Belajar Bahasa Inggris (English) secara Online

Blogwalking, searching dan learning merupakan aktivitas yang akhir-akhir ini sering aku lakukan. Jalan-jalan dan berselancar di internet dengan metode learning by googling! Ya, apapun ada di google. Jadi, klo hari gini tidak kenal dengan paman google dan terkadang harus membeli tutorial di internet dengan harga mahal!!! waduh, capek dech....

Berikut ini situs (website) dan link untuk belajar bahasa inggris/english secara online :

Situs Luar negeri :
1. http://www.learn-english-online.org/
Situs ini cukup enak dan bagus untuk pemula/beginner karena pembelajaran dengan motede unit-unit, setiap unit memiliki lesson masing-masing. Sangat interaktif karena dilengkapi audio, Full form (written), Short form (spoken), The English Alphabet dll

2. http://www.learnenglish.org.uk/
Situs ini memiliki tingkatan pembelajaran bahasa inggris untuk berbagai level. Mulai dari anak-anak, professionals, peacekeepers, teachers, podcasts dll dan juga dengan style seperti chinese, arabic.

3. http://pen-friends.net/
Di website sini kita dapat memperoleh teman asing dan berlatih langsung. (Kapan-kapan coba ah... :)

Lucu dan menyenangkan dengan jokes :
1. http://www.basicjokes.com/
Berisi cerita-cerita lucu, kartun-kartun lucu, teka-teki, dan jokes-jokes segar.

2. http://www.gcfl.net/
GCFL (Good-Clean-Funnies-List) web yang berisi joke-joke dalam bahasa inggris.

3. http://www.pigboy.co.uk/
Website yang berisi gambar dan jokes lucu dalam Bahasa Inggris.

Situs dalam negeri/Indonesia :
1. http://www.pendidikan.net/english
Homepage ini dibuat untuk membantu siswa-siswi dan guru dalam belajar Bahasa Inggris. Dilengkapi dengan chatting khusus pada hari tertentu yauti Hari Senen s/d Jumat Pukul 13.30-16.00 Sore (WIB) dan Hari Sabtu & Minggu Pukul 10.00 Pagi -14.00 Sore (WIB)

2. http://pedapa.com/
Merupakan blog pribadi, pembelajarannya dengan munggunakan bahasa sehari-hari. Diambil dari kejadian-kejadian disekitar kita dan disajikan secara menyenangkan/fun.

3. http://hmc.web.id/
Berisi tutorial, tips dan trik, serta dilengkapi dengan puisi, lirik, dan musik nasyid.

Situs untuk menguji kemampuan english :
1. http://www.english-test.net/
Untuk mengetest kemampuan TOEFL, TOEIC, GMAT, GRE, dan lain-lain,

2. http://www.examenglish.com/
Tempat untuk latihan IELTS, TOEFL, dan lain-lain
Kamus Online Bahasa Inggris - Indonesia :

Kamus online English - Indonesian :
1. http://www.kamus.net/
2. http://www.kamusonline.web.id/
3. http://www.toggletext.com/
 
Note : Ada pepatah mengatakan " Man Jadda Wajadda" artinya barangsiapa yang bersungguh sungguh pasti dia akan mendapatkannya.....So keep Ur Spirit Ok!

Pronouns

 Pronouns (Kata Ganti) adalah kata yang menggantikan kata benda (nouns).
Pembagian Pronouns :

1. Personal Pronouns
2. Demonstrative Pronouns
3. Possessive Pronouns
4. Interrogative Pronouns
5. Relative Pronouns
6. Indefinite Pronouns
7. Reflexive Pronouns
8. Intensive Pronouns
9. Reciprocal Pronouns

1. Personal Pronouns
Yaitu kata ganti orang, baik orang pertama, orang kedua maupun orang ketiga. Personal Pronouns berfungsi sebagai:
a. Nominative Subjective, yaitu menjadi subjek kalimat. I, we, you, they, he, she, it.
• I study English
• You are my new secretary.
b. Objective, yaitu menjadi objek kalimat. Me, us, you, them, him, her, it.
• She brings me a cup of coffee.
• I make you a kite.

