THE ANALYSIS OF READING EXERCISES IN “DEVELOPING ENGLISH COMPETENCIES I”, AN ENGLISH TEXTBOOK FOR SENIOR HIGH SCHOOL GRADE X, PUBLISHED BY PUSAT PERBUKUAN DEPARTEMEN PENDIDIKAN NASIONAL Show
THESIS Submitted in Partial Fulfillment of the Requirement for Gaining the Degree of Bachelor in English Language Education By: NUR LAILA HAFIDHOH 063411051 EDUCATION FACULTY STATE INSTITUTE FOR ISLAMIC STUDIES WALISONGO 2011 RATIFICATION Name Student Number Title : Nur Laila Hafidhoh : 063411051 : “The Analysis of Reading Exercises in Developing English Competencies 1, An English Textbook for Senior High School Grade X Published by Pusat Perbukuan Departemen Pendidikan Nasional” had been ratified by the team of thesis examiner of education Faculty of Walisongo State Institute for Islamic Studies Semarang on: Day: Friday Date: June 14th, 2011 The Team of Examiner ADVISOR NOTE Semarang, May, 2011 To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamu’alaikum wr.wb. I inform that I have given guidance, briefing and correction to whatever extent necessary to thesis with the following identity: Title :THE ANALYSIS OF READING EXERCISE IN DEVELOPING ENGLISH COMPETENCIES 1, An English Text Book For Senior High School Grade X, Published By Pusat Perbukuan Departemen Pendidikan Nasional Name of the Student Student Number Department Field of Study : Nur Laila Hafidhoh : 063411051 : Tadris : English Language Education I state that the thesis is ready to be submitted to education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqasah session. Wassalamu’alaikum wr.wb. Advisor I, ADVISOR NOTE Semarang, May, 2011 To The Dean of Education Faculty Walisongo State Institute for Islamic Studies Assalamu’alaikum wr.wb. I inform that I have given guidance, briefing and correction to whatever extent necessary to thesis with the following identity: Title :THE ANALYSIS OF READING EXERCISE IN DEVELOPING ENGLISH COMPETENCIES 1, An English Text Book For Senior High School Grade X, Published By Pusat Perbukuan Departemen Pendidikan Nasional Name of the Student : Nur Laila Hafidhoh Student Number : 063411051 Department : Tadris Field of Study : English Language Education I state that the thesis is ready to be submitted to education Faculty Walisongo State Institute for Islamic Studies to be examined at munaqasah session. Wassalamu’alaikum wr.wb. Advisor II, Drs. Ikhrom, M.Ag. THESIS PROJECT STATEMENT I am the student with the following identity: Name Student Number Department : Nur Laila Hafidhoh : 063411051 : English Language Education Certify that this is definitely my own work. I am completely responsible for the content in his thesis. Other writes’ opinion or findings included in this thesis are quoted or cited in accordance with ethical standard. Semarang, May , 2011 The Writer Nur Laila Hafidhoh 063411051 DEDICATION I dedicate this thesis to: 1. My beloved mother (Anisah, S.Pd.I) and father (Hambali), thanks for love, support, advice, pray and everything given to me that can not be mentioned. I love you so much. 2. My brother (Ahmad Abbad Kholili) and sister (Shofwatin Ni’mah) thanks for your love, support and pray for me. 3. All of my family. Thanks for your love. ABSTRACT : The Analysis of Reading Exercise in “Developing English Competencies 1” An English Textbook for Senior High School Grade X Published by Pusat Perbukuan Departement Pendidikan Nasional. Writer : Nur Laila Hafidhoh Student Number : 063411051 Title This thesis discusses the analysis of reading exercises in “Developing English Competencies 1” in term of aim of exercises, text type, type of reading exercises and relevancy with KTSP Curriculum. The background of study is the importance of a good textbook for a guide in teaching and learning process and reading exercises are one of the content of textbook to improve the students’ skill. The study is aimed at responding the following questions; (1) To which extent of reading exercises in :Developing English Competencies 1” an English textbook for Senior High School Grade X Published by pusat perbukuan Departement Pendidikan Nasional.are relevant with KTSP?, (2) what types of reading exercises are employed in “Developing English Competencies 1”?. The topic is discussed through library research. The reading exercises in “Developing English Competencies 1” are used as data. The data gathered by reading, identification, classification, simplification and analysis. All data then analyzed by using evaluating textbook (content analysis). The result of analysis reveals that in term of aim of exercise, the Reading Exercises are sufficient enough to improve the students’ ability in reading skill. In the term of type of texts, all reading exercises are based on type of reading exercises. In term of relevance with KTSP Curriculum, the exercises of textbook do not cover all reading materials demanded in Curriculum, but there are two materials that are not in the textbook. In term of type of reading exercise, all type of reading exercises are covered in the textbook. So, the reading exercises in “Developing English Competencies 1” are relevant with some aspects of reading exercise in term of Aim of exercise and Relevance with KTSP Curriculum. While the reading exercises in this textbook do not cover some of aspects in term of Type of Texts and Type of Reading Exercise. ACKNOWLEDGMENT Bismillahirrahmanirrahim First of all, the writer would like to express her thanks to Allah the Almighty, for giving his blessing, inspiration and guidance so that the writer can finish her thesis by the title “The Analysis of Reading Exercises in “Developing English Competencies 1” an English textbook for Senior High School Grade X published by Pusat Perbukuan Departemen Pendidikan Nasional. This thesis is arrange to fulfill one of the requirements to get the bachelor degree of English Department in State Institute for Islamic Studies Walisongo. The writer realizes that she can not finish this thesis without the guidance, advice and support from many people during writing this thesis. In this occasion, the writer would like to thank to: 1. The Dean of Tarbiyah Faculty of State Institute for Islamic Studies Walisongo Semarang. 2. Mr. Mursyid, M.Ag the head of Tadris major IAIN Walisongo. 3. Siti Tarwiyah, M.Hum,. as the head of English Department IAIN Walisongo. 4. Mr.Muh Nafi’ Annury, M.Pd as the 1st advisor for giving advice, guidance and support. 5. Mr. Drs. Ikhrom, M.Ag ., as the 2nd advisor for giving advice, guidance and support. 6. The lectures of English Department of Tarbiyah, for giving knowledge and experiences. 7. My family in B 15 (Nur, Nisa’, Mimi, Oing, Fani and Eny) thanks for helping me any time. 8. My best friend (Intan, Fida, Nisa’, Wity, Inta) and All Sahabat/i Sindikat Rongewunem. You are my best friends. 9. All Sahabat/sahabati PMII. 10. My Sister (Nur Laila Tuttaqwa). Thanks for helping and supporting me. 11. All of my family in Walisongo English Club. Never being stop in practice English. 12. My family in UKM BITA. Thanks for teaching me many things. 13. My family in LRC-KJHAM (Eva, Oji, Afidah, Eko, Dian, Irene, Any, Lia, Misrin, Wity, Nia and Lutfi). Thanks for being together with you all in any challenging situations. 14. My Keluarga Mathali’ul Falah. Thanks for support and pray for me. 15. My best friend (Nita, Dewi, Chacha) 16. Everyone always supports my life. Finally the writer realizes that this thesis is still less perfect. So that the writer hopes suggestions and critics to make it perfect. The writer hopes this thesis can be useful for the improvement of English Teaching and learning process, especially for the writer and the readers in general. TABLE OF CONTENT Page of Title ................................................................................................... Page of Ratification ........................................................................................ Page of Approval............................................................................................ Page of Thesis Statement ............................................................................... Page of Dedication ......................................................................................... Abstract .......................................................................................................... Acknowledgment .......................................................................................... Table of Content............................................................................................. List of Table ................................................................................................... i ii iii iv vi vii viii ix x CHAPTER I : INTRODUCTION A. B. C. D. E. F. Background of The Study ............................................ Reason for Choosing The Study .................................. Research Focus ............................................................ Objective of The Study ................................................ Significance of The Study............................................ Definition of Key Term ............................................... 1 3 3 3 4 4 CHAPTER II : REVIEW OF RELATED LITERATURE A. B. C. D. E. F. G. Reading ........................................................................ Reading Exercise ......................................................... Text Type ..................................................................... Materials ...................................................................... Textbook ...................................................................... Language Curriculum Theory ...................................... Previous Research ........................................................ 6 8 11 14 15 18 20 CHAPTER III : RESEARCH METHOD A. B. C. D. E. Research Approach ...................................................... The Object of The Study.............................................. The Type of Data ......................................................... Technique of Collecting Data ...................................... Technique of Analyzing Data ...................................... 22 23 23 23 24 CHAPTER IV : RESULT AND ANALYSIS A. The Description of Reading Exercise in “Developing English Competencies 1” an English Textbook for Senior High School Grade X Published by Pusat Perbukuan Departemen Pendidikan Nasional in Term of Reading Exercise Criteria. ....................................... B. The Analysis of Reading Exercise in “Developing English Competencies 1” an English Textbook for Senior High School Grade X Published by Pusat Perbukuan Departemen Pendidikan Nasional in Term of Reading Exercise Criteria. ....................................... 26 82 CHAPTER V : CONCLUSION, SUGGESTION AND CLOSING A. Conclusion ................................................................... B. Suggestions .................................................................. C. Closing ........................................................................ BIBLIOGRAPHY APPENDIXES CURRICULUM VITAE 84 85 85 LIST OF TABLE Table 4.1.1 Analysis of reading exercise of activity 1 page 13 unit 1 ................ 27 Table 4.1.2 Analysis of reading exercise activity 2 page 13 unit 1 .................... 28 Table 4.1.3 Analysis of reading exercise activity 3 page 13 unit 1 .................... 28 Table 4.1.4 Analysis of reading exercise activity 4 page 14-15 unit 1 ............... 30 Table 4.1.5 Analysis of reading exercise activity 5 page 15 unit 1 .................... 31 Table 4.1.6 Analysis of reading exercise activity 6 page 15 unit 1 .................... 32 Table 4.1.7 Analysis of reading exercise activity 7 page 16 unit 1 .................... 33 Table 4.1.8 Analysis of reading exercise activity 1 page 37 unit 2 .................... 34 Table 4.1.9 Analysis of reading exercise activity 2 page 38-39 unit 2 ............... 35 Table 4.1.10 Analysis of reading exercise activity 3 page 39 unit 2 .................. 37 Table 4.1.11 Analysis of reading exercise activity 4 page 40 unit 2 .................. 37 Table 4.1.12 Analysis of reading exercise activity 5 page 40-41 unit 2 ............. 39 Table 4.1.13 Analysis of reading exercise activity 6 page 41 unit 2 .................. 40 Table 4.1.14 Analysis of reading exercise activity 7 page 42-43 unit 2 ............. 42 Table 4.1.15 Analysis of reading exercise activity 8 page 43-44 unit 2 ............. 43 Table 4.1.16 Analysis of reading exercise activity 1 page 65 unit 3 .................. 44 Table 4.1.17 Analysis of reading exercise activity 2 page 65 unit 3 .................. 45 Table 4.1.18 Analysis of reading exercise activity 3 page 66 unit 3 .................. 47 Table 4.1.19 Analysis of reading exercise activity 4 page 66-67 unit 3 ............. 48 Table 4.1.20 Analysis of reading exercise activity 5 page 67 unit 3 .................. 49 Table 4.1.21 Analysis of reading exercise activity 6 page 68-69 unit 3 ............. 51 Table 4.1.22 Analysis of reading exercise activity 1 page 91 unit 4 .................. 52 Table 4.1.23 Analysis of reading exercise activity 2 page 91 unit 4 .................. 53 Table 4.1.24 Analysis of reading exercise activity 3 page 92 unit 4 .................. 54 Table 4.1.25 Analysis of reading exercise activity 4 page 92-93 unit 4 ............. 55 Table 4.1.26 Analysis of reading exercise activity 5 page 93-94 unit 4 ............. 57 Table 4.1.27 Analysis of reading exercise activity 6 page 94 unit 4 .................. 58 Table 4.1.28 Analysis of reading exercise activity 7 page 94 unit 4 .................. 59 Table 4.1.29 Analysis of reading exercise activity 8 page 95 unit 4 .................. 61 Table 4.1.30 Analysis of reading exercise activity 1 page 115 unit 5 ................ 62 Table 4.1.31 Analysis of reading exercise activity 2 page 115-116 unit 5 ......... 63 Table 4.1.32 Analysis of reading exercise activity 3 page 116-117 unit 5 ......... 65 Table 4.1.33 Analysis of reading exercise activity 4 page 117-118 unit 5 ......... 66 Table 4.1.34 Analysis of reading exercise activity 5 page 118 unit 5 ................ 67 Table 4.1.35 Analysis of reading exercise activity 6 page 119-120 unit 5 ......... 69 Table 4.1.36 Analysis of reading exercise activity 7 page 120 unit 5 ................ 70 Table 4.1.37 Analysis of reading exercise activity 8 page 121-122 unit 5 ......... 72 Table 4.1.38 Analysis of reading exercise activity 1 page 140 unit 6 ................ 73 Table 4.1.39 Analysis of reading exercise activity 2 page 140 unit 6 ................ 74 Table 4.1.40 Analysis of reading exercise activity 3 page 141 unit 6 ................ 75 Table 4.1.41 Analysis of reading exercise activity 4 page 141 unit 6 ................ 76 Table 4.1.42 Analysis of reading exercise activity 5 page 142-143 unit 6 ......... 78 Table 4.1.43 Analysis of reading exercise activity 6 page 143 unit 6 ................ 79 Table 4.1.44 Analysis of reading exercise activity 7 page 144 unit 6 ................ 81 Table 4.1.45 Analysis of reading exercise activity 8 page 145 unit 6 ................ 81 CHAPTER I INTRODUCTION A. Background of the Study A good course has a matching book to go with it. Because textbook help clarify difficult subjects and they can provides many information about them. In elementary school, when the students learned how to infer the meaning of one word by reading the context of the other word, they get benefits from reading textbooks. Many materials of school are employed on the textbook. It does not take long time for the teacher to present the materials. Sometimes the teacher can just ask the students to read the textbook suggested. If there are some difficulties, the students can ask to the teacher and he will explain it. This can be a brain storming before starting the class. It means that before the class, the students have read the book focused on the lesson will be learned, they will have some knowledge about it, then the teacher can start the class with the students that are ready to catch the materials. As we know that textbook has a great role in teaching learning, it is like a guide for teacher in teaching and it can be a reference for students in studying. English textbook considered to be the course of the study, the guide on methods of instruction and the source of language. The choice of an English language textbook in language schools worldwide is often taken too lightly, which can lead to serious repercussions for both teachers and students. The selection of an inappropriate course book is likely to act as a straightjacket, forcing teachers to grapple with material that is too difficult or irrelevant A textbook is looked upon as an indispensable vehicle for foreign language acquisition whose validity and significance are seldom impugned. Many students working on a textbook feel secure and have a sense of progress and achievement. They always have a book to relate to; they are not groping in the dark. Consequently, they become more confident and satisfied, as they 1 2 tackle the target language within a certain framework. Furthermore, a textbook provides them with the opportunity to go back and revise. And fails to engage learners. They can also use the textbook for self-study and as reference tool.1 Talking about textbook as one of guide in teaching learning, it is very near with reading; because written language that is on the textbook, need to be read and understood. In order to get meaningful and understandable text, the reader, the students or the teacher must have skill in reading itself. Reading is an active menthol process and it can make us to use our brain and can make us become smarter, because we can find deeper information from the books we read than just classroom discussion. That is one of the importance of reading. As Allah said in the holy Qur'an in Surat Al Alaq:2 “(1) Proclaim! (Or read!), In the name of thy Lord and Cherisher, Who created, (2) Created man, out of a (mere) clot of congealed blood,(3) Proclaim! And thy Lord is Most Bountiful,- (4) He Who taught (the use of) the pen,- (5) Taught man that which he knew not.” Because of the important of reading and textbook of English as a manual for teaching the language, the teacher should pay attention to the reading exercise in the textbook they used in the classroom. The teacher should examine whether reading exercise of textbook are relevant or not with the existing curriculum in term clear direction, present of example and type of reading exercise. They should observe whether the reading exercise in the textbook could lead student to the goal as stated in curriculum or not. Based on assumption above, the researcher wants to discover whether the reading exercise in Developing English Competencies, an English 1Razia Fakir Mohammad, Effective Use in Textbook, retrieved from http://www.equip123.net/jeid/articles/5/EffectiveUseTextbooks.pdf. 9 march 2009 2Translated by Yusuf Aly retrieved from http://www.usc.edu/schools/college/ crcc/engagement/resources/texts/muslim/quran/096.qmt.html 3 textbook for Senior high school for year X, relevant or not with curriculum in term of clear direction, presence of example and type of reading exercise. B. Reason for Choosing Topic A number of considerations are proposed to show the important of conducting this study. They are as follows: 1. Teaching foreign language should be supported with some factors to get the process and the result can be received by the students. One of the factors that affect it is the teaching materials including the textbook. 2. Reading is one of important skills in language teaching and learning. In the process of it, the teacher often shows the written text to give new material or just give examples to the students. 3. Exercise or practice of the material is a something important to know the student ability in achieving the material which is given. 4. Learning reading is very complex. It can be mastered by a lot of practices. The researcher wants to find out the textbook is consisted with enough and appropriate exercises. C. Research Focus How do reading exercises in “Developing English Competencies 1” meet with two points below? 1. To which extent of reading exercises in Developing English Competencies 1 are relevant to KTSP? 2. What types of reading exercises are employed in Developing English Competencies I? D. Objective of the Study This proposal research is intended to meet the following objectives: 1. To find out the extent of reading exercise are relevant to KTSP in Developing English Competencies I 2. To find out the type of reading exercises in Developing English Competencies I 4 E. Significance of the Study The result of this study is expected to be able to give the following benefits: 1. For English teachers, hopefully this research can give a reference to select suitable English course book in the language teaching process. 2. For English course book authors. It is hoped that in arranging a course book, they will present materials and exercises which are suitable with the ideal of course book materials. F. Definition of Key Terms In this thesis, the researcher would like to clarify the meaning of the terms used as follows: 1. Analysis Analysis is the study by examining its part.3 Other opinions say that analysis is the process of breaking a complex topic or substance into smaller part to gain a better understanding of it. By examining each part of something. Someone will find the character of it; it means that analysis benefit a lot for those who are examining something, so they can judge something good or not.4 It also has meaning that a separating or breaking up of any whole into its part, esp. with an examination of three parts to find out their nature, proportion, interrelation, etc.5 The way to analyze is by selecting the groups of reading exercise that are employed in the textbook, then categorizing based on the type of test, type of reading exercise, presence of example and relevancy with material of KTSP curriculum. 3Hornby, Advance Learners Dictionary, (Oxford : Oxford University Press, 1995 ),.p. 14 4Explanation of Analysis, retrieved from http://www.total.or.id/info. php?kk=Qualitative%20da. 1 March 2009 5Michael Agnes, Webster New World College Dictionary (Chief: 2000) Fourth Edition p.50 5 2. Reading Exercise Reading is a thinking process that sets two people in action together – an author and a reader. The author has a purpose in writing and a message to get across. In writing, the author chooses the facts and ideas to include, chooses the word to express those facts and ideas, and organizes them in a clear way. 6 Exercise is to exert for the sake of training or improvement; to practice in order to develop; hence, also, to improve by practice; to discipline, and to use or to for the purpose of training; as, to exercise arms; to exercise one's self in music; to exercise troops.7 It also means that a problem or group of written examples, passage, etc. to be studied and worked out for developing technical skill as in mathematics and grammar, etc.8 So reading exercise is a group of written example or passage to know measure the students’ competence in reading skill development. 3. “Developing English Competencies I” An English textbook for Student X years grade. It is arranged by Ahmad Doddy, Ahmad Sugeng and Effendi. It’s published by Pusat Perbukuan Departemen Pendidikan Nasional. 6Definition Of Reading, retrieved from http://www.ncrel.org/sdrs/areas/issues/content/ cntareas/reading/li7lk1.htm, on 19 December 2009 7Definition of Exercise. Retrieved from http://www.brainyquote.com/words/ex/ exercise162589.html. 4 march 2009 8Michael Agnes, Op.cit., p.497. CHAPTER II THE REVIEW OF RELATED LITERATURE A. Reading 1. Definition of Reading. There are four major skills taught in English. Those are speaking, listening, reading and writing. There are so many sources that can support the achievement, like English books, magazines or newspapers. So people should master the reading skill. Reading is an intensive process in which the eye quickly moves to assimilate text. Very little is actually seen accurately. It‟s necessary to understand visual perception and eye movement in order to understand the reading process. 1 Reading is to interpret on understand (a printed passage) as having particular meaning, the form of a specified word sentence on passage in particular edition of a literary works. 2 2. Reading Skills There are four skills of reading. They are as follows: 3 a. Scanning Scanning is reading rapidly to find specific piece of information. b. Skimming Skimming is the skill of reading rapidly for the main points. c. Intensive reading Intensive reading is reading a short text for detailed information. 1 Reading Definition, retrieved from http: //en.wikipedia.org/wiki/Reading_(process)/ on 10 December 2009 2 Michael Agnes, Webster New World College Dictionary (Chief: 2000) Fourth Edition p.1192 3 Reading skill, retrieved from http://esl.about.com/od/readinglessonplans/a/l_readtyp es.htm on March 26th, 2011 6 7 d. Extensive reading Extensive reading is reading a longer text, often for a pleasure with emphasis on overall meaning. 3. Method of Teaching Reading There are three methods for teaching reading. They are: 4 a. Presenting A Text In this term, the teacher should present text well. Because a good presentation can give some benefits, they are as follows: 1) It can make the students more interested 2) It can make the students reminding their previous knowledge that related to the text. 3) It can be as pre teaching 4) It can give a reason for reading. This gives students a sense of purposes. There are some suggestions to have the effective presentation. They are:5 1) Using a picture 2) Using other relevant senses 3) Giving pre reading questions 4) Setting a problem 5) Using information grid 6) Giving a listening exercise 7) Asking the students to preview a text b. Developing Lesson It means that the teacher can develop the process of teaching reading with some various reading methods. c. Follow Up It‟s the important thing in teaching reading to know how much the students understand about the reading passage. The main thing to 4 Neville Grant, Making The Most of Your Textbook, 1987, New York: Longman, p. 80 5Ibid p. 81 8 remember is that a successful follow up to a reading exercise involves integrating the language skills–especially speaking and writing. In this way reading and the other aspects of the syllabus are mutually reinforcing.6 B. Reading Exercise Learning English is to develop four language skills; listening, reading, writing, and speaking. And they must be supported by appropriate exercise. According to J.B Heaton, kinds of reading exercises are:7 1. Matching Test This test is purely concerned with word and sentence recognition. It tests the students‟ ability to differ the words which have the same spelling. This item tests are used to develop word recognition tests.8 There are three kinds of matching test. They are:9 a. Word Matching In this term, the students should underline the words that are the same as one on the left. Example: Now bow/ not/ now/ mow Book cook/ door/ poor/ book Sit silk/ fit/ sit/ site Sheep shop/ shape/ sleep/ heap/ sheep Ever never/ over/ ever/ fewer/ even b. Sentence Matching This item is similar to the word–matching item. The difference is the students recognize the sentences that consist of the same words in the same order. 6 Ibid J.B. Heaton, Writing English Language Test, London, Longman, 1975, p.105 8 Ibid 9 Ibid 7 9 Example: Tom is not going to your school 1) Tom is not going to your pool 2) Tom is going to your school 3) Tom is not coming to your school 4) Tom is not going to your school c. Pictures and Sentence Matching In the remainder of this section, the items will concentrate on word and sentence comprehension, using pictures to test this skill. 2. True/ False Reading Test True/ False test is one of the most used tests of reading comprehension. Because the scoring of this test is quick and reliable with the reading comprehension. The items can also be constructed easily and quickly. Example: a. The sun rises in the west T F b. Fish can‟t fly, but birds can T F c. Lagos is a large as London T F d. When ice melts, it turns into water T F 3. Multiple Choice Item Tests In this item, the students should choose the best answer of some choices given. Example: John is not as tall as Miss Green but he‟s a little taller than Bill. a. Miss Green is taller than John and Bill b. John is not as tall as Bill c. Miss Green is taller than John but not as tall as Bill d. Bill is taller than John and Miss Green. 4. Completion Items Completion items measure recall rather than recognition. In this item, the students usually supply a word or short phrase. 10 There are two types of completion tests. They are as follows:10 a. The blanks for completion are in the following of the text. Here, the students should read the full text first, and then they complete the blanks that are in the following. Example: 256 Weeton Road, 2nd floor, Hong Kong, 7th June, 1974 Dear David, I‟m very sorry that I could not meet you last night. I hope that you didn‟t wait too long out side the New York Theater. I had to look after my small brother until my mother returned home. She was a long time at the doctor‟s and she arrived home very late. I ran all the way to the bus stop, but I had already missed the bus. I decided to get on a tram and I arrived at the New York Theatre at eight o‟clock. I didn‟t that you would still be there because I was three quarters of an hour late. I do hope that you will forgive me. Your friend Peter Write one word or more in each blank. 1) Peter lives at ………………………………………… 2) He wrote the letter on……………………................... 3) Peter went to the New York theatre by………………….. b. The blanks for completion are in the text itself. In this item type the students are required to complete the blank spaces in a reading text. Example: When we …………… something along the .............…, it will cause ………………. 10 Ibid., p. 119 11 5. Short or Long Answer Question 11 a. Short-answer question Short-answer question is a reading test that the students spend 3-5 minutes to answer the question. b. Long-answer question Long-answer question is a reading test that the students spend 5-7 minutes to answer the question. C. Text Type Based on generic structure and language feature dominantly used, texts are divided into several types. They are narrative, recount, descriptive, report, explanation, analytical exposition, hortatory exposition, procedure, discussion, review, anecdote, spoof, and news item. These variations are known as GENRES. 12 1. Narrative The purpose is to amuse or entertain the readers and to tell a story. Generic structures are: orientation, complication, resolution and reorientation. Dominant language features are past tense, action verb and chronologically arranged. 2. Recount The purpose is to retell something that happened in the past and to tell a series of past event. Generic structures are orientation, events and reorientation. Language features usually are past tense, action verb and adjective. 3. Descriptive The purpose is to describe a particular person, place or thing in detail. Dominant generic structures are identification and description. 11 Retrieved from http://www.pearsonlongman.com/ae/marketing/sfesl/practicerea ding.html, on May 26th 2011 12 Retrieved from http://understandingtext.blogspot.com/2008/03/text-types-completeoverview.html on March 2011 12 Language features are simple present tense, action verb, adverb and special technical terms. 4. Report The purpose is to present information about something, as it is Generic structures are general identification and description. Language features are introducing group or general aspect, Using conditional logical connection and Using Simple Present Tense. 5. Explanation The purpose is to explain the processes involved in the formation or working of natural or socio-cultural phenomena. Generic structures are general statement, explanation and closing. Dominant language features are using simple present tense, action verbs, passive voice, noun phrase, adverbial phrase, technical terms, general and abstract noun and conjunction of time and cause-effect. 6. Analytical Exposition The purpose is to reveal the readers that something is the important case. Generic structures are thesis, argument and reiteration or conclusion. Language features are Using modals, action verbs, thinking verbs, adverbs, adjective, technical terms, general and abstract noun and connectives/ transition. 7. Hortatory Exposition The purpose is to persuade the readers that something should or should not be the case or be done. Generic structures are thesis, arguments and recommendation. Dominant language features are using Simple Present Tense, modals, action verbs, thinking verbs, adverbs, adjective, technical terms, general and abstract noun and connectives/ transition. 8. Procedure The purpose is to help readers how to do or make something completely, Generic structures are goal/ aim, materials/ equipments and steps/methods. 13 Dominants language features are Using Simple Present Tense, Imperatives sentence, adverb and technical terms. 9. Discussion The purpose is to present information and opinions about issues in more one side of an issue. Generic structures are issue, arguments For and Against, and conclusion. Dominant Language features are Using Simple Present Tense, Use of relating verb/to be, thinking verb, general and abstract noun, conjunction/transition, modality and adverb of manner. 10. Review The purpose is to critique or evaluate an art work or event for a public audience. Dominant generic structures are orientation, evaluation, interpretative recount, evaluation and evaluative summation. Dominant language features are focus on specific participants, using adjective, long and complex clauses and metaphor. 11. Anecdote The purpose is to share with others an account of an unusual or amusing incident. Generic structures are abstract, orientation, crisis, reaction and coda. Language features are Using exclamations, rhetorical question or intensifiers, material process and temporal conjunctions. 12. Spoof The purpose is to tell an event with a humorous twist and entertain the readers. Generic Structures are orientation, events and twist. Dominant language features are Using Past Tense, action verb, adverb and Chronologically arranged. 13. News Item The purpose is to inform readers about events of the day which are considered newsworthy or important. 14 Dominant Generic Structures are newsworthy event(s), Background event(s) and Sources. Dominant Language Features are Short, telegraphic information about story captured in headline, Using action verbs, saying verbs and adverbs of time, place and manner. D. Materials Language instruction has five important components, the component are student, a teacher, materials, teaching method, and evaluation. Material is an important resource for teacher in assisting students to learn English. Material has a role as one of the main instrument for shaping knowledge, attitude, and principles of our young people. In teaching learning process, students are the centre of the instruction. But in many cases, teachers and students rely on materials, and the materials become the centre of the instructions .It is because of the teacher is busy and does not have the time or inclination to prepare extra materials, course book and other commercially produced materials which are very important in language instruction. Therefore, it is important for teachers to know how to choose the best materials for instruction, how to make supplementary materials for the class, and how to adapt materials. 13 Though there are five elements in language instruction, learners should be center of the instructions. However, materials often control the instruction, since teachers and learners tend to rely heavily on them. Materials that are appropriate for a special class need to have underlying instructional philosophy, approach, method, and technique which suit the students and their needs. They should have correct, natural, current and Standard English. Teacher needs to look for good materials. 13 Kitao, Adapting Materials. Retrieved from http:// iteslj.org/articles/kitao-materials.html. 4 March 2009 15 E. Text Book 1. Definition of Text Book Books are the most important resources, which teacher used in their daily teaching. Therefore, the available of course book is essential in education. A teacher must be able to select which course book he or she should use in the teaching and learning process, and how he should do with them. In order to use a course book systematically and flexibly, it is important to understand how it is put together and how it can be adapted to meet the needs of the particular learners. The course book provides a plan for learning, a visible outline of what is to be learned in the classroom as a bank of resource materials and ideas. What happen in the classroom fills out and transforms the outline into learning experience for students. There is relation between teacher and course book. The relation between teacher and course book is an important consideration and at it is a partnership that share common goals to which each side brings its special contribution. The aim of the course book should correspond as closely as possible to the aim of the teacher, and both should seek to meet the needs of the learners to the highest degree. The partnership is helped when aims and objectives are well defined, and when the difference but complementary roles of the teacher and course book are clearly perceived and well balanced.14 2. Type of Text Book There are two categories of text book. They are as follows: 15 a. Traditional Text Books The traditional text book tries to get students to learn the language as a system. Once they have learned the system, it is hoped that they can use the language for their own purposes in some fit ways. 14 Gabrielatos, The Coursebook as a Flexible http://www.Gabrielatos.com/CB-use.htm. 3 March 2009 15 Op.cit, Making The Most of your Textbook, p.13-14 Tool, 2000, retrieved from 16 These text books have the following characteristics. 1) They tend to emphasize the forms, or patterns, of language (the language) more than the communicative functions of language, for example asking for information, making requests, asking the way, etc. 2) They tend to focus on reading and writing activities rather than listening and speaking activities. 3) They often make use of a great deal of L1 4) They emphasize the importance of accuracy. 5) They tend to focus rather narrowly on a syllabus and examinations. 6) They are often attractive to some teachers, because they seem easy to use, and are highly examination-oriented. b. Communicative Text Books Communicative text books try to create opportunities for the students to use the language in the classroom as a sort of “halfway house” before using it in real life. These text books have the following characteristic. 1) They emphasize the communicative functions of language not only the forms. 2) They try to reflect the students‟ needs and interests. 3) They emphasize skills in using the language, not only the forms, and they are therefore activity based. 4) They usually have good balance among the four language skills, but may emphasize listening and speaking more than a traditional text book does. 5) They tend to be very specific in their definition of aims. 6) Both content and methods reflect the authentic language of every day life. 7) They encourage work in groups and pairs, and therefore make heavier demands on teachers‟ organizational abilities. 8) They emphasize fluency not only accuracy. 17 c. Evaluating Textbook Based on the Neville 16, one way of finding out whether a book is worth looking at more closely is to apply to the eight characters as below: 1) Communicative Is the course book communicative or not. 2) Aims Does it fit in the English learning process aims and objectives. Surely, the purpose of the English teaching learning has been displayed on the curriculum 2006. So the writer will analyze whether it suitable or not with the purposes of curriculum. 3) Teachable Does the speaking exercise seem teachable or ready to use, well organized, easy to find in our way around, are there a good clears teacher‟s guide with the answer, and help on method. Is there sufficient provision made for tests and provision or not. 4) Available Add-ons Are there any useful „add-ons „-additional materials such as tapes, workbook or not? 5) Level Does the level seem about right or not? 6) Your Impression (Teacher Impression) What is the overall impression of the text? 7) Student Interest It is seemed students likely to find the book interesting or not. 8) Tried and tested Has the material been tried and tested in the classroom or not? 16 Ibid 18 F. Language Curriculum Theory 17 Curriculum is a course of study. Language curriculum is an aspect of a broader field of educational activity known as curriculum development or curriculum studies. They focus on what knowledge, skills, and value students learn in school, what experiences should be provided to bring about intended learning outcomes, and how teaching and learning in school or educational system can be planed, measured and evaluated. 18 It is stated in 2006 English curriculum that English is a tool to communicate both spoken and written. Communicating means understanding and expressing information, thinking, feeling, and developing science, technology, and culture. Communications ability is a discourse competence, it is an ability to understand and produce spoken and written text which is realized in four language skills; listening, reading, writing and speaking. These skills are used to respond or create society discourse. Therefore, English subject is instructed to develop those skills, so that students are able to communicate and have discourse competence in certain literacy level. 19 Language learning in senior high school is expected to reach informational level because the students are prepared to continue their education in the higher level. The epistemic level is considered too high to be reached by Senior High school students because English in Indonesia is used as foreign language. 1. Aims of 2006 English Curriculum20 English subject in Senior high school is presented in the purpose that students will have the following ability: a. Developing communicative competence in the form of spoken and written to reach informational literacy level. 17 Op.cit, Webster New International Dictionary, p. 94. ack C Richards, Curriculum Development In Language Teaching, ( USA : Cambridge University Press, 2001 ), p 2. 19 Wells, The Level of literacy. KTSP Mata Pelajaran Bahasa Inggris SD/ MI/ SMP/MTs. ( Semarang : English Library FBS UNNES ), p. 98 20 Ibid, p. 101 18J 19 b. Having consciousness of the importance of English to improve our competitiveness in global society. c. Developing students‟ understanding about the correlation between language and culture. 2. Scope of English Curriculum in Senior High School According to 2006 English curriculum, the scope of English subject in Senior High School includes:21 a. Discourse Competence, it is the ability to understand and produce spoken and written text which is realized in four language skills, listening, speaking, reading, writing to reach informative literacy level. b. The competence to understand and to produce many kinds of short functional text, monolog, and essay in the form of procedure, descriptive, recount, narrative, report, news item, analytical exposition, spoof, explanation, discussion, review, and public speaking. The material gradation can be seen in the use of vocabularies, language structure, and rhetorical steps. c. Additional competence, such as linguistic competence (the ability of using appropriate grammar, vocabulary, phonetic, and sentence structure), sociocultural competence (the ability of using language appropriately in different context), strategy of competence (the ability of compensating for lack of ability in communication process by using many ways in order to keep the persistence of communication), and discourse maker competence (the ability of understanding and creating forms of the language that are longer than sentence, such as stories, conversations, or business letters). 3. Reading Based on KTSP Curriculum According to KTSP Curriculum, the basic competence for students in the first semester of Senior High School Grade X on reading skill are: 21 Ibid , p 103 20 a. Able to respond meaning in short functional text, such as: 1) Announcement 2) Advertisement 3) Invitation, etc. b. Able to respond meaning in text of Recount, Narrative, Procedure The basic competence for the students in the 2nd semester of Senior High School Grade X on reading skill are: a. Able to respond meaning in short functional texts, such as; 1) Announcement 2) Advertisement 3) Invitation, etc. b. Able to respond meaning in texts of Narrative, Descriptive and News Item; 1) Written texts in Narrative, Descriptive and News Item 2) Passive Voice 3) Reported Speech G. Previous Research The previous research that the researcher uses are: 1. The research of Nur Laila Tuttaqwa “Analysis of Speaking Exercise in Look Ahead 1, An English Course for Senior High School Student Years X Published by Erlangga”. The main problem of this research is what kinds of speaking exercises displayed on the text book and whether they are relevant or not with KTSP curriculum. This previous research is almost the same with the research will be done, that is in the term of analyzing the content of a text book with KTSP Curriculum, but the differences are the object of the research and the text book. 2. The research of Nurul Faizah “An Analysis of Organizational Complexity of English in Context, A Textbook for Senior High School”. The main problem of this research is what organizational complexity found in a text book for Senior High School “English in Context”. 21 3. The research of Rochmiyatun “Compatibility of The speech Functional Expressions Found in English Course book Let‟s Express it in English for Seventh Graders Published by Municipality Semarang with the school based Curriculum in year 2007. The main problem of this research is what speech Functional Expressions of the textbook are compatible or not with the latest curriculum, that‟s school based curriculum. This study used a descriptive qualitative approach, the data were collected from the course book Let’s Express it in English for Seventh Graders Published by Municipality Semarang in 2004. After getting the data, the researcher analyzed the data by mapping speech Functional Expressions of the textbook and School Based Curriculum, comparing both of them, and the last is evaluating the gap between both of them to find out whether the speech functional expressions of the course book are compatible or not with the curriculum. The same of the research is in analyzing content of a text book with a curriculum, but the differences are in the object of analysis, the text book and kind of curriculum. CHAPTER III RESEARCH METHOD A. Research Approach 1. Methodology This researcher uses qualitative methods. Because methodology is the method or a ways or steps to analyze something and to explain how to apply of ways. 1 2. Research Approach The approach of this research is library research. Because in this research, the researcher will analyze the reading exercise “Developing English Competencies I”, an English textbook for senior high school grade X years. The Purpose of this research is to analyze the reading exercises in “Developing English Competencies I”, an English textbook for senior high school grade X years. In this research the researcher uses a content analysis because this research has purposes to analyze one of the contents of reading exercises in a certain book. Contents analysis is one of kinds of qualitative approach. 3. Content Analysis Content analysis is simply defines the process of summarizing and reporting written data, the main contents of data and their messages. In other word it is a strict procedure for rigorous analysis, examination and verification of the contents of written data.2 Earl Babbie defines it as "the study of recorded human communications, such as books, websites, paintings and laws."3 1Pius A Partanto and M. Dahlan Al Bary, Kamus Ilmiah Popular , ( Surabaya : Arkola, 1994 ) , p. 461 2Louis Cohen, Lawrence Manion and Keith Marrison, Research Method in Education, (USA : Routledge, 2007 ), p. 475 3http://cas.bethel.edu/dept/comm/nfa/journal/vol8no1-14.pdf Retrieved on November 5 2010 22 23 B. The object of the study The object of the study in this thesis proposal is “Developing English Competencies I” an English text book for senior high school grade X published by Pusat Perbukuan Departemen Pendidikan Nasional. C. The Type of Data Data are the result of observation, consisting of the “given thing “that researcher analysis. 4 The type of data in this study is qualitative data. Qualitative data is usually in the form of words rather than number. The data of this research are the reading exercises which displayed on “Developing English Competencies I” an English text book for Senior High School grade X. D. Technique of Collecting Data The technique in collecting data in this analysis involves several activities5: 1. Reading The first step of data collection procedure was reading the “Developing English Competencies I”, an English text book for senior high school student years X published by Pusat Perbukuan Departemen Pendidikan Nasional 2008. The researcher will read all text and exercise in the text book to find which exercises are considered as the data. The data are only the exercises in the textbook. 4Barbara Johnstone, Qualitative Method in Sociolinguistics, 2000.Newyork : Oxford University Press. p. 22 5Research Document, retrieved from http://www.answers.com/ topic/documentationstudy%20data. 24 2. Identification After the complete reading was done, the next step was identification. The researcher will identify the type of reading exercise, the learning activities 3. Classification The next step was classification. The data that had been identified was then classified based on the competency and skill which are emphasized in the exercises. 