of the word order in negative infinitives.

It’s important not to work too hard. (NOT It’s important to not work too hard.)

I asked her not to make so much noise. 

For more details, see Practical English Usage 3rd Edition section 280.

100. Possessives replace articles.

We stayed in John’s house at the weekend. (NOT We stayed in the John’s house at the weekend.)

She’s been studying Britain’s foreign policy since 1980. (NOT She’s been studying the Britain’s foreign policy since 1980.)

For more details, see Practical English Usage 3rd Edition section 70.

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