2. Demonstrative Pronouns (Kata Ganti Penunjuk)
• This, that, those, these.
• This is your book.
• Those are my pencils.
Catatan:
Keempat kata di atas juga dapat dijumpai dalam Demonstrative Adjectives. Perbedaan penggunaannya hanya pada penggunaan kata benda (nouns) setelah keempat kata di atas untuk Demonstrative Adjectives.
• This book is yours (this = adjectives)
• This is your book. (this = pronouns)
• These are your pencils. (these = pronouns)

3. Possessive Pronouns
Yaitu kata ganti yang menunjukkan kepemilikan. Mine, yours, theirs, ours, his, hers.
• This house is mine. (mine = Possessive Pronouns).
• This is my house. (my=Possessive Adjectives).

4. Relative Pronouns
Yaitu kata yang menggantikan kata yang telah disebutkan sebelumnya.
Kata-kata yang dipakai adalah:
a. Menggantikan subjek.
• Who (orang)
• Which, that (benda, binatang)
b. Menggantikan Objek
• whom (orang)
• which, that (benda, binatang)
c. Menggantikan kepunyaan
• whose (orang)
• of which (benda, binatang)
Catatan:
Semua kata-kata di atas (who, whom, whose, which, that, dan of which) dalam bahasa Indonesia artinya ‘Yang”.
Contoh:
• The man who cuts my hair is my uncle (Laki-laki yang memangkas rambut saya adalah paman saya).
• I am waiting for the man whom you are talking about.
• She borrows the novel of which cover is purple.
• Pembahasan lebih lanjut mengenai topic ini akan dibahas pada topic Adjective Clause.

5. Interrogative Pronouns
Yaitu kata Tanya yang digunakan untuk mengawali suatu pertanyaan.
Kata yang dipakai adalah who, what, whom, dan which.
• Who are you?
• What is the color of your house? (what = Pronouns)
• What color is your house? (what = Adjectives)
• Which is your pen? (which = Pronouns)
• Which pen is yours? (which = Adjectives)

6. Indefinite Pronouns (Kata Ganti Tak Tentu)
Kata-kata yang sering dipakai adalah: another, anybody, something, everyone, much, neither, one, none, dll.
• All work is not dull, some is pleasant.
• Most of the cars are new.
• Nobody is at home.

7. Reflexive Pronouns
Yaitu kata ganti yang merupakan pantulan dari kata ganti (Pronouns) itu sendiri.
Perhatikan bentuk kata ganti jenis ini:
I = myself
You = yourself (kamu)
You = yourselves (kalian)
We = ourselves
They = themselves
He = himself
She = herself
It = itself
Contoh:
• I cut myself with a knife (saya kena pisau)
• They love themselves.
• I help myself this morning.

8. Intensive Pronouns
Yaitu kata ganti yang juga merupakan pantulan dari kata ganti itu sendiri. Namun, letaknya sesudah nouns/pronouns itu sendiri. Kata ganti jenis ini berfungsi untuk lebih menekankan / menegaskan maksud pembicaraan.
Contoh:
• Henry himself who told me so. (Henry sendirilah yang mengatakan begitu kepadaku)
• Mary herself repaired the computer. (Mary sendirilah – bukan orang lain – yang memperbaiki computer itu)
• Jack himself gave me the book.

Catatan:
Berhati-hatilah dengan penggunaan kata gantu jenis ini. Perhatikan 3 contoh kalimat di bawah ini dan perhatikan perbedaannya.
• Alex does the test himself. (= Alex mengerjakan test itu sendiri – tanpa bantuan orang lain)
• Ted himself does the test. (=Ted sendirilah – bukan orang lain – yang mengerjakan test itu)
• Bob does the test by himself. (= Bob mengerjakan test itu sendirian – tidak ada orang lain bersama dia)


9. Reciprocal Pronouns
Yaitu kata ganti yang menyatakan hubungan timbale balik antara 2 atau lebih.
Frase yang digunakan adalah:
• Each other = satu sama lain (2 orang)
• One another = satu sama lain ( lebih dari 2 orang)
Contoh:
• Henry and Elizabeth loves each other. (Henry & Elizabeth saling mencintai/ Henry & Elizabeth mencintai satu sama lainnya)
• All children love one another.
Possessive Adjective (Kata Ganti sebagai Milik)
Pronoun sebagai Possessive Adjecive diletakkan didepan Noun (Kata Benda) untuk menunjukkan kepemilikan.
I MY My name
YOU YOUR Your name
THEY THEIR Their name
WE OUR Our name
HE HIS His name
SHE HER Her name
IT ITS Its name