4. Simplification To simplify data, the researcher will randomly select one of the materials from each group as the representative of each competency and skills from the whole classified data and then analyze it. 5. Analysis The last step is analyzing the data. The data that have been collected and classified are then analyzed. The complete analysis will be presented in the chapter IV. E. Technique of Analyzing Data In this study the researcher will only took four steps those are6: 1. Identifying the topic The researcher will read the textbook and then identify the topic, it is reading exercise. 2. Cluster the topic into categories The researcher will cluster the reading exercises into some categories. They are in type of reading exercises. 3. Form categories into patterns After clustering reading exercises in the textbook into the type of reading exercise, they are formed into patterns in term of clear directions, the presence of examples and comparing with the curriculum. 6Dr. Savilla Banister, Research in Education, p. 40 25 4. Draw explanation from the patterns The aspects discussed in the thesis are: a. Aim b. Relevancy c. Type of test d. Type of reading exercise 5. Analyzing In this final step, The researcher might analyze whether the reading exercise in “ Developing English Competence an English Course book 1 for Senior High School Students Year X “published pusat Perbukuan Departemen Pendidikan Nasional, 2008 are in line with the objective of 2006 English curriculum, and match with type of reading exercise. CHAPTER IV RESULT AND ANALYSIS This chapter presents the analysis and result of it, which consist of two sections. The first section is the analysis of reading exercise in “ Developing English Competencies 1 “, an English course for Senior High School students grade X published by Pusat Perbukuan Department Pendidikan Nasional. The second is the result of the reading exercises analysis in “ Developing English Competencies 1 “, an English course for Senior High School students grade X published by Pusat Perbukuan Department Pendidikan Nasional to the some aspects criteria of reading exercise. A. The Description of Reading Exercises in “ Developing English Competencies 1 “, an English course for Senior High School students grade X published by Pusat Perbukuan Department Pendidikan Nasional in term of Reading Exercise Criteria. The analysis of reading exercise in the course book “Developing English Competencies” an English course for Senior High School students grade X published by Pusat Perbukuan Department Pendidikan Nasional based on 1. What is the aim of exercise? 2. What is the type of text? 3. Are the reading exercises relevant with KTSP Curriculum of Senior High School Grade X? 4. What is the type of reading exercise? The analysis of reading exercise in the course book “Developing English Competencies” an English course book for Senior High School students grade X published by Pusat Perbukuan Department Pendidikan Nasional are: 26 27 1. Exercise of activity 1 page 13 unit 1 Table 4.1.1 Analysis of reading exercise of activity 1 page 13 Unit 1 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to remind the students about their past experience. 2 Type of text? Recount 3 Relevance with KTSP This exercise is a stimulus for Curriculum of Senior learning Recount text that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Short-answer question exercise 2. Exercise of activity 2 page 13 Chapter 1 28 Table 4.1.2 analysis of reading exercise activity 2 page 13 unit 1 No Aspects of Evaluation Analysis 1 Aim To show the students about the passage in Recount Text 2 Type of text Recount Text. 3 Relevance with KTSP This exercise is about Recount text Curriculum of Senior that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Long-answer Question exercise 3. Exercise of activity 3 page 13 Chapter 1 Table 4.1.3 analysis of reading exercise activity 3 page 13 unit 1 No Aspects of Evaluation Analysis 1 Communicative The aim of this exercise is to know the students’ understanding about the content of the passage. 2 Type of text? Recount 3 Relevance with KTSP This exercise is the questions about Curriculum of Senior the passage in Recount Text that is High School Grade X stated in reading material 29 curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Long-answer question exercise 4. Exercise of activity 4 page 14-15 Chapter 1 30 Table 4.1.4 analysis of reading exercise activity 4 page 14-15 unit 1 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about Recount Text and the content of the passage. 2 Type of text? Recount Text. 3 Relevance with KTSP This exercise is about Recount Text Curriculum of Senior that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Multiple Choice item. 31 5. Exercise of activity 5 page 15 Chapter 1 Table 4.1.5 analysis of reading exercise activity 5 page 15 unit 1 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the meaning and the synonym of words. 2 Type of text? Recount 3 Relevance with KTSP This exercise is about the words in Curriculum of Senior form of past tense that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Short-answer Question 32 6. Exercise of activity 6 page 15 Chapter 1 Table 4.1.6 analysis of reading exercise activity 6 page 15 unit 1 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to explain the students about the structure of recount text and to know how the students can identify it. 2 Type of text? Recount Text. 3 Relevance with KTSP This exercise is about the structure of Curriculum of Senior Recount Text that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP curriculum. 4 Type exercise of reading Short-answer Question 33 7. Exercise of activity 7 page 16 Chapter 1 Table 4.1.7 analysis of reading exercise activity 7 page 16 unit 1 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding in identifying the structure of Recount Text. 2 Type of text Recount Text 3 Relevance with KTSP This exercise is about Recount Text Curriculum of Senior that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Long-answer Question 34 8. Exercise of Activity 1 page 37 Chapter 2 35 Table 4.1.8 analysis of reading exercise activity 1 page 37 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to give the stimulus to the students about Narrative Text. 2 Type of text Narrative 3 Relevance with KTSP This exercise is a stimulus for Curriculum of Senior Narrative Text that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Long-answer question. 36 9. Exercise of activity 2 page 38-39 Chapter 2 Table 4.1.9 analysis of reading exercise activity 2 page 38-39 unit 2 No 1 2 3 Aspects of Evaluation Aim Analysis The aim of this exercise is to know the students’ understanding in reading the chart of fiction read by the students in class. Type of text Descriptive Relevance with KTSP This exercise is about kinds of 37 4 Curriculum of Senior narrative text read by the students, High School Grade X the text type that is stated in reading material curriculum. This exercise is relevant with KTSP curriculum. Type of reading Short-answer question. exercise 10. Exercise of activity 3 page 39 Chapter 2 38 Table 4.1.10 analysis of reading exercise activity 3 page 39 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ ability in understanding the passage of in Narrative text. 2 Type of text Narrative Text. 3 Relevance with KTSP This exercise is about Narrative Text Curriculum of Senior that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP curriculum. 4 Type of reading Short-answer Question exercise 11. Exercise of activity 4 page 40 Chapter 2 Table 4.1.11 analysis of reading exercise activity 4 page 40 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the content of passage. 2 Type of text Descriptive 3 Relevance with KTSP This exercise is learning about the Curriculum of Senior passage in Narrative text that is stated High School Grade X in reading material curriculum. This exercise is relevant with KTSP 39 Curriculum. 4 Type of reading Long-answer question. exercise 12. Exercise of activity 5 page 40-41 Chapter 2 40 Table 4.1.12 analysis of reading exercise activity 5 page 40-41 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding in identifying the structure of Narrative Text. 2 Type of text Narrative Text. 3 Relevance with KTSP This exercise is about Narrative text Curriculum of Senior that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 41 4 Type of reading Short-answer Question exercise 13. Exercise of activity 6 page 41 Chapter 2 Table 4.1.13 analysis of reading exercise activity 6 page 41 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding the meaning and the synonym of words in past form. 2 Type of text Narrative 3 Relevance with KTSP This exercise is about the words in Curriculum of Senior past form that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Short-Answer Question 42 14. Exercise of activity 7 page 42-43 Chapter 2 43 Table 4.1.14 analysis of reading exercise activity 7 page 42-43 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about identifying the structure of Narrative Text. 2 Type of text Narrative Text. 3 Relevance with KTSP This exercise is a passage in Curriculum of Senior Narrative Text that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Long-answer Question 44 15. Exercise of activity 8 page 43-44 Chapter 2 Table 4.1.15 analysis of reading exercise activity 8 page 43-44 unit 2 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the content of the passage. 2 Type of text Recount 3 Relevance with KTSP The questions are about the content Curriculum of Senior of the passage in Narrative Text that High School Grade X is stated in reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Long-answer question. 45 16. Exercise of activity 1 page 65 Chapter 3 Table 4.1.16 analysis of reading exercise activity 1 page 65 unit 3 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to give the stimulus to the students about Procedure. 2 Type of text Recount 3 Relevance with KTSP The stimulus of Procedure Text ia Curriculum of Senior stated in reading material curriculum. High School Grade X This exercise is relevant with KTSP Curriculum. 4 Type of reading Short-answer question. exercise 17. Exercise of activity 2 page 65 Chapter 3 46 Table 4.1.17 analysis of reading exercise activity 2 page 65 unit 3 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about th chart that is completed with sentences in procedure. 2 Type of text Procedure Text. 3 Relevance with KTSP The cart is completed with procedure Curriculum of Senior texts that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Short-answer question. 47 18. Exercise of activity 3 page 66 Chapter 3 Table 4.1.18 analysis of reading exercise activity 3 page 66 unit 3 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding in identifying the structure of procedure texts. 2 Type of text Procedure Texts. 3 Relevance with KTSP The procedure text is stated in 48 Curriculum of Senior reading material curriculum. This High School Grade X exercise is relevant with KTSP Curriculum. 4 Type exercise of reading The text is completed with questions. They are short-answer questions. 19. Exercise of activity 4 page 66-67 Chapter 3 49 Table 4.1.19 analysis of reading exercise activity 4 page 66-67 unit 3 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding in identifying the structure of procedure text in a passage. 2 Type of text Procedure Text. 3 Relevance with KTSP Procedure text is stated in reading Curriculum of Senior material curriculum. This exercise is High School Grade X 4 Type of relevant with KTSP Curriculum. reading Short-answer question exercise 20. Exercise of activity 5 page 67 Chapter 3 Table 4.1.20 analysis of reading exercise activity 5 page 67 unit 3 No 1 Aspects of Evaluation Aim Analysis The aim of this exercise is to know the students’ understanding about the meaning and the pronunciation of some words. 50 2 3 Type of text Relevance with KTSP Curriculum of Senior High School Grade X Procedure The vocabulary building related to procedure text is stated in reading material curriculum. This exercise is relevant with KTSP Curriculum. reading Short-answer Question 4 Type of exercise 21. Exercise of activity 6 page 68-69 Chapter 3 51 Table 4.1.21 analysis of reading exercise activity 6 page 68-69 unit 3 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding more about Procedure texts. 2 Type of text Procedure text. 3 Relevance with KTSP Procedure text is stated in reading Curriculum of Senior material curriculum. This exercise is High School Grade X 4 Type exercise of relevant with KTSP Curriculum. reading The passage is followed with some questions, named Multiple choice item tests. 52 22. Exercise of activity 1 page 91 Chapter 4 Table 4.1.22 analysis of reading exercise activity 1 page 91 unit 4 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know how the students can predict a story from the picture. Type of text Narrative Relevance with KTSP This exercise is a brainstorming to Curriculum of Senior learn more about Narrative text that High School Grade X is stated in reading material curriculum. This exercise is relevant with KTSP curriculum. Type of reading Long-answer questions. exercise 53 23. Exercise of activity 2 page 91 Chapter 4 Table 4.1.23 analysis of reading exercise activity 2 page 91 unit 4 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to prepare the students before reading the story with some possible words used in the story. 2 Type of text Narrative 3 Relevance with KTSP The words prepared for reading Curriculum of Senior Narrative text that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type exercise of reading Short-answer Question 54 24. Exercise of activity 3 page 92 Chapter 4 Table 4.1.24 analysis of reading exercise activity 3 page 92 unit 4 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know how the students can identify the meaning and information in Narrative text. Type of text Narrative Text. Relevance with KTSP Narrative is stated in reading material Curriculum of Senior curriculum. This exercise is relevant High School Grade X with KTSP Curriculum. Type of reading Long-answer Question exercise 55 25. Exercise of activity 4 page 92-93 Chapter 4 Table 4.1.25 analysis of reading exercise activity 4 page 92-93 unit 4 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know how the students can understand the information of the texts. Type of text Narrative Relevance with KTSP The questions are about the text in Curriculum of Senior Narrative that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. Type of reading Long-answer questions. exercise 56 26. Exercise of activity 5 page 93-94 Chapter 4 57 Table 4.1.26 analysis of reading exercise activity 5 page 93-94 unit 4 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information and the structure of text. 2 Type of text Narrative Text. 3 Relevance with KTSP Narrative text is stated in reading Curriculum of Senior material curriculum, this exercise is High School Grade X 4 Type exercise of relevant with KTSP Curriculum. reading The text is followed by some coloumns that must be completed, named Completion Item Tests. 27. Exercise of activity 6 page 94 Chapter 4 58 Table 4.1.27 analysis of reading exercise activity 6 page 94 unit 4 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information of the story. 2 Type of text Narrative 3 Relevance with KTSP The questions are about the text in Curriculum of Senior Narrative that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading True / False items. exercise 28. Exercise of activity 7 page 94 Chapter 4 Table 4.1.28 analysis of reading exercise activity 7 page 94 unit 4 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information of the story. 2 Type of text Recount 59 3 Relevance with KTSP The questions are about the story in Curriculum of Senior Narrative that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Long-answer questions. exercise 29. Exercise of activity 8 page 95 Chapter 4 60 Table 4.1.29 analysis of reading exercise activity 8 page 95 unit 4 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know how the students can get the information from the announcement. 2 Type of text Descriptive 3 Relevance with KTSP The announcement is stated in Curriculum of Senior reading material curriculum. This High School Grade X exercise is relevant with KTSP curriculum. 4 Type exercise of reading The announcement is not categorized in type of reading exercise, but it is completed with the columns named Completion items. 30. Exercise of activity 1 page 115 Chapter 5 61 Table 4.1.30 analysis of reading exercise activity 1 page 115 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to give warming up about Descriptive Text. 2 Type of text Descriptive 3 Relevance with KTSP The warming up for Descriptive Curriculum of Senior Text, the text that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Long-answer questions. exercise 31. Exercise of activity 2 page 115-116 Chapter 5 62 Table 4.1.31 analysis of reading exercise activity 2 page 115-116 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the meaning and the synonym of words related to the passage in Descriptive Text. 2 Type of text Descriptive 3 Relevance with KTSP The exercise is about the descriptive Curriculum of Senior text that is stated in reading material High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Matching item tests. exercise 32. Exercise of activity 3 page 116-117 Chapter 5 63 64 Table 4.1.32 analysis of reading exercise activity 3 page 116-117 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the Descriptive text and the structure of the text. 2 Type of text Descriptive text. 3 Relevance with KTSP The descriptive text is stated in reading Curriculum of Senior material High School Grade X 4 Type of curriculum. This exercise relevant with KTSP Curriculum. reading Long-answer Question exercise 33. Exercise of activity 4 page 117-118 Chapter 5 is 65 Table 4.1.33 analysis of reading exercise activity 4 page 117-118 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information of text. 2 Type of text Descriptive 3 Relevance with KTSP The about descriptive text is stated in Curriculum of Senior reading material curriculum. This High School Grade X exercise is relevant with KTSP Curriculum. 4 Type of reading Long-answer questions. exercise 34. Exercise of activity 5 page 118 Chapter 5 66 Table 4.1.34 analysis of reading exercise activity 5 page 118 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information of text. 2 Type of text Descriptive 3 Relevance with KTSP This exercise related with the Curriculum of Senior descriptive text that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading True / False items. exercise 35. Exercise of activity 6 page 119-120 Chapter 5 67 68 Table 4.1.35 analysis of reading exercise activity 6 page 119-120 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ about descriptive text and the information of it. 2 Type of text Descriptive text. 3 Relevance with KTSP Descriptive text is stated in reading Curriculum of Senior material curriculum. This exercise is High School Grade X 4 Type exercise of relevant with KTSP Curriculum. reading The descriptive text is followed by some questions named Long-answer questions. 69 36. Exercise of activity 7 page 120 Chapter 5 Table 4.1.36 analysis of reading exercise activity 7 page 120 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information of text. 2 Type of text Descriptive 3 Relevance with KTSP The exercise is related with the passage in Curriculum of Senior Descriptive text that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Completion items. exercise 37. Exercise of activity 8 page 121-122 Chapter 5 70 71 Table 4.1.37 analysis of reading exercise activity 8 page 121-122 unit 5 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know how the students can get the information from the texts. 2 Type of text Descriptive text. 3 Relevance with KTSP The descriptive text is stated in Curriculum of Senior reading material curriculum. This High School Grade X exercise is relevant with KTSP Curriculum. 4 Type exercise of reading The text is completed with some True / false items. 38. Exercise of activity 1 page 140 Chapter 6 72 Table 4.1.38 analysis of reading exercise activity 1 page 140 unit 6 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to give a stimulus for News Item Texts. 2 Type of text Recount 3 Relevance with KTSP The stimulus for News Item Text is Curriculum of Senior stated in reading material curriculum. High School Grade X This exercise relevant with KTSP Curriculum. 4 Type of reading Short-answer questions. exercise 39. Exercise of activity 2 page 140 Chapter 6 Table 4.1.39 analysis of reading exercise activity 2 page 140 unit 6 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to give warming up about News Item Texts. 2 Type of text Recount 3 Relevance with KTSP The warming up about News Item Curriculum of Senior Text is stated in reading material 73 High School Grade X curriculum. This exercise is relevant with KTSP Curriculum. 4 Type of reading Completion item tests. exercise 40. Exercise of activity 3 page 141 Chapter 6 74 Table 4.1.40 analysis of reading exercise activity 3 page 141 unit 6 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know the students’ understanding about the structure of News item Texts. Type of text News Item Text. Relevance with KTSP News Item Text is stated in reading Curriculum of Senior material curriculum. This exercise is High School Grade X relevant with KTSP Curriculum. Type of reading Long-answer question exercise 41. Exercise of activity 4 page 141 Chapter 6 Table 4.1.41 analysis of reading exercise activity 4 page 141 unit 6 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about the information from the texts. 2 Type of text News Item Text 3 Relevance with KTSP The exercise is about the information Curriculum of Senior form News Item that is stated in High School Grade X reading material curriculum. This exercise is relevant with KTSP 75 Curriculum. 4 Type of reading True / False Items. exercise 42. Exercise of activity 5 page 142-143 Chapter 6 76 Table 4.1.42 analysis of reading exercise activity 5 page 142-143 unit 6 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about Nesw Item Text and information of the text. 2 Type of text News item Text. 3 Relevance with KTSP News item text ia stated in reading Curriculum of Senior material curriculum. This exercise is 77 High School Grade X 4 Type of exercise relevant with KTSP Curriculum. reading The text is followed with some questions, named Multiple Choice items. 43. Exercise of activity 6 page 143 Chapter 6 Table 4.1.43 analysis of reading exercise activity 6 page 143 unit 6 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know the students’ ability about the synonym of some words. Type of text News Item Texts Relevance with KTSP The words are related with News Curriculum of Senior Item Text, that is stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. Type of reading Short-answer Question exercise 44. Exercise of activity 7 page 144 Chapter 6 78 Table 4.1.44 analysis of reading exercise activity 7 page 144 unit 6 No Aspects of Evaluation Analysis 1 Aim The aim of this exercise is to know the students’ understanding about News item text and the information. 79 2 Type of text News Item text. 3 Relevance with KTSP News Item text is stated in reading Curriculum of Senior material curriculum. This exercise is High School Grade X 4 Type of relevant with KTSP Curriculum. reading The exercise text questions, is begun named with some Short-answer questions. 45. Exercise of activity 8 page 145 Chapter 6 Table 4.1.45 analysis of reading exercise activity 8 page 145 unit 6 No 1 2 3 4 Aspects of Evaluation Aim Analysis The aim of this exercise is to know how far the students get information from the News. Type of text News item text Relevance with KTSP The questions are about the News Curriculum of Senior Item Texts that are stated in reading High School Grade X material curriculum. This exercise is relevant with KTSP Curriculum. Type of reading Long-answer questions. exercise 80 B. The Analysis of Reading Exercise in “Developing English Competencies 1“, an English Course for Senior High School Students Grade X Published by Pusat Perbukuan Departemen Pendidikan Nasional in Term of Reading Exercise. After the writer analyze the reading exercises in “Developing English Competencies 1” for Senior High School Grade X, there are some results below: 1. In Term of Aim of Exercise The aims of exercises are already clear in the boxes of analysis. 2. In Term of Type of Texts Based on generic structure and language feature dominantly used, texts are divided into several types. They are Narrative, Recount, Descriptive, Report, Explanation, Analytical Exposition, and Hortatory Exposition, Procedure, Discussion, Review, Anecdote, Spoof, and News item. From 45 exercises, 12 exercises are in Recount Texts, 11 exercises are in Narrative Texts, 5 exercises are in Procedure Texts, 11 exercises are in Descriptive Texts and 6 exercises are in News Item Texts 3. Relevance with KTSP Curriculum All of exercises are covered in reading materials of KTSP curriculum, the written texts in Recount, Narrative, Procedure, Descriptive, News Item, Passive and Reported Speech. Passive voice and Reported speech are not covered in “Developing English Competencies 1” for Senior High School Grade X. From this analysis, the writer concludes that the exercises in the textbook are relevant with KTSP curriculum, because most of materials are covered in the textbook, only two of them that are not covered there, while it is better that all materials are used in the textbook. 4. Type of Reading Exercise Type of reading exercise are Matching Tests, True/False Reading Tests, Multiple Choice Item Tests, Completion Item Tests and Short or 81 Long Answer Questions. The result of reading exercise analysis shows that there is 1 exercise in Matching Tests, 4 exercises are in True/False reading tests, 3 exercises are in Multiple Choice Item Tests, 4 exercises are in Completion Item Tests, 16 exercises are in Short-answer questions and 17 exercises are in Long-answer questions. From this result shows that all the type of reading exercises are covered in “Developing English Competencies 1”. CHAPTER V CONCLUSION, SUGGESTION AND CLOSING A. Conclusion After the writer finishes the sequence chapter, she will draw some conclusions as the result of Analysis of Reading Exercise in “Developing English Competencies 1” for Senior High School Grade X based on aspect of reading exercise criteria; Based on the discussion of data analysis in the previous chapter, the conclusion can be drawn that reading exercises in “Developing English Competencies 1” an English textbook for Senior High School Grade X, are relevant with the aspect aim, type of texts, relevance with KTSP curriculum and type of reading exercise. This can be seen from the result of the analysis show that: 1. In the term of aim of exercise All of reading exercises are relevant with the aims of the materials have been taught. 2. In the term of type of texts 45 exercises in “Developing English Competencies 1” for Senior High School Grade X, are based on text type explained before. 3. Relevance with KTSP Curriculum. All exercises in the textbook are relevant with reading materials demanded in KTSP Curriculum, while there are two materials that are not in the textbook, they are Passive Voice and Reported Speech. 4. Type of reading exercise The result shows that all type of reading exercises covered in “Developing English Competencies 1” 82 83 B. Suggestion Based on the result of this research with positively indicates that reading exercise of the textbook are relevant with some aspects and irrelevant with other aspects. Some suggestions for English teaching and learning process are proposed as follows: 1. To the writer In arranging an exercise in the textbook, it is better to consider some aspects of materials. 2. To the teachers a. The teacher can use the textbook for a guide in teaching and learning process. b. Teachers should consider other supplements to help them in teaching and learning process. 3. To the students a. The students can use this textbook for a guide in learning English. b. To improve their reading skill, the students should practice their reading skill through exercises. C. Closing This thesis is served to the readers. The writer realizes it is still less perfect. The writer hopes any suggestions and critics to make it perfect. The writer hopes that it will be useful for the readers. BIBLIOGRAPHY Barbara Johnstone, Qualitative Method in Sociolinguistics, 2000.New York : Oxford University Press Bruce W Tuckman, Conducting Educational Research, (USA: Harcourt Brace Jovanic Publisher, 1978) Hornby, Advance Learners Dictionary, (Oxford : Oxford University Press, 1995) Jack C Richards, Curriculum Development In Language Teaching, (USA: Cambridge University Press, 2001) J.B. Heaton, Writing English Language Test, (London: Longman, 1975) Louis Cohen, Lawrence Manion and Keith Marrison, Research Method in Education, (USA: Routledge, 2007) Michael Agnes, Webster New World College Dictionary (Chief: 2000) Fourth Edition Neville grant, Making The Most Of Your Textbook, (New York: Longman, 1987) Pius hartanto and M. Dahlan al Barry, Kamus Ilmiyah Populer, (Surabaya: Arkola, 1994) Savilla Banister, Research in Education Wells, The Level Of Literacy, KTSP Mata Pelajaran Bahasa Inggris SD/ MI/SMP/MTs, (Semarang, English Library FBS UNNES) http://www.equip123.net/jeid/articles/5/EffectiveUseTextbooks.pdf. 9 march 2009 http: //en.wikipedia.org/wiki/Reading_(process)/ http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li7lk1.htm,19 December 2009 http://www.brainyquote.com/words/ex/ exercise162589.html. 4 March 2009 http://www.total.or.id/info.php?kk=Qualitative%20da. 1 march 2009 http://www.Gabrielatos.com/CB-use.htm retrieved on 3 March 2009 http://www.usc.edu/schools/college/ crcc/engagement/resources/texts/muslim/quran/096.qmt.html http://esl.about.com/od/readinglessonplans/a/l_readtypes.htm http://understandingtext.blogspot.com/2008/03/text-types-completeoverview.html on March 2011 http://www.pearsonlongman.com/ae/marketing/sfesl/practicereading.html http://cas.bethel.edu/dept/comm/nfa/journal/vol8no1-14.pdf http://www.answers.com/ topic/documentation-study%20data SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi : SMA ............ : Bahasa Inggris :X :1 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Berbicara 3. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari. Sumber/ Bahan/ Alat (14 x 45) Mendengarkan 1 Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan sehari-hari Alokasi Waktu (Menit) 1.1 Merespon makna yang terdapat dalam o berkenalan, bertemu/berpisah percakapan transaksional (to get things mis. A: Pleased to done) dan interpersonal (bersosialisasi) meet you! resmi dan tak resmi yang B: Pleased to meet you menggunakan ragam bahasa lisan too! sederhana secara akurat, lancar dan o menyetujui berterima dalam konteks kehidupan ajakan/tawaran/ sehari-hari dan melibatkan tindak tutur: undangan berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, mis. A: Come to my party. menerima janji, dan membatalkan janji B: Thanks for the invitation o menerima janji mis. A: I’ll get you the book. B: It’s very kind of you. o membatalkan janji mis. A: I’m sorry I can’t make it. 3.1 Mengungkapkan makna dalam B: That’s OK. We’ll percakapan transaksional (to get things do it some other done) dan interpersonal (bersosialisasi) time. resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: berkenalan, bertemu/berpisah, menyetujui ajakan/tawaran/ undangan, menerima janji, dan membatalkan janji • Mendengarkan percakapan interpersonal/transaksi onal melalui tape secara klasikal • Mendiskusikan berbagai tindak tutur lain yang dapat digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar secara berkelompok • Mengidentifikasi makna tindak tutur berkenalan • Merespon tindak tutur berkenalan • Mengidentifikasi makna tindak tutur menyetujui tawaran/undangan/ ajakan • Merespon tindak tutur menyetujui tawaran/undangan/ ajakan • Mengidentifikasi makna tindak tutur menerima janji • Merespon tindak tutur menerima janji • Mengidentifikasi makna tindak tutur membatalkan janji • Merespon tindak tutur membatalkan janji • Bermain peran secara berpasangan • Menggunakan tindak tutur berkenalan • Melakukan percakapan interpersonal • Menggunakan tindak tutur tawaran/undangan/ajakan • Menggunakan tindak tutur menyetujui ajakan/ tawaran/ undangan dalam percakapan • Menggunakan tindak tutur berjanji • Menggunakan tindak tutur menerima janji • Menggunakan tindak tutur membatalkan janji • Melakukan tourist hunting dan merekam percakapannya* Quiz Ulangan tertulis Tugas 1 x 45’ www. Esllab Kaset CD 2 x 45’ 3 x 45’ Performans ns 4 x 45’ 2 x 45’ * Kegiatan Pembelajaran ini dilakukan di daerah yang merupakan daerah kunjungan wisata mancanegara. 1 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Sumber/ Bahan/ Alat (14 x 45) Mendengarkan o mengungkapkan 3.1 Merespon makna yang terdapat 1. Memahami perasaan bahagia dalam percakapan transaksional makna dalam mis. A: I’m so happy to (to get things done) dan percakapan get a interpersonal (bersosialisasi) resmi transaksional dan scholarship. dan tak resmi yang menggunakan interpersonal B: I’m happy for ragam bahasa lisan sederhana dalam konteks you. secara akurat, lancar dan berterima kehidupan sehario menunjukkan dalam konteks kehidupan seharihari perhatian hari dan melibatkan tindak tutur: mis. A: You look mengungkapkan perasaan fantastic. bahagia, menunjukkan perhatian, B: Thank you. menunjukkan simpati, dan memberi o menunjukkan instruksi simpati mis. A: Please accept my condolences. B: Thank you so much. o memberi Berbicara instruksi mis. A: Open the 3. Mengungkapkan 3.2 Mengungkapkan makna dalam window! percakapan transaksional (to get makna dalam B: OK. things done) dan interpersonal percakapan (bersosialisasi) resmi dan tak resmi transaksional dan secara akurat, lancar dan berterima interpersonal dengan menggunakan ragam dalam konteks bahasa lisan sederhana dalam kehidupan seharikonteks kehidupan sehari-hari dan hari. melibatkan tindak tutur: mengungkapkan perasaan bahagia, menunjukkan perhatian, menunjukkan simpati, dan memberi instruksi Alokasi Waktu (Menit) • Mendengarkan percakapan interpersonal/transa ksional melalui tape secara individu. • Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar • Secara berpasangan menggunakan tindak tutur dan responnya. • Bermain peran secara berkelompok • Mengidentifikasi makna tindak tutur mengungkapkan perasaan bahagia • Merespon tindak tutur mengungkapkan perasaan bahagia • Mengidentifikasi makna tindak tutur menunjukkan simpati • Merespon tindak tutur menunjukkan simpati • Mengidentifikasi makna tindak tutur menunjukkan perhatian • Merespon tindak tutur menunjukkan perhatian • Mengidentifikasi makna tindak tutur instruksi • Merespon tindak tutur instruksi • Menggunakan tindak tutur mengungkapkan perasaan bahagia • Menggunakan tindak tutur menunjukkan simpati • Menggunakan tindak tutur menunjukkan perhatian • Memberi instruksi lisan • Melakukan interview • Melakukan pertunjukan drama Quiz Ulangan tertulis Tugas 1 x 45 www.englis hdaily626.c om 2 x 45 www. Esllab Kaset CD 2 x 45 Tugas Performan sns 3 x 45 4 x 45 2 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian makna teks fungsional pendek dan teks monolog sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (8 x 45) Mendengarkan 2 Memahami Alokasi Waktu (Menit) 2.1 Merespon makna secara akurat, lancar dan berterima dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dalam berbagai konteks kehidupan sehari-hari • Pengumuman lisan • Kosa Kata yang terkait dengan pengumuman • Mengidentifikasi beberapa pengumuman lisan di tempat umum secara berkelompok. • Mengidentifikasi topic sebuah pengumuman lisan • Mengidentifikasi informasi tertentu dari pengumuman • Mengidentifikasi tujuan dari pengumuman yang didengar. Tugas Quiz Ulangan tertulis www. Esllab Kaset CD 1 x 45 • Mendengarkan pengumuman melalui tape secara klasikal. • 1 x 45 Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok 2 x 45 Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan seharihari 2.2 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan dalam berbagai konteks kehidupan sehari-hari. • Membuat pengumuman lisan secara berpasangan dan menyampaikannya di depan kelas. • Memberi pengumuman lisan • Menyampaikan undangan lisan • Menggunakan bahasa lisan Performans 2 x 45 3 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Mendengarkan . 2.1 Merespon makna dalam teks 2. Memahami monolog sederhana yang makna teks menggunakan ragam bahasa lisan fungsional pendek secara akurat, lancar dan berterima dan teks monolog dalam berbagai konteks kehidupan sederhana sehari-hari dalam teks: recount, berbentuk narrative, dan procedure recount, narrative dan procedure dalam konteks kehidupan seharihari • Teks lisan berbentuk recount • Teks lisan berbentuk narrative • Teks lisan berbentuk procedure Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (14 x 45) • Mendengarkan cerita/petunjuk melakukan sesuatu untuk menemukan berbagai informasi secara individu • Mendiskusikan perbedaan penggunaan bahasa secara lisan dan tertulis secara berkelompok. • Mengidentifikasi main idea dari teks yang didengar • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi urutan peristiwa dalam teks • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi bahan yang digunakan dalam teks procedure yang didengar • Mengidentifikasi tujuan komunikasi teks yang didengar Quiz Ulangan tertulis Tugas 3 x 45 www. Esllab Kaset CD 3 x 45 2 x 45 • Berdiskusi secara berkelompok untuk membuat sebuah cerita dan bercerita secara sambung menyambung. Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog berbentuk recount, narrative dan procedure sederhana dalam konteks kehidupan sehari-hari 4.2 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure • Membuat sebuah cerita secara individu dan menceritakannya kepada teman sekelas • Menggunakan kalimat past tense dalam menyampaikan sebuah peristiwa • Melakukan monolog untuk menceritakan pengalaman • Melakukan monolog untuk menyampaikan sebuah procedure • Mendongeng Performans 4 x 45 4 Standar Kompetensi Kompetensi Dasar Membaca 5. Memahami makna teks tulis fungsional pendek dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan 5.1 Merespon makna dalam teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek dalam konteks kehidupan seharihari 6.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks Materi Pembelajaran Kegiatan Pembelajaran Indikator pengumuman, iklan, undangan dll • Mengidentifikasi beberapa pengumuman tertulis di tempat umum secara berkelompok. • Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar • Mengidentifikasi topik dari teks yang dibaca Penilaian Quiz Ulangan tertulis • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Menulis gagasan utama • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan teks fungsional pendek Performans Sumber/ Bahan/ Alat 2 x 45 English Online 2 x 45 • Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok • Membuat pengumuman tertulis secara berpasangan dan mempublikasikannya di kelas /sekolah Alokasi Waktu (Menit) (8 x 45) Jakarta Post 2 x 45 5 Standar Kompetensi Membaca 3 Memahami makna teks tulis fungsional pendek esei sederhana berbentuk recount, narrative dan procedure dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar 5.2 Merespon makna dan langkah retorika teks tulis esei secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: recount, narrative, dan procedure Materi Pembelajaran Teks tulis berbentuk recount Past Tense • Jim Carrey had a trip to Bunaken. • Who went to Bunaken? • He went to Bunaken yesterday. Yesterday, he went to Bunaken. To Bunaken, he went yesterday. Teks tulis berbentuk Procedure 6.2 Mengungkapkan makna dan langkah-langkah retorika secara akurat, lancar dan berterima dengan menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari dalam teks berbentuk: recount, narrative, dan procedure Indikator Penilaian Alokasi Waktu (Menit) (14 x 45) Teks tulis berbentuk Narrative Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek esei sederhana berbentuk recount, narrative, dan procedure dalam konteks kehidupan seharihari Kegiatan Pembelajaran • Membaca nyaring bermakna teks narrative secara individu • Mendiskusikan berbagai aspek dari teks seperti isi dan struktur teks, secara berkelompok. • Berlatih menggunakan kalimat past tense untuk menyatakan peristiwa dan kalimat imperative untuk menyatakan petunjuk. • Membuat draft teks narrative, recount atau procedure dengan melakukan chain writing. • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan koreksi teman. • Mengidentifikasi main idea dari sebuah paragraph. • Mengidentifikasi makna kata dalam teks yang dibaca • Mengidentifikasi makna kalimat dalam teks yang dibaca • Mengidentifikasi variasi susunan kalimat dalam teks berbentuk: recount, narrative, dan procedure • Mengidentifikasi tokoh dari cerita yang dibaca • Mengidentifikasi urutan peristiwa dalam teks • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi langkah-langkah retorika dari teks • Mengidentifikasi tujuan komunikasi teks dibaca • Menggunakan kalimat past tense dalam menyampaikan sebuah peristiwa • Menggunakan kalimat imperative dalam membuat sebuah resep atau petunjuk • Menggunakan kalimat langsung dan tak langsung dalam menulis sebuah narasi • Menghasilkan teks berbentuk recount • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk procedure Quiz Ulangan tertulis Tugas 2 x 45 Sumber/ Bahan/ Alat ESOL ONLINE English online 2 x 45 English K-6 modules Jakarta Post 2 x 45 Tugas 2 x 45 Performan sns 2 x 45 2 x 45 6 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari : SMA ............ : Bahasa Inggris :X :2 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat o berterima kasih mis. A: Thank you very much B: Don’t mention it! o memuji mis. A: You look slimmer. B: You’re kidding me. o mengucapkan selamat mis. A: Congratulations! You did it again. B: Thank you. I don’t know what to do without you. • Mendengarkan percakapan interpersonal/transak sional melalui film secara individu. • Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar • Mengidentifikasi kata yang didengar • Mengidentifikasi makna kata • Mengidentifikasi hubungan antar pembicara • Mengidentifikasi makna tindak tutur berterima kasih • Merespon tindak tutur berterima kasih • Mengidentifikasi makna tindak tutur memuji • Merespon tindak tutur memuji • Mengidentifikasi makna tindak tutur mengucapkan selamat • Merespon tindak tutur mengucapkan selamat • Mengidentifikasi konteks situasi 9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: berterima kasih, memuji, dan mengucapkan selamat • Secara berpasangan • Menggunakan tindak tutur berterima belatih menggunakan kasih tindak tutur dan • Merespon tindak tutur berterima kasih responnya. • Menggunakan tindak tutur memuji • Merespon tindak tutur memuji • Menggunakan tindak tutur mengucapkan selamat • Merespon tindak tutur mengucapkan selamat Penilaian Quiz Ulangan tertulis Tugas Alokasi Waktu (Menit) (14 x 45) 2 x 45 2 x 45 Sumber/ Bahan/ Alat www.englis hdaily626.c om www. Esllab Kaset CD 2 x 45 Tugas Performans 6 x 45 7 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian (14 x 45) Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan Berbicara 9. Mengungkapkan makna dalam percakapan transaksional dan interpersonal dalam konteks kehidupan seharihari Alokasi Waktu (Menit) 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan tak resmi secara akurat, lancar dan berterima dengan menggunakan ragam bahasa lisan sederhana dalam konteks kehidupan seharihari dan melibatkan tindak tutur: menyatakan rasa terkejut, menyatakan rasa tak percaya, serta menerima undangan, tawaran, dan ajakan o menggunakan ungkapan terkejut mis. A: How can you say that? B: Well, that’s the fact. o menggunakan ungkapan rasa tak percaya mis. A: I can’t believe it! B: That’s true. o menyetujui undangan, tawaran, ajakan mis. A: Thank you for the invitation. B: I look forward to seeing you. • Mendengarkan percakapan interpersonal/transa ksional melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Bermain peran secara berkelompok • Mengidentifikasi makna tindak tutur menyatakan rasa terkejut • Merespon tindak tutur menyatakan rasa terkejut • Mengidentifikasi makna tindak tutur menyatakan rasa tak percaya • Merespon tindak tutur menyatakan rasa tak percaya. • Mengidentifikasi makna tindak tutur menyetujui undangan, tawaran, ajakan. • Merespon tindak tutur menyetujui undangan, tawaran, ajakan. Quiz Ulangan tertulis Tugas • Menggunakan tindak tutur menyatakan rasa terkejut • Merespon tindak tutur menyatakan rasa terkejut • Menggunakan tindak tutur menyatakan rasa tak percaya • Merespon tindak tutur menyatakan rasa tak percaya • Menggunakan tindak tutur menerima undangan • Menggunakan tindak tutur tawaran • Menggunakan tindak tutur ajakan Tugas kelompok Performans 2 x 45 Sumber/ Bahan/ Alat www.englis hdaily626.c om www. Esllab 4 x 45 Kaset CD 6 x 45 8 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan seharihari Berbicara 10. Mengungkapkan makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (8 x 45) Mendengarkan 8. Memahami Alokasi Waktu (Menit) 8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek sederhana (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari pengumuman, iklan, undangan • Mengidentifikasi beberapa iklan lisan di tempat umum secara berkelompok. • Mendengarkan iklan melalui tape secara klasikal. • 10.1 Mengungkapkan makna dalam bentuk teks lisan fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi dengan menggunakan ragam bahasa lisan sederhana dalam berbagai konteks kehidupan sehari-hari • Mengidentifikasi topik sebuah pengumuman lisan • Mengidentifikasi informasi tertentu dari undangan lisan • Mengidentifikasi tujuan dari pengumuman yang didengar. Quiz Ulangan tertulis Tugas • Menceritakan kembali iklan yang dilihat atau didengarnya www. Esllab.com CD 1 x 45 Kaset 1 x 45 Mendiskusikan isi dan bentuk bahasa yang digunakan secara kelompok • Menyampaikan iklan lisan secara berpasangan di depan kelas. 1 x 45 • Memberi pengumuman lisan • Menyampaikan undangan lisan • Melakukan monolog untuk mengiklankan sesuatu • Menggunakan bahasa lisan Tugas Performans 1 x 45 2 x 45 9 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Memahami makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, descriptive, dan news item sederhana dalam konteks kehidupan sehari-hari Sumber/ Bahan/ Alat (14 x 45) Mendengarkan 8. Alokasi Waktu (Menit) 8.1 Merespon makna dalam teks monolog sederhana yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk; narrative, descriptive, dan news item • Teks lisan berbentuk narrative • Teks lisan berbentuk descriptive • Teks lisan berbentuk news item • Mendengarkan berita/deskripsi/ naratif untuk menemukan berbagai informasi secara klasikal melalui kaset. • Mendiskusikan pembedakan penggunaan bahasa secara lisan dan tertulis secara berkelompok. • Mengidentifikasi main idea dari teks yang didengar • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan • Mengidentifikasi inti berita yang didengar • Mengidentifikasi sumber berita yang didengar Tugas Ulangan tertulis Tugas • Menggunakan kalimat simple present dalam mendeskripsikan benda atau orang • Melakukan monolog untuk menyampaikan sebuah berita • Melakukan monolog untuk menyampaikan sebuah deskripsi • Bercerita secara lisan • Menjadi reporter • Menjadi storyteller Tugas Performans 1 x 45 ESOL ONLINE English Online 1 x 45 www. Esllab Kaset CD Berbicara 10. Mengungkapka n makna dalam teks fungsional pendek dan monolog sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 10.1 Mengungkapkan makna dalam teks monolog sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, descriptive, dan news item • Berdiskusi secara berkelompok untuk membuat sebuah berita/deskripsi/ naratif secara sambung menyambung. • Menyampaikan berita sebagai reporter langsung dari tempat kejadian • Mendongeng secara berkelompok 1 x 45 2 x 45 1 x 45 10 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (8 x 45) Membaca 11. Memahami 11.1 Merespon makna dalam teks makna teks fungsional pendek (misalnya fungsional pengumuman, iklan, undangan pendek dan esei dll.) resmi dan tak resmi secara sederhana akurat, lancar dan berterima yang berbentuk menggunakan ragam bahasa tulis narrative, dalam konteks kehidupan seharidescriptive dan hari news item dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan pengumuman, iklan, undangan • Mengidentifikasi beberapa pengumuman tertulis di tempat umum secara berkelompok. • Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar • Mengidentifikasi topik dari teks yang dibaca • Mengidentifikasi informasi tertentu Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan sehari-hari 12.1 Mengungkapkan makna dalam bentuk teks tulis fungsional pendek (misalnya pengumuman, iklan, undangan dll.) resmi dan tak resmi secara akurat, lancar dan berterima yang menggunakan ragam bahasa tulis dalam konteks kehidupan sehari-hari • Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok • Membuat pengumuman secara individu dan mempublikasikan di papan pengumuman 1 x 45 • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Menulis gagasan utama • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan teks fungsional pendek Tugas ESOL ONLINE English Online 2 x 45 Menulis 12. Tugas Ulangan tertulis Jakarta Post 3 x 45 portofolio 11 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian 11.2 Merespon makna dan langkahMemahami langkah retorika dalam esei makna teks sederhana secara akurat, lancar fungsional pendek dan berterima dalam konteks dan esei kehidupan sehari-hari dan untuk sederhana mengakses ilmu pengetahuan berbentuk dalam teks berbentuk narrative, narrative, descriptive, dan news item descriptive dan news item dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana berbentuk narrative, descriptive dan news item dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (14 x 45) Membaca 11. Alokasi Waktu (Menit) 12.2 Mengungkapkan makna dan langkah retorika dalam esei sederhana secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk narrative, descriptive, dan news item • Teks tulis berbentuk narrative • Teks tulis berbentuk descriptive • Teks tulis berbentuk news item • Pasive Voice • Reported speech • Membaca nyaring bermakna teks berita/deskripsi/nara tif secara individu • Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. • Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat pasif untuk menyatakan inti berita • Mengidentifikasi makna kata dalam teks yang dibaca • Mengidentifikasi makna kalimat dalam teks yang dibaca • Mengidentifikasi komplikasi dalam sebuah cerita narasi • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi ciri-ciri dari benda/orang yang dideskripsikan • Mengidentifikasi inti berita yang didengar • Mengidentifikasi sumber berita yang didengar • Mengidentifikasi langkah-langkah retorika dari teks • Mengidentifikasi tujuan komunikasi teks dibaca • Membuat draft teks naratif,berita atau deskripsi dengan melakukan chain writing. • Menggunakan kalimat reported speech dalam menyampaikan sebuah berita • Menggunakan kalimat simple present dalam membuat sebuah deskripsi • Menggunakan adverbial clause dalam menulis sebuah narasi • Menghasilkan teks berbentuk news item • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk description • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan hasil koreksi teman. Quiz Ulangan tertulis Tugas 2 x 45 ESOL ONLINE 2 x 45 English online English K-6 modules 2 x 45 Tugas Jakarta Post 2 x 45 portofolio 2 x 45 2 x 45 12 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 1. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan seharihari Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari : SMA ............ : Bahasa Inggris : XI :1 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat 1 x 45 www.englis hdaily626.c om (14 x 45) 1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyampaikan pendapat, meminta pendapat, menyatakan puas, dan menyatakan tidak puas o Mengungkapkan pendapat mis. A: I think this is great. B: I think so too. o Meminta pendapat mis. A: What do you think about it? B: I think it’s a good idea. o Menyatakan puas mis. A: I can’t think of anything better. B: Thank you for your compliment, Sir. o Menyatakan tidak puas mis. A: I’m not happy about it. B: Please give me a second chance, Sir. • Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan pendapat/rasa puas dan tidak puas beserta responnya. • Mendengarkan percakapan interpersonal/transak sional melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Mengidentifikasi kata yang didengar • Mengidentifikasi makna kata • Mengidentifikasi hubungan antar pembicara • Mengidentifikasi makna tindak tutur menyampaikan pendapat • Merespon tindak tutur menyampaikan pendapat • Mengidentifikasi makna tindak tutur menyatakan puas • Merespon tindak tutur menyatakan puas • Mengidentifikasi makna tindak tutur menyatakan tidak puas • Merespon tindak tutur menyatakan tidak puas • Mengidentifikasi konteks situasi Tertulis (PG dan Uraian) • Bermain peran secara berkelompok • Menggunakan tindak tutur menyampaikan pendapat • Merespon tindak tutur menyampaikan pendapat • Menggunakan tindak tutur meminta pendapat • Merespon tindak tutur meminta pendapat • Menggunakan tindak tutur menyatakan puas • Merespon tindak tutur menyatakan puas Tugas www. Esllab Quiz Tugas 1 x 45 Kaset CD 4 x 45 6 x 45 Performans 13 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran 1.2 Merespon makna dalam Mendengarkan o Menasehati percakapan transaksional (to get 1. Memahami mis. A: You’d better things done) dan interpersonal makna dalam do it now. (bersosialisasi) resmi dan berlanjut percakapan B: I will. (sustained) secara akurat, lancar, o Memperingatkan transaksional dan dan berterima yang menggunakan interpersonal mis. A: Don’t forget to ragam bahasa lisan dalam konteks resmi dan bring the food kehidupan sehari-hari dan berlanjut with you. melibatkan tindak tutu: menasehati, (sustained) dalam B: I won’t. memperingatkan, meluluskan konteks o Meluluskan permintaan, serta menyatakan kehidupan seharipermintaan perasaan relief, pain, dan pleasure mis. A: You may go. hari B: You’re the best, Dad. o Menyatakan perasaan - Relief mis. A: I feel so relieved. B: I can see that. Berbicara - Pain 3. Mengungkapkan 3.2 Mengungkapkan makna dalam mis. A: Ouch! It hurts makna dalam teks percakapan transaksional (to get so much. things done) dan interpersonal percakapan B: Oh, you poor transaksional dan (bersosialisasi) resmi dan berlanjut thing. (sustained) dengan menggunakan interpersonal - Pleasure resmi dan ragam bahasa lisan secara akurat, mis. A: I’m so pleased. lancar dan berterima dalam konteks B: I’m glad you like it. berlanjut (sustained) dalam kehidupan sehari-hari dan melibatkan tindak tutur: menasehati, konteks memperingatkan, meluluskan kehidupan seharipermintaan, serta menyatakan hari perasaan relief, pain, dan pleasure Kegiatan Pembelajaran • Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menasehati /memperingatkan/m eluluskan permintaan dan menyatakan perasaan beserta responnya secara kelompok. • Mendengarkan percakapan transaksional/interp er-sonal melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Bermain peran secara berkelompok Indikator • Mengidentifikasi makna tindak tutur menasehati • Merespon tindak tutur menasehati • Mengidentifikasi makna tindak tutur memperingatkan • Merespon tindak tutur memperingatkan • Mengidentifikasi makna tindak tutur meluluskan permintaan • Merespon tindak tutur meluluskan permintaan • Mengidentifikasi makna tindak tutur menyatakan perasaan • Merespon tindak tutur menyatakan perasaan • Menggunakan tindak tutur menasehati • Merespon tindak tutur menasehati • Menggunakan tindak tutur memperingatkan • Merespon tindak tutur memperingatkan • Menggunakan tindak tutur meluluskan permintaan • Merespon tindak tutur meluluskan permintaan • Menggunakan tindak tutur menyatakan perasaan. • Merespon tindak tutur menyatakan perasaan Penilaian Tertulis (PG dan Uraian) Alokasi Waktu (Menit) (14 x 45) 2 x 45 www.englis hdaily626.c om www. Esllab Quiz Tugas 2 x 45 Tugas Sumber/ Bahan/ Alat Kaset CD 4 x 45 Performans 4 x 45 14 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan sehari-hari Sumber/ Bahan/ Alat (8 x 45) Mendengarkan 2. Alokasi Waktu (Menit) 2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari Teks fungsional pendek lisan ( Undangan Lisan) • Mendengarkan undangan rapat yang disampaikan secara lisan melalui tape secara klasikal. • Mendiskusikan isi dan bentuk bahasa yang digunakan secara berkelompok • Mengidentifikasi topik sebuah teks fungsional pendek yang didengar • Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar • Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. Tertulis (PG dan Uraian) Tugas 2 x 45 • Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek Performans 2 x 45 2 x 45 www. Esllab.com CD Kaset quiz Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam konteks kehidupan seharihari 4.1 Mengungkapkan makna dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari • Menyampaikan undangan lisan secara individu di depan kelas 15 tandar Kompetensi Mendengarkan 2. Memahami makna teks fungsional pendek dan monolog berbentuk reports, narrative, dan analytical exposition dalam konteks kehidupan seharihari Kompetensi Dasar Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (14 x 45) 2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: report, narrative, dan analytical exposition • Teks lisan berbentuk narrative • Teks lisan berbentuk report • Teks lisan berbentuk analytical exposition • Mendengarkan sebuah cerita/laporan/expos isi secara klasikal. • Mendiskusikan isi teks yang didengar secara berpasangan. • Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok. • Mengidentifikasi main idea dari teks report yang didengar • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan • Mengidentifikasi kasus yang didengar • Mengidentifikasi argumen yang didengar Tertulis (PG dan Uraian) Tugas 1 x 45 www. Esllab.com CD 1 x 45 Kaset 1 x 45 1 x 45 • Melakukan case building berdasarkan kelompok pro dan kontra. Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk report, narrative dan analytical exposition dalam Materi Pembelajaran 4.1 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: report, narrative, dan analytical exposition • Melakukan debat secara berkelompok dengan tema permasalahan daerah setempat. • Mendongeng cerita rakyat setempat • Menggunakan kalimat simple present dalam menyampaikan report • Melakukan monolog berbentuk narrative • Melakukan monolog berbentuk analytical exposition • Melakukan debat Unjuk kerja 4 x 45 4 x 45 16 Standar Kompetensi Membaca 5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan sehari-hari Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (8 x 45) 5.1 Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari banner, poster, pamphlet • Membaca nyaring bermakna teks berita/deskripsi/nara tif secara individu • Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. • Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar • Mengidentifikasi topik dari teks yang dibaca • Mengidentifikasi informasi tertentu dari teks fungsional pendek Performans Tertulis (PG dan Uraian) 1 x 45 • Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat pasif untuk menyatakan inti berita 6.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari • Membuat draft teks naratif,berita atau deskripsi dengan melakukan chain writing. • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan hasil koreksi teman. 1 x 45 ESOL ONLINE English online English K6 modules 1 x 45 • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Menulis gagasan utama • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan banner, poster, atau pamphlet Tugas 1 x 45 portofolio 1 x 45 1 x 45 17 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian makna teks fungsional pendek dan esei sederhana berbentuk report, narrative dan analytical exposition dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan 5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk • Noun phrase • Ajectve clause • Teks tulis berbentuk narrative • Teks tulis berbentuk report • Teks tulis berbentuk analytical exposition • Membaca nyaring bermakna teks narrative/report/analytical exposition secara individu • Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana report, narrative dan analytical exposition dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (14 x 45) Membaca 5. Memahami Alokasi Waktu (Menit) 6.2 Merespon makna dalam teks fungsional resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari untuk mengakses ilmu. • Berlatih menggunakan kalimat simple present untuk menyatakan fakta dan kalimat kompleks yang menggunakan modal untuk menyatakan opini • Membuat draft teks naratif,berita atau deskripsi dengan melakukan chain writing. • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan hasil koreksi teman. • Mengidentifikasi makna kata dalam teks yang dibaca. • Mengidentifikasi komplikasi dalam sebuah cerita narasi • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi ciri-ciri dari benda/orang yang dilaporkan • Mengidentifikasi kasus yang dibahas dalam teks • Mengidentifikasi argument yang diberikan • Mengidentifikasi langkah-langkah retorika dari teks • Mengidentifikasi tujuan komunikasi teks dibaca • Menggunakan kalimat adjective clause dalam menyampai sebuah berita • Menggunakan kalimat adjective phrase dalam membuat sebuah report • Menghasilkan teks berbentuk report • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk analytical exposition quiz 2 x 45 ESOL ONLINE Tes tertulis tugas 2 x 45 English Online Jakarta Post English K-6 modules Board of Studi New South Wales unjuk kerja 2 x 45 4 x 45 1 x 45 1 x 45 18 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 7. Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari Berbicara 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari : SMA ............ : Bahasa Inggris : XI :2 Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih o Menyatakan sikap mis. A: I’m against the idea. B: I can’t agree more. o menyatakan perasaan - love mis. A: I love you. B: I love you too. - sadness mis. A: This is the lowest time in my life. B: Take it easy. • Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyatakan sikap dan perasaan beserta responnya secara berkelompok. • Mendengarkan percakapan interpersona/ transaksional melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Mengidentifikasi hubungan antar pembicara • Mengidentifikasi makna tindak tutur sikap terhadap sesuatu • Merespon tindak tutur menyatakan sikap terhadap sesuatu • Mengidentifikasi makna tindak tutur menyatakan perasaan sedih • Merespon tindak tutur menyatakan perasaan sedih • Mengidentifikasi makna tindak tutur menyatakan perasaan cinta • Merespon tindak tutur menyatakan perasaan cinta • Mengidentifikasi konteks situasi Tertulis (PG dan Uraian) • Bermain peran secara berkelompok • Menggunakan tindak tutur menyatakan sikap terhadap sesuatu • Merespon tindak tutur menyatakan sikap terhadap sesuatu • Menggunakan tindak tutur menyatakan perasaan cinta • Merespon tindak tutur menyatakan perasaan cinta • Menggunakan tindak tutur menyatakan perasaan sedih • Merespon tindak tutur menyatakan perasaan sedih Performans 9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan sikap terhadap sesuatu, menyatakan perasaan cinta, dan menyatakan perasaan sedih Penilaian Alokasi Waktu (Menit) (14 x 45) 1 x 45 quiz tugas Sumber/ Bahan/ Alat www.english daily626.co m www. Esllab 1 x 45 Kaset CD 4 x 45 6 x 45 19 Standar Kompetensi Mendengarkan Memahami makna dalam percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan seharihari 7. Berbicara 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan seharihari Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel - embarassment mis. A: I was so embarrased. B: I don’t think it’s a big deal. - anger mis. A: There’s nothing to talk about. Get out of here! B: If you say so. - annoyance mis. A: I can’t take this anymore. B: Sorry about that. • Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyatakan perasaan beserta responnya secara berkelompok. • Mendengarkan percakapan interpersona/ transaksional melalui tape secara klasikal • Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara berkelompok • Mengidentifikasi makna tindak tutur menyatakan perasaan malu • Merespon tindak tutur menyatakan perasaan malu • Mengidentifikasi makna tindak tutur menyatakan perasaan marah • Merespon tindak tutur menyatakan perasaan marah • Mengidentifikasi makna tindak tutur menyatakan perasaan jengkel • Merespon tindak tutur menyatakan perasaan jengkel • Bermain peran secara berkelompok • Menggunakan tindak tutur menyatakan perasaan malu Merespon tindak tutur menyatakan perasaan malu Menggunakan tindak tutur menyatakan perasaan marah • Merespon tindak tutur menyatakan perasaan marah • Menggunakan tindak tutur menyatakan perasaan jengkel • Merespon tindak tutur menyatakan perasaan jengkel 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyatakan perasaan malu, menyatakan perasaan marah, dan menyatakan perasaan jengkel Indikator Penilaian Tertulis (PG dan Uraian) Alokasi Waktu (Menit) (14 x 45) 2 x 45 www.englis hdaily626.c om quiz tugas Sumber/ Bahan/ Alat www. Esllab 2 x 45 Kaset CD 4 x 45 Performans 4 x 45 20 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran 8.1 Merespon makna dalam teks fungsional resmi dan tak resmi yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari Teks fungsional pendek lisan • Mendengarkan sebuah pengumuman lisan. • Mendiskusikan isi teks yang didengar secara berpasangan. • Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara kelompok. Berbicara 10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari Indikator Penilaian Alokasi Waktu (Menit) (8 x 45) Mendengarkan 8. Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan Kegiatan Pembelajaran 10.1 Mengungkapkan makna dalam teks lisan fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari • Memberikan sebuah pengumuman lisan secara bergantian • Mengidentifikasi topik sebuah teks fungsional pendek yang didengar • Mengidentifikasi informasi tertentu teks yang didengar Sumber/ Bahan/ Alat Tertulis (PG dan Uraian) 1 x 45 www. Esllab.com Quiz 1 x 45 Kaset CD • Mengidentifikasi tujuan komunikasi teks fungsional pendek yang didengar. Tugas • Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek Tugas 1 x 45 3 x 45 Performans 21 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Memahami makna teks fungsional pendek dan monolog berbentuk narrative, spoof dan hortatory exposition dalam konteks kehidupan seharihari 8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: narrative, spoof, dan hortatory exposition • Teks lisan berbentuk narrative • Teks lisan berbentuk spoof • Teks lisan berbentuk hortatory exposition • Mendengarkan sebuah narrative/ spoof/hortatory exposition secara klasikal. • Mendiskusikan isi teks yang didengar secara berpasangan. • Melakukan case building berdasarkan kelompok pro dan kontra. Berbicara 10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, spoof, dan hortatory exposition dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (14 x 45) Mendengarkan 8. Alokasi Waktu (Menit) 10.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition • Mendongeng • Melakukan debat secara berkelompok • Mengidentifikasi main idea dari teks hortatory exposition yang didengar • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengientifikasi bagian cerita yang lucu • Mengientifikasi solusi dalam sebuah cerita yang didengar • Mengidentifikasi kasus yang didengar • Mengidentifikasi argumen yang didengar Tertulis (PG dan Uraian) • Menggunakan kalimat past continuous dalam menyampaikan spoof • Melakukan monolog berbentuk narrative • Melakukan monolog berbentuk hortatory exposition • Menggunakan modal “should” untuk menyampaikan saran • Melakukan debat Tugas Tugas Quiz 1 x 45 www. Esllab.com CD 2 x 45 Kaset 1 x 45 Performans 4 x 45 4 x 45 22 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 11.1 Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari banner, poster, pamphlet • • • Membaca nyaring bermakna sebuah banner, poster, pamphlet secara individu Mendiskusikan isi teks yang dibaca secara berpasangan. Mendiskusikan ciriciri gramatikal yang digunakan dalam teks yang dibaca secara berkelompok. • Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar • Mengidentifikasi topic dari teks yang dibaca • Mengidentifikasi informasi tertentu dari banner, poster, pamphlet 12.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks • Menuliskan sebuah banner, poster, pamphlet secara berkelompok dan mempublikasikanny di lingkungan sekolah Performans Tertulis (PG dan Uraian) Quiz 1 x 45 ESOL ONLINE 1 x 45 2 x 45 • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Menulis gagasan utama • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan banner, poster, atau pamphlet Tugas unjuk kerja English Online Jakarta Post Tugas Menulis 12 Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari Sumber/ Bahan/ Alat (8 x 45) Membaca 10. Memahami Alokasi Waktu (Menit) English K-6 modules Board of Studi New South Wales 2 x 45 23 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian makna teks fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, spoof, dan hortatory exposition • Teks tulis berbentuk narrative • Teks tulis berbentuk spoof • Teks tulis berbentuk hortatory exposition • Complex sentenses • Membaca nyaring bermakna teks exposition secara individu • Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. • Berlatih menggunakan kalimat yang menyatakan argumen dan saran • Mengidentifikasi makna kata dalam teks yang dibaca • Mengidentifikasi makna kalimat dalam teks yang dibaca • Mengidentifikasi setting dalam sebuah cerita narasi • Mengidentifikasi komplikasi dalam sebuah cerita narasi • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi kasus yang dibahas dalam teks • Mengidentifikasi argumen yang diberikan • Mengidentifikasi saran yang diberikan • Mengidentifikasi langkah-langkah retorika dari teks • Mengidentifikasi tujuan komunikasi teks dibaca Performan s • Membuat draft teks exposition dengan melakukan chain writing. • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan hasil koreksi teman. • Menggunakan kalimat past continuous dalam menulis spoof • Menggunakan kalimat kompleks dalam membuat sebuah cerita • Menggunakan modal “should” untuk menulis saran pada teks hortatory exposition • Menghasilkan teks berbentuk spoof • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk hortatory exposition Tugas • Modals Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, spoof, dan hortatory exposition dalam konteks kehidupan seharihari Sumber/ Bahan/ Alat (14 x 45) Membaca 11. Memahami Alokasi Waktu (Menit) 12.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, spoof, dan hortatory exposition Tertulis (PG dan Uraian) 2 x 45 4 x 45 English Online Jakarta Post Tugas Quiz 2 x 45 unjuk kerja ESOL ONLINE English K-6 modules Board of Studi New South Wales 2 x 45 2 x 45 2 x 45 24 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan seharihari Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari : SMA ............ : Bahasa Inggris : XII :1 Kompetensi Dasar Materi Pembelajaran 1.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau kemampuan untuk melakukan sesuatu, dan memerintah o Mengusulkan, memohon mis. A: I’d like to suggest tht…; B: It sounds like a good suggestion o Mengeluh mis. A: This is crazy! B: Join the club. o Membahas kemungkinan atau kemampuan untuk melakukan sesuatu ms. A: Would it be possible for you to…? B: Yeah, sure. o Memerintah mis. A: You must … B: As you wish, Sir. 3.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengusulkan, memohon, mengeluh, membahas kemungkinan atau kemampuan untuk melakukan sesuatu, dan memerintah Kegiatan Pembelajaran • Mendengarkan percakapan interpersonal/ transaksional secara individu. • Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar • Bermain peran secara berkelompok Indikator Penilaian • Mengidentifikasi makna kata • Mengidentifikasi hubungan antar pembicara • Mengidentifikasi makna tindak tutur mengusulkan • Merespon tindak tutur mengusulkan • Mengidentifikasi makna tindak tutur memohon • Merespon tindak tutur memohon • Mengidentifikasi makna tindak tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu • Merespon tindak tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu • Mengidentifikasi makna tindak tutur memerintah • Merespon tindak tutur memerintah • Mengidentifikasi kontek situasi Tertulis (PG dan Uraian) • • • • Tugas Menggunakan tindak tutur mengusulkan Menggunakan tindak tutur memohon Menggunakan tindak tutur mengeluh Menggunakan tindak tutur membahas kemungkinan atau kemampuan untuk melakukan sesuatu • Menggunakan tindak tutur memerintah Alokasi Waktu (Menit) (10 x 45) 1 x 45 Tugas Quiz Sumber/ Bahan/ Alat www.english daily626.co m www. Esllab 2 x 45 Kaset CD 2 x 45 3 x 45 Performans 25 Standar Kompetensi Mendengarkan 1. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan seharihari Berbicara 3. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) (10 x 45) 1.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap 3.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: mengakui kesalahan, berjanji, menyalahkan, menuduh, mengungkapkan keingintahuan dan hasrat, dan menyatakan berbagai sikap o Mengakui kesalahan mis. A: I admit I was wrong. B: I told you. o Berjanji mis. A: I give you my words. B: You’d better keep your promise. o Menyalahkan, menuduh mis. A: You are the one to blame. B: Are you accusing me?) o Mengungkapkan keingintahuan, hasrat mis. A: I wonder if … B: Why not? o Menyatakan berbagai sikap mis. A: I like it. B: Do you? • Mendengarkan percakapan interpersonal/ transaksional secara klasikal • Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar • Mengidentifikasi makna tindak tutur mengakui kesalahan • Merespon tindak tutur mengakui kesalahan • Mengidentifikasi makna tindak tutur berjanji • Merespon tindak tutur berjanji • Mengidentifikasi makna tindak tutur menyalahkan/ menuduh • Merespon tindak tutur menyalahkan/ menuduh • Mengidentifikasi makna tindak tutur mengungkapkan keingintahuan dan hasrat • Merespon tindak tutur mengungkapkan keingintahuan dan hasrat • Mengidentifikasi makna tindak tutur menyatakan berbagai sikap • Merespon tindak tutur menyatakan berbagai sikap Tertulis (PG dan Uraian) • Berrmain peran secara berkelompok • Menggunakan tindak tutur mengakui kesalahan • Menggunakan tindak tutur berjanji • Menggunakan tindak tutur menyalahkan/menuduh • Menggunakan tindak tutur mengungkapkan keingintahuan dan hasrat • Menggunakan tindak tutur menyatakan berbagai sikap Tugas • Secara berpasangan melakukan tourist hunting dan merekam percakapan mereka terutama dalam penggunaan tindak tutur mengungkapkan keingintahuan dan hasrat serta menyatakan berbagai sikap. 1 x 45 Sumber/ Bahan/ Alat www.englis hdaily626.c om www. Esllab Quiz 1 x 45 Tugas Kaset CD 1 x 45 3 x 45 Performans 2 x 45 26 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Memahami makna teks fungsional pendek dan monolog berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari Indikator Penilaian Alokasi Waktu (Menit) (6 x 45) Mendengarkan 2. Kegiatan Pembelajaran 2.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari Teks fungsional pendek lisan • Mendengarkan sebuah pengumuman lisan. • Mendiskusikan isi teks yang didengar secara berpasangan. • Mengidentifikasi topik sebuah teks fungsional pendek yang didengar • Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar 1 x 45 Tugas 1 x 45 CD Kaset 1 x 45 • Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara berkelompok. • Memberikan sebuah pengumuman lisan secara bergantian www. Esllab.com • Mengidentifikasi tujuan teks fungsional pendek yang didengar. Berbicara 4. Mengungkapkan .4.1 Mengungkapkan makna dalam makna dalam teks teks lisan fungsional pendek resmi fungsional pendek dan tak resmi secara akurat, lancar dan monolog dan berterima dalam berbagai yang berbentuk konteks kehidupan sehari-hari narrative, explanation, dan discussion dalam konteks kehidupan seharihari Tertulis (PG dan Uraian) Sumber/ Bahan/ Alat • Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek Tugas Performans 1 x 45 27 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian (12 x 45) Mendengarkan 2. Memahami makna teks fungsional pendek dan monolog berbentuk narrative, explanation, dan discussion dalam konteks kehidupan seharihari Berbicara 4. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative, explanation, dan discussion dalam konteks kehidupan seharihari Alokasi Waktu (Menit) 2.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: narrative, explanation, dan discussion 4.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion • Teks lisan berbentuk narrative • Teks lisan berbentuk explanation • Teks lisan berbentuk discussion • Mendengarkan sebuah teks narrative/ explanation/ discussion secara klasikal. • Mendiskusikan isi teks yang didengar secara berpasangan. • Mendiskusikan bentuk bahasa lisan berdasarkan teks yang didengar secara berkelompok. • Mengidentifikasi main idea dari teks explanation yang didengar • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi urutan suatu peristiwa dalam teks narasi • Mengidentifikasi keuntungan dari suatu kejadian • Mengidentifikasi proses suatu kejadian yang didengar dari teks explanation • Secara berkelompok menyampaikan penjelasan tentang proses terjadinya sesuatu • Menggunakan kalimat simple present dalam menyampaikan penjelasan tentang proses • Melakukan monolog berbentuk narrative • Melakukan monolog berbentuk discussion • Menggunakan kalimat argumen • Melakukan debat • Secara berkelompok melakukan debat Tugas 2 x 45 Quiz Sumber/ Bahan/ Alat www.englis hdaily626.c om www. Esllab Tes tertulis 1 x 45 Kaset CD 1 x 45 Tugas 2 x 45 Performans 4 x 45 28 Standar Kompetensi Membaca 5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (12 x 45) 5.1 Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari banner, poster, pamphlet • Membaca banner, poster, pamphlet secara individu • Mendiskusikan isi teks yang dibaca secara berpasangan. • Mendiskusikan ciriciri gramatika yang digunakan dalam teks yang dibaca secara berkelompok. • Membaca wacana ragam tulis yang dibahas • Mengidentifikasi topik dari teks yang dibaca • Mengidentifikasi informasi tertentu dari teks fungsional pendek • Menuliskan sebuah banner, poster, pamphlet secara berkelompok dan mempublikasikanny a di Mading sekolah • Menulis gagasan utama • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan banner, poster, atau pamphlet Tugas 2 x 45 ESOL ONLINE Quiz Tes tertulis 2 x 45 English Online Jakarta Post 2 x 45 English K-6 modules Board of Studi New South Wales Menulis 6. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative, explanation, dan discussion dalam konteks kehidupan sehari-hari 6.1 Mengungkapkan makna dalam bentuk teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari Tugas 4 x 45 unjuk kerja 29 Standar Kompetensi Membaca 5. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative, explanation, dan discussion dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan Kompetensi Dasar Materi Pembelajaran 5.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative, explanation, dan discussion • Teks tulis berbentuk narrative • Teks tulis berbentuk explanation • Teks tulis berbentuk discussion • Conjunction that show cause/effect relationships Menulis makna dalam teks tulis fungsional pendek dan esei sederhana narrative, explanation, dan discussion dalam konteks kehidupan seharihari Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (12 x 45) • If clause type I (Future condition) 6. Mengungkapkan Kegiatan Pembelajaran 6.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative, explanation, dan discussion • Conjunction that show contrary • Membaca nyaring bermakna teks explanation secara individu • Mendiskusikan berbagai aspek dari teks seperti isi, struktur teks, secara berkelompok. • Berlatih menggunakan kalimat present tense dalam bentuk kalimat komplek yang menyatakan proses terjadinya sesuatu dan kalimat yang menyatakan kontra. • Mengidentifikasi makna kata dalam teks yang dibaca • Mengidentifikasi makna kalimat dalam teks yang dibaca • Mengidentifikasi komplikasi dalam sebuah cerita narasi • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi proses sebuah peristiwa • Mengidentifikasi argument yang pro dan kontra dalam teks • Mengidentifikasi langkah-langkah retorika dari teks • Mengidentifikasi tujuan komunikasi teks dibaca • Membuat draft teks narrative, explanation dan discussion dengan melakukan chain writing. • Melakukan koreksi teman sejawat untuk menyempurnakan draft. • Menyempurnakan draft berdasarkan koreksi teman. • Menggunakan if clause dalam menyampaikan sebuah berita • Menggunakan adverbial clause dalam membuat sebuah explanation • Menghasilkan teks berbentuk explanation • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk discussion Tugas 1 x 45 ESOL ONLINE Quiz Tes tertulis 2 x 45 English Online Jakarta Post 1 x 45 Tugas English K-6 modules Board of Studi New South Wales 2 x 45 Unjuk Kerja 2 x 45 2 x 45 30 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan seharihari Berbicara 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari : SMA ............ : Bahasa Inggris : XII :2 Kompetensi Dasar 7.1 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah 9.1 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: membujuk, mendorong semangat, mengkritik, mengungkapkan harapan, dan mencegah Materi Pembelajaran o Membujuk, mendorong semangat mis. A: Would it be possible for you to…? B: I’ll consider that. o Mengkritik mis. A: I don’t think that was a good idea. B: I’m glad you bring that up… o Mengungkapka n harapan mis. A: I do hope that… B: I hope so too. o Mencegah mis. A: I wouldn’t do that if I were you. B: Thanks for telling me. Kegiatan Pembelajaran Indikator • Mendengarkan percakapan interpersonal/ transaksional melalui CD/kaset secara klasikal. • Mendiskusikan tindak tutur yang digunakan dalam percakapan yang didengar secara berpasangan. • Mendiskusikan respon yang diberikan terhadap tindak tutur yang didengar • Mengidentifikasi makna tindak tutur membujuk/ mendorong semangat • Merespon tindak tutur membujuk/ mendorong semangat • Mengidentifikasi makna tindak tutur mengkritik • Merespon tindak tutur mengkritik • Mengidentifikasi makna tindak tutur mengungkapkan harapan • Merespon tindak tutur mengungkapkan harapan • Mengidentifikasi makna tindak tutur mencegah • Merespon tindak tutur mencegah • Secara berpasangan berlatih menggunakan tindak tutur dan responnya. • Menggunakan tindak tutur membujuk, mendorong semangat • Menggunakan tindak tutur mengkritik • Menggunakan tindak tutur mengungkapkan harapan • Menggunakan tindak tutur mencegah Penilaian Tugas Alokasi Waktu (Menit) (8 x 45) 1 x 45 Quiz Tes tertulis Sumber/ Bahan/ Alat www.englis hdaily626.c om www. Esllab 2 x 45 Kaset CD 1 x 45 Tugas 2 x 45 Performan s 31 Standar Kompetensi Mendengarkan 7. Memahami makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut dalam konteks kehidupan sehari-hari Berbicara 9. Mengungkapkan makna dalam teks percakapan transaksional dan interpersonal resmi dan berlanjut (sustained) dalam konteks kehidupan sehari-hari Kompetensi Dasar 7.2 Merespon makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) secara akurat, lancar, dan berterima yang menggunakan ragam bahasa lisan dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian 9.2 Mengungkapkan makna dalam percakapan transaksional (to get things done) dan interpersonal (bersosialisasi) resmi dan berlanjut (sustained) dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dan melibatkan tindak tutur: menyesali, mengungkapkan/menanyakan rencana, tujuan, maksud, memprediksi, berspekulasi, dan memberikan penilaian Materi Pembelajaran o Menyesali mis. A: I’m the one to blame. B: No use crying over spilt milk. o Mengungkapka n/menanyakan rencana, tujuan, maksud mis. A: What’s the plan? B: The plan is… o Memprediksi, berspekulasi mis. A: We can speculate that … B: I think it’s well grounded. o Memberikan penilaian mis. A: You did a good job! B: Thank you. Kegiatan Pembelajaran • • • Melakukan studi pustaka untuk mengidentifikasi berbagai ungkapan menyesali /mengukapkan/menyatakan rencana,tujuan,maksud; memprediksi/spekulasi dan memberikan penilaian beserta responnya secara kelompok. Mendengarkan percakapan transaksional melalui tape secara klasikal Mendiskusikan tindak tutur yang digunakan dan responnya dalam percakapan yang didengar secara kelompok • Bermain peran secara kelompok Indikator • Mengidentifikasi makna tindak tutur menyesali • Merespon tindak tutur menyesali • Mengidentifikasi makna tindak tutur mengungkapkan/ menanyakan rencana, tujuan, maksud • Merespon tindak tutur mengungkapkan/menanyakan rencana, tujuan, maksud • Mengidentifikasi makna tindak tutur memprediksi/ berspekulasi • Merespon tindak tutur memprediksi /berspekulasi • Mengidentifikasi makna tindak tutur memberikan penilaian • Merespon tindak tutur memberikan penilaian Penilaian Tugas Alokasi Waktu (Menit) (8 x 45) 1 x 45 Quiz Tes tertulis Sumber/ Bahan/ Alat www.english daily626.co m www. Esllab Kaset CD 1 x 45 1 x 45 • Menggunakan tindak tutur menyesali • Menggunakan tindak tutur mengungkapkan/menanyakan rencana, tujuan, maksud • Menggunakan tindak tutur memprediksi • Menggunakan tindak tutur berspekulasi • Menggunakan tindak tutur memberikan penilaian Tugas 3 x 45 Performans 32 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran 8.1 Merespon makna yang terdapat dalam teks lisan fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari Berbicara 10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review dalam konteks kehidupan sehari-hari Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (6 x 45) Mendengarkan 8. Memahami makna teks fungsional pendek dan monolog berbentuk narrative dan review dalam konteks kehidupan sehari-hari Kegiatan Pembelajaran 10.1 Mengungkapkan makna dalam teks lisan fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi secara akurat, lancar dan berterima dalam berbagai konteks kehidupan sehari-hari Teks fungsional pendek lisan • Mendengarkan sebuah iklan secara klasikal • Mendiskusikan tujuan dan isi iklan secara berkelompok • Mengidentifikasi topik sebuah teks fungsional pendek yang didengar • Mengidentifikasi informasi tertentu dari teks fungsional pendek yang didengar • Mengidentifikasi tujuan teks fungsional pendek yang didengar Tugas www.englis hdaily626.c om 1 x 45 www. Esllab Quiz Tes tertulis 1 x 45 • Merancang sebuah iklan yang akan disampaikan secara lisan. • Menyampaikan sebuah iklan di depan kelas secara individu 1 x 45 • Menggunakan bahasa lisan dalam menyampaikan teks fungsional pendek Tugas Kaset CD 1 x 45 Unjuk Kerja 33 Standar Kompetensi Mendengarkan 8. Memahami makna teks fungsional pendek dan monolog berbentuk narrative dan review dalam konteks kehidupan sehari-hari Kompetensi Dasar Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (10 x 45) • 8.2 Merespon makna dalam teks monolog yang menggunakan ragam bahasa lisan secara akurat, lancar dan berterima • dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review Berbicara 10. Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk narrative dan review dalam konteks kehidupan sehari-hari Materi Pembelajaran 10.2 Mengungkapkan makna dalam teks monolog dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dalam teks berbentuk: narrative dan review Teks lisan berbentuk narrative Teks lisan berbentuk review • Mendengarkan sebuah narrrative/review yang disampaikan seseorang • Mendikusikan informasi, struktur, dan discourse dari teks narrative/review yang didengar • Menonton sebuah film secara klasikal untuk memahami isi cerita • Berdiskusi dalam kelompok untuk memberikan review secara menyeluruh terhadap film yang ditonton atau mendiskusikan cerita film • Mengidentifikasi tokoh dari cerita yang didengar • Mengidentifikasi kejadian dalam teks yang didengar • Mengidentifikasi penilaian tentang film/song/novel • Mengidentifikasi saran pada sebuah review yang didengar • Menyampaikan cerita film atau penilaian terhadap film secara sambung menyambung oleh setiap anggota kelompok • Menggunakan kalimat penilaian dalam menyampaikan sebuah review • Melakukan monolog berbentuk narrative • Melakukan monolog berbentuk review Tugas 1 x 45 englishcnol ogy.an Quiz Tes tertulis 2 x 45 English online 1 x 45 2 x 45 Tugas 2 x 45 Performans 34 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) Sumber/ Bahan/ Alat (6 x 45) Membaca 11. Memahami makna teks fungsional pendek dan esei sederhana berbentuk narrative dan review dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan 11.1 Merespon makna dalam teks fungsional pendek (misalnya banner, poster, pamphlet, dll.) resmi dan tak resmi yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari banner, poster, pamphlet • Studi pustaka untuk mengidentifikasi berbagai banner, poster, pamphlet secara berkelompok • Mendikusikan secara kelompok informasi, struktur, dan discourse dari banner, poster, pamphlet yang dibaca • Membaca nyaring bermakna wacana ragam tulis yang dibahas dengan ucapan dan intonasi yang benar • Mengidentifikasi topik dari teks yang dibaca • Mengidentifikasi informasi tertentu dari teks fungsional pendek Tugas 1 x 45 Quiz Tes tertulis English Online 1 x 45 12.1 Mengungkapkan makna Mengungkapkan dalam bentuk teks fungsional makna dalam teks pendek (misalnya banner, tulis fungsional poster, pamphlet, dll.) resmi pendek dan esei dan tak resmi dengan sederhana narrative menggunakan ragam bahasa dan review dalam tulis secara akurat, lancar dan konteks berterima dalam konteks kehidupan sehari-hari • Menulis banner, poster, atau pamphlet secara individu. Jakarta Post English K-6 modules Board of Studi New South Wales Menulis 12. ESOL ONLINE • Menggunakan tata bahasa, kosa kata, tanda baca, ejaan, dan tata tulis dengan akurat • Menulis gagasan utama • Mengelaborasi gagasan utama • Membuat draft, merevisi, menyunting • Menghasilkan banner, poster, atau pamphlet Tugas 2 x 45 Unjuk Kerja 35 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian teks fungsional pendek dan esei sederhana berbentuk narrative dan review dalam konteks kehidupan sehari-hari dan untuk mengakses ilmu pengetahuan Menulis 12. Mengungkapkan makna dalam teks tulis fungsional pendek dan esei sederhana narrative dan review dalam konteks Sumber/ Bahan/ Alat (10 x 45) Membaca 11. Memahami makna Alokasi Waktu (Menit) 11.2 Merespon makna dan langkah retorika dalam esei yang menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan seharihari dan untuk mengakses ilmu pengetahuan dalam teks berbentuk: narrative dan review 12.2 Mengungkapkan makna dan langkah retorika dalam esei dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: narrative dan review • Complex sentenses o Relative Clause • Attitute expressions • Teks tulis berbentuk narrative • Teks tulis berbentuk review • Studi pustaka untuk mengidentifikasi berbagai review secara individu • Mendiskusikan secara klasikal bentuk kalimat penilaian dan kalimat kompleks • Mendikusikan secara kelompok informasi, struktur, dan discourse dari review yang dibaca • Menonton sebuah film secara klasikal untuk memahami isi cerita • Berdiskusi dalam kelompok untuk memberikan review secara menyeluruh terhadap film yang ditonton. • Membuat sebuah narrative/review secara individu • Mengidentifikasi isi cerita • Mengidentifikasi kejadian dalam teks yang dibaca • Mengidentifikasi penilaian tentang film/song/novel • Mengidentifikasi saran pada sebuah review yang dibaca • Mengidentifikasi langkah-langkah retorika dari teks review/narrative • Mengidentifikasi tujuan komunikasi teks dibaca • Menggunakan kalimat penilaian dalam menulis review • Menghasilkan teks berbentuk narrative • Menghasilkan teks berbentuk review Tugas 1 x 45 Quiz Tes tertulis English Online 2 x 45 2 x 45 Tugas ESOL ONLINE Jakarta Post English K-6 modules Board of Studi New South Wales 1 x 45 Unjuk Kerja 2 x 45 1 x 45 36 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester : SMA ............ : Bahasa Inggris : XI (Tambahan Kelas Bahasa) :1 Standar Kompetensi Kompetensi Dasar Mendengarkan 1. Memahami makna yang terdapat dalam public speaking sederhana 1.1 Merespon makna yang diungkapkan oleh Master of Ceremony Berbicara 2. Mengungkapkan makna dalam konteks public speaking sederhana 2.1 Mengungkapkan makna dalam konteks public speaking sederhana sebagai Master of Ceremony Materi Pembelajaran teks lisan seorang MC Kegiatan Pembelajaran • Mendengarkan seorang MC dalam suatu kegiatan • Mendiskusikan struktur, isi, discourse yang digunakan oleh MC • Bermain peran sebagai MC dalam berbagai kegiatan Indikator • Mengidentifikasi berbagai ungkapan yang digunakan oleh MC. Penilaian Quiz 1 x 45 Test tertulis • Mengidentifikasi situasi, tempat dan jenis kegiatan yang dilakukan oleh MC • Mengunakan berbagai gambit untuk memuji Alokasi Waktu (Menit) (4 X 45) Sumber/ Bahan/ Alat Kaset CD 1 x 45 Performans 1 x 45 • Mengunakan berbagai gambit untuk minta perhatian 37 Standar Kompetensi Mendengarkan 1. Memahami makna yang terdapat dalam public speaking sederhana Berbicara 2. Mengungkapkan makna dalam konteks public speaking sederhana sebagai Master of Ceremony Kompetensi Dasar 1.2 Merespon makna yang diungkapkan oleh Show Presenter (Host) dan News Reader 2.2 Mengungkapkan makna dalam konteks public speaking sederhana sebagai Show Presenter (Host) dan News Reader Materi Pembelajaran • Kosa Kata yang digunakan oleh seorang Host dan news reader • Berbagai ungkapan yang digunakan oleh seorang Host dan news reader Kegiatan Pembelajaran • Mendengarkan seorang Host dan news reader dalam sebuah acara. • Mendiskusikan struktur, isi, discourse yang digunakan oleh Host dan news reader • Bermain peran sebagai Host dan news reader dalam berbagai kegiatan Indikator • Mengidentifikasi makna kata yang didengar Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) 1 x 45 Ter tertulis Sumber/ Bahan/ Alat Kaset CD • Mengidentifikasi situasi dan tempat kegiatan 1 x 45 • Menggunakan berbagai gambit sebagai Host Performans 1 x 45 • Mebacakan berita dengan intonasi yang tepat 38 Standar Kompetensi Membaca 3. Memahami naskah dalam konteks public speaking sederhana Kompetensi Dasar 3.1 Membaca naskah public speaking sederhana dengan nyaring dan dengan pelafalan yang tepat sebagai Master of Ceremony Materi Pembelajaran naskah MC Kegiatan Pembelajaran • Melakukan studi pustaka untuk mengidentifikasi bentuk naskah MC • Mendiskusikan isi naskah yang dibaca secara berpasangan Menulis 4. Mengungkapkan makna dalam konteks persiapan public speaking sederhana 4.1 Menulis naskah public speaking sederhana sebagai Master of Ceremony • Membuat draf naskah MC secara berkelompok • Melakukan peer editing Indikator • Mengidentifikasi berbagai ungkapan pujian dari naskah MC yang dibaca Penilaian Tugas tes tertulis • Mengidentifikasi berbagai gambit untuk minta perhatian dalam naskah MC yang dibaca • Membuat naskah MC unjuk kerja Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat 1 x 45 Lucas, Stephen E. “The Art of Public Speking” 1 x 45 1 x 45 1 x 45 39 Standar Kompetensi Membaca 2. Memahami naskah dalam konteks public speaking sederhana Menulis 4. Mengungkapkan makna dalam konteks persiapan public speaking sederhana Kompetensi Dasar 2.2 Membaca naskah public speaking sederhana dengan nyaring dan dengan pelafalan yang tepat sebagai Show Presenter (Host) dan News Reader 4.2 Menulis naskah public speaking sederhana sebagai Show Presenter (Host) dan News Reader Materi Pembelajaran Kegiatan Pembelajaran • Pronunciation • Intonation • Script for public speaking • Kosa kata dalam naskah Host dan News Presenter • Studi pustaka untuk mengidentifikasi berbagai naskah untuk Host dan News Reader • Mengidentifikasi makna kata dalam naskah MC • Membuat draft naskah untuk menjadi Host secara berkelompok. • Menulis naskah untuk menjadi host dan news presenter • Melakukan peer editing Indikator Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat 1 x 45 Lucas, Stephen E. “The Art of Public Speking” tes tertulis • Mengidentifikasi struktur teks Naskah MC unjuk kerja 1 x 45 1 x 45 40 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi 1. Mendengarkan Memahami karya sastra lisan yang populer dan disederhanakan (simplified) Berbicara 2. Mengungkapkan karya sastra lisan yang populer dan disederhanakan (simplified : SMA ........... : Bahasa Inggris : XI (Tambahan Kelas Bahasa) :2 Kompetensi Dasar 1.1 Merespon makna dalam karya sastra lisan, seperti lagu berbahasa inggris dan puisi kontemporer Materi Pembelajaran • Lagu • • Puisi • Kosa kata dalam lagu atau puisi yang didengar dan diucapkan 2.1 Membawakan karya sastra lisan sederhana seperti lagu berbahasa Inggris dan puisi kontemporer Kegiatan Pembelajaran • Mendengar sebuah lagu atau puisi secara berkelompok. Mendiskusikan struktur, isi, discourse yang digunakan dalam lagu atau puisi yang didengar • Memyanyikan sebuah lagu secara kelompok • Menyanyikan dan merekam sebuah lagu secara individu Indikator • Mengidentifikasi makna kata dalam sebuah lagu yang didengar Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) 1 x 45 Sumber/ Bahan/ Alat Kaset CD tes tertulis • Mengidentifikasi makna kalimat dalam lagu yang didengar 1 x 45 • Mengidentifikasi isi lagu • Menyanyikan sebuah lagu dengan intonasi dan penghayatan yang tepat Performans 1 x 45 1 x 45 41 Standar Kompetensi Mendengarkan 1. Memahami karya sastra lisan yang populer dan disederhanakan (simplified) Berbicara 2. Mengungkapkan karya sastra lisan yang populer dan disederhanakan (simplified Kompetensi Dasar 1.2 Memahami dan merespon makna dalam karya sastra lisan, seperti film dan drama kontemporer 2.2 Membawakan karya sastra lisan sederhana seperti film dan drama kontemporer Materi Pembelajaran • Film • Drama kontemporer Kegiatan Pembelajaran • Menonton sebuah drama atau film secara klasikal. • Mendiskusikan struktur, isi, discourse yang digunakan dalam drama atau film • Bermain drama secara berkelompok Indikator • Mengidentifikasi makna kata dalam sebuah film atau drama yang ditonton Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) 1 x 45 tes tertulis • Mengidentifikasi struktur film atau drama Sumber/ Bahan/ Alat Kaset VCD 1 x 45 • Mengidentifikasi alur cerita • Memainkan sebuah drama. unjuk kerja 2 x 45 42 Standar Kompetensi Membaca 3. Memahami karya sastra yang populer dan disederhanakan (simplified Menulis 4. Mengungkapkan kembali karya sastra lisan yang populer dan disederhanakan (simplified) Kompetensi Dasar 3.1 Merespon makna dalam dalam karya sastra, seperti lagu berbahasa Inggris dan puisi kontemporer 4.1 Menulis cerita dalam bentuk esei tentang lirik lagu yang didengarnya Materi Pembelajaran • Lagu Kegiatan Pembelajaran • • Puisi • Kosa kata dalam lagu atau puisi yang dibaca • Membaca teks sebuah lagu atau puisi secara individu Mendiskusikan struktur, isi, discourse yang digunakan dalam lagu atau puisi yang dibaca secara berpasangan Indikator • Mengidentifikasi makna kata dalam sebuah lagu yang dibaca • Mengidentifikasi makna kalimat dalam lagu yang dibaca Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat 1 x 45 tes tertulis 1 x 45 • Mengidentifikasi isi lagu yang dibaca • Menuliskan kembali sebuah lirik lagu yang sudah diacak • Mengurutkan lirik lagu yang diacak • Mengembangkan sebuah lagu yang didengar menjadi sebuah cerita dalam bentuk esei sederhana secara berkelompok • Menulis cerita berdasarkan lagu yang didengar unjuk kerja Tugas 1 x 45 1 x 45 43 Standar Kompetensi Membaca 3. Memahami karya sastra yang populer dan disederhanakan (simplified Kompetensi Dasar 3.2 Merespon makna dalam dalam karya sastra, seperti cerita pendek Materi Pembelajaran • Novel • Gaya bahasa Kegiatan Pembelajaran Indikator Penilaian Alokasi Waktu (Menit) 4 x 45) • Membaca sebuah novel secara individu • Mengidentifikasi makna kata dalam sebuah novel yang dibaca Tugas • Mendiskusikan struktur, isi, discourse yang digunakan dalam novel yang dibaca secara berpasangan • Mengidentifikasi makna kalimat dalam novel yang dibaca tes tertulis 1 x 45 unjuk kerja 1 x 45 Sumber/ Bahan/ Alat • Mengidentifikasi alur cerita dari novel yang dibaca • Mengidentifikasi gaya bahasa yang digunakan Menulis 4. Mengungkapkan kembali karya sastra lisan yang populer dan disederhanakan (simplified) 4.2 Mengungkapkan kembali cerita berbahasa Inggris yang disederhanakan (simplified) ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya • Menuliskan draft ringkasan cerita dari novel yang dibaca • Melakukan revisi dan editing terhadap draft cerita secara individu 1 x 45 • Mempublikasikannya pada Mading sekolah 1 x 45 • Menuliskan ringkasan cerita dari novel yang dibaca 44 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester Standar Kompetensi Mendengarkan 1. Memahami makna yang terdapat dalam public speaking dalam konteks akademik Berbicara 2. Mengungkapkan makna dalam public speaking dalam konteks akademik : SMA ............ : Bahasa Inggris : XII (Tambahan Kelas Bahasa) :1 Kompetensi Dasar 1.1 Merespon makna yang diungkapkan dalam pidato 2.1 Mengungkapkan makna dalam konteks public speaking seperti pidato Materi Pembelajaran Pidato Kegiatan Pembelajaran • Mendengarkan lagu atau puisi secara berkelompok. • Mendiskusikan struktur, isi, discourse yang digunakan dalam lagu atau puisi yang didengar • Melakukan pidato secara bergantian Indikator Penilaian Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat • Mengidentifikasi isi sebuah pidato Tugas 1 x 45 Kaset • Mengidentifikasi bentuk dan struktur kalimat yang digunakan tes tertulis 1 x 45 VCD • Melakukan pidato unjuk kerja 2 x 45 45 Standar Kompetensi Mendengarkan 1. Memahami makna yang terdapat dalam public speaking dalam konteks akademik Berbicara 2. Mengungkapkan makna dalam public speaking dalam konteks akademik Kompetensi Dasar 1.2 Merespon makna yang diungkapkan dalam debat dan presentasi 2.2 Mengungkapkan makna dalam konteks public speaking seperti debat dan presentasi Materi Pembelajaran • naskah debat • naskah presentasi Kegiatan Pembelajaran • Mendengarkan debat dan presentasi melalui media elektonik secara klasikal • Secara berkelompok mengidentifikasi isi, bentuk dan tata bahasa yang digunakan dalam debat yang didengar • Melakukan kegiatan debat dan presentasi dengan tema yang ditentukan secara berkelompok • Melakukan presentasi individu dengan tema yang ditentukan di depan kelas. Indikator • Mengidentifikasi isi debat atau presentasi yang didengar Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) 1 x 45 Quiz • Mengidentifikasi bentuk dan struktur kalimat yang digunakan dalam debat dan presentasi yang didengar Sumber/ Bahan/ Alat Kaset VCD 1 x 45 • Mengidentifikasi argumen yang diberikan • Melakukan debat dan presentasi Unjuk Kerja 1 x 45 1 x 45 46 Standar Kompetensi Membaca 3. Memahami naskah public speaking dalam konteks akademik Menulis 4. Mengungkapkan makna dalam naskah persiapan public speaking dalam konteks akademik Kompetensi Dasar 3.1 Memahami naskah public speaking dalam konteks akademik seperti pidato 4.1 Menulis naskah public speaking sederhana dalam konteks akademik seperti pidato Materi Pembelajaran • Naskah Pidato • Kosa Kata yang berhungan dengan pidato Kegiatan Pembelajaran Indikator • Studi pustaka secara individu untuk mengidentifikasi berbagai bentuk pidato. • Secara berkelompok mengidentifikasi isi, bentuk dan tata bahasa yang digunakan dalam teks pidato yang dibaca • Mengidentifikasi isi sebuah naskah pidato • Mengidentifikasi bentuk dan struktur kalimat yang digunakan • Membuat draft naskah pidato • Melakukan editing • Membuat sebuah naskah pidato. Penilaian Tugas Alokasi Waktu (Menit) (4 X 45) 1 x 45 Quiz Sumber/ Bahan/ Alat Lucas, Stephen E. “The Art of Public Speking” 1 x 45 Unjuk Kerja 1 x 45 1 x 45 47 Standar Kompetensi Membaca 3. Memahami naskah public speaking dalam konteks akademik Kompetensi Dasar 3.2 Memahami naskah public speaking dalam konteks akademik seperti debat dan presentasi Materi Pembelajaran • naskah debat • naskah presentasi • Kalimat argumen Menulis 4. Mengungkapkan makna dalam naskah persiapan public speaking dalam konteks akademik 4.2 Menulis naskah public speaking sederhana dalam konteks akademik seperti debat dan presentasi Kegiatan Pembelajaran Indikator • Studi pustaka secara individu untuk mengidentifikasi berbagai bentuk naskah debat dan presentasi • Mengidentifikasi isi sebuah naskah debat atau presentasi • Secara berkelompok mengidentifikasi isi, bentuk dan tata bahasa yang digunakan dalam naskah debat yang dibaca • Mengidentifikasi argumen yang diberikan dalam naskah • Membuat draf naskah naskah debat dan presentasi • Menuliskan sebuah naskah debat dan presentasi • Melakukan peer editing Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) 1 x 45 Ujian tulis • Mengidentifikasi bentuk dan struktur kalimat yang digunakan dalam naskah debat dan presentasi yang dibaca Sumber/ Bahan/ Alat Lucas, Stephen E. “The Art of Public Speking” 1 x 45 portofolio 1 x 45 unjuk kerja 1 x 45 48 SILABUS Nama Sekolah Mata Pelajaran Kelas Semester : SMA ............ : Bahasa Inggris : XII (Tambahan Kelas Bahasa) :2 Standar Kompetensi Mendengarkan 1. Memahami karya sastra lisan yang populer dan otentik sederhana 2. Berbicara Mengungkapkan karya sastra lisan yang populer dan otentik sederhana Kompetensi Dasar 1.1 Memahami dan merespon makna dalam karya sastra lisan seperti lagu berbahasa Inggris dan puisi kontemporer 2.1 Membawakan karya sastra lisan sederhana seperti lagu berbahasa Inggris dan puisi kontemporer Materi Pembelajaran • • lagu berbahasa Inggris puisi kontemporer Kegiatan Pembelajaran • Mendengar sebuah lagu atau puisi secara berkelompok. • Mendiskusikan struktur, isi, discourse yang digunakan dalam lagu atau puisi yang didengar • Memyanyikan sebuah lagu secara kelompok • Membacakan puisi kontemporer secara individu Indikator • Mengidentifikasi makna kata dalam sebuah lagu atau puisi yang didengar Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat 1 x 45 Ujian tulis • Mengidentifikasi makna kalimat dalam lagu/puisi yang didengar 1 x 45 • Mengidentifikasi isi lagu/puisi yang didengar • Menyanyikan lagu portofolio • Membacakan puisi unjuk kerja 1 x 45 1 x 45 49 Standar Kompetensi Mendengarkan 1. Memahami karya sastra lisan yang populer dan otentik sederhana 2. Berbicara Mengungkapkan karya sastra lisan yang populer dan otentik sederhana Kompetensi Dasar 1.2 Memahami dan merespon makna dalam karya sastra lisan seperti film dan drama kontemporer 2.2 Membawakan karya sastra lisan sederhana seperti film dan drama kontemporer Materi Pembelajaran • Film • Drama kontemporer Kegiatan Pembelajaran • Menonton sebuah drama atau film secara individu/klasikal • Mendiskusikan struktur, isi, discourse yang digunakan dalam drama atau film dalam kelompok • Bermain drama secara berkelompok Indikator • Mengidentifikasi makna kata dalam sebuah film atau drama yang ditonton Penilaian Tugas Alokasi Waktu (Menit) (4 x 45) Sumber/ Bahan/ Alat 1 x 45 Ujian tulis 1 x 45 • Mengidentifikasi struktur film atau drama • Mengidentifikasi alur cerita • Memainkan sebuah drama. Tugas 2 x 45 unjuk kerja 50 Standar Kompetensi Kompetensi Dasar Materi Pembelajaran Kegiatan Pembelajaran Indikator Penilaian Membaca 3. Memahami karya sastra yang populer dan otentik sederhana 3.1 Membaca pidato tokoh-tokoh terkenal • Naskah pidato tokohtokoh terkenal • Studi pustaka secara individu untuk mengidentifikasi berbagai bentuk pidato. • Mengidentifikasi isi sebuah naskah pidato Tugas • Mengidentifikasi bentuk dan struktur kalimat yang digunakan Ujian tulis • Secara berkelompok mengidentifikasi isi, bentuk dan tata bahasa yang digunakan dalam teks pidato yang dibacakan Menulis 4. Mengungkapkan kembali karya sastra yang populer dan otentik sederhana secara tertulis 4.1 Menulis esei tentang lirik lagu dan puisi kontemporer • Mengembangkan lirik lagu atau puisi menjadi esei secara berkelompok • Melakukan peer editing Alokasi Waktu (Menit) (4 x 45) 1 x 45 Sumber/ Bahan/ Alat Lucas, Stephen E. “The Art of Public Speking” 1 x 45 • Menulis sebuah cerita dari lirik lagu atau puisi portofolio unjuk kerja 1 x 45 1 x 45 51 Standar Kompetensi Membaca 3 Memahami karya sastra yang populer dan otentik sederhana Kompetensi Dasar 3.2 Memahami makna dalam lagu berbahasa Inggris, novel, dan ceritera pendek Materi Pembelajaran • lagu berbahasa Inggris • novel • ceritera pendek Menulis 4. Mengungkapkan kembali karya sastra yang populer dan otentik sederhana secara tertulis 4.2 Mengungkapkan kembali cerita berbahasa Inggris yang populer dan otentik sederhana ke dalam bentuk tulisan lain dengan atau tanpa mengubah konteks latar waktu dan tempatnya Kegiatan Pembelajaran • • • Membaca sebuah lirik lagu/novel secara individu Mendiskusikan struktur, isi, discourse yang digunakan dalam lirik lagu/novel yang dibaca secara berpasangan Menuliskan draf ringkasan cerita dari novel atau lagu yang dibaca • Melakukan revisi dan editing terhadap draf cerita secara individu • Mempublikasikannya pada Mading sekolah Indikator • Mengidentifikasi makna kata dalam sebuah lagu/novel yang dibaca Penilaian Alokasi Waktu (Menit) (4 x 45) Tugas Ujian tulis • Mengidentifikasi makna kalimat dalam lagu/novel yang dibaca 1 x 45 Sumber/ Bahan/ Alat Lucas, Stephen E. “The Art of Public Speking” • Mengidentifikasi isi lagu/novel yang dibaca • Mengidentifikasi gaya bahasa dalam lagu/novel yang dibaca • Menuliskan ringkasan cerita berdasarkan lagu/novel yang dibaca portofolio 2 x 45 unjuk kerja 1 x 45 52 Hak Cipta pada Departemen Pendidikan Nasional Dilindungi Undang-undang Hak Cipta Buku ini dibeli oleh Departemen Pendidikan Nasional dari Penerbit Setia Purna Invest Developing English Competencies for Grade X Senior High School (SMA/MA) Writers Editors Layouters Illustrator Cover Designer Cover Photo : Achmad Doddy Ahmad Sugeng Effendi : Editor Team of Setia Purna Inves : Layouter Team of Setia Purna Inves : Illustrator Team of Setia Purna Inves : Designer Team of Setia Purna Inves : Documentation of Setia Purna Inves Book Size : 17.6 × 25 cm 420.07 DOD d DODDY, Achmad Developing english competencies 1: for Senior High School (SMA/MA) grade X/Achmad Doddy, Ahmad Sugeng, Effendi; editor Team of Setia Purna Inves. – Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008. viii, 184 hlm.:ilus.: 25 Cm. Bibliografi: hlm. 162-162 Indeks ISBN 979-462-973-1 1. Bahasa Inggris- Studi dan Pengajaran II. Sugeng, Ahmad III. Effendi Diterbitkan oleh Pusat Perbukuan Departemen Pendidikan Nasional Tahun 2008 Diperbanyak oleh ... I. Judul Kata Sambutan Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan karuniaNya, Pemerintah, dalam hal ini, Departemen Pendidikan Nasional, pada tahun 2008, telah membeli hak cipta buku teks pelajaran ini dari penulis/penerbit untuk disebarluaskan kepada masyarakat melalui situs internet (website) Jaringan Pendidikan Nasional. Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional Pendidikan dan telah ditetapkan sebagai buku teks pelajaran yang memenuhi syarat kelayakan untuk digunakan dalam proses pembelajaran melalui Peraturan Menteri Pendidikan Nasional Nomor 34 Tahun 2008. Kami menyampaikan penghargaan yang setinggi-tingginya kepada para penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa dan guru di seluruh Indonesia. Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada Departemen Pendidikan Nasional ini, dapat diunduh (down load), digandakan, dicetak, dialihmediakan, atau difotokopi oleh masyarakat. Namun, untuk penggandaan yang bersifat komersial harga penjualannya harus memenuhi ketentuan yang ditetapkan oleh Pemerintah. Diharapkan bahwa buku teks pelajaran ini akan lebih mudah diakses sehingga siswa dan guru di seluruh Indonesia maupun sekolah Indonesia yang berada di luar negeri dapat memanfaatkan sumber belajar ini. Kami berharap, semua pihak dapat mendukung kebijakan ini. Kepada para siswa kami ucapkan selamat belajar dan manfaatkanlah buku ini sebaik-baiknya. Kami menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena itu, saran dan kritik sangat kami harapkan. Jakarta, Juli 2008 Kepala Pusat Perbukuan iii Preface Developing English Competencies for Grade X is designed to facilitate you, students of senior high school (SMA/MA), to communicate in English according to the context of the language use. Developing English Competencies for Grade X enables you to access information of various fields of science to prepare you to go to university. English learning in Developing English Competencies for Grade X is based on literacy based approach so you can get many learning experiences by considering the aspects of interpretation, convention, collaboration, cultural knowledge, problem solving, reflection and language use. In Developing English Competencies for Grade X, there are many activities available for you to do individually or with other students. These activities explore your creativity. You are expected to be skillful in doing the exercises, acting out dialogues, constructing sentences or texts and the other activities that facilitate you to be skillful in using English in communication. Last but not least, the writers are very grateful to all people who have helped and given their input, support and encouragement. We would like to thank PT Setia Purna Inves, especially the editors and team, for facilitating us to publish our work. Hopefully, this book will help you learn English in a communicative way. Bandung, July 2008 iters iv An Overview of This Book Developing English Competencies for Grade X comprises 6 chapters and 2 reviews. Each chapter consists four language skills, i.e. Listening, Speaking, Reading and Writing. Below are the characteristics featured in Developing English Competencies for Grade X 1. Title introduces the theme of the chapter. 2. Chapter Photo represents the theme of the chapter. 3. In This Chapter gives a concise summary of the language functions and themes that will be learned in the chapter. 4. Text presents a genre related to the theme of the chapter. 5. Genre Structure shows you the generic structure of related genre. 6. Grammar Review focuses on a grammar structure in texts of a certain genre. 7. Dialogue presents natural language set in authentic situations you can relate to. 8. What to Say provides a number of expressions that you can use in certain situations. 9. Pronunciation Practice provides list of words to be pronounced and practiced several times until you can pronounce them correctly. 10. Englishclub.com gives some information from the Internet and encouraging you to know more. 11. New Horizon features extra information related to the theme. 12. Your Project encourages you to perform a project to enhance your lifeskill. 13. UN Shot provides some exercises taken from Ujian Nasional materials. 14. Chapter Summary summarises the material learned in each chapter. 15. Learning Reflection presents what you have learned and what you are expected to be able to. 16. Review provides a number of exercises from the previous chapters. 17. Glossary provides a list of terms and words from the learning materials in alphabetical order. 18. Index provides a list of subject and names (authors) in alphabetical order. v Contents Kata Sambutan ______________________________________________________ i ii Preface _____________________________________________________________ iv An Overview of This Book ___________________________________________ v Chapter 1 It's Nice to See You ___________________________________________________ Listening ___________________________________________________________________________ Responding to expressions of greeting introducing, and parting _________________________ Responding to recount texts ________________________________________________________ Speaking ____________________________________________________________________________ Using expressions of greeting and parting ____________________________________________ Introducing oneself and others ______________________________________________________ Performing a monologue of a recount text ____________________________________________ Reading _____________________________________________________________________________ Identifying the structure of a recount text _____________________________________________ Reading and understanding recount texts _____________________________________________ Writing _____________________________________________________________________________ Writing d iary _____________________________________________________________________ Writing recount texts ______________________________________________________________ Chapter Summary ____________________________________________________________________ Learning Reflection___________________________________________________________________ 1 2 3 5 7 8 9 11 13 15 16 18 18 22 24 24 Chapter 2 I'm Sorry to Hear That ________________________________________________ 25 Listening ____________________________________________________________________________ Responding to expressions of happiness _____________________________________________ Responding to expressions of sympathy and showing affection _________________________ Responding to narrative texts _______________________________________________________ Speaking ____________________________________________________________________________ 26 27 28 30 31 Using expressions of happiness _____________________________________________________ Using expressions of sympathy and showing affection _________________________________ Performing a monologue of a narrative text ___________________________________________ Reading _____________________________________________________________________________ Identifying meanings and information in a narrative text _______________________________ Reading narrative texts ____________________________________________________________ Writing _____________________________________________________________________________ Developing a paragraph of narrative texts ____________________________________________ Writing narrative texts _____________________________________________________________ Chapter Summary ____________________________________________________________________ Learning Reflection __________________________________________________________________ 32 34 35 37 40 42 46 47 49 50 50 vi Chapter 3 Would You Like to Come?_____________________________________________ 51 Listening ____________________________________________________________________________ Responding to expressions of making, accepting and declining an invitation ______________ Responding to expressions of making and cancelling an appointment ____________________ Responding to instructions _________________________________________________________ Speaking ____________________________________________________________________________ Using expressions of making, accepting and declining an invitation _____________________ Using expressions of making and cancelling an appointment ____________________________ Performing a monologue of a procedure text __________________________________________ Reading _____________________________________________________________________________ Identifying the structure of a procedure text __________________________________________ Reading procedure texts ___________________________________________________________ Writing _____________________________________________________________________________ Writing short instructions __________________________________________________________ Writing procedure texts ____________________________________________________________ Chapter Summary ____________________________________________________________________ Learning Reflection __________________________________________________________________ 52 53 54 56 58 59 60 63 65 66 68 71 72 73 74 74 Review 1 ____________________________________________________________ 75 Chapter 4 Congratulations! You Did It Very Well _________________________________ 79 Listening ____________________________________________________________________________ 80 Responding to expressions of congratulating and complimenting ________________________ 81 Responding to narrative texts _______________________________________________________ 83 Speaking ____________________________________________________________________________ 85 Congratulating and complimenting __________________________________________________ 86 Performing a monologue of a narrative text ___________________________________________ 89 Reading _____________________________________________________________________________ 91 Identifying meanings and information in a narrative text _______________________________ 92 Reading narrative texts ____________________________________________________________ 93 Writing _____________________________________________________________________________ 98 Developing a paragraph of a narrative text based on the pictures ________________________ 99 Writing narrative texts _____________________________________________________________ 100 Chapter Summary ____________________________________________________________________102 Learning Reflection___________________________________________________________________102 Chapter 5 I'm Very Grateful to You _____________________________________________ 103 Listening ___________________________________________________________________________104 Responding to expressions of gratitude _______________________________________________ 104 Responding to invitation ___________________________________________________________ 105 vii Responding to a monologue of a descriptive text ______________________________________ 106 Speaking ___________________________________________________________________________107 Expressing gratitude ______________________________________________________________ 108 Performing a monologue of a descriptive text _________________________________________ 110 Reading ____________________________________________________________________________115 Identifying the structure and information in a descriptive text ___________________________ 116 Reading descriptive texts ___________________________________________________________ 119 Writing _____________________________________________________________________________122 Writing short descriptions and announcement ________________________________________ 125 Writing descriptive texts ___________________________________________________________ 126 Chapter Summary ____________________________________________________________________128 Learning Reflection___________________________________________________________________128 Chapter 6 Headline News ______________________________________________________ 129 Listening ___________________________________________________________________________130 Responding to expressions of surprise and amazement _________________________________ 131 Responding to news item texts ______________________________________________________ 132 Speaking ___________________________________________________________________________134 Expressing surprise and amazement _________________________________________________ 135 Performing a monologue of news item texts ___________________________________________ 137 Reading _____________________________________________________________________________140 Identifying meanings and information in news item texts ______________________________ 141 Reading news item texts ___________________________________________________________ 142 Writing _____________________________________________________________________________148 Developing paragraph of news item texts _____________________________________________ 150 Writing news item texts ____________________________________________________________ 151 Chapter Summary ____________________________________________________________________ 152 Learning Reflection __________________________________________________________________152 Review2 ____________________________________________________________ 153 Bibliography ________________________________________________________ 161 Photo Credits ________________________________________________________ 163 Glossary ____________________________________________________________ 164 Index _______________________________________________________________ 168 Tapescripts _________________________________________________________ 169 Answer Key _________________________________________________________ 178 Source: Publisher's Documentation viii Chapter 1 Sourc e: Pub lisher' s Doc umen tation It's Nice to See You In This Chapter Listening: • Responding to expressions of greeting, introducing and parting • Responding to recount texts Speaking: • Using expressions of greeting, introducing and parting • Performing a monologue of recount texts Reading: • Identifying meanings and information of a recount text • Reading recount texts Writing: • Writing a recount text • Writing short diaries 1 Listening In this section, you will learn how to: • respond to expressions of greeting, introducing and parting; • respond to recount texts. Activity 1 Look at the picture and answer the following questions. Source: Publisher's Documentation 1. What are they doing? 2. Do you think they know each other? 3. What do you say when you meet someone you didn't know before? 4. Do you ask her/his name? 5. How do you introduce yourself? 6. What do you say when you need to leave the person you're talking to? Activity 2 Listen to the tape. Then repeat the following words and expressions. No. 1. 2 Words Introduce Expressions Good morning 2. Introducing How are you 3. Greeting My name is 4. Meeting How do you do 5. Parting Nice to meet you 6. Farewell See you later Developing English Competencies for Grade X Activity 3 Listen to the tape and complete the dialogue. Pay attention to the responses of greeting, introducing and parting expressions. Today is the first day at school for Dian. She meets Rian. Then, they introduce each other. .2 .3 . Dian : 1 4 5 6 . . . Rian : . We are in the same class, right? Dian : 7 I saw your name in the students' list of my class. Rian : Yeah, right. By the way, what book is that? Dian : This is a book about cooking, Mari Memasak Sendiri. Rian : Oh, so you like cooking? I like cooking too. Dian : Really? Good, so I have a friend to share with. . Bye. Anyway, 8 9 10 . . Rian : Activity 4 Englishclub.com Want to meet new people and improve your social and business graces? You can visit the website in www. ivillage.com. You can find how to make proper introductions at business functions, parties, dinners and other social situations. Listen to the tape carefully and choose the correct responses to the expressions you heard. For example: You will hear: Hello, I'm Cut Nia. I'm your neighbour. What's our y ame? n The correct response for the expression is .... a. Hello, Cut Nia. Nice to meet you. b. Hi, Cut Nia. My name is Edo. Nice to meet you. The correct response is (b) Hi, Cut Nia. My name is Edo. Nice to meet you. 1. 2. 3. 4. 5. a. b. a. b. a. b. a. b. a. b. Good morning. What's your name? Good morning. I'm Deni. How do you do? Hi, Desi. How are you? I'm just fine. Good morning. My name is Risa. What's your name? Hi, Rudi. Nice to see you. Good bye. Nice to meet you. Glad to meet you, too. It's Nice to See You 3 Activity 5 Listen to another dialogue and answer the following questions while you are listening. 1. 2. 3. 4. 5. 6. 7. Activity 6 Where does the dialogue take place? How many persons are involved in the dialogue? What does the girl do while waiting for her friend? What does Lina say to a girl at first? How does the girl respond to Lina's introduction? How does Fanny introduce Lina to Santi? What does Lina say at the end of the dialogue? Work in pairs and make a dialogue based on the following situations. Use the expressions and responses you have learned. 1. You introduce yourself to a new neighbour and ask him/her to come to your house. 2. You meet a new classmate at school. Ask his/her name, hometown and address. 3. You introduce yourself to a new English teacher in the classroom. 4. Your brother/sister brings his/her friends to the house. Introduce yourself to them. 5. When you are going shopping with your father, you meet your father's friend. Introduce yourself to him/ her. Activity 7 Answer these questions. You can add any information related to the questions. 1. Where did you go on your last holiday? 2. What did you do on your last holiday? 3. Did you have unforgettable experiences on your holiday? Tell it briefly. 4. How did you feel on your holiday? 4 Developing English Competencies for Grade X Activity 8 UN Shot Mitha : Good morning, Sir. Mr. Harry : Good morning Mit, sit down. This is Mr. Johny. He is one of the judges in the speech contest attended last week. Mitha : Oh, I see. How do you do Mr. Johny? Mr. Johny : ...., Mitha a. b. c. d. d. How are you Good morning How do you do You're welcome It's all right (UAN 2004) Activity 9 Listen carefully to the following dialogue and study it. Then practise it with your friend. Mirna : Hi, Toni, nice to meet you again after long holiday. Toni : Hello. Mirna, nice to meet you too. Mirna : Anyway, where did you go on the last holiday? Toni : Well. I went to Bali. It's a wonderful place with beautiful beaches and sceneries. Mirna : Wow. It sounds great. What did you do there? Toni : My family and I spent four nights there in a bungalow in Kuta beach. I had a great vacation there. I swam and surfed on the beach. I also played football and sand with my brother. Mirna : What else did you do there? Toni : The next morning I visited another small island around Bali on a boat. It was a great experience to see many beautiful places and have a talk with tourists there. Mirna : What did you do before you left Bali? Toni : On the last day, I went to the merchandise shops and bought some stuffs there. I bought shirts, shorts, and also traditional clothes. Unfortunately I couldn't afford to buy a surfing board because it was too expensive. Mirna : Well, it's nice to hear your story. I hope that I can also visit Bali someday. Listen to these past tense verbs taken from the dialogue and repeat after your teacher. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. was /wəz/ did /dɪd/ had /həd/ went /went/ left /left/ swam /swæm/ bought /bɔ:t/ surfed /sɜ:fd/ played /pleɪd/ visited /vɪzɪtɪd/ It's Nice to See You 5 Activity 10 Listen to the tape carefully. Correct the words in the brackets based on what you heard. Yogyakarta April, 1st 2008 Dear Evi and Andi, Just a note to let you know that we (have) a wonderful holiday in Bali. It was a really great place. The people are friendly, the food's great, and the weather's a lot better (as/ than) at home. Can you (believe) it? Most days were pretty (lazy/lazily). I (swim) two or three times a day, but my brother Fachri just (spend) all his time lying on the beach with his eyes closed. Last Saturday I (get) on the bus and (go) to the north and of the island, It was much (quiet) there than here–very beautiful, but no tourists. The next day we (go) across to the east coast (see) some of the old villages. I (learn) Balinese–I still can't (say) much, but it was fun to try. Fachri actually (speak) it quite well, but he was afraid to open his mouth, so I was the one who talked to people. Love to your parents. See you soon, I (hope). Aisha Activity 11 Listen to the tape and fill in the following form based on the text you heard. Event 1: Event 2: 6 Developing English Competencies for Grade X Speaking In this section, you will learn how to: • introduce yourself and others; • say greetings and partings; • perform a monologue of recount texts. Activity 1 Answer these questions orally. 1. 2. 3. Activity 2 New Horizon If the person you are introducing has a specific relationship to you, make the relationship clear by adding a phrase such as 'my boss', 'my wife' or 'my uncle'. In the case of unmarried couples who are living together, 'companion' and 'partner' are good choices. Source: www.ivillage.com What will you say when you have to introduce yourself to someone you didn't know before? Is it alright if you ask his/her name after introducing yourself? Is it alright to ask his/her age? Study the following dialogues. Act them out with your friends'. Dialogue 1 Today is the commemoration of National Education Day. Every province in Indonesia sends their representatives to attend outstanding students gathering in Jakarta. Asep : Hello, let me introduce myself. My name is Ali. I study at SMAN 19 Bandung. Denias : Hi, I'm Denias, I'm from Papua. Nice to meet you. Asep : Nice to meet you too. Let's go to the crowd. Denias and Asep go to the crowd and they meet a girl. Sri : Hi, Asep. How are you? Asep : I'm fine. How about you? Sri : I'm fine too. Thank you. Asep : Elvi, this is Denias, my new friend. Denias : Hi. How do you do? Pleased to meet you. Sri : How do you do? Pleased to meet you too. Denias : By the way, what is your hobby? Sri : I like cooking very much. I can spend my whole day for cooking. It's Nice to See You 7 Denias UN Shot Jack : Rita , .... Rita : Pleased to meet you. Don : Pleased to meet you too. a. Don is my friend b. Don wants to meet you c. Don't you know Don is my friend d. I'd like you to meet my friend Don e. Please introduce your self to Don (UN 2003/2004) Activity 3 8 : Wow, great. My hobby is cooking too. Will you tell me how to cook special foods from your province? I'd like to know them. Asep : Alright my friends, let's talk about cooking later. We should go to the palace to meet the President of Indonesia. Denias and Sri : Let's go. We can talk about cooking later. Dialogue 2 Cipto waiting for Andi and Yani, his new colleague at the airport. Andi : Excuse me. Are you Henri? Cipto : Yes. I'm Cipto Susanto. Andi : How do you do, Cipto? I'm Andi from University of Jakarta. Cipto : How do you do, Cipto. Nice to see you. Andi : Nice to meet you, too. Did you have a good journey? Cipto : Yes. It was fine, thanks. Andi : Let me help you to bring your suitcase. Cipto : That's very kind of you. Andi : Not at all. Let me introduce you to my friend Yani this is Cipto. Cipto this is Yani. Yani : Hello, Cipto. Nice to meet you. Cipto : Pleased to meet you, too. How's the trip? Yani : Well, It's nice and exciting. Cipto : Great, then. You must be tired. I'll take you to the Hotel first. Andi : OK. Thanks, Cipto. Read the dialogues once again. Can you identify the expressions of greetings, introducing, meeting and parting? Developing English Competencies for Grade X What to Say Study the following expressions of greetings, introducing, meeting and parting. Greetings More Formal Less Formal • • • • • • • • • Good morning. Good afternoon. Good evening. How nice to see you Hello. How are you? How do you do? How're you doing? Hi! Responses • • • • • • • • Partings • • • • More Formal Less Formal Good night. Goodbye. See you later. Bye. Responses • • • • Introducing yourself More Formal • • • • • • Less Formal • • • First let me introduce myself. My name is .... Allow me to introduce my self. I'm ... Excuse me my name's ... How do you do? My name is .... Hi! I'm ... Hello! My name is ... Good morning. My name's ... Good morning. Good afternoon. Good evening. Yes, it's been so nice. Hello. Fine, thanks. How do you do? Not bad. Hi! Good night. Goodbye. See you. Bye. Introducing someone • • • • • • • • I would like to introduce you to .... Let me introduce you to ... This ... Allow me to introduce .... I'd like you to meet ... Do you know ... Oh look, here's Peter. Peter–Jeny, Jeny– Peter It's Nice to See You 9 v Pronunciation Practice Pronounce these words after your teacher. Some words have plural forms ending in an /s/ sound. Some have plural forms ending in a /z/ sound. /s/ /z/ • book-books /bʊks/ • day-days /deɪz/ • group-groups /gruːps/ • flag-flags /flægz/ • shout-shouts /∫aʊts/ • leaf-leaves /li:vz/ • chief-chiefs /t∫iːfs/ • dog-dogs /dɔgz/ • state-states /steɪts/ • wife-wives /waɪfz/ Activity 4 Work in pairs and complete the dialogue. Then practise it with your partner. Budi introduces himself to Rendi on the way home from the school. Budi : 1 . Haven't we met before? Rendi : I don't think so. Budi. Budi : Anyway, 2 Rendi : 3 Reni. Budi : Do you somehow stay around here? Rendi : Yeah. I stay in the Uptown Apartment on fifth Avenue. Budi : That's great. I also stay there on eleventh floor. Rendi : Mine's on tenth floor. Sorry, I have to get going. 4 . Rendi : See you then. Goodbye. Budi : 5 . Activity 5 Work in groups and perform a dialogue based on the following situations. 1. 2. 3. 4. 10 You introduce yourself to Mr Hutagalung and he responds to the introduction. Wayan is your friend. He introduces Sofyan, his brother, to you. In the classroom, Dewi, your friend, introduces you to Tini, her sister. At a meeting, you introduce Mr Lubis, your English teacher, to your father. Developing English Competencies for Grade X Activity 6 Ask your partner and say what you did last weekend. Look at the following example. For example: 1. You : What did you do on your last weekend? Your friend : It was alright. I didn't do anything special. 2. You : Did you have a good weekend? Your friend : Yes. It was great. I had a lovely time. I went to theatre and I watched a great movie. Activity 7 No. 1. Name Deni Ask other students about their weekend and their special experiences. Then complete the following table with different names. Activities Played football Time/When? Sunday afternoon Special Events He made a goal. 2. 3. 4. 5. Activity 8 Read aloud the following text. Pay attention to your pronunciation and intonation. Study the events. Last weekend, my friends and I went camping. We reached the camping ground after we walked for about one and a half hour from the parking lot. We built the camp next to a small river. It was getting darker and colder, so we built a fire camp. The next day, we spent our time observing plantation and insects while the girls were preparing meals. In the afternoon we went to the river and caught some fish for supper. At night, we held a fire camp night. We sang, danced, read poetry, played magic tricks, and even some of us performed a standing comedy. On Monday, we packed our bags and got ready to go home. Text by Agus Molgana It's Nice to See You 11 Activity 9 Answer these questions based on the text in Activity 8. 1. 2. 3. 4. 5. Activity 10 Saturday Sunday 12 What did we do last weekend? How long did we reach the camping ground? When did we build the camp? What did we do on the next day? What activities did we do at the night of a fire camp night? Work in pairs and match the following time line with its activities. 6.30 1 4 7 9 5 10 12.30 3.30 6 a.m pm p.m p.m p.m a.m a.m p.m p.m p.m accompanied my mother to shop had Padang food for dinner attended an extracurricular activity helped my uncle water the flowers tidied my bedroom went swimming watched TV and ate snacks prepared shoes for jogging visited my grandma's house did homework and watched TV Activity 11 After setting the timeline into a good order in Activity 10, in groups make your oral recount by referring to the activity in each time. Activity 12 Now make your own timeline on last your last weekend and present it to the class. Developing English Competencies for Grade X Reading In this section, you will learn how to: • identify the structure of recount texts; • read and understand recount texts. Activity 1 Answer these following questions. 1. 2. 3. Activity 2 Do you have any interesting experience to tell? Can you recall it? Will you tell your experience to your friend? Read the following text about someone's experience. Meeting a Star On Saturday morning at 9:30, I was walking down Sunda Street, looking for a record store. A man stopped me and asked me the way to the Hyatt Hotel. I wasn't sure exactly where it was, but I walked with him to the end of Sunda Street. He was very friendly, and his face looked so familiar. Then I remembered where the Hyatt was and told him how to get there. He thanked me and tried to give me something. I thought it was money. I said 'no' at first, but he really wanted me to have it, so I took it. I found the record store and listened to a few records. D' Masive had a new record that was number two in the top twenty. I decided to buy it. I looked in my bag for my wallet and found a piece of paper the man gave me. It was a photo. I was so surprised! He was a singer in D' Masive! Adapted from New Horizons in English 4, 2002 Activity 3 Answer these following questions based on the text in Activity 2. 1. 2. 3. 4. 5. 6. 7. 8. Where was the writer? What was he doing? What did the man ask the writer? How was the man's character? Did the writer help the man? What did the writer decide to buy? What did he find in his wallet? Explain. How was he when he knew who the man was? It's Nice to See You 13 Activity 4 Read the text and choose the correct answer to the following questions. My Day I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off. Then, I was in such a hurry that I burned my hand when I was making breakfast. After breakfast, I got dressed so quickly that I forgot to wear socks. Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money. Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday. Taken from Ready to Write, 2003 New Horizon When writing recounts you should: - focus on individual people ie use the words, I or we - use words which indicate when (eg after lunch) and where the events took place (eg in the shed) - write in the past tense eg had, visited - use action words eg helped, crutched. 1. What happened to the writer yesterday? a. He has a terrible day. b. He gets a terrible day. c. He had a terrible day. d. He got a terrible day. 2. Why did he wake up an hour late? a. Because he didn't set alarm clock. b. Because his alarm clock didn't go off. c. Because he didn't see alarm clock. d. Because his alarm clock didn't work. 3. What did he do after having breakfast? a. He got dressed so quickly that he forgot to wear socks. b. He wear socks so quickly that he forgot to get dressed. c. He ran out of the house trying to get the 9:30 bus. d. He burned his hand when he was making breakfast. 4. How far did the writer walk? a. He walked for two miles. b. He walked for three miles. c. He walked for four miles. d. He walked for five miles. Source: www.lmpc.edu.au. 14 Developing English Competencies for Grade X 5. Activity 5 What does the writer hope? a. The writer hopes to discover that it was Sunday. b. The writer hopes to take a taxi. c. The writer hopes he never had a day like yesterday. d. The writer hopes that yesterday will be better. Read the words taken from the text and find their synonyms. 1. wanted /wɒntɪd/ 2. ran out /rʌn aʊt/ 3. walked /wɔ:kd/ 4. forgot /fə'gɒt/ 5. missed /mɪsd/ 6. burned /bɜ:nd/ 7. woke up /wɒk ʌp/ 8. hurry /hʌrɪ/ 9. terrible /'terəbl/ 10. quickly /kwiklɪ/ Activity 6 Read and study the text structure of the recount text in Activity 4. Generic Structure Paragraph • I had a terrible day yesterday. First, I woke up an hour late because my alarm clock didn't go off (paragraph 1) • Orientation: provides the setting and introduces participants. • Next, I ran out of the house trying to get the 9:30 bus, but of course I missed it. I wanted to take a taxi, but I didn't have enough money (paragraph 2) • Events: tell what happened, in what sequence. • Finally, I walked the three miles to my school only to discover that it was Sunday! I hope I never have a day as the one I had yesterday (paragraph 3) • Re-orientation: optional closure of events. It's Nice to See You 15 Activity 7 Read the following text and identify its text structure. Work in pairs. I woke up at about five o'clock yesterday. It wasn't a regular day, because I was about to propose a girl. After praying and taking a bath, I had my early breakfast. At about nine o'clock I was in my office but my soul wasn't there. I was thinking about the lines that I had to say to her. At one o'clock, I had my lunch but I wasn't enjoying it either. So, I practiced the lines to almost all girls I met at my lunch. Yes, I was a little bit crazy. Finally, it was three o'clock. I remembered all my lines. I wrapped my works and got ready to pick her up and of course proposed her. I met her at four o'clock, took a little walk and went to a movie. At seven, we had a romantic dinner. I thought it was the perfect time to ask her to be my wife. Then I said the lines that I practiced the whole afternoon. She smiled. I reached my pocket to get a ring and put it around her finger. Then she said "Yes." After driven her home I went back to my house. Taken from New Horizons in English, 2002 Grammar Review Using Prepositions of Time It is important to use correct prepositions to show time relationship. Study the prepositions of time and the example. • • • • • • 16 Use at with specific times: at 5:00/at 7:30/at noon/ at midnight Use from and to with a span of time: from 6:00 to 9:00/from 1941 to 1945 Use in with other parts of the day: in the afternoon/ in the morning/in the evening (exception: at night) Use in with months: in August/in June Use in with years: in 19999/in 2001 Use in with seasons: in the spring/in the summer/ in the winter Developing English Competencies for Grade X • • Activity 8 Complete the sentences with the correct prepositions. 1. 2. 3. 4. 5. Activity 9 Use on with days of the week: on Sunday/on Tuesday/ on Friday Use on with specific dates: on June 30 on April 21, 2001/on New Year's Eve I lived in Jakarta 1995 1998. 1952. Linda was born October 31, 4:00 She was born the afternoon. Tuesday I'll meet you for lunch noon. Rudi goes to Singapore every weekend. She takes the Saturday 9.00 the train 10:45. morning and arrives in Singapore Read the following text and identify the prepositions of time in the text. My mother got me ready for school then I had to wait for her to brush my hair and place every strand in just the perfect position. I had to show her my shoes that I had cleaned the night before and my school bag had to be neatly put on my shoulder before I could get near the door. Only after my mother was totally satisfied would I be allowed to rush out of the front door. I would leave home at 8 am on the dot and make my way down the lane. After a walk of about 700 metres I would be able to see the tall steeple of the school. The playground would be full in the summer and the noise would make me want to rush into the yard and get into a good game of football before the bell went. Adapted from www.lmpc.edu.au It's Nice to See You 17 Writing In this section, you will learn how to: • arrange recount texts; • write recount texts. Activity 1 Answer the following questions. 1. 2. 3. 4. 5. Activity 2 Do you have a diary? What do people usually write in it? What sort of advantages can people get from writing it? Have you ever written your past experience in a diary? If yes, what was it about? Pay attention to the following diary. Answer the questions that follow. March, 28th 2008 08.00 p.m. This morning Andika called me. I was surprised. I wondered from whom he got my cell phone number. Confuse. Happy. Speechless. My heart beat faster when I heard his voice. Your Project You might have an interesting experience lately. Write it in your diary. It will be so much fun when you read what you have written a few years later. Lovely Luna Text by Apel 1. 2. 3. 4. 5. 18 When did Luna write her diary above? Who called her? How did she feel when Andika called her? Did she know where Andika got her number? How is Luna's feeling for Andika? Do you think she likes him? Developing English Competencies for Grade X Activity 3 Arrange the following sentences into the correct order. Arrange them so they follow a logical time order. Then use all the sentences to write the paragraph. Deri saved his money and spent two months travelling around the world. He wrote his journey in his diary. I spent a week in New York and then flew to London and enjoyed several weeks in Europe. When I had seen the sights in Europe, I took a train to Istanbul and visited many places in Asia. First, I flew from his home in Mexico City to New York City. After through Asia, I went to south America and finally back home to Indonesia. Activity 4 Study the following schedule. Write a paragraph that telling past events based on the schedule. Remember to begin with topic sentences. Tuesday 08.30-9.00 greet new students 9.00-10.30 10.30-11.30 give test to new students order new text books 11.30-12.00 make phone calls 12.00-1.00 have lunch with teachers 1.00-3.00 observe classes For example: Last week I had a busy schedule in my class. At 08.30, I came in to the class and greeted the students. .... It's Nice to See You 19 Activity 5 Punctuate and capitalise the following text. Rewrite it using your own words. r a kartini every april 21 people in indonesia commemorate the kartini day. it is beautiful day for the woman because we celebrate the birth of great lady ra. kartini. everyone knows who kartini is. she is our national heroine and a great lady with the bright idea kartini was born in 1879 april 21 in mayong jepara. her father was rmaa. sosroningrat wedana (assistant of head of regency) in mayong. her mother, ma ngasirah was a girl from teluk awur village in jepara as the daughter of a noble family, she felt luck because she got more than the ordinary people got. she got better education than other children in november 12 1903 she married adipati djoyodiningrat, the head of rembang regency. according to javanese tradition kartini had to follow her husband. then she moved to rembang. in september 13 1904 she gave a birth to her son. his name was singgih. but after giving birth to a son, her condition was getting worse and she finally passed away on september 17 1904 on her 25 years old now kartini has gone. but her spirit and dream will always be in our heart. nowadays indonesian women progress is influenced by kartini's spirit stated on collection of letter habis gelap terbitlah terang from the dusk to the dawn Adapted from www.recount.peperonity.com Activity 6 Read this story. As you read the text, decide the conclusion at each stage. Write it in your workbook. Blind Date The phone call Her story Doni got my name from a friend. He telephoned me and invited me to see a film and I accepted. However I explained that it was time for my piano practice, he started talking about himself, and there was no stopping him. I couldn't have got in a word edgewise even if I had wanted to. 20 His story Maya is a friend of Galih. He told me that she was really pretty and had a lovely personality, so I rang her and asked her for a date. I was delighted when she agreed but it was really difficult talking to her. She wouldn't say a word. I had to carry on the whole conversation myself. Developing English Competencies for Grade X The arrival Her story When he came to pick me up, I was getting ready. When I came to the door and saw the ridiculous outfit he was wearing, I almost died of embarrassment. Then he suggested that we took a bus. I didn't know where to look. His story I got there on time. Her Mom answered the door and asked me what I wanted. I explained that I was Maya's date. I think she was impressed by my suit, and you should have seen Maya's face when she first came to the door! As we walked to the bus stop she grumbled that Galih always took her out by car. I told her she looked lovely! The movie Her story He laughed so loudly that everybody turned round to look at us. I whispered 'be quiet' several times but it had no effect. He also made a loud noise eating his popcorn. I wanted to crawl into a hole. His story She was a real bore. The film was very funny, but she kept muttering throughout. She refused everything that I offered her. The meal Her story He took me to a cafe, and insisted on ordering a whole meal for me. It was awful. I wasn't even hungry. His story She let me order the most expensive dish on the menu and she didn't even touch a bite. She explained that she was still full from lunch, but I think she wanted to go somewhere more expensive. She's a real snob. The future Her story Would I go out with him again? You must be joking. I never want to see him again. He was so insensitive. His story I would never call her again. She behaved terribly, and never apologized. One date with her was more than enough. Adapted from New Horizons in English 4, 2002 It's Nice to See You 21 Activity 7 Look at the pictures and arrange the sentences in the correct order to form a meaningful paragraph based on the pictures. 