• Untuk menunjukkan milik tidak menggunakan kata ganti (pronoun) tetapi menggunakan nama atau kata benda, digunakan apostrophe (tanda ‘) ditambah s dibelakang nama atau kata benda tersebut.
• Tetapi jika berakhiran dengan huruf desis (seperti “s” atau “z”) cukup ditambah dengan tanda apostrophe (tanda ‘) saja.

Example:
• Budi’s house (Rumah budi)
• Rini’s house
• My aunt’s car
• My sister’s friend
• Sulis’ cat
• Agus’ hat

Contoh Latihan soal :
Answer the correct form of the pronoun or possessive adjective in the following sentences.
Note : the Bold text is a correct answer.
• I go to school with (he/him) everyday
• I see (she/her/herself) at the Union every Friday.
• She speaks to (we/us/ourselves) every morning.
• Isn’t (she/her) a nice person ?.
• (He/Him) is going to New York on vacation.
• (She/Her) and John gave the money to the boy.
• (Yours/Your) record is scratched and (my/mine) is too.
• I hurt (my/mine/the) leg.
• John bought (himself/herself/hisself) a new coat.
• (We/Us) girs are going camping over the weekend.
• Mr. Jones cut (hisself/himself) shaving.
• We like (our/ours) new car very much.
• The dog bit (she/her) on the leg.
• John (he/himself) went to the meeting.
• You’ll stick (you/your/yourself) with the pins if you are not careful.
• Marry and (I/me) would rather go to the movies.
• Everyone has to do (their/his) own research.
• Just beetwen you and (I/me), I don’t like this food.
• Monday is a holiday for (we/us) teacher.
• (Her/Hers) car does not go as fast as (our/ours).

Selesai pembahasan mengenai materi tentang pronouns…jika materi yang saya berikan masih banyak kekurangan dan kesalahan tolong dimaklumi dan diberitahu.
Terima kasih (^__^)

Phonetics

Phonemes

See IPA chart for English dialects for concise charts of the English phonemes.
The number of speech sounds in English varies from dialect to dialect, and any actual tally depends greatly on the interpretation of the researcher doing the counting. The Longman Pronunciation Dictionary by John C. Wells, for example, using symbols of the International Phonetic Alphabet, denotes 24 consonants and 23 vowels used in Received Pronunciation, plus two additional consonants and four additional vowels used in foreign words only. For General American, it provides for 25 consonants and 19 vowels, with one additional consonant and three additional vowels for foreign words. The American Heritage Dictionary, on the other hand, suggests 25 consonants and 18 vowels (including r-colored vowels) for American English, plus one consonant and five vowels for non-English terms [1].

Consonants

The following table shows the consonant phonemes found in most dialects of English. When consonants appear in pairs, fortis consonants (i.e., aspirated or voiceless) appear on the left and lenis consonants (i.e., lightly voiced or voiced) appear on the right:
Consonant phonemes of English
Bilabial
Labio-
dental
Dental
Alveolar
Post-
alveolar2
Palatal
Velar
Glottal

Nasal1
m n ŋ
Plosive
p b t d k ɡ
Affricate
tʃ dʒ
Fricative
f v θ ð s z ʃ ʒ (x)3 h
Approximant
ɹ1, 2, 5 j w4
Lateral
l1, 6


1. Nasals and liquids may be syllabic in unstressed syllables, though these may be analysed phonemically as /əC/.
2. Postalveolar consonants are usually labialized (e.g., [ʃʷ]), as is word-initial or pre-tonic /r/, though this is rarely transcribed.
3. The voiceless velar fricative /x/ is dialectal, occurring largely in Scottish English. In other dialects, words with these sounds are pronounced with /k/. It may appear in recently-domiciled words such as chutzpah.
4. The sequence /hw/, a voiceless labiovelar approximant [hw̥], is sometimes considered an additional phoneme. For most speakers, words that historically used to have these sounds are now pronounced with /w/; the phoneme /hw/ is retained, for example, in much of the American South, Scotland, and Ireland.
5. Depending on dialect, /r/ may be an alveolar approximant [ɹ], postalveolar approximant, or labiodental approximant.
6. Many dialects have two allophones of /l/—the "clear" L and the "dark" or velarized L. In some dialects, /l/ may be always clear (e.g. Wales, Ireland, the Caribbean) or always dark (e.g. Scotland, most of North America, Australia, New Zealand).
/p/ pit /b/ bit
/t/ tin /d/ din
/k/ cut /ɡ/ gut
/tʃ/ cheap /dʒ/ jeep
/f/ fat /v/ vat
/θ/ thin /ð/ then
/s/ sap /z/ zap
/ʃ/ she /ʒ/ measure
/x/ loch
/w/ we /m/ map
/l/ left /n/ nap
/ɹ/ run (also /r/, /ɻ/) /j/ yes
/h/ ham /ŋ/ bang

English phonology is the study of the phonology (i.e., the sound system) of the English language. Like all other languages, spoken English has wide variation in its pronunciation both diachronically and synchronically from dialect to dialect. This variation is especially salient in English, because the language is spoken over such a wide territory, being the predominant language in Australia, Canada, the Commonwealth Caribbean, Ireland, New Zealand, the United Kingdom and the United States, in addition to being spoken as a first or second language by people in countries on every continent, notably South Africa and India. In general, the regional dialects of English are mutually intelligible.
Although there are many dialects of English, the following are usually used as prestige or standard accents: Received Pronunciation for the United Kingdom, General American for the United States and General Australian for Australia.
Allophones
Although regional variation is very great across English dialects, some generalizations can be made about pronunciation in all (or at least the vast majority) of English accents:
• The voiceless stops /p t k/ are aspirated at the beginnings of words (for example tomato) and at the beginnings of word-internal stressed syllables (for example potato). They are unaspirated after /s/ (stan, span, scan) and at the ends of syllables.
• For many people, /r/ is somewhat labialized in some environments, as in reed [ɹʷiːd] and tree [tɹʷiː]. In the latter case, the [t] may be slightly labialized as well.[1]
Stress
Stress is phonemic in English. For example, the words desert and dessert are distinguished by stress, as are the noun a record and the verb to record. Stressed syllables in English are louder than non-stressed syllables, as well as being longer and having a higher pitch. They also tend to have a fuller realization than unstressed syllables.
Examples of stress in English words, using boldface to represent stressed syllables, are holiday, alone, admiration, confidential, degree, and weaker. Ordinarily, grammatical words (auxiliary verbs, prepositions, pronouns, and the like) do not receive stress, whereas lexical words (nouns, verbs, adjectives, etc.) must have at least one stressed syllable.
English is a stress-timed language. That is, stressed syllables appear at a roughly steady tempo, and non-stressed syllables are shortened to accommodate this.
Traditional approaches describe English as having three degrees of stress: Primary, secondary, and unstressed. However, if stress is defined as relative respiratory force (that is, it involves greater pressure from the lungs than unstressed syllables), as most phoneticians argue, and is inherent in the word rather than the sentence (that is, it is lexical rather than prosodic), then these traditional approaches conflate two distinct processes: Stress on the one hand, and vowel reduction on the other. In this case, primary stress is actually prosodic stress, whereas secondary stress is simple stress in some positions, and an unstressed but not reduced vowel in others. Either way, there is a three-way phonemic distinction: Either three degrees of stress, or else stressed, unstressed, and reduced. The two approaches are sometimes conflated into a four-way 'stress' classification: primary (tonic stress), secondary (lexical stress), tertiary (unstressed full vowel), and quaternary (reduced vowel). See secondary stress for details.
Initial-stress-derived nouns mean that stress changes in many English words came about between noun and verb senses of a word. For example, a rebel [ˈɹɛb.ɫ̩] (stress on the first syllable) is inclined to rebel [ɹɨ.ˈbɛɫ] (stress on the second syllable) against the powers that be. The number of words using this pattern as opposed to only stressing the second syllable in all circumstances doubled every century or so, now including the English words object, convict, and addict.
Intonation
Prosodic stress is extra stress given to words when they appear in certain positions in an utterance, or when they receive special emphasis. It normally appears on the final stressed syllable in an intonation unit. So, for example, when the word admiration is said in isolation, or at the end of a sentence, the syllable ra is pronounced with greater force than the syllable ad. (This is traditionally transcribed as /ˌædmɨˈreɪʃən/.) This is the origin of the primary stress-secondary stress distinction. However, the difference disappears when the word is not pronounced with this final intonation.
Prosodic stress can shift for various pragmatic functions, such as focus or contrast. For instance, consider the dialogue
"Is it brunch tomorrow?"
"No, it's dinner tomorrow."
In this case, the extra stress shifts from the last stressed syllable of the sentence, tomorrow, to the last stressed syllable of the emphasized word, dinner. Compare
"I'm going tomorrow." /aɪm ˈɡoʊɪŋ təˈˈmɒroʊ/
with
"It's dinner tomorrow." /ɪts ˈˈdɪnɚ təˈmɒroʊ/
Although grammatical words generally do not have lexical stress, they do acquire prosodic stress when emphasized. Compare ordinary
"Come in"! /ˈˈkʌm ɪn/
with more emphatic
"Oh, do come in!" /oʊ ˈˈduː kʌm ˈɪn/
This section requires expansion.