1 2 3 4 5 6 7 8 a. It was an interesting film about a plane which crashed on a small empty island in the Pacific Ocean. b. After a few weeks, the passengers were eating raw fish and meat. c. Although the passengers were safe, nobody knew where the plane had crashed. d. It was an American movie called The Lost Flight. e. So the passengers had to learn how to hunt for food in the jungle and how to catch fish from the sea to eat. 22 Developing English Competencies for Grade X f. My sister and I went to see a film last night. g. After they had been on the island for two months, three of the men made a boat and sailed away to find help. h. It showed how people can quickly change when they have to look after themselves in the jungle. i. But my sister and I enjoyed the film. j. But their boat sank and they were drowned. k. The film ended without saying whether the passengers were rescued or not. Activity 8 Yesterday, Vicki had a birthday for her friend. She made a list of things she had to do before the party. She put the things on her list in time order. Use her list to write a paragraph about the things she had to do. Remember to begin with a topic sentence and use signal words. • • • • • • buy food for dinner at supermarket pick up birthday cake at bakery clean house make dinner wrap present set table Activity 9 Work in groups of four and everyone should share his/her unforgettable experience. Decide one that the group think is the most unforgettable. Then write a diary and tell it in front of the class. Activity 10 Now think of your most memorable experience and write it like a diary entry. Consider the following. 1. 2. 3. 4. What was it? When and where did it happen? Who was involved? How was it memorable? And why? It's Nice to See You 23 Chapter Summary 1. Language Functions a. Introducing • Hi, I am Deri. • Hello, my name is Dewi. b. Greeting • Hi! • Hello. • Good morning. • Good evening. 2. c. Parting • Goodbye. • See you later. • Good night. Genre Recount Social function : Generic structure - Orientation : - Events : - Re-orientation : to retell events for the purpose of informing or entertaining provides the setting and introduces participants tell what happened, in what sequence optional-closure of events Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to the expressions of introducing, meeting and parting; 2. respond to oral instructions; 3. introduce yourself and others; 4. say greetings and goodbye; 5. perform a monologue of recount texts; 6. identify ideational meaning in the recount texts; 7. identify the structure of recount texts; 8. write a recount text. Now, answer the questions: 1. How do you introduce yourself? 2. What do you say to greet people? 3. What do you say when you need to leave the person you're talking to? 4. Write your last holiday experience and tell it to your friends. If you find some difficulties, consult your teacher or discuss with your friends. 24 Developing English Competencies for Grade X Chapter 2 Sourc e: Pub lisher' s Doc umen tation I'm Sorry to Hear That In This Chapter Listening: • Responding to expression of happiness • Responding to expressions of sympathy and showing affection • Responding to narrative texts Speaking: • Using expression of happiness • Using expressions of sympathy and showing affection • Performing a monologue of narrative texts Reading: • Identifying the structure of a narrative text • Reading narrative texts Writing: • Developing a paragraph of a narrative text • Writing a narrative text 25 Listening In this section, you will learn how to: • respond to expression of happiness; • respond to expressions of sympathy and showing affection; • respond to narrative texts. Activity 1 Study the following situations and answer the questions. • • • • • • You are informed that your father has just got promotion in his workplace. Your English teacher told you that you score in the last test is excellent. The debate team of your school won the national debate competition. Your friend hurt himself when playing football. Your sister slipped and she was in such pain. She couldn't even stand up because she broke her ankle. Your friend's father suddenly passed away soon after he got off from the bus. 1. What do you think of the situations? Are there good news or bad news? 2. What do you feel when you hear a good news? 3. What do you feel when you hear a bad news? 4. How do you respond to someone telling you a good and a bad news? 5. What will you do or say to show your happiness? 6. What will you do or say to show your sympathy? 7. Will you be surprised especially when hearing the bad news? 26 Developing English Competencies for Grade X Activity 2 Listen to the tape carefully. Then, repeat the words and expressions. No. 1. Activity 3 Words good news Expressions It's really great. I'm so happy. 2. happy I'm delighted to hear that. 3. happiness It gives me satisfaction. 4. bad news I'm very sorry to hear that! 5. sympathy That is a pity/shame! 6. affection Are you OK? 7. terrible What a terrible situation! 8. condolence Please accept my condolences! Listen to the tape and choose the best response from the expressions you hear. For example: You will hear: My sister got a car accident last night. The best response is …. a. Oh really? It is nice to hear that. b. Oh really? I'm sorry to hear that. The correct response is (b) Oh really? I'm sorry to hear that. 1. 2. 3. 4. 5. a. b. a. b. a. b. a. b. a. b. Oh, that's good news. Oh, that's bad news. How errible! t I'm delighted to hear that. Is that right? That's too bad. Is that right? How nice! I'm happy with that. I'm sorry to hear that. How poor she is. Oh really? That's too bad. Oh really? That's great. I'm Sorry to Hear That 27 Activity 4 Listen to the tape and complete the following dialogues. Pay attention to the expressions for showing happiness, sympathy and affection. Dialogue 1 New Horizon What's the difference between sympathy and empathy? Sympathy is the act of imagining and interpreting the thoughts, experiences, and perspectives of others from our own lens (e.g. our history, experiences, priorities and values). Empathy the act of attempting to understand the thoughts, experiences, and perspectives of others from their own lens (e.g. their history, experiences, priorities and values). Source: www.about.com 28 Hani gets a gift from her mother. She is very happy. Mother: My dear daughter, your father said that he would take you to the department store. . When do we go there, Hani : Hooray! That's 1 Mom? Mother: Perhaps after dinner. Father will buy a new pair of shoes for you. Frankly we both are so 2 for your performance at school. Hani : Thanks for your praise, Mom. I am also 3 to have parents like you both. Mother: You are a wonderful daughter for us. I'm so 4 to be your Mom. Hani : Thanks Mom. Dialogue 2 Deni tells Andi bad news. Rudi, his friend, has just got an accident. that Rudi fell off when he Deni : Hi, Andi. 1 was riding his motorcycles? ! What happened? Andi : Oh really? 2 Deni : He was riding in a big storm. He must have skidded in the rain. . Was he badly injured? Andi : Oh 3 Deni : Sure, he was such in pain. Andi : He wasn't, was he? . He broke his Deni : He was. He couldn't 4 legs. . Where is he now? Is he in the Andi : 5 hospital? Deni : He is still in the Emergency Unit of Sumber Waras Hospital. in the hospital right away. Andi : I'll 6 Developing English Competencies for Grade X Activity 5 Listen and study these expressions. Then make the best response for each expression. 1. Congratulations. You get Rp 10.000 credit bonus. 2. You are excellent and brilliant. You got a great mark for the final test. 3. Well done. You get a free ticket for this holiday. 4. I've lost my wallet somewhere. It's got Rp. 100,000,on it. 5. Did you hear that Mr. Rendy got a serious cancer disease? 6. I heard that Budi was in jail. He was arrested for traffic violence. 7. Rendi was knocked down by a car. He was in hospital for five weeks. 8. Yesterday, on the TV news, I saw a bad thunder storm in California. Many people died and got serious injured. Activity 6 Listen to the following dialogue and answer these questions based on what you heard. 1. 2. 3. 4. 5. 6. 7. 8. Activity 7 What is the dialogue about? Who are involved in the dialogue? What is Boni looking for? What kind of books does he need? What do you know about folktales? Do you like to read or hear stories? What kind of stories do you like? What is your favourite story? Listen to the statements and complete the following table. Number one has been done for you. No. Name Types of the Story Title of the Story 1. Rani fairy tales Cinderella 2. 3. 4. I'm Sorry to Hear That 29 Activity 8 Listen to the tape and complete the following story. The Little Girl and the Wolf James Thurber One afternoon, a big wolf 1 in the dark forest for a little girl to to her come along carrying 2 grandmother. Finally, the little girl came along and she was carrying a basket of food. "Are you carrying that basket to your grandmother?" 3 the wolf. The little girl said yes she was. So the wolf asked her where her grandmother lived and the into little girl told him and he 4 the woods. the When the little girl 5 door of her grandmother's house, she saw there was somebody in bed with . She had a nightcap and 6 approached no nearer than twenty-five it feet from the bed when she 7 was not her grandmother but the wolf, for even in a nightcap a wolf doesn't look anymore like your grandmother lion looks like Calvin than 8 Coolidge. So the little girl took an automatic out of her basket and shot the wolf dead. Taken from Readings to Remember, 2004 Activity 9 Study the following explanation. Then, listen to your teacher reading another story and complete the table. Different writers organise their stories in different ways. However, they usually give their information about: • the setting (the place, time) • the characters (the people in the story) • the events (the conflict in the story) • the outcome (what happened in the end) Setting 30 Characters Developing English Competencies for Grade X Events Outcome Speaking In this section, you will learn how to: • use expression of happiness; • use expressions of sympathy and showing affection; • perform a monologue of narrative texts. Activity 1 Answer these questions orally. 1. What do you usually say when you are pleased or happy? 2. What do you usually say when you want to attract someone's attention? 3. Do you have different expressions when showing your happiness in front of your friends and elderly people? If yes, what are the expressions? 4. One of your friends had an accident. What do you say to show your sympathy? 5. Your brother has a problem. He looks sad. What will you say to show your affection? Activity 2 Read and practise the following expressions. Pay attention to your pronunciation and intonation. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. It's really great. I'm so happy. I'm delighted to hear that. It gives me a great pleasure. What a nice news. It makes me happy. I'm really sorry to hear that! Oh that's awful. What a shame. Are you fine? Oh dear. I know how it feels. Please accept my condolences! What a terrible situation for you. I'm Sorry to Hear That 31 Activity 3 UN Shot X : Y X a. b. c. d. e. I haven't met John for three days. What happened to him? : He was sent to the hospital because of his sickness. : Oh, poor John. I hope he'll be better soon. The italicised sentence is used to express .... pleasure agreement sympathy expectation satisfaction (UAN 2005) 32 Read and practise the following dialogues. Then act them out in front of the class. Pay attention to your expressions. Dialogue 1 Retno gets a good news about her job application. She is very happy. Retno : Dad, where is mom? Father : She is back there. Retno : Mommy, Mommy…. Mother : I'm right here. What's up? Retno : Mom, you know, I sent a job application to a big international company near the downtown a couple of days ago and just now I got a phone call from the company that I get accepted. I am going to work. It's lovely. Mother : Yes, that's wonderful. Come on. Go tell your daddy. Retno : Yes, I will. I'm so happy right now. Dialogue 2 Basri shows his sympathy to his friend, Ali. Basri : Hi, Ivan. You don't look very happy. Is everything alright? Ali : Well, this week has been so terrible for me. Basri : Really? I'm sorry to hear that. What actually happened? Ali : My grandmother passed away on Tuesday. Basri : Was she ill or something before she died? Ali : No, no. She was badly hurt because of a car accident. Basri : Oh really? What happened? Ali : She was driving a car and suddenly a speedy truck bumped into her car in front. So her death was really a shock for me and my family. I can't still believe that she's gone. Basri : Of course. It's always hard to lose someone you love. However, I'm pretty sure next week will be better for you. Ali : Thanks. I hope so. Developing English Competencies for Grade X What to Say Study the following expressions of showing happiness, sympathy and affection. Showing Happiness More Formal Less Formal • • • • • • It's really great. I'm so happy. I'm delighted to hear that. It gives me a great pleasure. Nice news! Or good News! It makes me happy. Hooray! It's lovely. Showing Affection (Giving Attention) More Formal Less Formal • • • • • • What should I do to cheer you up? I really care about you? Don't you worry. I'm with you. What's wrong with you? Hope you will be fine. Are you OK? Showing Sympathy More Formal Less Formal • • • • • • • • You have my deepest sympathy. What a terrible situation for you. I do sympathise (I assure you). I'm extremely sorry to hear that. I know how it feels Oh what a shame .... Oh that's awful. Oh dear, sorry to hear that. I'm Sorry to Hear That 33 Activity 4 Work in pairs and complete the dialogues with the expressions you have learned. Then practise them with your friends'. Dialogue 1 Wandi gets a scholarship. He is very happy. Wandi : Mommy, mommy…. Mother : I'm right here. What's up? Ranti : Mom, you know what. My teacher told me that I am one of the students who get a scholarship from a national University in Jakarta. for Mother : Oh really, that's excellent. I'm you. now. Ranti : Thanks Mom. I'm so Dialogue 2 Eka asks her boss to have a few days off because her father has passed away. Eka : Excuse me, Sir. Mr Andrew : What can I do for you, Eka? Eka : Well, I'm afraid I cannot finish my job at the moment, Sir. Mr A ndrew : Are you serious? We need to finish this project right away. Eka : I know that Sir, but I have just received a call from my mother telling me that my father has passed away. . You have my sincere Mr A ndrew : Oh, I'm . Take all the time you need. Don't worry about this project. I'll take . Eka : Thank you, Sir. Activity 5 Now, make dialogues based on the following situations. Use the expressions you have learned. Then act them out with your friends'. 1. Your English teacher told you that you score in the last test is excellent. 2. Your friend's father has passed away. Express your sympathy in the dialogue. 34 Developing English Competencies for Grade X Activity 6 Answer the following questions. 1. 2. 3. 4. Activity 7 What do you know about storytelling? Did you ever tell a story to your friend? If yes, what was the story about? What can you get from a story? Read aloud the following story. Do a storytelling to your friends. Pay attention to your intonation and expressions. Blind Listening A stupid man was sent by his father to sell salt. He first went to a mining area but nobody there wanted his salt. When he returned home, his father told him that if he had helped the miners to dig, they would have bought his salt. The man next went to a house where a wedding was taking place. There he dug a huge hole. This made the people angry and they chased him away. When he returned home, his father told him that if he had beaten a drum and danced instead, the people there would have bought salt from him. Then, he went to a village where there happened to be a fire. Rushing to the place, he started drumming and dancing, only to be thrown out by the people. His father told him that he should have poured water on the fire instead, if he wanted to sell salt there. In the next place he went to, a couple were fighting with each other. The foolish man poured a bucketful of water on them, again to be chased away. His father later told him that he should have tried to settle the quarrel, in which case they would have bought salt from him. In the final event, the man saw two bulls fighting with each other. He stepped in to stop the fight and was gored to death by angry bulls. Taken from English Bestseller 12, 2001 I'm Sorry to Hear That 35 Pronunciation Practice Pronounce these words after your teacher. 1. dug /dʌg/ 2. salt /sɔ:lt/ 3. pour /pɔ:/ 4. chase /tʃeɪs/ 5. throw /θrɘʊ/ 6. dance /dɑ:ns/ 7. death /deθ/ 8. stupid /'stju:pɪd/ 9. village /'vɪlɪdʒ/ 10. quarrel /'kwɒrɘl/ Activity 8 Find a story that you know well. It could be a folk tale or a legend. Retell it in front of the class. Use the following steps as your guide. 1. Identify the setting, characters, events and outcome of the story. 2. Make sure that you fully understand the story. 3. Make the storytelling as interesting as possible. Example: Let me tell you something. This is a story of three foolish sons in northern Taiwan. There was a rich man having three sons. His house is large and located in the town of Keelung. As their sons were no longer children, he gave them much money. Well, its amount is two hundred dollars for each of his son. Can't you imagine that .... (Continue your storytelling using your own words.) 36 Developing English Competencies for Grade X Reading In this section, you will learn to: • identify the structure of narrative texts; • identify meanings and information in narrative texts; • read and understand narrative texts. Activity 1 Answer these questions. 1. 2. 3. Do you enjoy reading? The following is a list of different types of stories. Use your dictionary to check new words. a. fable b. superhero c. folk alet d. adventure e. science-fiction f. fantasy g. legend The following is the titles of two books and brief summaries of them. Decide the types of them. a Bear in the Barnyard, by Sue Robinson; illustrated by Tony Morris Englishclub.com Visit www.grimmfairytales. com to read fairy tales from 'The Brothers Grimm'. Choose one of your favourites, and retell it in front of your class. Source: Publishers Weekly, May 10, 2004 Teddy Bear meets real farm animals. At once curious and confident, little Bear explores the farm with all the wonder and condor of a child. His questions never end and he wishes he were needed like the animals seem to be. And so he experiments considerably. I'm Sorry to Hear That 37 b Under the Bed, by Paul Bright; illustrated by Ben Cort Source: Publishers Weekly, May 10, 2004 The book's crazy collection of worried creatures is scared–not scary–and your child will know it's true. Hairy green, spiney red, warty and winged, these monsters flee the bedroom when they discover the child. Activity 2 Study the chart below and answer the questions that follow. It shows you types of fiction read by students in a class. What type of fiction do you like most? Others Adventure 5% 10% Science-fiction Superhero 25% 10 15% 15% 12.5% 7.5% 10% Crime detection Folk tale Legend Fantasy Total: 100% = 40 38 Developing English Competencies for Grade X 1. 2. 3. 4. Activity 3 What type of fiction do students like most? How many people read crime detection? What is the least favourite fiction? Can you fill in the blanks with the number of students who read each type of fiction? Read aloud the following text. Pay attention to your intonation and pronunciation in reading the story. Three Foolish Sons There was a rich man who had three sons. They lived in a large house in the town of Keelung in northern Taiwan. One day, he said to his sons, "You are no longer children. You must do something to earn your own living. When I die, I am not going to leave you very much money. I started with nothing and made a fortune by working hard. You must do the same. Now, here is two hundred dollars for each of you. You can use it to start your own business." The three sons went off separately. The eldest son met a hunter. He thought that hunting would be fine so he bought a gun from him for two hundred dollars. The second son met a basketmaker. He bought a set of tools from him so that he could make baskets. The third son met a doctor who told him that he had a medicine which could cure all diseases. He bought it from him for two hundred dollars. When the rich man heard what his sons had done with the money he had given them, he was very angry. "What stupid sons I have!" He said. One day, the eldest son tried to shoot a fly on his father's forehead. Instead, he killed his father. The second son picked up his tools and tried to repair the damage to his father's head. The third son tried to cure his father with medicine which he had bought. Everyone said that the three sons were very foolish. They had spent all their money uselessly. Taken from Favourite Stories from Taiwan, 2000 I'm Sorry to Hear That 39 Activity 4 Discuss the following questions with your friends based on the text in Activity 3. 1. 2. Activity 5 Pretend that you were one of the sons of the rich man in the story entitled Three Foolish Sons. What would you do with your money? Pretend that you were the rich man. What would you do with your money? Read the text and study its text structure. The Fortune Teller orientation In the great city of Taipei, there lived a man called Lin and his wife. They had no children. Because of this, they were very unhappy. One day, they found a baby boy outside their door. He was wrapped in a blanket and crying. They took the baby into their house and called him Sau Ling. They loved him very much. When Sau Ling was a young man, a fortune-teller came to the house. "You must send your son away," he said. "One day he will become a thief and cause you a lot of trouble." complication Mr and Mrs Lin were very sad to hear this. They believed what the fortune-teller said. They gave Sau Ling some clothes and money and sent him away. Several years later, Sau Ling was having a meal in an inn several miles from Taipei. He put his bag on the floor near his table. After finishing his meal, he picked up his bag. "That's strange!" he thought, "It feels so heavy." He looked inside. It was full of small gold bars. Then he realised that someone had taken his bag by mistake and left another bag, in its place. That evening, a young man came to the inn, "Has anyone seen my bag?" he asked. Sau Ling was very honest. He returned the bag to him. The young man thanked him. "You are really very honest," he said, "I shall ask my 40 Developing English Competencies for Grade X resolution father to give you a job." The young man's father was a rich merchant. He gave Sau Ling a good job. "But go home first," he said, "and take a holiday." Sau Ling returned to Taipei. Mr and Mrs Lin were delighted to see him again. The fortune-teller was also present. Sau Ling told them what had happened. The fortune-teller did not know what to say. He left the house without saying a word. Mr and Mrs Lin never believed in fortune-teller after that. Sau Ling took them to live with him and they were very happy and contented until the end of their lives. Taken from Favourite Stories from Taiwan, 2000 Every text has its own structure. The structure of narrative text consists of three parts: orientation, complication, and resolution. Orientation describes scene and introduces the participants of the story. Complication begins when there is a problem in resolution. The structure of narrative text occurs in the text variously. A text may have only one complication and resolution but another text may have more than one complication and resolution. Activity 6 Read the following words taken from the text. Then find their synonyms. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. called /kɔ:ld/ found /fəʊnd/ wrapped /ræpd/ cried /kraɪd/ picked /pɪkd/ believed /bɪˈli:vd/ looked /lʊkd/ realised /rɪəlɑɪzd/ returned /rɪˈtɛnd/ thanked /ɵæŋkd/ I'm Sorry to Hear That 41 Activity 7 Read this text carefully. Identify the structure of the story based on the example in Activity 5. A Story about Red "Rosaura! Rosaura!" If you were tall enough, you might have seen a little splash of red in the tall grass. And if you had looked closer you might have seen a small girl wearing a red ribbon. Rosaura was hiding from her mother and father. It was her favourite game. She crouched quietly, listening to the faint sound of her mother's voice. All Rosaura could see were the swaying green stalks of the corn. They rustled above her head where the sky stretched clear and blue. Suddenly, a bright yellow butterfly darted by. Rosaura jumped up to chase the butterfly, forgetting all about her hiding game. "Rosaura! There you are," called her mother. "It's time for lunch." It was dark and cool in the cottage where Rosaura lived with her parents. Rosaura ate her meal quickly. She 42 wanted to go back into the sunshine to play. As soon as she had finished her food she slipped down from her chair. "Rosaura, where are you going?" called her mother. She caught a glimpse of Rosaura's red ribbon disappearing around the door. But Rosaura was already through the gate, and heading for the fields. "Rosaura! Rosaura!" Was that the sound of her mother calling, or the wind whispering in the corn? Rosaura was not sure. All day long through the hot summers she loved to run in the fields. Her feet were scratched and her toes bruised on stones as she chased after the mice hiding in the corn stalks. Her skin was brown as a nut from the sun. In her tangled black hair, her red ribbon fluttered. The afternoon stretched out long and hot. As the sun reached the far side of the field, Rosaura's father walked back to the cottage. His eyes scanned the fields for Rosaura's red ribbon. But it was nowhere to be seen. "Hasn't Rosaura come back yet?" asked her father as he came through the door. "Not yet," said her mother, "I'm sure she'll be back soon." Developing English Competencies for Grade X But the supper was ready and still there was no sign of Rosaura. Now the sun had set, casting a red glow over the fields. Rosaura's mother and father stood at the door of their cottage, staring over the field, looking for the red ribbon. "Rosaura! Rosaura!" Soon the shadows were deep blue in the yard. It was too dark to see the red ribbon now. Rosaura's parents began to walk and call for her in the field. As night fell, they fetched lamp that lit up patches of corn and grass and startled the sleeping mice. But they could find no red ribbon. Rosaura's parents called and called all through the night. In the dawn, they stood alone and sad amongst the corn. The red morning sun lit up their tired faces. "Look!" cried Rosaura's mother suddenly. "There she is!" They began to run towards the red ribbon that she had spotted among the corn. But oh! It wasn't Rosaura's ribbon at all, but the red petals of a flower. Activity 8 Rosaura's mother and father had never seen such a flower before. Her father looked away in disappointment. "I see her!" he cried. And again they ran towards the dear red ribbon. But it was another red flower. As the sun came up bright and strong, Rosaura's mother and father looked around the field. It was filled with red flowers swaying and fluttering in the tall grass. Rosaura's mother and father felt so sad. "Rosaura won't be coming home anymore," said her mother. "She was always happier in the fields." "But the spirits have left us these flowers to remind us of her," said Rosaura's father. "They will stay with us!" Every year, when the corn ripened and the evenings grew long, Rosaura's parents stood at the edge of the fields and watched the red flowers dancing under the sun. And that, say the Indians, is how the red poppy came to be. Taken from Childcraft: World of Colour, 2003 Answer these questions based on the story in Activity 7. 1. 2. 3. 4. 5. Who is the main character of the story? What was Rosaura's favourite game? Why did Rosaura eat her meal quickly? Did Rosaura come back home when the supper was ready? Could Rosaura's mother and father find her? I'm Sorry to Hear That 43 6. Why did Rosaura's mother think that the petals of the flower were her ribbon? 7. Why did Rosaura's mother think that Rosaura wouldn't be coming home anymore? 8. What did Rosaura's father say about the red flowers filled the field? 9. What do Indians say about the story? 10. What do you call such a tale? New Horizon Stories are an important aspect of culture. Many works of art and most works of literature tell stories. Most of the humanities involve stories. Stories are of ancient origin, existing in ancient Egypt, ancient Greek, Chinese, and Indian culture. Stories are also a ubiquitous component of human communication, used as parables and examples used to illustrate points. Storytelling was probably one of the earliest forms of entertainment. Source: www.wikipedia.org Grammar Review Simple Past Tense Look at the following sentences. Affirmative Rosaura ate her meal quickly. Her father looked away in disappointment. We can change the sentences into negative and question form. 1. 2. Negative 1. 2. Rosaura did not eat her meal quickly. Her father did not look away in disappointment. Question 1. 2. Did Rosaura eat her meal quickly? Did her father look away in disappointment? In affirmative sentence we use verb in past form whereas in negative and question sentences we use infinitive. This tense is commonly used in story telling and when we tell others about past events. 44 Developing English Competencies for Grade X Activity 9 Change the tenses of the following sentences into simple past tense form. 1. 2. 3 4. 5. 6. 7. 8. 9. 10. Activity 10 She cries in front of me. Rosaura runs away from her house. Wahyu falls in love with the new student. They do not know each other. Does the teacher visit Indonesia Book fair in Jakarta? Sally is listening to music in her room. Roy is taking a nap on the couch. Anita was attending a conference in England last month. The teacher is correcting paper at her desk. Some of the students were late to class because they were playing soccer at the park. Complete the following paragraphs using the verbs in parentheses. Use simple past tense form. 1 2 a car accident last night. I I (have, almost) down Washington Avenue when (drive) a car in my lane. It (come) suddenly I (see) right at my car. I (step) on the to the right. The other brakes and (swerve) my car by about an inch. car (miss, just) It was my first day of class. I (find, finally) the right room. The room (be, already) full of students. On one side of the room, students (talk, to each other in Spanish. Other busily) Japanese, and some students (speak) in Arabic. It sounded like the (converse) United Nations. Some of the students, however, (sit, quietly by themselves. I (choose) just) an empty seat in the last row and (sit) down. In a few minutes, the teacher (walk) into the room and all the multilingual . conversation (stop) I'm Sorry to Hear That 45 Writing In this section, you will learn how to: • develop a paragraph of narrative texts; • write main ideas and its supporting ideas; • write narrative texts. Activity 1 Activity 2 Answer the following questions orally. 1. 2. 3. 4. Have you ever written a story? Is it difficult or not? What makes you feel difficult in writing a story? What makes you feel easy in writing a story? Arrange the pictures based on the following story. Shadow Puppet Show: Durna's Trap The story started with Durna who was teaching the art of archery to the children of Hastina Kingdom at the palace's yard. From far away, a young man watched the practice. He was Ekalaya, the crown prince of Parang Gelung Kingdom. Ekalaya wanted to study with Durna but was rejected, since the man promised only to teach children of Pandawa and Kurawa. Still Ekalaya was neither angry nor revengeful. His strong will to study from Durna influenced him go to the forest and create a statue of Durna as a symbol of Durna's presence. With this statue as his imaginative teacher, Ekalaya learned how to shoot arrows by himself. The result was astonishing; Ekalaya turned very skillfull in shooting arrows just like Arjuna, Durna's favourite student. Ekalaya finally encountered Arjuna, who was hunting in the forest. Arjuna was surprised to find that an arrow struck the animal he was hunting. It turned out the arrow belonged to Ekalaya. Innocently, Ekalaya said he was Durna's student. Durna was surprised when Arjuna told him about Ekalaya. When he met Ekalaya, Durna trapped him saying he would admit Ekalaya as his student if he cut off the thumb of his right hand as evidence of his loyalty to his master. Ekalaya followed the request but then realised he had been cheated. Angry and disappoin ted, he knew Durna did not want anybody to rival Arjuna. Ekalaya became angrier when he was told by his wife that Arjuna was in love with her and challenged Arjuna to a duel. Adapted from www.joglosemar.co.id 46 Developing English Competencies for Grade X 1 2 3 4 5 6 7 8 9 Activity 3 Study the following explanation. It will guide you in writing a story. A paragraph has a main idea and its supporting ideas. In English, main idea is commonly placed at the beginning of the paragraph. Look at the following example. Main idea: Durna taught the art of archery. Supporting ideas: • The students were the children of Hastina Kingdom. • There was a young man who watched the practice. The ideas above are developed into the first paragraph of the text entitled Shadow Puppet Show: Durna's Trap. I'm Sorry to Hear That 47 Activity 4 Study the following stories. One of the stories does not make sense because the sentences are not in the right order. Which one is it? Story A This made the store owner so angry that he gave him a few blows. In the end, the silly man had not only to pay for the damaged goods but also to return home empty-handed. Worried that he would be cheated, the wife instructed him to test the bowl by filling it with some water and to try the hat on before buying it. He tried to fit the bowl onto his head, breaking the bowl in the process. And he poured water into the hat, destroying it. But the silly man got the instructions mixed up. One day, the wife of a foolish man sent him to buy an earthen bowl and a horsehair hat. Taken from 366 and More Fairy Tales Story B In a blacksmith store, one day an old man walked in and asked the blacksmith to show him his best sword. With pride the blacksmith showed a large and shimmering sword. The old man held the sword in his hand and swung it several times. "It's a nice sword but the handle isn't very comfortable, I bet that it'll break even when you try to cut wood with it." The blacksmith was very furious. "I'm the best blacksmith in this town!" he said. But the old man's words kept ringing in his ears. So he immediately tried to cut some wood with the sword. The sword broke instantly. The blacksmith realised that the old man was right. He was not the best blacksmith. He decided to improve his skill in making swords by learning from other people. Taken from 366 and More Fairy Tales Activity 5 48 Compare the stories in Activity 4. Rewrite the Story A so that the sentences are in the right order. Then, decide its main idea and supporting ideas. You can use Story B as an example. Developing English Competencies for Grade X Activity 6 Develop a paragraph from the following outline. Taken from Kancil and Cucumber, 1994 Your Project Write a main idea and its supporting ideas. Then, develop them into a short story. Here are some ideas to inspire you. You are free to choose them or make your own ideas. 1. A Greedy Child 2. The Legend of (certain place) Main idea: In a very big forest there was a very clever and cunning animal called Sang Kancil. Supporting ideas: • Sang Kancil's parents and brother were killed by a cruel hunter. • He was very angry with human beings, especially hunters. • One day he stole cucumbers from a farm. • The owner of the farm trapped Sang Kancil and put him inside a strong cage. • Sang Kancil told the farmer's dog that the farmer would let him marry his daughter. • Sang Kancil offered the dog to take the place of him. • The dog let Sang Kancil walk out and entered the cage. I'm Sorry to Hear That 49 Chapter Summary 1. 2. Language Functions a. Expressions of happiness • I am delighted. • It's really a great pleasure. b. Expressions of giving attention (affection) • Are you OK? • What's wrong with you? c. Expressions of showing sympathy • I'm sorry to hear that. • You have my sincere condolences. Genre Narrative Social Function : to amuse, entertain and to deal with actual or vicarious experience in different ways. Generic Structure - Orientation : sets the scene and introduces the participants. - Complication : a crisis arises. - Resolution : the crisis is resolved, for better or for worse. Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to expressions for showing happiness, sympathy and affection; 2. respond to narrative texts; 3. express happiness, sympathy, and affection; 4. perform a monologue of narrative texts; 6. identify ideational meanings and information in a narrative text; 7. identify the structure of a narrative text; 8. write a recount text. Now, answer the questions: 1. What will you say when you are happy? 2. What will you say to show affection to someone? 3. What will you say to show sympathy to someone? 4. What is your favourite story? Write and tell it to your friends. Identify the structure of the text. If you find some difficulties, consult your teacher or discuss with your friends. 50 Developing English Competencies for Grade X Chapter 3 Sourc e: Pub lisher' s Doc umen tation Would You Like to Come? In This Chapter Listening: • Responding to expressions of making, accepting and declining an invitation • Responding to expressions of making and cancelling an appointment • Responding to instructions Speaking: • Using expressions of making, accepting and declining an invitation • Using expressions of making and cancelling an appointment • Performing a monologue of a procedure text Reading: • Identifying the structure of a procedure text • Reading procedure texts Writing: • Writing short instructions • Writing procedure texts 51 Listening In this section, you will learn how to: • respond to expressions of making, accepting and declining an invitation; • respond to expressions of making and cancelling an appointment; • respond to oral instructions. Activity 1 Look at the picture and study it. Then, answer the questions. Source: CD Images 1. 2. 3. 4. 5. 6. 7. 8. Activity 2 What kind of card is this? Have you ever been invited by someone? What do you say if you want to invite someone? What do you say if you want to accept an invitation? What do you say if you want to decline an invitation? What do you say when someone makes an appointment with you? What do you feel when someone cancels his/her appointment? What will you say to him/her? Listen to the following short dialog and answer the questions. 1. Where or when would you find this situation? 2. What does Doni say to Susi? 3. How does Susi respond to Doni's invitation? 52 Developing English Competencies for Grade X Activity 3 You will hear these expressions. Then find any possible responses to each expression. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Activity 4 Would you like to come to lunch on Saturday? You will come to my birthday, won't you? Let's meet at ten o'clock tomorrow morning. Shall we have dinner this evening at my house? I'll promise I'll be there. I'd love to. Thank you very much. How about tomorrow morning? Thank you for asking me, but I can't come. I'm very sorry. I don't think I can come to your party. I'd like to, but I've got an exam tomorrow. Listen to the tape and complete the following dialogue based on what you heard. Dialogue 1 Englishclub.com The tone of an invitation is always positive, in anticipation of a pleasurable occasion. Picture your guests smiling when they read your letter of invitation. Clever phrasing, poetry or a themed approach may be appropriate for an informal occasion, but you should express the details clearly. For further tips visit to invite someone www. write.express.com Arief and Rita are fond of literature. They enjoy reading stories, novels, and watching drama. On the way home, Arief and Rita have a chat. Arief : Do you have a plan for tomorrow's holiday? Rita : Too bad. I have nothing to do. Arief : I've got a plan for tomorrow. 1 ? Rita : Really? Tell me, please. Then, I'll decide to come or not. Arief : I've got a new interesting novel and VCD of a drama performance. Rita : Wow, great. What are they about? Are they interesting? Arief : If I tell you now, it won't surprise you. Now, decide. 2 ? 3 Rita : . I'll be at your house at 8.00 in the morning. Dialogue 2 Dr. Irwan Fauzi was a well-known doctor. He had a friend, Mr Andre Posuma, who always sees him for general check up. One day, his friend calls him. Would You Like to Come? 53 Mr Posuma Dr Fauzi Mr Posuma Dr Fauzi Mr Posuma Dr Fauzi : Hello, Fauzi. This is Andre. : Hi Andre. Can I help you? : I'd like to have a general check up. It has been two months since my last visit to you. : OK. I'm free on Tuesday afternoon. 4 . . Bye. : 5 : Bye. Ten minutes later, Mr Andre Posuma is informed by her secretary that there will be a meeting on Tuesday afternoon, Then, he calls Mr Iwan Fauzi to cancel his appointment. Mr Posuma Dr Fauzi Mr Posuma Dr Fauzi Mr Posuma Dr Fauzi Activity 5 Complete the following dialogues with the expressions of invitation and appointment. Work in pairs. 1. Ahmad : I plan to go to the National Library this afternoon. . Rudi : . 2. Mega Siti Mega Siti : Why don't you go shopping with me? : . What time shall we go? : At 8:00 a.m. : . 3. Ina : My family is going to have a kambing guling party tonight. . : . Kambing guling is my favourite food. Rini 54 : Hello, Fauzi. It's me, Andrea. Thus is about our appointment. : What's wrong? : Hmm, actually, I will attend a meeting. 6 . 7 : Well . We can meet next time. : Alright. See you. : See you. Developing English Competencies for Grade X Activity 6 Create dialogues based on the following situations. Make appointment and invitation then accept each of them. 1. 2. 3. 4. 5. Activity 7 playing tennis playing chess having lunch with the family going to the theatre joining you for having lunch Listen to the following dialogue and fill in the blank spaces. Compare your answers to your friends'. Lina is reading a book in the city park. There is someone approaching her. A girl : Excuse me. Do you mind if I sit here? I'm waiting for my friend. Lina : No. 1 . Lina continues her reading. After a long silence, the girl offers something. The girl : I brought some sandwiches. 2 ? (She hands a sandwich to Lina) Lina : Thank you. (Lina takes the sandwich.) It's very delicious. By the way, my name is Lina. 3 . The girl : I'm Fanny. Nice to meet you too. Lina : 4 how to make this sandwich? 5 Fany : OK. , take two pieces of bread. Spread butter on each piece. Then, cut cheese into slices. 6 , place the slices on one piece of the bread. Finally, put the other piece 7 . Lina : It's very simple. I think ... A girl is coming over to Lina and Fani. She interrupts them. Santi : Hi, Fany. 8 I'm late. Fany : That's OK. Would You Like to Come? 55 Activity 8 You will hear some steps of making something. Match the following titles with the correct steps. 1 How to Make a Cup of Tea 2 How to Boil an Egg 3 Activity 9 How to Make a Cheese Sandwich Provide the following materials. Follow the teacher's instructions to make a pinwheel. You will need: • a square piece of paper • a pencil with a rubber on the end • a ruler • scissors • sticky tape • a drawing pin 1 2 3 4 Source: Childcraft: Make and Do, 1996 Instructions: 1. First, draw two lines .... 2. Then, cut inwards .... 3. Next, fold over each point .... 4. After that, push the drawing pin .... 5. Finally, you can now blow .... 56 Developing English Competencies for Grade X Activity 10 You will hear your teacher giving instructions for making coffee. After listening, answer the questions. 1. 2. What kind of coffee is the speaker talking about? Copy the following table in your workbook. Then, list the stages involved in making the coffee. Things You Do Activity 11 Things That Happen 1. 1. 2. 2. 3. 3. 4. 4. 5. 5. Listen to your teacher's instructions and do the following tasks. Making a Whale from a Sheet of Paper You will need a sheet of paper, a pencil, a ruler, and scissors. Listen carefully to your teacher's instruction. By seeing the pictures below, you will make a whale. Your teacher will guide you to fold the paper step by step. Source: The World Almanac for Kids 2000, 1999 Would You Like to Come? 57 Speaking In this section, you will learn how to: • use expressions of making, accepting and declining an invitation; • use expressions of making and cancelling an appointment; • perform a monologue of procedure texts. Activity 1 Read and study the following expressions and answer the questions. Would you like to come over for dinner Saturday night? Hey, we're having a party on Friday. Can you come? I'll be there on time. Just wait for me. Please come over for a drink sometime. Why don't you come over and see us sometime soon? What about tomorrow tonight. I'll be free at that time. 1. 2. 3. 4. Activity 2 Now look at the sentences below and decide if the person is making an invitation or just being friendly. 1. 2. 3. 4. 5. 58 When and where do you usually hear those expressions? Are all those expressions used for invitations? Which do you think are not expressions of invitation? How are they different? Let's go jogging sometime. How about going to the theatre on Saturday night? Please stop by our house sometime. It's my birthday on Friday. Will you like to come? Let's get together for lunch soon. Developing English Competencies for Grade X Activity 3 UN Shot X : Hi, Rin. Would you accompany me to the book store? Y : Oh, that's great. I'd love to. The italicised sentence is used to .... a. decline an invitation b. accept an invitation c. invite someone to go d. ask for permission e. ask for one's agreement (UAN 2003) Activity 4 Read and study these dialogues. Then act them out with your friends. Dialogue 1 Ira : Hello? Ari : Hi, Ira! This is Ari. Ira : Hi, how've you been? Ari : Alright, thanks. Say, would you like to go out tonight? Ira : Sorry, I can't. I have many matters to settle down. Ari : Well, how about tomorrow night? Are you still busy? Ira : I guess not. Ari : Well, would you like to go to a concert? Ira : Sure, I'd love to! Ari : That's settled then. Dialogue 2 Robi invites Sandra to go to a movie. Robi : Hi, Sandra. There will be a great film tonight. It's about Nasreddin. Would you like to go to the movie with me? Sandra : Of course. I'd love to. When will you pick me up? Robi : I'll pick you up at 7.30. Be ready. Sandra : OK. Read and practise another dialogue. Then identify the expressions of making an appointment. Mrs Lita Sugiarto wants to get more information about a programme at a Smoking Clinic. She calls the Clinic to make an appointment. Receptionist : Smoking Clinic, can I help you? Mrs Sugiarto : Yes. I need further information about your quitting smoking programme in the Smoking Clinic. Receptionist : The Clinic will gladly inform you about the programme. But you have to come to the clinic. Mrs Sugiarto : Alright. When should I come? Would You Like to Come? 59 Receptionist : How about tomorrow at 9 p.m.? Dr. Ali Wardana will be available for consultation about the programme. Mrs Sugiarto : I'II be there. Receptionist : Can I have your name please? Mrs Sugiarto : Lita Sugiarto. L-I-T-A. Receptionist : Alright, Mrs Lina Sugiarto. You'll meet Dr Ali Wardana Tomorrow at 9 p.m. Mrs Sugiarto : Thank you. Bye. Receptionist : You're welcome. Bye. What to Say Study the following expressions of inviting, accepting, declining an invitation and an appointment. Formal Situation Inviting • • • • • Would you like to .... I'd very much like you to .... We should be pleased/delighted if you could .... Would you care to .... You will ... won't you? Accepting an Invitation • • • • • That's very kind of you. We'd very much like to .... What a delightful idea. With the greatest pleasure. Thank you very much for inviting me. Declining an Invitation • • • • • I'm very sorry, I don't think I can. I'd like to, but .... I'm afraid I've already promised .... Thank you for asking me, but .... Unfortunately, I can't .... Informal Situation Inviting • • • • • 60 Why don't you come to .... Like to come to .... Come and .... Shall we come to .... You must come to .... Accepting an Invitation • • • • • I would/will .... That would be very nice. OK! I'd like to love to come. All right (then). Developing English Competencies for Grade X Declining an Invitation • • • • Sorry, I can't. I'd love to, but .... I don't think I can. I wish I could, but .... Making an Appointment • • Accepting an Appointment How about tomorrow • morning? • Let's meet at ... o'clock. Activity 5 I'll come I promise. I'll be there. • • Sorry, I don't think I can make it. I'm so sorry I can't make it. Work in pairs and complete the dialogue using the expressions of making appointment and invitation. Then act it out in front of the class. Rendy : Wendy : Rendy : Wendy : Rendy : Wendy Rendy Wendy Rendy Wendy Activity 6 Cancelling an Appointment : : : : : ? Hi, Wendy, Well, I don't have any plans at this moment. Oh, good. By the way, this weekend is my special day. Oh really? Thank you Wendy. for a little party at my house this weekend. . OK. I'll promise I'll be there. ? Sure, I'll help you. Thank you very much Wendy. See you then. You're welcome. See you. Bye. Make your own dialogue and act out these situations using the expressions you have learned. 