Phonotactics

Most languages of the world syllabify CVCV and CVCCV sequences as /CV.CV/ and /CVC.CV/ or /CV.CCV/, with consonants preferentially acting as the onset of a syllable containing the following vowel. According to one view, English is unusual in this regard, in that stressed syllables attract following consonants, so that ˈCVCV and ˈCVCCV syllabify as /ˈCVC.V/ and /ˈCVCC.V/, as long as the consonant cluster CC is a possible syllable coda.[8] In addition, according to this view, /r/ preferentially syllabifies with the preceding vowel even when both syllables are unstressed, so that CVrV occurs as /CVr.V/.[8] However, many scholars do not agree with this view.[8]

Syllable structure
The syllable structure in English is (C)3V(C)5, with a near maximal example being strengths (/ˈstrɛŋkθs/, although it can be pronounced /ˈstrɛŋθs/).[9] Because of an extensive pattern of articulatory overlap, English speakers rarely produce an audible release in consonant clusters.[10] This can lead to cross-articulations that seem very much like deletions or complete assimilations.
For example, hundred pounds may sound like [hʌndɹɛb pʰaʊndz] but X-ray[11] and electropalatographic[12][13] studies demonstrate that inaudible and possibly weakened contacts may still be made so that the second /d/ in hundred pounds does not entirely assimilate a labial place of articulation, rather the labial co-occurs with the alveolar one.
When a stressed syllable contains a pure vowel (rather than a diphthong), followed by a single consonant and then another vowel, as in holiday, many native speakers feel that the consonant belongs to the preceding stressed syllable, /ˈhɒl.ɨ.deɪ/. However, when the stressed vowel is a long vowel or diphthong, as in admiration or pekoe, speakers agree that the consonant belongs to the following syllable: /ˈæd.mɨ.ˈreɪ.ʃən/, /ˈpiː.koʊ/. Wells (1990)[8] notes that consonants syllabify with the preceding rather than following vowel when the preceding vowel is the nucleus of a more salient syllable, with stressed syllables being the most salient, reduced syllables the least, and secondary stress / full unstressed vowels intermediate. But there are lexical differences as well, frequently with compound words but not exclusively.
For example, in dolphin and selfish, he argues that the stressed syllable ends in /lf/, but in shellfish, the /f/ belongs with the following syllable: /ˈdɒlf.ɪn/, /ˈsɛlf.ɪʃ/ → [ˈdɒlfɨn], [ˈsɛlfɨʃ] vs /ˈʃɛl.fɪʃ/ → [ˈʃɛlˑfɪʃ], where the /l/ is a little longer and the /ɪ/ not reduced.
Similarly, in toe-strap the /t/ is a full plosive, as usual in syllable onset, whereas in toast-rack the /t/ is in many dialects reduced to the unreleased allophone it takes in syllable codas, or even elided: /ˈtoʊ.stræp/, /ˈtoʊst.ræk/ → [ˈtʰoˑʊstɹæp], [ˈtoʊs(t̚)ɹʷæk]; likewise nitrate /ˈnaɪ.treɪt/ → [ˈnʌɪtɹ̥ʷeɪt] with a voiceless /r/, vs night-rate /ˈnaɪt.reɪt/ → [ˈnʌɪt̚ɹʷeɪt] with a voiced /r/. Cues of syllable boundaries include aspiration of syllable onsets and (in the US) flapping of coda /t, d/ (a tease /ə.ˈtiːz/ → [əˈtʰiːz] vs. at ease /æt.ˈiːz/ → [æɾˈiːz]), epenthetic plosives like [t] in syllable codas (fence /ˈfɛns/ → [ˈfɛnts] but inside /ɪn.ˈsaɪd/ → [ɪnˈsaɪd]), and r-colored vowels when the /r/ is in the coda vs. labialization when it is in the onset (key-ring /ˈkiː.rɪŋ/ → [ˈkʰiːɹʷɪŋ] but fearing /ˈfiːr.ɪŋ/ → [ˈfɪəɹɪŋ]).