1. You are at school. You'll have a graduation party this evening. Invite this people to your party. 2. The headmaster. He declines because he is busy. 3. The senior teacher. He accepts it. 4. You make an appointment with your classmates to study together at the library. She/he promises that she/he will come. 5. You invite a new student to join the party. He doesn't want to accept, as he doesn't know anybody. Persuade him to come. 6. A colleague invites you to have a dinner. You accept. Then your cousin invites you out at the same night. You refuse, but invite him/her for going to a theatre on Saturday night. He/She accepts. Would You Like to Come? 61 Activity 7 Answer the questions orally. 1. 2. 3. 4. Do you like instant noodles? How often do you eat instant noodles? Do you prepare your instant noodles by yourself? How do you prepare your instant noodles? Here are some words to help you. put (v) water (n) heat (v) noodles (n) pour (v) minute (n) add (v) empty (n) stir glass boiling chilli sauce (v) (n) (adj) (n) v Pronunciation Practice Pronounce these words after your teacher. Decide whether they have plural forms ending in an /s/ sound or a /z/ sound. • • • • • • • • • • • • • • • 62 tablespoons shallots leaves chilies cloves seeds bread crumbs fritters pieces vegetables minutes tomatoes onions peppers quarters Developing English Competencies for Grade X Activity 8 Read the following recipes. Pay attention to your expressions in giving instructions. How to Cook Spiced Chicken • • • • Clean the chicken. Cut the chicken into small pieces. Sprinkle it with salt, pepper and spices. Fry with vegetables for five minutes. Add water and cook it slowly for about forty minutes. How to Barbecue Lamb • • • • Activity 9 Cut the meat into small cubes. Cut up the tomatoes, onions and green peppers into quarters. Put the meat and vegetable pieces on a skewer. Cover them with barbecue sauce and cook them in the oven for thirty minutes. Work in pairs and read the instructions in Activity 8. Now make a dialog to tell your friends how to cook the dishes. Use the following model. Sally wants to know how to cook spiced chicken and how to barbecue lamb. . Sally : How do you . Emily : Sally : Then, what do you do? . Emily : Sally : And what do you do after that? . Emily : Activity 10 Study the following dialogue. Then, make a dialogue about how to make tomato soup and to make egg and lemon soup just like the examples. Example: Ismail : I'm going to tell you how to cook rice. Yudi : Good. What do I need? Ismail : You will need two cups of water, a cup of rice, salt and a pan with a lid. Yudi : All right. And then what should I do? Would You Like to Come? 63 Ismail : First, wash the rice in cold water. Then, put the rice in the pan and add the water and the salt. Next, you heat the pan without the lid on until the water boils. When it has boiled, turn down the heat, put the lid on and cook it for about fifteen minutes. Tomato Soup • • • • 1. 2. 3. 4. 5. 4 large tomatoes • spices 1 small onion • ½ teaspoon of salt 8 cups of water • ¼ teaspoon of pepper small clove garlic • ¼ teaspoon of butter Cut tomatoes, onions, and garlic into small pieces. Fry them in a pan with butter for five minutes. Add water, spices, salt and pepper. Heat until the water boils. Turn down the heat and cover with lid. Cook gently for one hour. Egg and Lemon Soup • • • 1. 2. 3. 4. 5. 6. 7. Activity 11 3 pints chicken stock • juice of 2 lemon 3 oz rice • salt and pepper 4 eggs, well beaten Put stock into a pan and heat until boiling. Add rice and cook on low heat for fifteen minutes. Mix together egg and lemon juice. Add three tablespoons of stock to the mixture and stir. Stir this mixture into the remaining stock in pan. Add a little of salt and pepper. Cook gently for three minutes. Choose your favourite food. Tell the class about it. Here is the example of how you tell them about it. Let me tell you how to make tomato soup. You need to provide 4 large tomatoes, 1 small onion, 8 cups of water, small clove garlic, spices, ½ teaspoon of salt, ¼ teaspoon of pepper, ¼ teaspoon of butter. Well, first of all, cut tomatoes, onions, and garlic into small pieces. Be careful with the knife. Then, fry them in a pan for five minutes. Use butter instead of vegetable oil. (Continue with your own words.) 64 Developing English Competencies for Grade X Reading In this section, you will learn how to: • identify meaning and information in a procedure texts; • identify the structure of a procedure text; • read a monologue in the form of procedure text. Activity 1 Answer the following questions orally. 1. 2. 3. 4. Activity 2 Have you ever been instructed to do something? What kind of instruction was it? Have you instructed someone to do something? What kind of instruction was it? Study the bar graph and answer the questions that follow. Ways to show the problems with gadget 26 Read the manual Ask a friend 28 Ask the vendor 17 Write a letter on the problem to an electronics magazine 12 0 1. 2. 3. 4. 5 10 15 20 25 30 How many students were involved in the survey? How many students rely on their friends? What percentage of students read the manual when they find a problem with their gadgets? What is the most popular way to solve the problem with gadgets? Would You Like to Come? 65 Activity 3 Read the following instructions and answer the questions. Pay attention to the structure of the text. How to operate a fan Goal 1. 2. Method of Steps 3. 4. 1. 2. 3. 4. Plug the power cord into a wall outlet. (AC 120 Volts 60 HZ) To make the fan move sideways, push the pin on top of the motor. To move the fan up or down, first pull up the oscillating pin, then press the tilt adjustment knob. To change the speed of the fan, press one of the switches at the bottom. What do we do first to operate a fan? How can we change the speed of the fan? What do we do to make it move sideways? How do we make it go up and down? The structure of procedure texts generally consists of three parts, namely goal, materials needed and methods or steps. This structure is appropriately applied in a recipe. In a how–to–text, the materials needed part sometimes is not applicable. Activity 4 Now read another text and identify the structure of the text. Bregedel Tempe (Tempe Fritters) • • • • • • 66 150 g tempe 2 tablespoons fried shallots 3 kaffir lime leaves 1 tablespoon flour 1 egg 1 cup vegetable oil for frying Developing English Competencies for Grade X Spice paste: • 3 large chilies, seeds removed • 3 small chilies • 2 red shallots • 2 cloves garlic • 1/2 teaspoon chopped galangal • 1 candle nut • 1/2 teaspoon coriander seeds • 1/2 teaspoon salt • 1/4 teaspoon shrimp paste New Horizon The purpose procedural text is to tell the reader how to do or make something. The information is presented in a logical sequence of events which is broken up into small sequenced steps. These texts are usually written in the present tense. The most common example of a procedural text is a recipe. 1. Mash the tempe with a fork or place in the bowl of a food processor and blend until it resembles coarse bread crumbs. 2. Grind the spices in a mortar and pestle or place in the bowl of a food processor and blend to a smooth paste. 3. Put the mashed tempe in a bowl and mix with the spice paste, fried shallots and lime leaves. Stir in the flour, followed by the egg. 4. Shape the tempe into fritters the size of a golf ball and flatten a little with a fork. 5. Heat the vegetable oil in a wok over a medium flame. When the oil is hot, drop the fritters into the oil, five or six at a time. 6. Fry until golden brown on both sides, drain on absorbent paper and serve hot with rice. Source: www.english. unitecnology.ac Taken from The Jakarta Post, May 2, 2004 Activity 5 Pronounce the following words and find their meaning. Pay attention to your pronunciation. 1. 2. 3. 4. 5. 6. 7. 8. instruction procedure recipe ingredients knead roll out sprinkle press 9. 10. 11. 12. 13. 14. 15. grease knuckle mix blend oven fold margarine Would You Like to Come? 67 Activity 6 Read the following text and choose the correct answer to the questions that follow. How to Find Unusual Gifts Giving gifts is a well-known way to show our attention toward somebody else. Moreover, giving gifts may be important for certain special moments. Unusual or even weird gifts would leave a sweet memory for us and the recipient. So, try these tips to find something unusual as your gifts. Look for gifts wherever you find yourself, especially when you were on a trip. From a bazaar in Bandung to a tag sale in Berlin. Use the Internet. Follow links until you find what you want. Track down items such as rare prints, out-of-print books or antiques in the auction. 1. 2. 3. 68 Give a welcome service. A massage, costume makeovers, a day at the spa, or romantic dinner will be a nice welcome gift. Combine one or two things for a spectacular effect. The picture frame that you bought in Bali might provide the perfect background for showing off the portrait of the recipient. Come to a handicrafts store and talk to the people that make unique pieces. Visit art supply stores, craft shops, art galleries and factory stores for ideas. Adapted www.howabout.com The word well-known in the first line means …. a. great b. weird c. special d. famous Where may we look for unusual gifts? a. Anywhere. b. In an auction. c. In the internet. d. In the craft shop. Before give an unusual gifts, it is suggested that we give … first a. a rare print b. a photo frame c. a unique furniture d. a welcome service Developing English Competencies for Grade X 4. 5. Englishclub.com There are different procedural texts for different purposes: • Texts that explain how something works or how to use instruction / operation manuals e.g. how to use the video, the computer, the tape recorder, the photocopier, the fax. • Texts that instruct how to do a particular activity e.g. recipes, rules for games, science experiments, road safety rules. • Texts that deal with human behaviour eg how to live happily, how to succeed. The word in the text that means not too many is …. a. rare b. sweet c. unique d. important Giving gifts may be important to …. a. make us unusual b. complete our collections c. get the recipient attention d. celebrate special moments Grammar Review Imperatives Study the following sentences. 1. a. You press the stop button. b. Dian told Andi, "Press the stop button." 2. a. You plug the power cord into a wall outlet. b. "Plug the power cord into a wall outlet," said mother. 3. a. You make sure the car is in neutral. b. "Make sure the car is in neutral," said David. • Imperatives or imperative sentences are used to give command or to make a request. e.g. "Stand up," said the teacher. (command) "Help me," asked the mother. (request) • Imperative sentences can be used in negative form. It functions as prohibition. e.g. "Don't hurry," said father. "Don't be noisy," the teacher told the pupils. For further Information visit www.english. unitecnology.ac We use "don't" or "do not" before verbs to state a prohibition. • In imperative sentences we can use the word "do" before verbs. The word "do" could be persuasive, but could also express irritation. e.g. Do come on time. Do be quiet. Would You Like to Come? 69 Activity 7 Make imperative sentences based on the situations given. 1. 2. 3. 4. 5. Activity 8 Make imperative sentences using the following verbs related to cooking. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Activity 9 70 Your uncle is writing a novel. He cannot concentrate his mind well. The volume of the television is too loud. What will your uncle say? Your teacher will not come into the classroom because it is very dirty. What will he/she say? There is no sugar in the kitchen. What will your father say? It is 6 a.m. You are still sleeping when your mother comes into your bedroom. What will your father say? Mr Andre never comes on time. He always late although his wife often warns him. What will Mr Andre's wife say to him? cut sprinkle add chop slice pour put heat stir bake Find a recipe or manual instruction from a newspaper, magazine or in the internet. Then identify the imperative sentences on it. Report it to the class. Developing English Competencies for Grade X Writing In this section, you will learn how to: • write a simple instruction; • arrange an instruction into a good order of procedure text; • write procedure texts. Activity 1 Answer these questions orally. 1. Have you ever written a recipe taken from a magazine or newspaper? What should you write on a recipe? What kind of information do we usually get from recipes? Are recipes important in our life? Why? 2. 3. 4. Activity 2 Classify these words into their categories in the following table. • • • • • • • • next butter roast first pour finally milk then • • • • • • • • chocolate remove sprinkle garnish knead boil braise sugar • • • • • • cheese flour mix add egg after that Material Method Sentence Connectors butter remove first Would You Like to Come? 71 Activity 3 Rearrange this jumbled text. The pictures will help you to arrange it. Do it in pairs. 1 2 4 5 3 6 How to Prepare Fried Rice • When the rice is cooked, add it to the meat and the vegetables. • Now, you can break in two or three eggs. • The best vegetables to use are onions, garlic, tomatoes and cucumber. • At the same time, cook the rice in another pan. • Stir the mixture and add salt, pepper and other spices. • Finally, cut up a cucumber into thin slices and place the slices on top of the rice. • To make fried rice, you will need some rice, vegetables, meat and eggs. • Then, cut up the onions and garlic and fry them. • Serve the fried rice with hot sauce, if you like. • First, cut up the meat into very small pieces and fry it in a pan. 72 Developing English Competencies for Grade X Activity 4 Study the following paragraph. It contains nine mistakes. Find the errors and correct them. Rewrite the corrected paragraph. It is not difficult remove the shell from a lobster if you follow these step. First, you should to put the lobster on it's back and remove the two large claws and tail section. After that, You must also twist off the flippers at end of tail section. After these twisted off, use your fingers to push the lobster meat out of the tail in one piece. Next, remove the black vein. From the tail meat. Finally, before you sit down to enjoy your meal, break open the claws with a nutcracker and remove the meat. Activity 5 Work in groups and arrange the following text into appropriate order. Rewrite it using your own words. • • • • • • Activity 6 How to record on the cassette player /How to use a recorder Then you put in the tape on it. After that you connected the Finally pressed down the record and play button microphone. And then tested the voice level recorder. Well, first you have to plug in the cord. Then you can begin to record it. Now write one of the instructions based on the following procedures. Work individually. a. b. c. d. e. How to use a washing machine How to operate a computer How to use ATM machine How to open an account at a bank How to use a VCD/DVD player Would You Like to Come? 73 Chapter Summary 1. 2. Language Functions Expressions of invitation • Lets .... • Join me. • Will you come with .... Accepting an appointment • I'll come I promise. • I'll be there. Declining an appointment • Sorry. I don't think I can make it. • I'm sorry I can't make it. Genre Procedure Social function : to describe how something is accomplished through a sequence of actions or steps. Generic structure - Goal. - Materials (not required for all procedural texts) - Steps (a series of steps oriented to achieving the goal) Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to invitation; 2. respond to expressions for an appointment; 3. respond to oral instructions; 4. invite someone, make and cancel an appointment; 6. perform a monologue of procedural texts; 7. identify the structure of procedural texts; 8. write an instruction or procedural text. Now, answer the questions: 1. What will you say to accept someone's invitation? 2. How do you make an appointment and cancel it? 3. What should be included in a procedural text? 4. Write a recipe of your favourite food. Write the method or steps clearly. If you find some difficulties, consult your teacher or discuss with your friends. 74 Developing English Competencies for Grade X Review 1 A. Listening Listen carefully to answer the questions. You are going to hear several short dialogues. Then, choose the best answer. 1. a. Good af ternoon. b. Good morning. c. Good evening. d. Good night. 2. a. I'm fine, thank you. b. Nice to meet you. c. How nice to see you. d. How do you do. 3. a. Here it is. c. It is here. b. Here is it. d. Here they are. 4. a. I won't say no. b. Sorry I can't. c. Thanks anyway. d. I'd love to. 5. a. gratitude c. offering b. invitation d. giving help Questions 6-10 are based on the listening text you are going to hear. 6. Where does the story take place? a. Bank manager's office. b. Restaurant manager's office. c. Hotel manager's office. d. Hotel lobby. 7. How much money that the character "I" lost? a. £15. c. £5. b. £50. d. £150. 8. What could the manager do? a. The manager could do nothing. b. The manager could help the man who lost his money. c. The manager could give back the money d. The manager could call the police. 9. Where did the girl find the money? a. Inside the gentleman's room. b. Outside the gentleman's room. c. Inside the manager's room. d. Inside the waitress' room. 10. Who said that there was still some honesty in the world? a. The hotel owner. b. The girl. c. The manager. d. The man losing his money. Questions 11–12 are based on the listening text you are going to hear. 11. How many steps are needed to make tin-can stilts? a. Two steps. c. Four steps. b. Three steps. d. Five steps. 12. How many cans are needed to make tin-can stilts? a. Two tins. c. Four tins. b. Three tins. d. Five tins. Questions 13-17 are based on the listening text you are going to hear. 13. Where was the landowner from? a. Beijing. c. Seoul. b. Countryside. d. Tokyo. 14. Who was shouting? a. The landowner. b. The farmer's oldest son. c. The landowner's youngest son. d. The farmer's youngest son. 75 15. How did the landowner tell the farmer that he had enough food? a. Rudely. c. Harshly. b. Politely. d. Angrily. 16. Why did the boy shout "There it is! He's eating the dead chicken." a. Because he didn't want to eat the boiled chicken. b. Because he didn't want the landowner to stop eating the boiled chicken. c. Because he wanted to eat live chicken. d. Because he wanted to eat the boiled chicken. 17. Why did the landowner ask the servant to clear the table? a. Because he thought he had been served a long-dead chicken. b. He was not hungry. c. His stomach couldn't take any more food. d. He wanted the table to be cleaned. B. Reading Choose the best answer to the following questions. Questions 18–24 are based on this text. Making an Omelette This is the way an omelette should be made. It is important that the fryingpan should be proportionate to the number of eggs; in other words, to the size of the omelette. The fryingpan must be made of iron, not of aluminium, tin or enamel. And here I feel I must stress a point essential to what might be called the background of omelette-making, namely that the frying-pan must never be washed with water but rubbed, when hot, with salt and tissue–paper, as this is the only way to prevent sticking. For three portions, we take six eggs, break them into a bowl, season them with salt and freshly ground pepper, and add a good teaspoonful of water. We beat this lightly with a fork or the wire–broom, not the whisk, until large bubbles form on the top. This takes half a minute; it is fatal to beat too long. Meanwhile, our fryingpan is getting hot, not too hot, and we 76 drop in an ounce and a half of butter, or butter and best lard, over a quick flame for a minute or two, until it gives no more froth and has turned light golden. We give our egg-mixture another stir and pour it into the fan, letting it spread evenly over the frying–pan. All this is a swift business, and we may well feel a few extra heart–beats and a little breath lessness at that moment. The flame is now turned down a little. With a fork or palette-knife (a fork seems to work particularly well) we loosen the edges of the omelette all round and, once or twice, in the middle, letting the liquid flow into the empty spaces, taking care always to move towards the middle. This takes about two minutes. Then, keeping as calm as we possibly can, we fold it. This is easy if we fold over and pin down with two or three fork-pricks about an inch and-a-half Developing English Competencies for Grade X of the omelette along one side. Then, it is quite easy to roll it into shape. Our omelette should be golden brown outside and wet inside: baveuse, as the classical French term says. It is then slid on to a hot plate and its surface made shiny with a little butter. This last touch makes all the difference. Taken from www.recipetips.com 18. What is important about the frying– pan? a. It should be the same size as the omelette. b. It should never be a small one. c. It should never be too small to hold the eggs. d. It should never be a very flat one. 19. Which of the following frying–pan is among those mentioned by the writer? a. One made of aluminium. b. One made of aluminium and enamel. c. One made of iron. d. One made of tin 20. What is the only way to prevent sticking? a. Rubbing with hot salt and tissue–paper. b. Rubbing with hot water. c. Rubbing with salt and paper. d. Washing with salt and paper. 21. Is it a good thing to beat the omelette too long? a. Yes. b. No. c. It doesn't matter. d. It is better than beating it for too short a time. 22. When should we pour in the egg mixture? a. When the flame gives no more froth. b. When the butter is a different shade. c. 23. 24. 25. 26. 27. A soon as the flame is light golden. d. When the frying-pan is getting hot. We may well feel a few extra heart– . beats because a. we feel tired b. we feel impatient c. we feel relaxed d. we're in a rush What does the word baveuse mean? a. The states of an omelette. b. The shape of an omelette. c. The size of an omelette. d. An omelette made in France. Lia : Do you have a new magazine? Ani : Yes, . It's very interesting. a. here it is b. here they are c. here is it d. here are they to my friend, Dedy. Eka : Dedy : How do you do? Reni : How do you do? a. I'll introduce b. You are introduced c. Won't you introduce d. Let me introduce you Heldy : How do you do? My name is Heldy. Ferry : I am Ferry. a. Good morning. b. How are you? c. How do you do? d. Let me introduce myself. Review 1 77 28. Evi : Will you come with me to the concert? Adi : . Evi : Alright. I'll fetch you at 8 p.m. a. That's very kind of you, but I'm very busy. b. Thanks a lot, but some other time, maybe. c. Yes, that would be very nice. Thanks. d. I'd be unhappy to accept it. 29. Teacher : Thanks for your help, Hanny. Student : . a. Don't worry about it. b. Sorry, it didn't work out. c. Sure. Too bad it didn't work. d. You are entirely welcome. 30. Jane : Where did you go last night? Frank : . Why? a. I go to the cinema b. I went to the cinema c. I have gone to the cinema d. I was going to the cinema her a bunch of roses this 31. I morning. a. gave c. given b. give d. giving 32. Dudi does his homework by a. himself c. him b. hisself d. he 33. Who are ? a. themselves b. them c. their d. they 34. The teacher asks a student to come to school on time. a. Did come on time. b. Do come on time. c. Do you come on time? d. You did come on time. 78 35. Randy : What's wrong with you? You look unhappy today. Sania : I l o s t m y p u r s e t h i s morning. Randy : Oh, how awful! I'm so sorry. The underlined sentence expresses a. b. happiness. c. sympathy. gratitude. d. compliment. C. Writing Do the following tasks based on the instruction. Complete the following sentences using a, an, or the. window of Look out of 36 37 house you are in now you see beautiful view. such 38 Use substitution form to fill in the blank spaces. 39. A : Do you think our teacher will come? B : Yes, I think . 40. A : Will you come along with me? B : Yes, I . Complete the following sentences using the correct form of verb. 41. She (buy) many books from Indonesian Book Fair two months ago. 42. Yesterday, she (read) the books all day along. 43. (put) the books in their previous place. 44. I did not (shave) this morning because I was in a hurry. 45. They (kill) the villagers and (run away) to the jungle. Developing English Competencies for Grade X Chapter 4 Sourc Congratulations! You Did It Very Well e: Pub lisher' s Doc umen tation In This Chapter Listening: • Responding to expressions of congratulating and • Responding to narrative texts complimenting Speaking: • Congratulating and complimenting • Performing a monologue of a narrative text Reading: • Identifying meanings and information in a narrative text • Reading narrative texts Writing: • Developing a paragraph of a narrative text based on the pictures • Writing narrative texts 79 Listening In this section, you will learn how to: • respond to expressions for congratulating and complimenting; • respond to narrative texts. Activity 1 Answer these questions orally. 1. 2. 3. 4. 5. 6. 7. 8. Activity 2 Have your ever got any achievements in your life? What was the best achievement you got? How did you feel when you got an achievement? How did people respond to your achievement? Did they congratulate you? What do you say when you want to congratulate someone? How do you respond to someone congratulations? What do you say when you want to compliment someone? How do you respond to someone compliment? Listen carefully to your teacher pronouncing the following words and expressions. Repeat after him/her. Words No. 80 Expressions 1. great You look great! 2. charming What a charming dress! 3. fantastic That's a very fantastic! 4. congratulate I must congratulate you! 5. terrific Nice to meet you 6. farewell See you later 7. achievements Terrific. Well done! 8. extremely How extremely nice of you to say so. Developing English Competencies for Grade X Activity 3 Listen to the tape and choose the correct response to the expressions you hear. For example: You will hear : a. b. Congratulations on your success. The best response is .... It is nice to hear you. Thank you very much The correct response is (b) Thank you very much. Activity 4 1. a. b. I can't believe it! That's terrific. Congratulations! 2. a. b. You look great! Wow, that's fantastic! 3. a. b. Thank you very much for your compliment. Congratulations! 4. a. b. That's amazing. Congratulations. That's awful! 5. a. b. Thanks anyway. Never mind. It's my pleasure! Listen to the tape and complete the following dialogue based on what you hear. Dialogue 1 Andi had passed on his final semester test. On the way home, he meets Desi, his friend. She congratulates and compliments Andi. Desi : Hi, Andi. 1 ? Andi : I am fine, thanks. Desi : It's very nice to meet you here, Andi. 2 today! I love your new hair style. , Desi. You look great, too. Andi : 3 Desi : Thanks, Andi. By the way, how was your test? Have you got the result? Andi : Yes, I've got it. You know what? I have passed right now. for the final test. 4 5 ! How's the score? Desi : That's great. Andi : Thanks God. I got the highest score for the test. Congratulations! You Did It Very Well 81 Desi UN Shot Ina : What do you think of your new red dress? Eta : I am very satisfied with it. It goes with my shoes. Ina : I think so. .... Eta : Thank you. a. You look beautiful on it. b. I dont' think so c. Sorry to hear that d. I don't like it e. It's so difficult to do (UAN 2005) Activity 5 Andi Desi : Wow, that's amazing. I know you are very smart, ! Andi. 6 7 your compliment, Desi. You are so : kind. : Never mind Andi. It's my pleasure. Dialogue 2 Andi has won the national novel writing competition. The next day, Riska and Joko come to his house to congratulate him what the newspaper's headline Riska : 1 said? Andi : What news? Joko : The news about you winning the national novel writing competition. Is it really you? . Andi : Yeah. 2 ! We're happy for you. Riska : 3 Andi : Thanks a lot guys. , Andi. Joko : It's a 4 Andi : Oh, no, I guess it's just my luck. Now, listen to the tape carefully and respond to each expression you hear. For example: 1. You will hear "You're terrific/fantastic." The possible response is "Thanks for your compliment." 2. You will hear "Well done. Congratulations" The possible response is "Thank you very much." Activity 6 Your teacher will tell you some titles of folklore. Mention where they are from. Activity 7 Your teacher will tell you her/his favourite folklore. Then, discuss the following questions with your friends'. 1. 2. 82 What is your favourite folklore? Tell the class about your favourite folklore. Developing English Competencies for Grade X Activity 8 Now, listen to the tape once again and complete the story. After her friend left, the Witch her house and she said to herself, "my friend was right. My house looks ugly and the paint is faded. I have the to repaint it. Then she 5 shop and bought a can of paint. After to paint, and she lunch she 6 worked very carefully. In the afternoon the lower part of her she 7 house. When she wanted to start the that she upper part she 8 couldn't reach it. That she got an idea. "I will use my magic broom!" She shouted, "Broom, turn into 9 and paint my walls!" Suddenly the broom turned into a to paint paint brush and 10 the upper walls. It worked very fast, and in ten minutes all job was done. The Witch was very happy. 4 One morning, one of the to visit. Witch's friends 1 When she looked around the room, she said "Your house is ugly. My house is 2 than yours, and the walls are bigger." The Witch was very angry , when she heard this and 3 "Get out of my house! and don't ever come back here!" Taken from 366 and More Fairy Tales, 1997 Activity 9 Answer the following questions based on the story you have completed. 1. 2. 3. 4. 5. 6. 7. 8. Who visited the witch? How was the witch's home? Which house was more beautiful? Did the witch realise that her house was ugly? Why did the witch go to the shop? Why did the witch not paint the upper part herself? Who helped the witch paint the upper part of her house? How long did the broom finish painting? Congratulations! You Did It Very Well 83 Activity 10 Listen to the tape and choose the correct answer to the following questions based on the story you heard. 1. 2. New Horizon There are many types of narrative. They can be imaginary, factual or a combination of both. They may include fairy stories, mysteries, science fiction, romances, horror stories, adventure stories, fables, myths and legends, historical narratives, ballads, slice of life, personal experience. 3. 4. Source: www.english. unitechnology.ac 5. 84 What was the purpose of the text? a. Inform the reader about the Battle of Troy. b. Persuade the reader to read Greek History. c. To Argue that the Greek had won the war. d. To show how cunning the Greeks were. e. To describe Troy Who was Odysseus? a. A horse. b. A Greek Soldier. c. A Roman Soldier. d. A Greek King. e. No Information. How did the Greeks win the battle? a. They made the Romans drink b. They scared the Romans c. Odysseus used the help of Gods d. They destroyed the city gate e. They tricked the Romans … in the form of a "Horse Statue" were overjoyed The underlined word means… a. Really sad b. Drunk c. Really happy d. Defenseless e. Cautious How were the Romans beaten? a. With the help of alcohol. b. With help from a wooden horse. c. Thanks to Odysseus's Idea. d. All of the above. e. None of the above. Developing English Competencies for Grade X Speaking In this section, you will learn how to: • congratulate and compliment others; • perform a monologue of narrative texts. Activity 1 Look at the picture and answer the questions. Source: Publisher's Documentation 1. What do you see in the picture? 2. What are they doing? 3. How do you congratulate anyone and give compliment in your culture? 4. On what occasions do people usually congratulate or compliment each other? 5. Mention some expressions of congratulating and giving complement. Activity 2 Match the following expressions into the appropriate situation. Expressions Situations 1. 2. 3. What a nice dress! You look great! You're looking glamorous. a. b. c. 4. 5. 6. Congratulations! Well, Done! Thank you very much for your compliment. d. f. g. You compliment someone on their appearance. You say nice thing about your friends' dress. Your colleague is very fashionable and well dress. Your friend has just passed an important exam. Your brother have got an award. You give response to your friend compliment/ congratulation. Congratulations! You Did It Very Well 85 Activity 3 Read and practise the following dialogues with your friends. Pay attention to the italicised expressions. 1. Harsya : Pandu : Harsya : Pandu : Harsya : Pandu : Harsya : Pandu : 2. Yani Ussy Yani : : : Ussy : Yani Ussy Yani : : : What a great Motorcycle you have, Pandu. Thank you, Harsya. I just finished modifying it. You mean this is the old motorcycle that you used to drive to school? Yes, it is. It looks a lot different. What did you do to it? Not much. I had it paint with a brighter colour and add some new accessories. Great job! Thanks. Ussy, would you like to try this cookies? Sure, thanks. What is the occasion? I just graduated at last grade on my English course. I must congratulate you on being the smartest student. Oh, it's not necessary. No, it's a must. Let's go celebrate it. Good idea. What to Say Complimenting someone More Formal Less Formal 86 • • • • • • • • • • May I say how elegant you look. I f I may so, you are quite charming. My compliments on your beautiful. I really must express my admiration for your party. You are looking good. What a charming dress! That's a very nice coat! You look nice. I like your hair style! You're terrific/fantastic. Developing English Competencies for Grade X Congratulating someone • • • • • • • • • • More Formal Less Formal Activity 4 Complete the dialogue with the expressions above. Discuss with your partner. 1. 2. 3. 4. 5 Activity 5 Please accept my warmest congratulations. I'd like to be the first to congratulate you on …. It was great to hear …. Congratulations on your …. I must congratulate you. May I congratulate you on …. Congratulations! Congratulations on your …. Well done! Fantastic/terrific! Nina Abraham Rudi Rita Fuad Ratna Agus : : : : : : : I've just got married. Ida Ahmad Narya : : I just won first prize from a quiz. : I won the race. I've found a new job. My father Just bought me a new MP3 player. Create a dialogue based on the following situations using the expressions given in 'What to Say'. 1. 2. 3. 4. Your best friend has passed his exam and he gets a good mark. Your relative is going abroad for studying. Your brother has done excellent job. Your teacher is honoured with the "Teacher of the month" title. Congratulations! You Did It Very Well 87 Activity 6 Work in a group of three. Act out a dialogue based on one of the following situations. Use the expressions of complimenting. Your friend is good at: 1. playing the piano 2. playing tennis 3. story telling 4. playing chess 5. poetry reading Activity 7 Work in a group of two. Act out a dialogue based on one of these situations. Use the expressions of congratulating. 1. 2. Your partner got a scholarship. Your partner becomes the best student in the class. For example: Donny has passed his exams with flying colour and get the best ranking at his school. Boby : Hi, Don. I heard that you got the best grades in this year exams, didn't you? Dony : That's right. Bobby : Congratulations! Dony : Thank you. Dony's father : Well done, Don. I'm very proud of you. Dony's mother : I'm glad to hear that. Dony : Thank you, Dad, Mom. Activity 8 With your partner, create a short dialogue based on the situations given. Choose one of them and act it out in front of the class. Don't forget to use the expressions you have learnt. 1. 2. 3. 4. 88 Your friend gets the highest grades at school. Your friend is elected as one of the finalists in Puteri Indonesia competition. Your friend held a fantastic birthday party. Your friend gets selected as the best youth novelist. Developing English Competencies for Grade X Activity 9 Work in group, play the characters on this story and answer the questions that follow. The Tiger Who Would Be King One morning the tiger woke up in the jungle and told his mate that he was king of beasts. "Leo, the lion, is king of beasts," she said. "We need a change," said the tiger. "The creatures are crying for a change." The tigress listened but she could hear no crying, except that of her cubs. "I'll be king of beasts by the time the moon rises," said the tiger. "It will be a yellow moon with black stripes, in my honour." "Oh sure," said the tigress as she went to look after her young, one of whom, a male, very like his father, had got an imaginary thorn in his paw. The tiger prowled through the jungle till he came to the lion's den. "Come out," he roared," and greet the king of beasts! The king is dead, long live the king!" Inside the den, the lioness woke her mate. "The king is here to see you," she said. "What king?" he inquired, sleepily. "The king of beasts," she said. "I am the king of beasts," roared Leo and he charged out of the den to defend his crown against the pretender. It was a terrible fight and it lasted until the setting of the sun. All the animals of the jungle joined in, some taking the side of the tiger and others the side of the lion. Every creature from the aardvark to the zebra took part in the struggle to overthrow the lion or to repulse the tiger, and some did not knot know which they were fighting for, and some fought for both, and some fought whoever was nearest and some fought for the sake of fighting. "What are we fighting for?" someone asked the aardvark. "The old order," said the aardvark. "What are we dying for?" someone asked the zebra. "The new order," said the zebra. When the moon rose, fevered and gibbous, it shone upon a jungle in which nothing stirred except a macaw and a cockatoo, screaming in horror. All the beasts were dead except the tiger, and his days were numbered and his time was ticking away. He was monarch of all he surveyed, but it didn't seem to mean anything. Taken from Readings to Remember, 2004 Congratulations! You Did It Very Well 89 1. How many characters are there in the story? Mention them. 2. Where did the story take place? 3. Why did the tiger tell his mate that he was king of beasts? 4. What did the tiger come to the lion's den for? 5. Did the tiger and the lion fight for the crown? 6. Did all the animals of the jungle join in the fight? 7. Were they on tiger's side or lion's? 8. Who won the fight, the tiger or the lion? 9. Were there any beasts survive the fight? 10. What is the moral of the story? Activity 10 Work in group of three. Change the following text into dialogue. Then act it out in front of the class. The Cleverest Student Evi, who is the cleverest student in the class, doesn't go to school anymore. She has to stop studying because she cannot pay school fee. Budi, her classmate, came to see her at home. "Why don't you go to school again?" asked Budi. "Our teachers asked me where you were," continued Budi. "I am sorry. Now I have to stay at home because my father has stopped working at factory," told Evi. "I am sorry to hear that. I think it is not a serious problem," said Budi. "Oh, not to me. What do you think if I stop studying," asked Evi. "No . . . it is not a good solution. Tomorrow you and I meet our headmaster to tell about this. Are you with me?" asked Budi. 90 At school they meet the headmaster in his office. The headmaster is surprised to see the two students in his office. "What's up? What can I do for you?" asked the headmaster. "Excuse me, Sir. May I study here without payment? My father cannot pay my school fee. Because now he just stays at home after he has been laid off by the company," told Evi. "Okay. If so, you may not stop studying here. All payments are my responsibility" said the headmaster. "You are a very smart student. I'm glad you still want to study in this school." "Thank you very much. That's kind of you," said Evi happily. Developing English Competencies for Grade X Taken from English for SMA 2, 2005 Reading In this section, you will learn how to: • identify factual meaning in the texts; • identify the structure of narrative texts; • reading and understanding narrative texts. Activity 1 Study the following picture and answer the questions orally. 1. 2. 3. 4. 5. Activity 2 What is the picture about? Can you predict what the story is about? Do you have a favourite folklore? What is the title of the folklore? Tell the class about it. Before reading the story, read and study the following words and find their meanings. 1. 2. 3. 4. 5. 6. 7. 8. horrible monster castle armour swords knight fought useless Congratulations! You Did It Very Well 91 Activity 3 Read the following story aloud. The Legend of Beowulf Once upon a time, there was a horrible monster called Grendel. He was half-man and half-monster. He lived in Denmark. One day, he went to the King's castle. The king and his men tried to kill the monster but their swords were useless. A knight called Beowulf heard about the problem and went to Denmark to help the king. That night, Beowulf and his men took off their armour and put away their swords and went to sleep. The monster came into the castle and killed a knight. Beowulf woke up and fought the monster-he pulled off an arm! Grendel went back to his home in a lake and died. Grendel's mother was very angry and the next night she went to the castle and killed a knight. Activity 4 In the morning, Beowulf went to the lake. He killed Grendel's mother with a special sword. When he came back, the king was very happy and he gave Beowulf presents and money. Beowulf went back to his country and became a king. He was king for fifty years. But one day, a dragon came to his country, and it attacked people. It lived in a cave with treasure. The dragon was very big and breathed fire. The knights were afraid and they did not want to fight the dragon. King Beowulf was an old man but he put on his armour again and went to the dragon's cave with his men. … Taken from Opportunities Elementary, 2003 Answer the following questions based on the text in Activity 3. 1. Who was half-man and half-monster? 2. Were the king and his men succeed in killing Grendel? Why? 3. Why did Beowulf come to Denmark? 4. What did Beowulf do to Grendel when he fought him? 5. What happened to Grendel after he fought Beowulf? 6. What did Grendel's mother do when she find out about her son's death? 7. What did Beowulf use to kill Grendel's mother? 8. How long did Beowulf become king? 9. What attacked the people in Beowulf's country? 10. What did Beowulf do about it? 92 Developing English Competencies for Grade X 11. Decide how the story ends based on the following options: a. Beowulf killed Grendel and took the treasure. b. Beowulf killed Grendel but he died. c. Grendel killed Beowulf and escaped. 12. Provide reasons why you choose the option as the ending of the story. Activity 5 Read another story and identify its text structure in the table that follow. The Fox and the Crow A crow, perched in a tree with a piece of cheese in his beak, attracted the eye and nose of a fox. "If you can sing as prettily as you sit," said the fox, "then you are the prettiest singer within my scent and sight." The fox had read somewhere, and somewhere, and somewhere else, that praising the voice of a crow with a cheese in his beak would make him drop the cheese and sing. But this is not what happened to this particular crow in this particular case. "They say you are sly and they say you are crazy," said the crow, having carefully removed the cheese from his beak with the claws of one foot, "but you must be nearsighted as well. Warblers wear gay hats and colored jackets and bright vest, and they are a dollar a hundred. I wear black and I am unique. "I am sure you are," said the fox, who was neither crazy nor nearsighted, but sly. "I recognize you, now that I look more closely, as the most famed and talented of all birds, and I fain would hear you tell about yourself, but I am hungry and must go." "Tarry awhile," said the crow quickly, "and share my lunch with me." Whereupon he tossed the cunning fox the lion's share of the cheese, and began to tell about himself. "A ship that sails without a crow's nest sails to doom," he said. "Bars may come and bars may go, but crow bars last forever. I am the pioneer of flight, I am the map maker. Last, but never least, my flight is known to scientists and engineers, geometricians, and scholar, as the shortest distance between two points. Any two points," he concluded arrogantly. "Oh, every two points, I am sure," said the fox. "And thank you for the lion's share of what I know you could not spare." And with this he trotted away into the woods, his appetite appeased, leaving the hungry crow perched forlornly in the tree. Taken from www.aesopfables.com Congratulations! You Did It Very Well 93 Setting Activity 6 Your Project Find a folklore that you know. You can do mini research in the library. Ask your parents or grand parents. Then, retell it in front at the class. Activity 7 Characters Outcome Read and study the story in Activity 5 once again. Then decide whether these statements are true or false. 1. 2. 3. 4. 5. 6. 7. 8. There are two main characters in the story. The story probably took place in the jungle. The fox had read somewhere that praising the voice of a crow with a cheese in his beak would make him drop the cheese and sing. The fox said that the crows are sly and crazy. The fox recognise that the crow look more closely, as the most famed and talented of all birds Whereupon the crow tossed the cunning fox the crow's share of the cheese. The fox is really arrogant. He is the map maker. The crow's appetite appeased, leaving the hungry crow perched forlornly in the tree. Answer the following questions based on the text in Activity 5. 1. 2. 3. 4. 5. 6. 7. 8. 94 Events How many characters are there in the story? Where did the story probably take place? Why did the fox praise the voice of the crow? Had the crow known the fox's plan of praising him? Did the fox give up trying to persuade the crow to share his lunch? What did the fox do in order that the crow shared his lunch? Did the fox succeed in getting what he wanted? What is the moral of the story? Developing English Competencies for Grade X Activity 8 Read and study the announcement. Then complete the from that follow based on the announcement. Announcement The Niagara Branch of the Canadian Authors Association is pleased to announce the finalists of our Ten Stories High Eighth Annual Short Story Competition. We would like to thank each and every one of our entrants for making our contest such an ongoing success! We will be officially launching our latest edition of Ten Stories High in the Mills Room at the Public Library on Saturday, September 29 from 2 to 5 p.m. This gala event will feature readings by this year's winning contestants as well as refreshments. We will also be offering copies of our anthology for sale at that time. The Niagara Branch of the Canadian Authors Association wishes to congratulate the winners of our Ten Stories High Eighth Annual Short Story Competition. Our top ten winners are: First Prize Colette Maitland "Until Death Do We Part" Second Prize Ruth Taylor "At the Corner of Petapa and Thirty-first" Third Prize Alison McCabe "Until Recently" " Once again, we wish to thank all the entrants who participated in our contest this year and congratulations to our winners! Taken from www.canauthorsniagara.org Topic: Event: Organizer: Winners: Congratulations! You Did It Very Well 95 Grammar Review Passive Voice Study the following sentences. UN Shot Komodo ... to be descendant from dinosaurs. a. they belive b. to belive c. belived d. to belived e. are belived 1. Fewer foods should be chosen from the meat and dairy groups in the middle. 2. Even fewer foods should be chosen from the fats, oils, and sweets at the top of the pyramid. 3. The pipe was replaced by the plumber. 4. Vitamins must be supplied in a person's daily diet. 5. The play was written by Shakespeare. (UAN 2004) The sentences above use passive voice. Passive voice is used when it is not important to know exactly who performs an action. In passive voice, the object of an active verb becomes the subject of the passive verb. If the subject of an active sentence is someone or the people, we do not have to put them in the object of passive sentence. Some of the verbs cannot be changed into passive form such as happen, come, sleep, etc. The form of passive is: be + past participle. Activity 9 Change the following sentences into passive voice. 1. 2. 3. 4. 5. 