Onset
There is an on-going sound change (yod-dropping) by which /j/ as the final consonant in a cluster is being lost. In RP, words with /sj/ and /lj/ can usually be pronounced with or without this sound, e.g., [suːt] or [sjuːt]. For some speakers of English, including some British speakers, the sound change is more advanced and so, for example, in General American /j/ is also not present after /n/, /l/, /s/, /z/, /θ/, /t/ and /d/. In Welsh English it can occur in more combinations, for example in /tʃj/.
The following can occur as the onset:
All single consonant phonemes except /ŋ/
Plosive plus approximant other than /j/:
/pl/, /bl/, /kl/, /ɡl/,
/pr/, /br/, /tr/,[1] /dr/,[1] /kr/, /ɡr/,
/tw/, /dw/, /ɡw/, /kw/ play, blood, clean, glove, prize, bring, tree,[1] dream,[1] crowd, green, twin, dwarf, language, quick
Voiceless fricative plus approximant other than /j/:
/fl/, /sl/,
/fr/, /θr/, /ʃr/,
/sw/, /θw/, /hw/ floor, sleep, friend, three, shrimp, swing, thwart, which
Consonant plus /j/ (before /uː/):
/pj/, /bj/, /tj/, /dj/, /kj/, /ɡj/,
/mj/, /nj/, /fj/, /vj/, /θj/,
/sj/, /zj/, /hj/, /lj/ pure, beautiful, tube, during, cute, argue, music, new, few, view, thew, suit, Zeus, huge, lurid
/s/ plus voiceless plosive:[3]
/sp/, /st/, /sk/ speak, stop, skill
/s/ plus nasal:[3]
/sm/, /sn/ smile, snow
/s/ plus voiceless plosive plus approximant:[3][4]
/spl/, /skl/,
/spr/, /str/, /skr/,
/skw/, /smj/, /spj/, /stj/, /skj/ split, sclera, spring, street, scream, square, smew, spew, student, skewer

Notes:
1. In some American dialects, /tr/ and /dr/ tend to affricate, so that tree resembles "chree", and dream resembles "jream".[14][15][16] This is sometimes transcribed as [tʃr] and [dʒr] respectively, but the pronunciation varies and may, for example, be closer to [tʂ] and [dʐ][17] or with a fricative release similar in quality to the rhotic, ie. [tɹ̝̊ɹ̥], [dɹ̝ɹ], or [tʂɻ], [dʐɻ].
2. In some dialects, /wr/ (rather than /r/) occurs in words beginning in wr- (write, wrong, wren, etc.)[citation needed].
3. Many clusters beginning with /ʃ/ and paralleling native clusters beginning with /s/ are found initially in German and Yiddish loanwords, such as /ʃl/, /ʃp/, /ʃt/, /ʃm/, /ʃn/, /ʃpr/, /ʃtr/ (in words such as schlep, spiel, shtick, schmuck, schnapps, Shprintzen's, strudel). /ʃw/ is found initially in the Hebrew loanword schwa. Before /r/ however, the native cluster is /ʃr/. The opposite cluster /sr/ is found in loanwords such as Sri Lanka, but this can be nativized by changing it to /ʃr/.
4. /skl/ occurs in the Greek loanword sclerosis; there is also /sf/ (sphere), /sfr/ (sphragistics), /sθ/ (sthenics), and /θl/ (thlipsis).