96 The cameraman takes the President's several times. A fire melts the wax statue at the House of Wax. My brother buys me this new computer game. She writes the beautiful story of prince and princesses. The firefighters helps a family from being trapped in a ruin. Developing English Competencies for Grade X Activity 10 Read another story and identify its moral values. Then choose ten sentences to change them into passive sentences. The Wolf and the Dog Once there was a wolf who was nearly dead with hunger. He was very thin, so that the outline of his bones could be seen clearly beneath his thinning coat of hair. With hardly enough energy to walk, the wolf had little hope of finding food. As he lay beneath a large tree, a dog out for a walk noticed him. Seeing how thin and hungry-looking the wolf was, the dog felt sorry for him and said, "You are in terrible shape! You look as if you haven't eaten for many days." "You're right," said the wolf. "I haven't eaten because you and your friends are doing such a good job of guarding the sheep. Now I am so weak that I have little hope of finding food. I think I will surely die." Then why not join us? Asked the dog. "I work regularly and I eat regularly. You could do the same. I will arrange it. You can help me and the other dogs guard the sheep. In that way, we won't have to worry about your stealing the sheep any more and you won't have to worry about going hungry any more. It's a good deal for both of us." The wolf thought it over for a few minutes and then decided that the dog was right. So they went off together toward the ranch house where the dog lived. But, as they were walking, the wolf noticed that the hair on a certain part of the dog's neck was very thin. He was curious about this, for the dog had such a beautiful coat every where else. Finally, he asked the dog about it. "Oh, don't worry about that," said the dog. "It's the place where the collar rubs on my neck when my master chains me up at night." "Chained up!" cried the wolf, "Do you mean that you are chained up at night? If I come to live with you, will I be chained up at night too?" That's right," answered the dog. "But, You'll get used to it soon enough. I hardly think about it anymore." "But, if I am chained up, then I won't be able to walk when I want to take a walk or to run where I want to run," the wolf said. "If I come to live with you, I won't be free anymore." After saying this, the wolf turned and ran away. "The dog called after the wolf, saying, "Wait! Come back! I may not be able to do everything I want to do, but I'm healthy, well-fed, and I have a warm place to sleep. You are too worried about keeping alive to enjoy life. I'm more free than you are." Taken from www.aesopfables.com Congratulations! You Did It Very Well 97 Writing In this section, you will learn how to: • develop paragraph of narrative texts; • writing narrative texts. Activity 1 Answer these questions. 1. 2. 3. 4. Activity 2 Have you ever written a story? What do you do first when you write a story? Have you ever written a fairy tale? Are there any differences between writing fairy tales and ordinary short stories? Punctuate and capitalise the following story. one day a monkey wanted to cross a river he saw a crocodile in the river so he asked the crocodile told the monkey to jump onto its back. then the crocodile swam down the river now the crocodile was very hungry so when it was in the middle of the river it stopped and said to the monkey monkey my father is very sick he must eat the heart of a monkey the he will be strong again the monkey thought for a while then he told the crocodile to swim back to the river bank what for asked the crocodile because i didn't bring my heart with me said the monkey i left it under the tree near some coconuts so the crocodile turned around and swam back to the bank of the river as soon as they reached the river bank the monkey jumped off the crocodiles back and climbed up to the top of a tree where is your heart asked the crocodile you are foolish the monkey said to the crocodile now i am free and you have nothing the monkey told the crocodile not to try to trick him again the crocodile swam away hungry Taken from www.aesopfables.com 98 Developing English Competencies for Grade X Activity 3 Look at the picture carefully, then read the sentence given below, they are not in the correct order. Arrange them by putting the letter after the number so they tell the story shown in the picture. 1 2 3 4 5 6 Englishclub.com The first important thing to remember about a narrative essay is that it tells a story. The second important thing about a narrative essay is that the story should have a point. In the final paragraph, the author should come to an important conclusion about the experience that has just been described. For further steps in writing narrative, visit www.infoplease.com a. This gave Pak Aman an idea how to get his has back b. So has sat down under the tree to sleep. c. He was very angry and threw a stone at them. d. So Pak Aman managed to get his hat back. Congratulations! You Did It Very Well 99 e. f. g. h. i. j. Pak Aman sells hat in the village. At this the monkeys threw all the hats down at him. There were lots of naughty monkeys up that tree. He took off his hat and threw it at the monkeys. The monkeys in turn threw fruit down at him. The monkeys came down and took all the hats except the one on Pak Aman's hats. k. One day, while he was going from one village to another, he felt very tired. Activity 4 Study these stories and fill in the narrative text pattern that follow based on the story. The Miser A miser sold all that he had and bought a lump of gold, which he buried in a hole in the ground by the side of an old wall and went to look at daily. One of his workmen observed his frequent visits to the spot and decided to watch his movements. He soon discovered the secret of the hidden treasure, and digging down, came to the lump of gold, and stole it. The Miser, on his next visit, found the hole empty and began to tear his hair and to make loud lamentations. A neighbor, seeing him overcome with grief and learning the cause, said, "Pray do not grieve so; but go and take a stone, and place it in the hole, and fancy that the gold is still lying there. It will do you quite the same service; for when the gold was there, you had it not, as you did not make the slightest use of it." Taken from www.short-stories.co.uk The Wolf in Sheep's Clothing A Wolf found great difficulty in getting at the sheep owing to the vigilance of the shepherd and his dogs. But one day it found the skin of a sheep that had been flayed and thrown aside, so it put it on over its own pelt and strolled down among the sheep. The Lamb that belonged to the sheep whose skin the Wolf was wearing began to follow the Wolf in the Sheep's clothing. So, leading the Lamb a little apart, he soon made a meal off her - and for some time he succeeded in deceiving the sheep, and enjoying hearty meals. Appearances are deceptive. Taken from www.short-stories.co.uk 100 Developing English Competencies for Grade X Narrative Text Pattern Tittle : Climax Major Characters Minor Characters Falling Action Conflict: Resolution: Events: Rising Action Setting: Activity 5 Theme: Now, make your own narrative story. Choose from the following categories. 1. 2. 3. Fable story Folklore Myth or legend Congratulations! You Did It Very Well 101 Chapter Summary 1. 2. Language Functions a. Congratulating • Congratulations! • Congratulations on.... • • Well done! Great job! b. Complimenting • You look great. • You look terrific. • • How beautiful you are. I must say that you are .... Genre Narrative Function : to amuse, entertain and to deal with actual or vicarious experience in different ways. Generic Structure Orientation Evaluation Complication Resolution Re-orientation : : : : : sets the scene and introduces the participants. a stepping back to evaluate the plight. a crisis arises. the crisis is resolved, for better or for worse. optional. Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to expressions for congratulation and giving compliment; 2. respond to a monologue of a narrative text; 3. congratulate and compliment others; 4. performing a monologue of narrative texts; 5. identify factual meaning in the texts; 6. identify the structure of narrative texts; 7. write narrative texts. Now, answer the questions: 1. What do you say to give complement and congratulate someone? 2. What do you say when someone congratulates and complements you? 3. Write and tell your favourite folklore. Pay attention to the structure of the text. If you find some difficulties, consult your teacher or discuss with your friends. 102 Developing English Competencies for Grade X Chapter 5 Sourc e: Pub lishers 's Doc umen tation I'm Very Grateful to You In This Chapter Listening: • Responding to expressions of gratitude • Responding to invitation • Responding to a monologue of a descriptive text Speaking: • Expressing gratitude • Performing a monologue of descriptive texts Reading: • Identifying the structure of a descriptive text • Reading descriptive texts Writing: • Writing short descriptions and announcement • Writing descriptive texts 103 Listening In this section, you will learn how to: • respond to gratitude; • respond to invitation; • respond to descriptive texts. Activity 1 Answer these questions orally. 1. How do you respond to someone expressing gratitude? 2. Is it alright if you just say nothing? Activity 2 You will listen to a tape playing a dialogue. Listen carefully to complete the dialogue and answer the questions that follow. Henry Yuni Henry Yuni Henry : : : : : Yuni : Henry : Yuni : Henry : Yuni : Henry : Yuni : Henry : 1. 2. 3. 104 Hello Yuni. How are you this morning? . And you? Hi, Henry. Fine, 1 2 . I'm just fine, Please come in and have a seat. 3 . I'm returning your brother's . sports magazine. Here it is and 4 It's all right. Would you like any other magazine or newspaper to read? . Can I see today's Yes, please. 5 newspaper? Of course. Here it is. 6 , Yuni. By the way, would you do me a favour? Why not? What can I do for you? Could you tell your brother how 7 I am for his help to lend me his magazine? Oh, sure. I'll tell him. . Great. 8 Where does this conversation take place? What is the purpose of Henry's coming? What does Henry want Yuni to do? Developing English Competencies for Grade X 4. 5. Activity 3 Listen to the tape. You will hear some expressions. Choose the best response for the expressions. 1. 2. 3. 4. 5. Activity 4 Find some expressions of thanks in the dialogue. What are the responses of the expressions? a. b. a. b. a. b. a. b. a. b. No, I won't. Yes, I'd love to. I'm sorry, I can't. Thank you so much. I'm very grateful to you. How can I refuse? I'd love to come. You're great. How can I thank you? It doesn't matter. Study the picture and then answer these questions orally. Source: ML Calendar Catalogue, 2002 1. 2. 3. 4. 5. What picture is it? Where do you usually find that place? What can you do if you go to that place? Can you describe the situation on the picture? How do we prevent the beauty of the place? I'm Very Grateful to You 105 Activity 5 You are going to listen to three descriptions of the following pictures. Match the pictures and the descriptions you hear. 2 1 Colosseum: Borobudur: 3 Stonehenge: Source: Microsoft Encarta, 2008 Activity 6 Listen to the tape then complete the following description of Lawang Sewu. Lawang Sewu Lawang Sewu is one of the famous in Indonesia. It is named 2 which means 3 . Besides its thousand doors, it is also well known for the fascinating 4 representing the Dutch Symbolism. The stained glass windows are similar with those of the places like The Hague 1 106 and Rotterdam and also the Royal family. The building has numerous 5 which open out to the offices on one side of the office and the other end of the building on the other hand. in the region of It is a famous 6 Semarang and a pride for Java. Developing English Competencies for Grade X Adapted from www.central-java-tourism.com Speaking In this section, you will learn how to: • express gratitude; • perform a monologue of descriptive text. Activity 1 Answer these questions orally. 1. 2. Activity 2 When is the time to express gratitude to someone? What do you say when you want to thank someone who helps you? Read and act out the following dialogue. Ardi : Ratna Ardi Ratna : : : I'm going to the museum on Sunday morning. Would you like to come with me? I'd love to. Will you pick me up? Sure. Be ready at 7, OK? All right. After visiting the museum, on the way home, Ratna invites Ardi to have dinner together. Activity 3 Ratna Ardi Ratna : : : Ardi : Are you free tonight? Why? I wonder if you would like to have dinner at my house. I won't say no. I'll be there. Answer the following questions based on the information given in the dialogue above. 1. 2. 3. 4. 5. 6. When will they go to the museum? Who invites Ratna to go to the museum? Does Ratna like to go the museum? What does she say? Is Ardi free tonight? Can Ardi go to Ratna's house to have dinner together? Why? What does Ardi say to decline Ratna's invitation? I'm Very Grateful to You 107 What to Say Inviting someone More Formal Less Formal • • • • I’d like to invite you to ... Would you like to ...? Will you join ...? Do you want to come with ...? Accepting invitations More Formal Less Formal • • • • I’d be delighted to .... Yes, I’d like to very much. I won’t say no .... I’d love to. Expressing gratitude More Formal Less Formal Activity 4 • • • • I would like to thank you for .... Let me express my gratitude .... Thank you. Thanks. Study the following dialogue. Then, make your own dialogue and act it out in front of the class. Dandy : Kayla : Dandy : Kayla : Dandy : Kayla 108 : I've never been to Borobudur before. What is it like? It's very beautiful. The temple is extravagant. Beautiful stone carvings surrounded the temple and the statues are amazing too. Wow, I wish I can see it for myself. Actually, my parents are taking me there again this vacation. What if you come and join us? How can I say no? Of course I'd love to come. Great. I'm sure my parents won't mind. Developing English Competencies for Grade X Activity 5 Work in pairs. Give suitable responses. Activity 6 Create dialogues based on the following situations. There are many kinds of expressions for thanks. Use them to express your gratitude for the following. 1. Your friend has just given you a bar of chocolate. 2. Tini has lent you a magazine. 3. Sandi has just given you a ticket for a music show. 4. A policeman has just shown you the way to the railway station. There are many kinds of expressions for thanking. Use them to express your gratitude for the following. 1. 2. 3. 4. Activity 7 Answer the following questions orally. 1. 2. 3. UN Shot The original ... manuscript of the play is on display in the museum. a. written by hand b. writing hand c. hand-written d. that is hand-written e. hand-writing (UN 2004) Your friend has just given you a bar of chocolate. Tini has lent you a magazine. Sandi has just given you a ticket for a music show. A policeman has just shown you the way to the railway station. Have you ever gone to a historical place? Can you mention some historical places in Indonesia that have become tourist resorts? Can you mention some outstanding historical places around the world? V Pronunciation Practice 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. explorer /ɪk'splɔ:rɘ(r)/ war /wɔ:(r)/ resource /rɪ'sɔ:s/ wall /wɔ:l/ enormous /'ɪnɔ:mɘs/ probably /'prɔbɘblɪ/ archaeologists /ˌɑ:kɪˈɒlɘdʒɪst/ foreign /'fɒrɘn/ forest /'fɒrɪst/ crop /krɒp/ I'm Very Grateful to You 109 Activity 8 Read aloud the following texts with appropriate pronunciation. Easter Island Source: Cambridge English for Schools, 2000 Easter Island is in the South Pacific, 3,700 kilometres from the coast of Chile. On the island, there are 600 large statues. We don't know who built them but they were probably constructed between 1150 and 1500. We don't really know why they are there. The Norwegian explorer, Thor Heyerdahl, believed that they were built by people from South America. To prove this, he made a simple raft and sailed there, all the way from Peru. Archaeologists think that the statues represent dead tribal leaders. We don't know why the statues left alone on the island. Perhaps they were killed by disease or war. Perhaps the builders used all the natural resources on the island. There are many unanswered questions about Easter Island. Taken from Cambridge English for Schools, 2000 Great Zimbabwe Source: Cambridge English for Schools, 2000 In 1871 Karl Mauch, a German, discovered a huge stonewalls in Zimbabwe, Africa. The walls covered 25 hectares around what is now called ‘Great Zimbabwe'. Great Zimbabwe is the most impressive Iron Age site in Africa. On top of a hill, there is a large 110 castle and underneath this is the ‘Great Enclosure'. The Great Enclosure has enormous walls – sometimes 11 metres high and 1.2 metres thick. Inside the Great Enclosure there are many huts, passages and rooms and a mysterious 9-metre-high stone tower that has no stairs, no windows, and no doors. Why did they build the tower? We don't know. We don't even know who built Great Zimbabwe – it is a mystery to African and foreign archaeologists. They think the Great Enclosure was built about 1,000 years ago. Developing English Competencies for Grade X Taken from Cambridge English for Schools, 2000 Pueblo Bonito Source: Cambridge English for Schools, 2000 One thousand years ago, in the desert of the Chaco Canyon, the Anasazi people built nine multi-storey buildings called ‘Great Houses'. They used stone for the walls and wood for the floors, doors and roofs. They transported more than 200,000 trees from forests almost 80 kilometres away. How did they move the trees? We don't know. In some buildings there are huge circular rooms called ‘kivas'—the biggest one is underground and it is about 16 metres wide. Why did the Anasazi build circular rooms? We don't know. Perhaps they used them for religious ceremonies or for storing crops. We know the Anasazi people abandoned the Great Houses. Why did they leave? Hunger? War? We really don't know. Taken from Cambridge English for Schools, 2000 Activity 9 Complete the following box with the information from the text to show the description of those places. Easter Island 1. 2. 3. Great Zimbabwe Pueblo Bonito Location Time of building (approximation) Physical appearance I'm Very Grateful to You 111 Activity 10 Perform a monologue about the description of Niagara Falls. Niagara Falls Source: The World Book Student Discovery Encyclopedia, 2006 Niagara Falls is a famous area of waterfalls. It is one of the most beautiful natural wonders of North America. It is on the Niagara River, about halfway between Lake Erie and Lake Ontario. The Niagara River forms part of the border between Canada and the United States. At Niagara Falls, Ontario, Canada is on one side of the river, and the U.S. state of New York is on the other side. Niagara Falls really has two waterfalls. The Horseshoe Falls are in Canada, and the American Falls are in the United States. The Niagara River drops into a steep gorge or canyon, at the falls. Most of the water flows over the Horseshoe Falls. They are not as high as the American Falls, but they are 2,600 feet (792 metres) wide–about 0.5 mile (0.8 kilometre). The American Falls are about 1,000 feet (305 metres) wide. Beyond the falls are the Whirlpool Rapids. There, the powerful swirling water has carved a bowl out of the rock. At night, coloured lights shine on the thundering falls. About 10 million people visit Niagara Falls each year. Taken from The World Book Student Discovery Encyclopedia, 2006 Activity 11 Answer the following questions orally. 1. 2. 3. 4. 5. 112 Where is Niagara Falls located? What countries are separated by Niagara Falls? Where are the two waterfalls of Niagara Falls? What is Canyon? How big are the Horseshoe Falls? Developing English Competencies for Grade X Grammar Review New Horizon The name "Easter Island" was given by the island's first recorded European visitor, the Dutch explorer Jacob Roggeveen, who encountered Easter Island on Easter Sunday 1722, while searching for Davis or David's island.[2] The island's official Spanish name, Isla de Pascua, is Spanish for "Easter Island". Preposition Study the following explanation of prepositions. 1. At is used with times and also with places: at Niagara Falls, at midnight, at lunch, at Jln. Soka no.11. 2. In is used with periods of time and also with places: in October, in 2005, in the Middle Ages, in the United States, in Canada, in the park. 3. On is used with dates and days and also with places: on Niagara River, on June 18, on Monday, on the wall. 4. Of is used with nouns and also with -ing forms: legs of the table, glance of eye, of making. 5. Off is used with verbs: get off, take off, put off. 6. After/before is used with period of times, with pronouns and also with -ing forms: before winter, before June, after summer, after lunch time, after me, before him, after reading, before asking. 7. For is used with a period of time: for one hour, for a week, for ages. For is also intended to be given to or belong to a particular person: The Great Sphinx was probably built for Khafre. 8. During is used with a period of time: during our holiday, during the night. 9. While is used with subject + verb: while you went out, while she was at the bank. Some prepositions with more than one word are in front of, for the sake of, at the corner of. Example: • I stand in front of the class. • For the sake of God. • He has to stand at the corner of the classroom. I'm Very Grateful to You 113 Activity 12 Complete the text with appropriate prepositions given in the box. • of • on • of • at • of • of • • • for in to • for • for • for • of • for • near Source: Microsoft Encarta, 2006 The pyramids Giza (Al Jizah) stand 3 the west bank the Nile River outside 4 Giza, including Cairo. There are 10 pyramids 5 the largest and best preserved 6 three all Egyptian pyramids. They were built 7 kings 8 9 about 2600 2500 B.C. The largest was 10 King Khufu. The second was built built 11 King Khafre, and the third 12 King a sphinx, called Menkaure. A huge statue 13 Khafre. the Great Sphinx, was probably built 14 15 his pyramid. It stands 1 2 Activity 13 Read aloud the text you have completed. Then, decide whether the following statements are true or false. T/F 1. 2. 3. 4. 5. 114 There is only one pyramid at Giza. Giza is located near the Nile River. Pyramids are built for king's servants. The largest pyramid was built for King Khufu. The Great Sphinx was built for King Khufu. Developing English Competencies for Grade X Reading In this section, you will learn how to: • find specific information from descriptive texts; • identify the structure of descriptive texts; • read and understand descriptive texts. Activity 1 Answer the questions based on the picture. Source: www.upload.wikimedia.org 1. 2. 3. 4. 5. 6. Activity 2 Can you find a place like this in your village? What do people call this place? Is it a kind of tourist resort? What do you think of this place? Where can you find this place? Have you ever visited some tourist resorts in East Java? Mention them. Before you read the story about “Gua Tabuhan”, learn these words. Then match them with their meanings or synonyms. Words 1. 2. 3. 4. 5. located lime scenery peddlers agates Meanings or Synonyms a. b. c. d. e. view considered to be brave strike something with a hard blow situated I'm Very Grateful to You 115 6. 7. 8. 9. 10. 11. 12. 13. sacred dared chased bump prayer mat seclude cave stream Activity 3 f. g. h. i. j. k. l. m. a hollow place in the side of hill very hard stones place on which Muslims kneel when praying goods sellers moving from place to place keep apart from others a small narrow river run after something holy Read the following text. Pay attention to the structure of the text. Gua Tabuhan Is a Lively Unique Cave identification description 116 In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo sit on a big stone. Nyi Kamiyem will sing a song and Ki Padmo will beat the drum. Joining them are people called wiyogo which are drummers and other gamelan musicians. What makes this unique is that they mix gamelan with the sounds of nature. The visitors dance, forgetting all problems. Many tourists go to this cave. Maybe you are interested in going there too but you don't know where it is. Gua Tabuhan is located near Pacitan in East Java. It is situated in a lime hill called Tapan, in Tabuhan, Wareng village. The route is easy. Along the road there is beautiful tropical scenery to enjoy rice fields, coconutpalms and birds. East of the cave peddlers sell souvenirs. The drink and food peddlers are on the north side. People sell agates on the cave terraces. Somehow, it is like a fair. It is said that the cave is the only place where nature produces sounds like the music of gamelan. Nyi Kamiyem, a well-known pesinden (traditional Javanese singer) from the village of Gabuhan, who often sings in the cave, does not doubt anything. Developing English Competencies for Grade X Gua Tabuhan did not use to welcome visitors. According to Kartowiryo (90), village elder, Gua Tabuhan used to be a hiding place for robbers. It was believed to be a sacred place. No one dared go inside. However, Wedana (chief of a district) Kertodiprojo, went to the cave to find out what was wrong. He found out that the cave was inhabited by the annoying evil spirits. The people chased the spirits away. The cave is dark, so people need lights, and a local guide will lead the way. Sometimes visitors bump their heads against the sharp rocks on the ceiling. Inside the cave there is a plain big stone which is believed to be the prayer mat of Pangeran Diponegoro, one of the Indonesian heroes who fought against the Dutch. It is said that Pangeran Diponegoro used to seclude himself in the cave. Some people now use the place for meditation. There is a stream in the cave, in the east corner, which can only be seen outside. However, it can be heard from inside. Besides the cave, Watukarang, a beach nearby, is good to visit. By the way, do you want different souvenirs? You can find them in Donorodjo village where agate craftsman work. So, have a nice journey. Taken from Hello English Magazine, January, 1996 The structure of descriptive text is divided into two parts: Identification and description. The identification part is the part where writers of descriptive text identifies phenomenon to be described. The description part describes parts, qualities, and characteristics. Description text focuses on specific participants. It normally uses simple present tense. Activity 4 Answer the following questions based on the text in Activity 3. 1. 2. 3. 4. What do you call people who join Nyi Kamiyem and Ki Padmo in the cave? Where is Gua Tabuhan located? What can you see along the road to Gua Tabuhan? Where can you find peddlers selling souvenirs? I'm Very Grateful to You 117 5. 6. 7. 8. 9. What is Nyi Kamiyem? How old is Ki Kartowiryo? What did Kertodiprojo find out inside the cave? What do people need when they enter the cave? What did Pangeran Diponegoro use as a prayer mat to perform prayer in the cave? 10. Can you see the stream inside the cave? Activity 5 In pairs, choose T if the statement is true and F if it is false according to the text. T/F 1. You find the drink and food peddlers on the east of the cave. 2. The visitors will forget all their problems when hearing the sounds of nature and gamelan. 3. To reach Wareng village the visitors have trouble. 4. Nyi Kamiyem is not a well-known pesinden. 5. The inside of the cave is like a fair because visitors and peddlers bring light if they come in. 6. The cave is used for meditation. 7. Visitors who visit the cave cannot find water easily. 8. Gua Tabuhan is located in Wareng Village. 9. People who are in the cave can hear the stream. 10. Pangeran Diponegoro secluded himself inside the cave. 118 Developing English Competencies for Grade X Activity 6 Read the following text and then answer the questions that follow. Seeing Hawaii in Cruising Style The Hawaiian language is based on five vowels and just seven consonants, but this is more than enough to utter the word "Aloha". This greeting written out in lights already welcomes those arriving at Honolulu airport, but it is in fact much more than a greeting or farewell. Aloha means love and well-being and somehow stands for everything that goes to make up the image of Hawaii, from colourful shirts, through flower garlands and grass skirts to coconut bikinis. Hawaii is the "Aloha State" and the 50th state of the United States of America. A visitor to these islands in the middle of the Pacific feels immediately that he has one foot firmly anchored in the American Way of Life, and this is particularly true when he sees the islands from the vantage point of a cruise ship. "Aloha. How are you today?" is a frequently asked question on the "Pride of Aloha". The simple response, "Fine", or Mahalo in Hawaiian, suffices as answer. The passenger aboard the Norwegian Cruise Line vessel would have little reason to respond otherwise. At breakfast, travellers are greeted by mountains of ham and pancakes, and this is the pattern throughout the day. Most of the almost 2,000 aboard have their homes in the U.S. Midwest, where there is general scorn at the notion of going on diet. The Pride of Aloha bears witness to this attitude, consuming 9,700 kilograms of meat during the sevenday cruise – the equivalent of 700 grams per passenger per day. The Norwegian Cruise Line is no more Norwegian than the food aboard the Pride of Aloha is Hawaiian. The cruise ship belongs to Star Cruises, the third-largest cruise operator in the world, and the Pride of Aloha was built in 1999, initially bearing the name Norwegian Sky. In 2004 it was converted for duty on the Pacific cruise route and is the first cruise ship to fly the U.S. flag in some time. A cruise aboard the Norwegian Cruise Line vessel is perhaps the most comfortable and by no means the most exclusive way to see Hawaii. A cabin with a sea view costs as little as 1,250 euros per person for the seven nights of the cruise. Included in the price is full board, a nightly entertainment program and transfers between the four most important islands of the Hawaiian Archipelago, Oahu, Kauai, Big Island and Maui. Honolulu on Oahu, where the cruise starts, has a population of 900,000 inhabitants and is the largest human settlement in the South Sea. I'm Very Grateful to You 119 Faceless apartment blocks turn into equally faceless hotel towers and shopping malls in the seaside resort of Waikiki. Thousands of Japanese bustle along the shopping streets of Kalakaua and Kuhio avenues. There is a reason for the crowds, the endless concrete and the activity: Waikiki Beach is perhaps the most famous in the world after the Copacabana. But anyone who gazes out over the blue ocean to watch the surfers ride the perfect waves knows why he has come to Hawaii. One hopes at the same time that the evidence of human progress will become less apparent as the cruise progresses while the beach remains as beautiful. Taken from The Jakarta Post, February 13, 2005 1. What does the word "Aloha" mean and stand for according to the text? 2. What are the possible responses to the greeting "Aloha"? 3. How are the travellers aboard the Norwegian Cruise Line vessel greeted at breakfast? 4. How many kilograms of meat are consumed by the passengers a week? 5. When was Pride of Aloha built? 6. How much does a cabin with a sea view cost? 7. What are included in the price of the cabin? 8. Can you describe Honolulu on Oahu in a sentence? 9. How is the building in the seaside resort of Waikiki? 10. What is the reason for the crowds bustle along the shopping streets of Kalakaua and Kuhio avenues? Activity 7 Decide in which paragraph you can find the following information. Information 1. 2. 3. 4. 5. 120 Definition of “Aloha” The reason why few passengers in the vessel do not respond to the greeting History of Norwegian Cruise Line vessel The rate of a cabin with a sea view Description of situation in Kalakaua and Kuhio avenues Developing English Competencies for Grade X Paragraph Activity 8 Read this travel ad and check whether the statements that follow are true or false according to the ad. See two exciting cities and one of the world’s wonders 11 days $799 + airfare! Shanghai is China’s largest city, major industrial and commercial centre and seaport. It resembles a modern Western city more than does any other Chinese city. Nanjing Road is the major shopping thoroughfare. The bund waterfront area is lined with banks and office buildings. Shanghai Industrial Exhibition displays variety of manufactured products. Temple of the Jade Buddha, crowded with worshippers, has two statues of Buddha, each carved from a single huge piece of white jade. Source: Microsoft Encarta, 2008 There’s a lot to do in this exciting city! Beijing is famous for its beautiful palaces, temples, and huge stone walls and gates. Its art treasure and universities have long made the city China’s cultural centre. You must visit the Temple of Heaven, the most famous temple in China. The Hall of Prayer of Good Harvests is an architectural wonder, constructed entirely of wood, without nails. Great Wall of China is the longest structure ever built. Its length is about 6,400 kilometres, and it was erected entirely by hand. The wall crosses northern China between the east coast and north-central China. The main part of the wall is about 3,460 kilometres long. One of the highest sections of the Great Wall, on Mount Badaling, near Beijing, rises to about 11 metres high. This section is about 7.5 metres wide at its base and nearly 6 metres at the top. Watchtowers stand about 90 to 180 metres apart along the wall. Call 800-999-TRIP for more information and reservations. Adapted from New Interchange Workbook 2, 2000 I'm Very Grateful to You 121 T/F 1. Beijing is China's largest city. 2. Shanghai is the most modern city in China. 3. Both Shanghai and Beijing have beautiful temples. 4. Temple of the Jade Buddha is constructed entirely of wood. 5. No machine was used to erect the Great Wall of China. 6. The top of the Great Wall is wider than its base. 7. Mount Badaling isn't far from Beijing. 8. There are many watchtowers in Shanghai. Writing In this section, you will learn how to: • write a short description; • write descriptive texts. Activity 1 Answer the following questions. 1. 2. 3. 4. 5. 122 In your opinion, which one is the most amazing, scenery of mountain or beach? Can you mention some mountains in the world which have interesting scenery? What should we do to preserve the resources in the mountains? How is the condition of the beaches in Indonesia? Can you mention some of the beaches that have become popular tourist resorts? Developing English Competencies for Grade X Activity 2 Analyse the structure of the following descriptive texts. Then answer the questions. v Bali Action Source: www.masham3d.files.wordpress.com The amazing choice of different activities available in Bali means that there is indeed something for everyone. Whether you want to throw yourself from high attitudes, hurtle down frothing rapids, explore the wonders of the deep or just lie back and take it easy. Bali has perfected the art of keeping its guests happy. The beach is a major factor in any island holiday and Bali has a coastline which offers every possible water activity including surfing some of the best waves in the world, swimming with dolphins, cruises, snorkelling, diving, sailing and parasailing. For snorkelling and diving, the closest spots to Kuta are Benoa and Sanur beaches where all the relevant equipment can be hired. Further afield, good destinations include Pulau Serangan, Nusa Penida and Nusa Lembongan in the south, Padang Bai, Candidasa, Tulamben and Amed in the east, Lovina, in the north and the amazing Pulau Menjangan in the northwest. Bali's waves are world famous and range from safe beach breaks for beginners like Kuta to the awesome swells at Padang Padang, Uluwatu and Nusa Lembongan, which regularly attract the pros. Beginners should respect the sea and stay within depth to start with as the current can be very strong. Apart from Kuta and Legian beaches, Medewi is also good for beginners. For the more experienced, Nusa Dua has a number of breaks as does Sanur; Canggu, Ketewel and the area around the airport are also popular with experienced surfers. Taken from Hello Bali, September 2000 Mount Kosciusko Mount Kosciusko is actually the highest mountain (2,228 metres) on the world's flattest and smallest continent, Australia. It does not rise up out of the surrounding countryside as do many of Indonesia's spectacular mountains. Elevation gain is minimal and the wide open terrain is scenic. In the winter there I'm Very Grateful to You 123 is deep snow on the upper parts of the mountain. The mountain is within a national park so no cars are allowed and the vegetation and wildlife is protected. Mt. Kosciusko was named by Polish explorer Paul Strzelecki in 1840. Actually, Australia does have 1. 2. some interesting mountainous terrain, including areas of the Blue Mountains, the crags of Tasmania, and even Mt. Townshend, a craggier peak about one kilometre north of Kosciusko. Taken from Kang Guru, 2004 Do the texts have a similarity in their structure? Explain your answer. What are the topics of the two texts? Activity 3 List the use of prepositions within the text of Activity 2 in your workbook. Activity 4 Study the following text well. Discuss with your friend to punctuate and capitalise it well. the tower of london Source: The World Book Student Discovery Encyclopedia, 2000 the tower of london was first built in the 11th century within the roman city walls its purpose was to protect and control the city 124 since then it has been a fortress a palace and a prison the scene of murder execution ceremonies and years of imprisonments the tower is one of the UK's finest castles and as one of the strongest fortresses in the land is the home of the crown jewels it also houses a fine collection of armour and many other displays showing nine centuries of british history Developing English Competencies for Grade X Taken from Take Off, 2006 Activity 5 Answer these questions. 1. 2. 3. Activity 6 Can you explain the function of period (.), comma (,) and apostrophe (')? What is the topic sentence of the first paragraph? What is the topic sentence of the third paragraph? Work in pairs. Study the following announcements. Discuss what they are about. Write down the conclusion of your discussion. 1 Your Project Have you ever visited Bali or another famous tourist resorts in Indonesia? Write the description about it on a paper. Compare it to your friend's. 2 Source: True Colors, 1998; Take Off, 2001 I'm Very Grateful to You 125 Activity 7 With your friend, make an announcement containing information about your school’s activities, e.g. study tour, camping, hiking, singing contest, etc. Activity 8 Study this text and write down the noun phrases. Pay attention to the description Paris Source: The World Book Student Discovery Encyclopedia, 2000 Paris is the capital city of France. It is one of the most beautiful cities in the world. It is also one of the world's most Activity 9 126 Taken from The World Book Student Discovery Encyclopedia, 2006 Find the synonym of the following words in the text. Then write your own sentences based on these words. 1. 2. 3. 4. 5. Activity 10 crowded cities. Lovely gardens and parks are found throughout Paris. At night, many palaces and statues are lit up. For this reason, Paris is often called the City of Light. Every year, millions of people visit Paris. The most popular place to visit is the Eiffel Tower. This huge structure has become the symbol of Paris. The Louvre, one of the world's largest art museums, draws many visitors. The Cathedral of Notre Dame, a famous church, is another favourite place to visit. dense beautiful annually very arge l attract 6. 7. 8. 9. 10. visit popular famous largest symbol Look at the following pictures of tourist resort. Choose one of them and then describe it. Developing English Competencies for Grade X 1 Englishclub.com The New7Wonders organization is happy to announce that the following 7 candidates have been elected by more than 100 million votes to represent global heritage throughout history. To find out about them, just visit www. new7wonders.com The Wall of China Source: www3.nationalgeographic.com 2 Taj Mahal Source: The World Book Student Discovery Encyclopedia, 2006 3 Pyramid Source: The World Book Student Discovery Encyclopedia, 2006 I'm Very Grateful to You 127 Chapter Summary 1. 2. Language Functions Expressing gratitude a. Thank you very much. b. Thanks a lot. c. I really appreciate your ... d. I'm very grateful to you for.... Accepting an invitation a. I'd love to b. I'd be delighted to. c. That sounds a nice idea. d. I'd be happy to accept Genre Descriptive Function : to describe a particular person, place or thing. Generic Structure a. Identification : identifies phenomenon to be described. b. Description : describes parts, qualities, characters. Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to gratitude 2. respond to invitation 3. respond to report texts 4. guess meaning in context. 5. express gratitude; 6. perform a monologue of descriptive. 7. find specific information from descriptive texts; 8. read a descriptive text aloud. 9. write a form of announcement; 10. write accurately words phrases, sentences into paragraphs. Now, answer the questions: 1. What will you say to express gratitude? 2. What will you say to accept an invitation? If you find some difficulties, consult your teacher or discuss with your friends. 128 Developing English Competencies for Grade X Chapter 6 Sourc e: ww w.pho tobuck et.com Headline News In This Chapter Listening: • Responding to expressions of surprise and amazement • Responding to news item texts Speaking: • Expressing surprise and amazement • Performing a monologue of news item texts Reading: • Identifying meanings and information in news item texts • Reading news item texts Writing: • Developing paragraph of news item texts • Writing news item texts 129 Listening In this section, you will learn how to: • respond to expressions of surprise and amazement; • respond to news item texts. Activity 1 Answer the following questions orally. 1. 2. 3. 4. Activity 2 Listen and repeat these expressions. What kind of expressions are they? 1. 2. 3. 4. 5. 6. 7. Activity 3 What is your reaction when you hear bad news? What is your reaction when you hear good news? What will you say if you hear a news that surprise you? What news that make you surprise lately? What a surprise! Oh really? Is it true? Are you serious? You must be kidding. Good heavens! No, I don't believe it. I find that very surprising. Listen to the tape attentively to complete the dialogue. Compare your answer with your friends'. Dialogue 1 Iwan reads a newspaper. He finds news that attracts his attention and informs his father. ! There was an earthquake Iwan : Dad, 1 in Ecuador. Many people became homeless. 2 . 3 . Another disaster? (Then, Iwan's Father : father reads the newspaper.) Iwan : Yeah. It's very tragic. Thousands of people were killed. 4 . Remember the earthquake in Father : our country last year. Ecuador's earthquake is worse than in our country. I can't imagine that. 130 Developing English Competencies for Grade X Dialogue 2 Andi brings news to his class. He informs that the headmaster cancels tomorrow's holiday. 1 , please! I have something to tell Andi : you, guys. Please, be quiet. Aldi : Shh....OK my friends, pay attention to our for leader. It seems that he brings 2 us. Andi : I've just met the headmaster in the teachers' room. He told me about our holiday. ? Bad news? Feny : Really? Why are you 3 Aldi : Be quiet Feny! Andi : The headmaster cancelled tomorrow's holiday. ? Feny : What! 4 . Aldi : Oh, no. What a shocking. 5 Andi : I'm serious. I tell you the truth. 6 . That's very disappointing. Indah : Andi : Keep calm guys. We will have a holiday someday. Don't forget to come to the school tomorrow. Activity 4 Now, listen to the tape and respond to each expression you hear. Activity 5 Work in pair and take turns telling your friends some news. Respond to each news that your friends tell you. Activity 6 In groups of four, answer these questions. Report your answers in front of the class. The other groups respond to each news that the group told. 1. 2. 3. 4. 5. Who has had the best week? What is it about? Who has had the worst week? What is it about? Who has had the best news this year? Who has the most shocking news? Who has had the most unusual news story to tell? Tell it to the class. Headline News 131 Activity 7 Listen to tape, then match each news item you heard with the following headlines. 1 2 3 4 Activity 8 Ayodia City Park Set for July Motorists trapped in floods Greenfest 2008 to Educate on Global Warming Threat Singing Contest Still Hot 5 Ferguson Relieved after Big Win 6 Food Prices Bring Trade Barriers Down Listen to the news once again and make any responses based on each news you hear. For example: You hear news about the plan of Jakarta administration to build a public park. Your response: I think it's good news. I think it will be great if we have many city parks in Jakarta. 132 Developing English Competencies for Grade X Activity 9 Listen to the tape and complete the text while you are listening. Bekasi Makes Study Time Compulsory The regulation, he said, would be on May 2, in time for National Education Day. Elementary and high school from 6 students will have 4 p.m. to 7:30 p.m., either at home or in groups along with classmates living in the same neighbourhood. During study time, no TV, game consoles, visiting shopping malls or will be allowed. going to 5 "The study time must be effective," Mochtar said. He failed to mention what on students punishments 6 who did not comply. 3 Bekasi: The Bekasi municipality students to administration 1 allocate at least one hour in the evening to review school lessons of finish homework. "My office is still drafting 2 on study time," said the Mayor Muchtar Mohamad, as quoted by Tempointeraktif. com on Monday. Activity 10 Taken from The Jakarta Post, April 15, 2008 Find another news in a newspaper or magazine. Then read it in front of the class while another students listen to it. Ask your friends to guess what the news is about. Headline News 133 Speaking In this section, you will learn how to: • express surprise and amazement; • perform a dialogue of news item texts. Activity 1 Look at the picture and answer these questions orally. Source: Earthquakes, 2006 1. 2. 3. 4. 5. Activity 2 What does the picture tell you about? What is the cause of the damage in the buildings? What do you say when you hear surprising news? What do you say when you hear bad news? Imagine that you hear a surprising news. Ask five questions about it. What? Who? Where? When? How? Read the following sentences. What will you say if you hear this news? 1. Did you hear that Mr Setiadi got a serious cancer disease? 2. I heard that Rian was in jail. He was arrested for traffic violence. 3. Romi was knocked down by a car. He was in hospital for five weeks. 4. Yesterday, on the TV news, I saw a bad thunder storm in East Java. Many people died and got serious injured. 134 Developing English Competencies for Grade X Activity 3 Dialogue 1 Sandi and Dina are talking about the accident which happened to an airline pilot they read about in the headline of a newspaper. UN Shot : Good heavens! Look at this. It says a pilot was nearly sucked out of the window of his plane. It was in mid air. Sandi : Really? He didn't die, did he? Dina : No, it says he was hanging out of the window while the plane was 23,000 feet in the air. Sandi : I don't understand. The window didn't break, did it? Dina : Yes, it did, actually. Sandy : Oh, that's terrible. Dina Mr Ruli : I heard that the new art gallery will be opened this month. Mrs. Hadi : really? ... ! I've been waiting for it so long. a. b. c. d. e. Read and practise these dialogues. Act them out with your friends. Pay attention to the italicised expressions. pleasure agreement sympathy expectation satisfaction (UAN 2004) Dialogue 2 Wati chats with her best friend, Ria, at the school canteen. They talk about Ari who is the most favourite student in their school. Wati Ria Wati Ria Wati Ria Wati : Do you know that Ari has a girlfriend? : Are you kidding? That's not true. : Listen, I got the news from his best friend, Frans. : That's too bad. Yesterday, he gave me a bar of chocolate. : It doesn't mean that he loves you. Oh, come on. He's not the only guy in the world. Take it easy. : Yeah, you're right. Besides, I don't have time to think about love right now. : You're right. Let's go to the class. The bell is ringing. Headline News 135 What to Say Expressions of Surprise and Amazement • • • • • • • • • • More Formal Less Formal I must say that ... surprises me. I find it astonishing/extraordinary. I find that very surprising. How very surprising/amazing. Well, that's very surprising. Really? My goodness! Are you serious? You're kidding! That's amazing/extraordinary. We can also use questions tag form to show surprises and express disbelief. 1. I'm on strike now. You aren't, are you? 2. Mr Anwar was very ill.. He wasn't, was he? Activity 4 Make dialogues based on the following situations. Act them out with your friends. 1. 2. 3. 4. 5. 136 You read the news about tsunami in Aceh and North Sumatra. Tell your classmates about it. Your friend's father has passed away. Express your sympathy. You heard that one of your friends is invited to Istana Merdeka to meet with the President. Give respond to the news. You heard that a dinosaur-like fish is found in Indonesian sea. Respond to the news appropriately. Your brother who is an athletic athlete has broken the world record and claimed as the fastest man in the world. Express your amazement. Developing English Competencies for Grade X Activity 5 Answer these questions orally. Englishclub.com If you want to get interesting information about anything in Indonesia, just visit www.indonesiaheadline.com/ english Source: Tempo, November 23-29, 2004; The Jakarta Post, March 8, 2005; Time, December 29, 2003/January 5, 2004 1. 2. 3. 4. Activity 6 Do you always read newspapers or magazines? What kinds of newspaper or magazine do you read? Do you know what is a headline? Where can you find the headline? Read and study the following news items. Read the news in front of the class. Pretend you are a news reader. Pay attention to your intonation. 