Other onsets
Certain English onsets appear only in contractions: e.g., /zbl/ ('sblood), /zd/ (sdein), and /zw/ or /dzw/ ('swounds or 'dswounds). Some, such as /pʃ/ (pshaw) or /fw/ (fwoosh), can occur in interjections. An archaic voiceless fricative plus nasal exists, /fn/ (fnese).
A few other onsets occur in further (anglicized) loan words, including /bw/ (bwana), /mw/ (moiré), /nw/ (noire), /pw/ (pueblo), /zw/ (zwieback), /vw/ (voilà), /kv/ (kvetch), /ʃv/ (schvartze), /tv/ (Tver), /vl/ (Vladimir), and /zl/ (zloty).
Some clusters of this type can be converted to regular English phonotactics by simplifying the cluster: e.g. /(d)z/ (dziggetai), /(h)r/ (Hrolf), /kr(w)/ (croissant), /(p)f/ (pfennig), /(f)θ/ (phthalic), and /(t)s/ (tsunami).
Others can be substituted by native clusters differing only in voice: /zb ~ sp/ (sbirro), and /zɡr ~ skr/ (sgraffito).

Nucleus
The following can occur as the nucleus:
• All vowel sounds
• /m/, /n/ and /l/ in certain situations (see below under word-level rules)
• /r/ in rhotic varieties of English (eg General American) in certain situations (see below under word-level rules)

Coda
Most, and in theory all, of the following except those which end with /s/, /z/, /ʃ/, /ʒ/, /tʃ/ or /dʒ/ can be extended with /s/ or /z/ representing the morpheme -s/z-. Similarly most, and in theory all, of the following except those which end with /t/ or /d/ can be extended with /t/ or /d/ representing the morpheme -t/d-.
Wells (1990) argues that a variety of syllable codas are possible in English, even /ntr, ndr/ in words like entry /ˈɛntr.ɪ/ and sundry /ˈsʌndr.ɪ/, with /tr, dr/ being treated as affricates along the lines of /tʃ, dʒ/. He argues that the traditional assumption that pre-vocalic consonants form a syllable with the following vowel is due to the influence of languages like French and Latin, where syllable structure is CVC.CVC regardless of stress placement. Disregarding such contentious cases, which do not occur at the ends of words, the following sequences can occur as the coda:
The single consonant phonemes except /h/, /w/, /j/ and, in non-rhotic varieties, /r/

Lateral approximant + plosive or affricate: /lp/, /lb/, /lt/, /ld/, /ltʃ/, /ldʒ/, /lk/ help, bulb, belt, hold, belch, indulge, milk
In rhotic varieties, /r/ + plosive or affricate: /rp/, /rb/, /rt/, /rd/, /rtʃ/, /rdʒ/, /rk/, /rɡ/ harp, orb, fort, beard, arch, large, mark, morgue
Lateral approximant + fricative: /lf/, /lv/, /lθ/, /ls/, /lʃ/ golf, solve, wealth, else, Welsh
In rhotic varieties, /r/ + fricative: /rf/, /rv/, /rθ/, /rs/, /rʃ/ dwarf, carve, north, force, marsh
Lateral approximant + nasal: /lm/, /ln/ film, kiln
In rhotic varieties, /r/ + nasal or lateral: /rm/, /rn/, /rl/ arm, born, snarl
Nasal + homorganic plosive or affricate: /mp/, /nt/, /nd/, /ntʃ/, /ndʒ/, /ŋk/ jump, tent, end, lunch, lounge, pink
Nasal + fricative: /mf/, /mθ/ in non-rhotic varieties, /nθ/, /ns/, /nz/, /ŋθ/ in some varieties triumph, warmth, month, prince, bronze, length
Voiceless fricative + voiceless plosive: /ft/, /sp/, /st/, /sk/ left, crisp, lost, ask
Two voiceless fricatives: /fθ/ fifth
Two voiceless plosives: /pt/, /kt/ opt, act
Plosive + voiceless fricative: /pθ/, /ps/, /tθ/, /ts/, /dθ/, /dz/, /ks/ depth, lapse, eighth, klutz, width, adze, box
Lateral approximant + two consonants: /lpt/, /lfθ/, /lts/, /lst/, /lkt/, /lks/ sculpt, twelfth, waltz, whilst, mulct, calx
In rhotic varieties, /r/ + two consonants: /rmθ/, /rpt/, /rps/, /rts/, /rst/, /rkt/ warmth, excerpt, corpse, quartz, horst, infarct
Nasal + homorganic plosive + plosive or fricative: /mpt/, /mps/, /ndθ/, /ŋkt/, /ŋks/, /ŋkθ/ in some varieties prompt, glimpse, thousandth, distinct, jinx, length
Three obstruents: /ksθ/, /kst/ sixth, next
Note: For some speakers, a fricative before /θ/ is elided so that these never appear phonetically: /ˈfɪfθ/ becomes [ˈfɪθ], /ˈsiksθ/ becomes [ˈsikθ], /ˈtwelfθ/ becomes [ˈtwelθ].
Syllable-level rules
• Both the onset and the coda are optional
• /j/ at the end of an onset cluster (/pj/, /bj/, /tj/, /dj/, /kj/, /fj/, /vj/, /θj/, /sj/, /zj/, /hj/, /mj/, /nj/, /lj/, /spj/, /stj/, /skj/) must be followed by /uː/ or /ʊə/
• Long vowels and diphthongs are not found before /ŋ/ except for the mimetic word boing![18]
• /ʊ/ is rare in syllable-initial position[19]
• Stop + /w/ before /uː, ʊ, ʌ, aʊ/ (all presently or historically /u(ː)/) are excluded[20]
• Sequences of /s/ + C1 + V̆ + C1, where C1 is a consonant other that /t/ and V̆ is a short vowel, are virtually nonexistent[20]

Word-level rules

• /ə/ does not occur in stressed syllables
• /ʒ/ does not occur in word-initial position in native English words although it can occur syllable-initial, e.g., luxurious /lʌɡˈʒʊəriəs/
• /m/, /n/, /l/ and, in rhotic varieties, /r/ can be the syllable nucleus (ie a syllabic consonant) in an unstressed syllable following another consonant, especially /t/, /d/, /s/ or /z/
• Certain short vowel sounds, called checked vowels, cannot occur without a coda in a single syllable word. In RP, the following short vowel sounds are checked: /ɪ/, /ɛ/, /æ/, /ɒ/, /ʌ/, and /ʊ/.

EXERCISE DEGREE OF COMPARISON

1. The town is just as (large) as my native one.
2. The road was (long) than we had expected.
3. The girl is very (intelligent).
4. As soon as they understood that the second book was (boring) than the first one, they changed their mind more boring).
5. The shop is (far) than the school.
6. Ventspils is (far) town in Latvia I have been to.
7. Tim is (intelligent) than Pat.
8. The heat is less (harmful) than the cold
9. This song is (beautiful) one in the world!
10. They are as (stubborn) as donkeys!
11. The weather today is (bad) than the ather yesterday but not as (bad) as it was four days ago.
12. The story was (exciting) one I have ever heard.
13. They were less (tired) than we.
14. George bought a (new) car than he could ever imagine.
15. The mark is a (good) than I expected.
16. They are very (upset) with the results.
17. She is (polite) than me.
18. The boy is (fast) runner of all.
19. It is as (pleasant) as a greeting card.
20.The movie was (interesting) than the book.
21. The price will be less (aggressive) than the previous time.
22.The nature is (important) than making profit.
23.The cake is just as (sweet) as the ice-cream.
24.Sometimes friends are (devoted) than relatives.
25.Planes are (convenient) means of travelling of all.
26.Some cars are (expensive) than others.
27.The jeans are very (dirty) in fact they are (dirty) than the trousers.
28.Acandle gives (little) than a lamp.
29.This blanket is (warm) than that blanket.
30.The dog is (angry) than its master.