1 Thieves Rob Bus Full of Policemen Rio De Janeiro: Four thieves robbed the bus carrying forty six policemen. The unarmed policemen were on the way to a sport competition. The robbers took their cameras, cellular phones, wallets and even the sports uniforms and sneakers. Adapted from The Jakarta Post January 18, 2008 2 14 Ujungkulon Rhinos On Verge Of Extinction Banten: Authorities overseeing Ujung-kulon antional Park plan to expand the rhinoceros enclosure, as the protected species, one of many at the reserve, is on the verge of extinction, an official said Saturday. The population of the two horned species stands at less than 60. Taken from The Jakarta Post April 15, 2008 Headline News 137 3 Woman Fined for Eating Apple While Driving London: British police spent 10,000 pounds to catch and prosecute a woman driver for eating an apple while driving. Sarah McCaffrey was fined 60 pounds and ordered to pay 100 pounds in legal fees for her infraction starting from December 2003. Adapted from AFP's news in The Jakarta Post January 27, 2005 4 Sharapova Wins First Claycourt Title Amelia Island, Florida: Maria Sharapova captured her first claycourt title when she defeated Slovakia's Dominika Cibukolva 7-6 6-3 in the final of the Amelia Island Championship on Sunday. Sharapova became the first woman to win three titles this season following her success at the Australian open and Qatar open and improved her 2008 win-loss record to 22-1. Taken from The Jakarta Post April 15, 2008 Activity 7 In pairs, make a dialogue, respond to each of the news items in Activity 6 with the expressions of surprise. Example: A : It says here that policemen were robbed by thieves. B : Really? I don't believe it. Activity 8 Discuss with your friend and decide the type of the news in Activity 6 . • • • • 138 Sport news Social news Headline news Breaking news Developing English Competencies for Grade X : : : : Pronunciation Practice Pronounce the following words related to news item. 1. news /nju:z/ 2. newspaper /nju:speɪpə(r)/ 3. magazine /mægəˈzɪ:n/ 4. television /ˈtelɪvɪʒn/ 5. headline /hedlaɪn/ 6. newscaster /nju:zkæstə(r)/ 7. article /ˈɑ:tikl/ 8. reporter /rɪˈpɔ:ta/ 9. journalist /ˈdʒɜ:nlɪz/ 10. media /ˈmi:dɪə/ 11. entertainment /entəˈteɪnmənt/ 12. daily /dɵɪlɪ/ 13. weekly /ˈwɪklɪ/ 14. bulletin /ˈbʊlətɪn/ 15. features /fɪ:tʃər/ Activity 9 Read news in a newspaper or magazine and tell your partner the news item that you have read. Use the following guidance. 1. 2. 3. 4. Find out the main event of the news. Identify its background. Background consists of event elaboration, people involved, and the place where the event happened. Find out the information sources. They include witnesses, expert opinions, or the authority. Tell your friend about the news starting with the expression: "Did you know there was ...." (Continue with your own words.) Headline News 139 Reading In this section, you will learn how to: • identify factual information in news item texts; • identify the structure of news item texts. Activity 1 Answer these questions orally. Source: Publisher's Documentation 1. Do you have the habit of reading any newspaper or magazine? 2. Which do you usually read: newspaper or magazine? Why? 3. What kind of newspaper/magazine do you read? 4. Do you also read English newspaper/magazine? Why? 5. Of the tree kinds of newspaper/magazine in the pictures, which one do you prefer to read? Why? Activity 2 v No 1. 2. 3. 4. 5. 6. 7. 140 Ask your classmates and fill in the name of those doing the following activities. Activities Read a daily newspaper Read a weekly news magazine Listen to news on the radio Watch cable network news Watch news on the TV Read news on the Internet Read news on a school bulletin Developing English Competencies for Grade X Name Kind of news Activity 3 newsworthy event background event source Read and study the following text. Pay attention to the structure of news item text. Seven Killed in Accident on Jalan Sultan Seven people were killed in a collision between a bus, a car and a truck at 10:35 p.m. on Jalan Sultan last night. The dead were all passengers in the car. Police believe the car may have been trying to overtake the bus when it was struck by a truck coming from the opposite direction. The driver of the car may not have been using his lights, as the truck driver said he did not see the car approaching. The police said the car should not have been trying to pass the bus, since overtaking is not allowed on Jalan Sultan. In addition, the police reported that the car–a small Japanese car–should not have been carrying more than five people. The names of the victims are not yet known. Taken from www.thejakartapost.com The structure of news item text is divided into three parts. The first part is newsworthy events that consists of recount of the event in summary form. The second part is background events. This part includes the elaboration of what happened, to whom and in what circumstances. The last part is source that consists of comments by participants, witnesses and authorities experts on the event. Activity 4 State whether the following statements are true or false based on Activity 3. 1. 2. 3. 4. 5. 6. The bus must have been travelling too fast. The driver of the car must have been driving dangerously. The driver of the truck may not have been driving carefully. The bus was struck by the truck. The bus and the car were in the same direction. To overtake is forbidden on Jalan Sultan. Headline News (T/F) 141 Activity 5 Choose the correct answer to the following questions based on the text. Source: www.football-wallpapers.com The soccer star David Beckham and his wife, former Spice Girl Victoria, are going to court to defend their image and marriage. The Beckhams are angry that a British tabloid newspaper printed a story that their "happy marriage" was a lie. The News of the World wrote an article saying the Beckhams are just pretending to be happily married to make more money from their 1. 2. 142 "Beckham brand". The newspaper said the marriage was really "on the rocks" because of a relationship David had with another woman. He strongly denies this. The newspaper article suggested that the Beckhams' huge income depended on their public image. It said the couple tried to convince the public that their marriage was happy to get more advertising contracts. The article also said David almost had a nervous breakdown because of arguments with his wife. A lawyer for the newspaper commented on the high profile marriage, asking: "Is it unhappy, full of rows and tensions because of David Beckham's infidelity, or is it happy? We say unhappy." The Beckhams, meanwhile, insist they are a happily married couple. Taken from www.breakingnewsenglish.com The Beckhams huge income is depended on their …. a. news b. image c. contracts d. marriage e. lifestyle According to the newspaper, the Beckhams marriage was unhappy because of David Beckham's …. a. affair b. income c. profession d. public image e. free kick Developing English Competencies for Grade X 3. New Horizon Before the invention of printing machines, people spread news by word of mouth, written letters, or public notices. As more people learned to read and write, news reports gained added reliability. Ancient Rome had a particularly sophisticated system for circulating written news. Its publishing practises centered on acta diurna (daily events) 4. 5. Source: Microsoft Encarta, 2006 Activity 6 The marriage was really "on the rocks" (Paragraph 1 sentence 4) The phrase "on the rocks" means that the beckhams marriage is in a …. condition. a. bad b. good c. strong d. happy e. strange The Beckhams' huge income (Paragraph 2 sentence 1) The word huge means …. a. large b. high c. wide d. big e. small David almost had a nervous breakdown because of arguments with his wife (Paragraph 2 sentence 3) The word arguments means …. a. fight b. angry c. marriage d. discussion e. exercise Read the following words taken from text and find the synonyms. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. former court article tensions insist lawyer pretend convince contracts advertise Headline News 143 Answer the questions by looking through the following news items. Then, identify the structure of the text. Do it individually. Activity 7 1. 2. 3. 4. 1 Do you think a man or a woman has been arrested? Why do you think so? Which ministry has this person been working for? Where was the microphone found? Have the authorities had their suspicions about this person for some time? A Spy at the Ministry! The Ministry of Defence was in turmoil yesterday after it was learnt that a secretary had been arrested and accused of spying. The secretary has been working for scientists who have secret information regarding germ warfare. Rumours spread like wildfire and employees were instructed not to talk to the press. However, our reporter was told: "At least one hidden microphone was found in a room where top scientists meet. The discussions held in that room would obviously be of great interest to a foreign power." Taken from English Form, 1990 2 Secretary Arrested at Ministry of Defence Rumours that a secretary working for the Ministry of Defence has been arrested were confirmed last night. It is believed that this person knows about research work being carried out on germ warfare. A spokesman for the Ministry of Defence said: "A secretary has been watching this person for some weeks." The exact nature of the charge has not been revealed, but it is understood that a microphone was found under a piece of furniture in a room where important meetings are held. Taken from English Form, 1990 144 Developing English Competencies for Grade X Activity 8 Read the news in Activity 7 once again and answer the following questions. Questions 1 to 3 are based on the first news item. 1. Who had been arrested? 2. What is the person accused of? 3. What was told to the reporter of the news? Questions 4 to 6 are based on the second news item. 4. When was the rumours confirmed. 5. What did the person know? 6. What was found in the meeting room? Grammar Review Your Project Find an article in a newspaper or magazine. Then identify the direct speeches on it and change them into a reported speeches. Compare your work with your friends. Reported Speech and Direct Speech Study the following sentences. 1. The truck driver said he did not see the car approaching. 2. The truck driver said, "I do not see the car approaching." Sentence number 1 is a reported speech and sentence number 2 is a direct speech. Reported speech is used when we want to report what someone said. The word order is the same as direct speech but we don't use certain punctuation as indirect speech. The tenses in reported speech normally change. Look at the following examples: Direct Speech 1. He said, "I buy a newspaper every day." 2. He said, "I am buying a newspaper." 3. He said, "I have bought a newspaper." 4. He said, "I bought a newspaper." 5. He said, "I will buy a newspaper." 6. He said, "I can buy a newspaper." 7. He said, "I may buy a newspaper." 8. He said, "I must buy a newspaper." 9. He said, "I have to buy a newspaper." 10. He said, "Buy a newspaper." Headline News 145 Reported Speech 1. He said (that) he bought a newspaper every day. 2. He said he was buying a newspaper. 3. He said he had bought a newspaper. 4. He said he had bought a newspaper. 5. He said he would buy a newspaper. 6. He said he could buy a newspaper. 7. He said he might buy a newspaper. 8. He said he had to buy a newspaper. 9. He said he had to buy a newspaper. 10. He told me to buy a newspaper. Other changes in adverbial of time and place. Direct Speech Activity 9 • • • • • • here this now today tonight tomorrow • • • • • • • • next week yesterday • • • last week • • two days go • there that then that day that night the following day/ the next day the following week the day before/the previous day the week before/the previous week two days before Change the following sentences into direct speech. 1. 2. 3. 4. 5. 146 Reported Speech Hamdan asked me to participate in school workshop. Nia wanted me to return her books that I borrowed. Mr Ardi ordered me not to forget submitting my assignment. Alya said she going to watch a new movie tomorrow. Mrs Zakia told me to meet her in the office. Developing English Competencies for Grade X Activity 10 Change the following sentences into reported speech. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Activity 11 Father said, "Open the window." Ms Anissa said, "Don't forget to do your homework." Prasti said, "I'm going to go on a vacation to Medan." Mr. Siregar said, "I want you to help me delivering some books." Bondan said, "I'm happy for you, Renita." Retno said, "You should read the news." Anita asked, "Have you read today headline news?" "I'm will be a freelance reporter," said Andri. Kania said, "I will write an article to the local newspaper." Deni asked, "What is the hot celebrity gossip today." Read this news and identify the direct speeches. Then change them into reported speech. Government Reduces Freeport's Output Jakarta: Freeport-Mc-MoRan Copper & Gold Inc., the world's second-largest copper producer, had its maximum ore production permit in Indonesia cut 26 percent on environmental concerns. "The government only approves a Freeport ore output this year of 220,000 tons a day to reduce the impact on the environment," Witoro S. Soelarno, head of mine inspection at the Energy and Mineral Resources Ministry, said. The previous limit was 300,000 tons a day, he said. Phoenix-based Freeport produced on average 229,000 tons of copper and gold ore a day from its Grasberg mine in 2006. Freeport's copper ore output in the fourth quarter of 2007 fell to 926 million of recoverable pounds from 1,044 million of recoverable pounds a year earlier, the company said on its Web site. Gold output in the quarter dropped to 186,000 of recoverable ounces from 544,000 of recoverable ounces, it said. — Bloomberg Taken from The Jakarta Post, April 15 , 2008 Headline News 147 Writing In this section, you will learn how to: • develop paragraph of a news item text; • write news item text. Activity 1 Answer the following questions orally. Source: Microsoft Encarta, 2008 1. 2. 3 Activity 2 What short of news do you like to read? Do you usually read news headlines? What other parts of a newspaper do you know? Complete the following sentences using the appropriate words given in the box. • • • • headline caption the events introductory paragraph • • • • date quotes photograph ending statement 1. The … of the newspaper is usually short, simple and catchy. This is soon encourage readers to read the newspaper report. 2. The … usually answers the questions ‘who', what, when and where. If the newspaper talks about more than one event, the most recent event is reported in this paragraph. 148 Developing English Competencies for Grade X 3. There is a series of short paragraphs that provides the details of … 4. The … tells us when the newspaper report appeared in the newspapers. 5. Sometimes, there is a … that shows who or what the newspaper report is about. 6. The photograph in a newspaper is usually accompanied by a … 7. A news paper report may contain … that are comments made by people involved in the event. 8. The newspaper report may end with an … or comment on the events reported. Activity 3 Work in pairs and match the following headline to the appropriate news. Jamu: from Generation to Generation Jazz Forecast All Weekend, Don't forget Your Umbrella Kick-boxing Orangutans Return to Jungle Epicenter of Diversity Found Reog Dance: Battle between Man and Beast 1 It takes an enormous amount of strength and concentration to be able to throw the crown around and to make the peacock feathers wave. 4 In addition to Marina and Coco, there 2 The secret of preparation has been passed on from generation to generation by word of mouth. Along the way, several new recipes have been added and old ones revised. 5 They urged more protection for seas 3 They are the survivors of one of the biggest cases of great ape smuggling ever detected. is an impressive lineup ready to greet fans in Jakarta. around the Bird's Head peninsula at the western end of New Guinea Island from threats including mining and dynamite fishing that can smash coral reefs. Source: www.my-indonesia.info Headline News 149 Activity 4 Capitalise and punctuate the following news items. Do it individually. pertamina Adds To kerosene supply TEMPO Interactive, Jakarta: the government asked pt Pertamina to add to the kerosene supply in several areas in indonesia. the additional kerosene supply is being carried out starting today until the end of year pertamina's director of marketing and commerce ahmad faisal said vice president jusuf kalla ordered that the kerosene supply is being added in order to meet the people's need. the extra kerosene is around 100000 kiloliter up to the end of year, he said after the coordination meeting on the kerosene shortage in the Vice President's palace yesterday. Additional supply, said faisal will be done throughout the nation except in balikpapan and sulawesi. "because, in those areas there is no kerosene shortage, he said. According to him, the extra supply is only for subsidized and household kerosene faisal said the additional kerosene will normalize distribution in two or three days. This will give kerosene subsidies by between Rp300 billion to Rp250 billion based on the assumption 150 that the subsidy is between Rp3000 and Rp5000 per liter. kerosene extra supply, he said, has not yet been discussed with the House The important thing is, meet the people's demand he said. According to him, the kerosene shortage occurred due to the decrease of the quota allocation in the State Budget from 10 million kiloliter to 9.9 million kiloliter. At first, pertamina estimated a declining trend of kerosene consumption. however, after the fasting month, there was a kerosene demand hike. The worst shortages are in Medan and jakarta, especially Cempaka putih and Tomang. faisal argued that it is said the kerosene shortage is because pertamina is in a stock deficit. The kerosene stock is still enough for 29 days What we do is only to limit sales volume, he said. To prevent abuse, pertamina cooperates with the Agency for Oil and natural gas and the police. Developing English Competencies for Grade X Source: www.tempointeraktif.com Activity 5 Work in groups and rewrite the following news report in your own words. Then present it to the class. Fire in City Hotel There was a fire at the Plaza Hotel on Jalan Ciomas at 1:30 a.m. last night. Most of the 74 guests had already gone to bed when the fire started on the third floor. The hotel manager, Mr Iwan Sugiarto, said the fire had started in a guest bedroom. A guest had fallen asleep while smoking a cigarette. The Activity 6 guest was badly injured in the fire, but all the other guests escaped safely. By the time the fire department arrived, the fire had spread to the 4th and 5th floors of the hotel. Mr Sugiarto said the fire had caused over US$70,000 worth of damage to the hotel. Look at the following pictures. Then find a related news report in a newspaper or magazine based on the pictures. Rewrite them in your workbook. Source: Kompas, January 23, 2008 Activity 7 Source: www.tempointeraktif.com Source: Tempo, May, 2007 Write a news report for your bulletin board at your school. Pay attention to the text structure of news item text. You can choose one of the following topics. 1. 2. 3. 4. 5. 6. 7. sport events outdoors activities extracurricular activities gathering (class, groups, etc) contest (speech, debate, etc) technology education, etc Headline News 151 Chapter Summary 1. Language Functions Expressions of surprise and amazement • Really? • Good heavens! • Are you serious? • What a surprise! 2. Genre News item Social Function : to inform readers, listeners or viewers about events of the day which are considered news worthy or important. Generic structure - Newsworthy event (s) : recounts the event in summary form. - Back ground Events : elaborate what happened; to whom, in what curriculum stances. - Sources : Comments, by participants, witnesses to and authorities expert on the event. Learning Reflection After learning the lesson in this chapter, you are expected to be able to: 1. respond to surprise, and amazement; 2. respond to news item texts; 3. express surprise, and amazement; 4. perform a monologue of news item texts; 5. identify factual information in news item texts; 6. write news item texts. Now, answer the questions: 1. What will you say when you feel surprised? 2. How do you respond when you hear an amazing news? 3. What should be included in a news item text? If you find some difficulties, consult your teacher or discuss with your friends 152 Developing English Competencies for Grade X Review 2 A. Listening Listen carefully to your teacher to answer the questions. You are going to listen to some short dialogues. Questions 1–5 are based on the dialogues you are going to hear. 1. a. b. c. d. Of ourse. c Thanks. Oh, yeah. Not at all. 2. a. b. c. d. Are you kidding? No, thank you. Well done. Thank you. 3. a. b. c. d. Of ourse. c Yeah. No, thank you. I don’t think I can make it. 4. a. b. c. d. Fantastic. You’re joking. I’m sorry to hear that. What a surprise! 5. a. b. c. d. It's othing. n Thank you. You must be kidding. Of course. Questions 6-7 are based on the listening text you are going to hear. 6. Which one is the correct statement according to the text? a. Milk contains all nutrients needed by people. b. Milk contains half of nutrients needed by people. c. Milk contains nearly all the nutrients needed by people. d. Milk contains nothing. 7. What does milk do to the body? a. It keeps the body strong. b. It keeps the body healthy. c. It keeps the body strong and healthy. d. It keeps the body big. Questions 8-12 are based on the listening text you are going to hear. 8. What hit a village in Kerinci Regency? a. A landslide. b. An earthquake. c. A tidal wave. d. A mount eruption. 9. What was the effect of the natural disaster to people travelling from Sungai Penuh to Jambi and vice versa? a. The travelling cost doubled. b. The travelling cost to Jambi became cheaper. c. The travelling cost was still the same. d. There was no effect to the travelling cost. 10. What was the cause of the disaster according to a staff of local transportation office in Sungai Penuh? a. Tsunami. b. Rock. c. Dirt. d. Incessant rain. 153 11. How long did it take to travel along Jambi-Kerinci route? a. Fifteen hours. b. Ffty hours. c. Five hours. d. Ten hours. 12. When was the traffic expected to return to normal? a. On Tuesday. b. On Friday. c. On Thursday. d. On Saturday. B. Reading Choose the best answer to the following questions. Questions 13-20 are based on the following text. Elephants, Dog and Mice I have never known a dog and an elephant make friends. Elephants will eventually become accustomed to certain dogs in camps, and dogs learn not to bark at them and always to keep out of reach of the slash of a trunk or the kick of a leg. The hatred of elephants for dogs cannot easily be explained. It is possible that they are afraid of dogs biting their trunks, though I do not think such a thing ever happened. It has occurred to me that it might be an instinctive dread of hydrophobia, which is the dread of everyone who keeps a dog in camp, Burman and European Assistant alike. Nevertheless practically every European Assistant keeps a dog and I have almost always had one myself. The elephants hate them and one is always losing one's dog, owing to leopard, tiger, bear and snakes. The tragedies of lost dogs are often an Assistant's first experience of real grief. 154 It is easy to ask, why, under such conditions, do you keep a dog? But I know of no other existence where a dog is so necessary as a companion to share every moment of one's life and to drive away loneliness. So far as I know, elephants don't worry about snakes, though the 'oozies' (drivers) believe that a number of elephants calves die of snake-bite. I have had this reported to me many times but in no instance could I find any proof. The Burmans believe that the hairs of an elephant's tail pull out very easily after it has been bitten by a snake. But, as this has also to be proved, I was never able to accept it as conclusive evidence that an elephant had been killed by snake-bite. There is a widespread belief that an elephant is really terrified of a mouse. The idea makes an obvious appeal to the human love of paradox. But, if it is true, I can see no reason Developing English Competencies for Grade X for it. It certainly cannot be because the elephant is afraid of the mouse getting inside his trunk, since, with one snort, he could eject it like a cork from a popgun. However, most fears are imaginary and there is no reason why elephants should be immune from such terrors. Taken from www.aesopfables,com 13. Which of the following, according to the writer, is true about dogs and elephants? a. Sometimes they make friends. b. Elephants like dogs in camp. c. Elephants are afraid of being bitten by a dog. d. The hatred of elephants for dogs cannot be explained at all. 17. What proof is there, according to the writer, that elephants die of snakebite? a. Baby elephants die of it. b. None. c. The tail hairs of a bitten elephant come out very easily. d. There have been many reports of this happening. 14. It has occurred to me that it might be an instinctive dread of hydrophobia. . Hydrophobia a. is a disease of dogs b. means being afraid of dogs c. is something only the Burmese are afraid of d. is a disease dogs usually catch from humans 18. Which of the following would you say was true? a. Snakes never bite elephants. b. Snakes only bite baby elephants. c. Snakes may bite elephants. d. None of the above. 15. Why is one always losing one's dog? a. They go off with other animals. b. They chase other animals and get lost. c. They are killed by other animals. d. The elephants frighten them away. 16. Why do Assistants keep dogs? a. The dogs can stand the difficult conditions. b. They need dogs to protect them. c. The Assistants are lonely. d. The dogs are necessary to accompany elephants. 19. What is the human love of paradox? a. A love of ideas that seem to contradict each other. b. A love of argument. c. A love of small creatures that frighten large ones. d. A love of strangeness. 20. According to what the writer says of elephants and mice, which of the following is correct? a. Elephants are afraid of mice. b. Elephants may be afraid of mice. c. Elephants are immune from the terrors of mice. d. Elephants are never afraid of mice. Review 2 155 Questions 21-28 are based on the following text. Tornado Wreaks Havoc in Semarang Residents assessed the damage after a tornado damaged 150 houses in the district of Tembalang in Semarang, Central Java late on Saturday afternoon. Three people were injured and at least five of the houses in the Sendangguwo and Tandang neighbourhoods were destroyed, while many others were seriously damaged as the tornado ripped off their roofs. Tohirin aka Jayeng, 40, a resident whose house was levelled at the Sendang Asri housing complex, said the winds hit about 4 p.m. "I saw this black wind coming and becoming pointed into a funnel. It suddenly approached and hit my house," he said. Tohirin's wife, two children and mother-in law were in the kitchen at the time when the tornado known locally as "Ulur-ulur" passed over their home, destroying the guest and bedrooms. "It was as if the wind had lifted my home up," Tohirin said. The disaster also destroyed the walls of four neighbouring houses. Many other homes in the area lost their roofs and residents and neighbours had started rebuilding on Sunday. Tembalang district head Dayat said the tornado also damaged a small mosque and felled power lines and about 50 trees. His office was still collecting data on the damage, he said. Villagers said the tornado was the worst to hit the district in living memory. Semarang Mayor Sukawi Sutarip and his wife, Sinto Sukawi, visited the scene on Sunday, accompanied by senior officials. "We will provide the victims with assistance immediately," the mayoral spokesman Achyani said. Taken from The Jakarta Post, December 20, 2004 21. When did the tornado hit the district of Tembalang in semarang? a. On December 17, 2004. b. On December 18, 2004. c. On December 19, 2004. d. On December 20, 2004. Less than five houses. b. More than five houses. c. Five houses. d. Three houses. 23. The tornado hit the district 22. How many houses were destroyed by the tornado in the Sendangguwo and Tandang neighbourhoods? 156 a. Developing English Competencies for Grade X a. in the morning b. in the afternoon c. in the evening d. at midnight . 24. Which parts of Tohirin's house were destroyed? a. The kitchen. b. The guest rooms. c. The bedrooms. d. The guest and bedrooms. 25. The disaster also destroyed the walls of four neighbouring houses. The synonym of the italicised word is . a. fortune b. whirlwind c. storm d. calamity 26. Who rebuilt the damaged homes? a. The residents. b. The residents and neighbours. c. The Tembalang District head. d. The mayor of Semarang. 27. Who is Sukawi Sutarip? a. A resident of the District of Tembalang. b. Tohirin's neighbour. c. A villager of Sendangguwo. d. The mayor of Semarang. 28. Who went to see the scene of disaster on Sunday? a. Sukawi Sutarip. b. Dayat. c. Sukawi Sutarip, his wife and senior officials. d. Achyani. Questions 29-38 are based on the following text. Preparing the Children Today for Tomorrow Parents strive to have their children This is when parents pick a school that academically competitive. Their goal is parallel their educational beliefs. A to send their children to good schools joint effort between parents, students, as well as to choose extracurricular and the schools is established. Success activities that improve their children's will be based on how well the "team" skills and abilities. works. Parents need to look for a school Children learn what is important that will be a "second home" for their through their school year. The question children. then becomes what should parents These are some important factors consider in choosing the best education that should be considered. It is very for their children? When should the important that students have good process begin? reading comprehension, writing and The answer is, from the time of speaking skills. In today's world, birth, however, the schools become students who develop skill in two part of the process, when children or more languages will find further begin preschools and kindergarten. studies easier. English is considered Review 2 157 the business language of today and is important for students who plan to attend university in English speaking countries. Mandarin is becoming more important as China begins to move into world economy. French and German are necessary for many students are now looking at opportunities in Europe. Students who develop more than one language have an advantage over competitors applying for college place ment. However one cannot develop a second language unless one develops his or her first language. Studies show that children between the ages of two and six best acquire a second language parallel to their own. Therefore, starting students in school offering dual language instruction programmes have an advantage. If a dual language programmes isn't available, or is too expensive, parents may need to look at different ways to get the needed language instruction. Language acquisition needs to be active. A good school will begin with oral language at the earliest opportunity to develop speaking confi dence and to set grammatical structures. When a child learn two languages in parallel, vocabulary and grammatical structures are easier to acquire. The earlier a second language is learned, the less problem a child will have with improper word use. The more active in each language students become the more proficient and confident they will be. Taken from The Jakarta Post, 2007 Answer the following questions based on the text above. 29. Why do parents tend to send their children to good schools? 30. When do children start the process of learning? 31. Success will be based on how well the "team" work. What is meant by the "team"? 32. A school is considered to be a "second home" for the children. What is the meaning of "second home"? 33. What language should you study if you want to continue your study in Europe? 158 34. Why is Mandarin important? 35. In what age should the children study a second language? 36. What should we do if a dual language programme isn't available at school? 37. What is the advantage of dual language programme? 38. What should the teacher do to activate the language acquisition? Developing English Competencies for Grade X C. Writing Do the following tasks based on the instructions. Change the following sentences into passive voice and vice versa Complete the following sentences with appropriate expressions. 39. The teacher gave the students a new book. 49. A 40. The national museum is visited by the students. Change the following sentences into reported speech and vice versa. : . B : I'd love to. Just pick me up at seven. 50. A : Congratulations on your success of getting a cholarship. s . 41. She said, "I don't know anything about the robbery." B : 51. A : 42. The man said (that) he had been sleeping when the storm had come. B : 52. A : please. I have to inform ou.y B : Yeah. What's the matter? 53. A : Britney Spears will marry me. B : Put this, that, those or theseto complete the sentences. 43. 44. books are mine. (said while pointing out the books on the table) pair of shoes is broken. (said while showing the shoes he wears) Use and, but, or or so to connect the sentences below. 45. He buys a ruler on the way home. he looses it 46. She plans to go to a movie it's raining. Use for, before, after or nor to connect the sentences below. 47. I sleep in the class sleepy. I'm really 48. I know her I work in the same place with her. My uncle has had an accident. . ! Here are the parts of news items from The Jakarta Post. Match them with their headlines. 54. We suggest that police start to develop a new approach to dealing with abductions and better protection of our children. Alarm bells are ringing for parents to be alert, as anybody could kidnap their children anywhere, anytime. They must never leave their own residential areas or neighbourhoods. In the end, who else can children rely on to protect them. Review 2 159 55. A man begging at a mosque in Yemen was exposed as not being destitute as he pretended when his mobile started ringing inopportunely. The Yemen news agency said the embarrassed man beat a quick retreat after worshippers found his phone ringing inside the bag. 56. We pray hard. We work hard. We laugh hard. Spare us cliches like the God-awful one that a doctor gave me recently–after she collapsed and had to be taken to the emergency unit. Her illness is now at an advanced stage. Take her home and make her happy. As if that had not been our intention all along. 57. According to the parents of the victim, the gang members claimed that they had experience in abducting and killing children particularly in Jakarta, Bogor and Tangerang. 58. Torrential rain since August 19, has caused the Awash river to overflow its banks, sweeping away hundreds of animals and destroying a large number of properties in Gewani area of Northeast Ethiopia. The Headlines a. Floods Displace More than 7,000 People b. Protecting Our Children c. Mobile Phone Gives Away Beggar d. Sadistic Kidnappers e. 160 Developing English Competencies for Grade X My Mother Has Cancer Bibliography Books Alexander, L.G. 1994. Practice and Progress: An Integrated Course for Pre-Intermediate Students. Yogyakarta: Kanisius. Badan Standar Nasional Pendidikan. 2006. Standar Isi. Jakarta: Departemen Pendidikan Nasional. Balanchard Karen, Root Christine. 2003. Ready to Write. New York: Pearson Education. Blundell, Jon et al. 1988. Function in English. London: Oxford University Press. Comber, Leon and Charles Shuttleworth. 2000. Favourite Stories from Taiwan. Bandung: Remaja Rosdakarya. Doddy, Achmad et. al. 2003. English for SMA Volume 2. Bandung: Grafindo Media Pratama. Harris, Michael et al. 2003. Opportunities Elementary. Harlow: Pearson Education Limited. Hartmann, Pamela and James Mentel. 2002. Interactions Access: Reading/ Writing. New York: McGraw-Hill/Contemporary. Hill, L. A. 1981. Intermediate Stories for Reproduction. Jakarta: Pustaka Ilmu. Hock, Tan Soon et al. 1990. English Form 3. Selangor: Pelanduk Publication. Ibrahim, Farida J and Beatrice ThiyagaRajah. 1990. English Form 4. Selangor: Mutiara Cemerlang. Israel, Elaine (ed.). 1999. The World Almanac for Kids 2000. New Jersey: Primedia Reference. Kirn, Elaine and Darcy Jack. 1990. Interactions I: A Communicative Grammar. Second Edition. Singapore: McGraw-Hill Publishing Company. Little John, Andrew and Diana Hicks. 2000. Cambridge English for School. Cambridge: Cambridge University Press. Mellgren, Lars and Michael Walker. 2002. New Horizons in English 4: Second Edition. Singapore: Addison-Wesley Publishing Company. Monteiro, Irene-Anne and Jenny Watson. 2000. Favourite Stories from Singapore. Bandung: Remaja Rosdakarya. 161 Nolasco, Rob. 1993. Streetwise: Intermediate Student's Book. Singapore: Oxford University Press. Oshima, Alice and Ann Hogue. 1983. Writing Academic English: A Writing and Sentence Structure Workbook for International Students. Reading. London: Addison-Wesley Publishing Company. Oxford Advanced Learner's Dictionary. 2004. Oxford: Oxford University Press. Schlakman, Solomon (ed.). 2004. Readings to Remember. New York: Macmillan. Swan, Michael. 2005. Practical English Usage. London: Oxford University Press. Tanka, Judith et al. 2002. Interactions 1: Listening/Speaking. Fourth Edition. New York: McGraw-Hill/Contemporary. The World Book Encyclopedia. 2007. USA: World Book, Inc. The World Book Student Discovery Encyclopedia. 2006. World Book, Inc. Watson, Brown. 1997. 366 and More Fairy Tales. London: Brown Watson Publishing CD-ROM Encyclopaedia Britannica, 2007 Deluxe Edition Microsoft Encarta Reference Library, 2008 Periodicals Publishers Weekly, May 10, 2004 The Jakarta Post, May 2, 2004 The Jakarta Post January 27, 2005 The Jakarta Post, March 8, 2005 Time, December 29, 2006 The Jakarta Post, January 18, 2008 The Jakarta Post, April 15, 2008 Websites http://www.about.com http://www.aesopfables.com http://www.breakingnewsenglish.com http://www.canauthorsniagara.org http://www.english.unitechnology.ac http://www.grimmfairytales.com http://www.indonesiaheadline.com/english http://www.joglosemar.com http://www.masham3d.files.wordpress.com http://www.my-indonesia.info http://www.photobucket.com http://www.short-stories.co.uk http://www.thejakartapost.com http://www.wikipedia.org http://www.write.express.com 162 Developing English Competencies for Grade X Photo Credits Chapter 1 page 1 page 2 Publisher's Documentation Publisher's Documentation Chapter 2 page 25 page 37 page 38 page 49 Publisher's Documentation Publishers Weekly, May 10, 2004 Publishers Weekly, May 10, 2004 Kancil and Cucumber, 1994 Chapter 3 page 51 page 52 page 56 page 57 Publisher's Documentation CD Images Childcraft: Make and Do, 1996 The Almanac for Kids 2000, 1999 Chapter 4 page 79 page 83 page 85 Publisher's Documentation 366 and More Fairy Tales, 1997 Publisher's Documentation Chapter 5 page 103 page 105 page 106 page 110 page 112 page 114 page 124 page 126 page 127 Publisher's Documentation ML calendar catalogue, 2002 Microsoft Encarta, 2006 Cambridge for Schools, 2000 The World Book Student Discovery Encyclopedia, 2006 Microsoft Encarta, 2008 The World Book Student Discovery Encyclopedia, 2006 The World Book Student Discovery Encyclopedia, 2006 The World Book Student Discovery Encyclopedia, 2006 Chapter 6 page 129 page 134 page 137 page page page page 140 142 148 151 www.photobucket.com Earthquakes, 1992 Tempo, November 23-29, 2004; The Jakarta Post, March 8, 2005; Time, December 29, 2003 Publisher's Documentation www.football-walpapers.com Microsoft Encarta, 2008 Kompas January, 23, 2008 Tempo ompas, K May, 2007 Bibliography 163 Glossary accelerator /əkˈseləˈreɪtə / (n): a device (as a pedal) for controlling the speed of a motor vehicle engine appetite/ˈæpətaɪt/ (n): any of the instinctive desires necessary to keep up organic life; especially the desire to eat appointment /əpɔɪnmənt/ (n): an arrangement for a meeting approach /əˈprəʊtʃ/ (v): to come very near to armour /ˈɑ:rmər/ (n): defensive covering for the body; especially: covering (as of metal) used in combat authority /ɔ:ɵɒrɪti/ (n): persons in command; specifically: government bake /beɪk/ (v): 1: to cook (as food) by dry heat especially in an oven 2: to dry or harden by subjecting to heat barrier /ˈbærɪə/ (n): something material that blocks or is intended to block passage bear /beə/ (n): any of a family (Ursidae of the order Carnivora) of large heavy mammals of America and Eurasia that have long shaggy hair, rudimentary tails, and plantigrade feet and feed largely on fruit and insects as well as on flesh bear /beə/ (v): to put up with especially without giving way (couldn't bear the pain) blacksmith /'blækˌsmɪɵ/(n): a smith who forges iron blossom /'blɒsəm/ (n): the state of bearing flowers broil /brɔɪl/ (v): to cook by direct exposure to radiant heat: grill cartoon /kɑ:'tu:n/ (n): 1: a drawing intended as satire, caricature, or humour 2: comic strip 164 cellular /'seljʊlə/ (adj): of, relating to, or being a radiotelephone system in which a geographical area (as a city) is divided into small sections each served by a transmitter of limited range so that any available radio channel can be used in different parts of the area simultaneously character /'kærəktə/ (n): one of the attributes or features that make up and distinguish an individual chemical /'kemɪkl/ (adj): of, relating to, used in, or produced by chemistry chop /tʃɒp/ (v): to cut into pieces claim /kleɪm/ (v): to assert in the face of possible contradiction clot /klɒt/ (v): to undergo a sequence of complex chemical and physical reactions that results in conversion of fluid blood into a coagulated mass: coagulate clutch /klʌtʃ/ (n): a coupling used to connect and disconnect a driving and a driven part of a mechanism collapse /kə'læps/ (v): to break down completely collision /kə'liʒn/ (n): an act or instance of colliding: clash completion /kəm'plɪ:ʃn/ (n): the act or process of completing complication /ˌkɒmplə'keɪʃn/ (n): complexity, intricacy; especially: a situation or a detail of character complicating the main thread of a plot compound /'kɒmpaʊnd/ (n): something formed by a union of elements or parts content /kæ'ntent/ (adj): satisfy convert /'kən'vɜ:t/ (v): to change from one form or function to another cottage /'kɒtɪdʒ/ (n): a usually small frame one-family house Developing English Competencies for Grade X countryside /'kʌntrisaɪd/ (n): a rural area couple /'kʌpl/ (n): two persons paired together crash /kræʃ/ (n): a breaking to pieces by or as if by collision crash /kræʃ/ (v): to break violently and noisily: smash cope with /kəʊp wɪð/ (v): to deal with and attempt to overcome problems and difficulties crown prince /kraʊn prɪns/ (n): a male heir apparent to a crown or throne cubic /'kju:bɪk/ (n): the regular solid of six equal square sides curb /kɜ:b/ (v): to check or control with or as if with a curb cure /kjʊə/ (v): to restore to health, soundness, or normality cut off /kʌt ɒf/ (v): separate, isolate dangerous /'deɪndʒərəs/ (adj): exposing to or involving danger decline /dɪ'klaɪn/ (v): to tend toward an inferior state or weaker condition defence /dɪ'fens/ (n): the act or action of defending deficiency /dɪ'fɪʃənsi/ (adj): the quality or state of being deficient: inadequacy deposit /dɪ'pɒzət/ (v): to place especially for safe keeping or as a pledge deserve /dɪ'zɜ:v/ (v): to be worthy of: merit devastation /ˌdevə'steɪʃn/ (n) desolation by violent action dig /dɪg/ (v): to hollow out or form by removing earth: excavate direction /dɪ'rekʃn/ (n): the line or course on which something is moving or is aimed to move or along which something is pointing or facing disaster /dɪ'zɑ:stə/ (n): a sudden calamitous event bringing great damage, loss, or destruction; broadly disease /dɪ'zɪ:z/ (n): a condition of the living animal or plant body or of one of its parts that impairs normal functioning: sickness, malady enhance /ɪn'hɑ:ns/ (v): heighten, increase; especially: to increase or improve in value, quality, desirability, or attractiveness erupt /ɪ'rʌpt/ (v): to force out or release suddenly and often violently something (as lava or steam) that is pent up excellent /'eksələnt/ (adj): very good of its kind: eminently good: first-class folk tale /fəʊk 'teil/ (n): a characteristically anonymous, timeless, and placeless tale circulated orally among a people furious /'fjʊəriəs/ (adj): exhibiting or goaded by anger gathering /'gæðəriŋ/ (n): assembly, meeting glimpse /glɪmps/ (n): a fleeting view or look gloomy /'glu:mi/ (adj): lacking in promise or hopefulness: pessimistic gore /gɔ:/ (v): to pierce or wound with something pointed (as a horn or knife) grain /greɪn/ (n): the seeds or fruits of various food plants including the cereal grasses and in commercial and statutory usage other plants headline /'hedlaɪn/ (n): 1: a head of a newspaper story or article usually printed in large type and giving the gist of the story or article that follows 2: plural: front-page news heavy /'hevi/ (n): having great weight honest /'ɑnɪst/ (adj): free from fraud or deception: legitimate, truthful horn /hɔ:n/ (n): a usually electrical device that makes a noise Glossary 165 horrible /'hɒrɪbəl/ (adj): extremely unpleasant or disagreeable huge /hju:dʒ/ (adj): very large or extensive improve /ɪm'pru:v/ (v): to enhance in value or quality: make better incidence /'ɪnsɪdəns/ (n): occurrence interest /'ɪntrɪst/ (n): a feeling that accompanies or causes special attention to an object or class of objects: concern intestinal /ɪn'testɪnl/ (n): affecting, occurring, or living in the intestine invite /ɪn'vaɪt/ (v): to request the presence or participation of jack /dʒæk/ (n): something that supports or holds in position jewellery /dʒu:əlri/ (n): jewels; especially: objects of precious metal often set with gems and worn for personal adornment kidnap /'kɪdnæp/ (v): to seize and detain or carry away by unlawful force or fraud and often with a demand for ransom sually high sea wave that sometimes follows an earthquake; an unusual rise of water along shore due to strong winds legend /'ledʒənd/ (n): a story coming down from the past; especially: one popularly regardedas historical although not verifiable librarian /laɪ'breəriən/ (n): a specialist in the care or management of a library liquid /'lɪkwɪd/ (n): a fluid (as water) that has no independent shape but has a definite volume and does not expand indefinitely and that is only slightly compressible loyalty /'lɔɪəlti/ (n): the quality or state or an instance of being loyal lug nut /lu:ʒ nʌt/ (n): a nut used to secure a wheel on an automotive vehicle 166 magnificent /mæg'nɪfɪsənt/ (adj): impressive to the mind or spirit mash /mæʃ/ (v): to subject (as crushed malt) to the action of water with heating and stirring in preparing wort massive /'mæsɪv/ (adj): bulky meal /mi:l/ (n): an act or the time of eating a portion of food to satisfy appetite melt /melt/ (v): to reduce from a solid to a liquid state usually by heat merchant /'mɜ:tʃənt/ (n): a buyer and seller of commodities for profit: trader narrative /'nærətɪv/ (n): something that is narrated: story network /'netwɜ:k/ (n): an interconnected or interrelated chain, group, or system news /nju:z/ (n): a report of recent events nowhere /'nəʊweə/ (adv): not in or at any place nutrition /nju:'triʃn/ (n): the act or process of nourishing or being nourished; specifically: the sum of the processes by which an animal or plant takes in and utilizes food substances opposite /'ɒpəzɪt/ (adj): set over against something that is at the other end or side of an intervening line or space orientation /ˌɔ:rɪən'teɪʃn/ (n): the act or process of orienting or of being oriented outlook /'aʊtlʊk/ (n): point of view outstanding /'aʊt'stændiŋ/ (n): marked by eminence and distinction oxidation /ˌɒksɪ'deɪʃn/ (n): the act or process of oxidizing parsley /'pɑ:sli/ (n): a European biennial herb (Petroselinumc rispum) of the carrot family that is widely cultivated for its leaves which are used as a culinary herb or garnish Developing English Competencies for Grade X pasta /'pæstə/ (n): a dish of cooked pasta peel /pi:l/ (v): to strip off an outer layer of plug /plʌg/ (v): to stop, make tight, or secure by inserting a plug procedure /'prə'sidʒə/ (n): 1: a particular way of accomplishing something or of acting b: a step in a procedure 2: series of steps followed in a regular definite order quarrel /'kwɒrəl/ (n): a usually verbal conflict between antagonists: altercation question /'kwestʃən/ (v): to interrogate intensively: cross-examine recipe /'resɪpi/ (n): a set of instructions for making something from various ingredients recount /'rɪ:kaʊnt/ (n): a second or fresh count requirement /rɪ'kwaɪəmənt/ (n): something wanted or needed: necessity reward /rɪ'wɔ:d/ (n): something that is given in return for good or evil done or received and especially that is offered or given for some service or attainment rumour /'ru:mə/ (n): talk or opinion widely disseminated with no discernible source sandwiches /'sænwɪdʒɪz/ (n): two or more slices of bread or a split roll having a filling in between b: one slice of bread covered with food scenery /'sə:nəri/ (n): a picturesque view or landscape science-fiction /'saɪənsfikʃn/ (n): fiction dealing principally with the impact of actual or imagined science on society or individuals or having a scientific factor as an essential orienting component shelter /'ʃeltə/ (n): something that covers or affords protection shrimp /ʃrɪmp/ (n): any of numerous mostly small and marine decapod crustaceans (suborders Dendrobranchiata and Pleocye-mata) having a slender elongated body, a compressed abdomen, and a long spiny rostrum tape /teɪp/ (n): a narrow flexible strip or band: as a: adhesive tape b: magnetic tape terrific /tə'rɪfɪk/ (adj): extraordinary theatre /ɵɪətə/ (n): a building for dramatic performances; a building or area for showing motion pictures thief /ɵi:f/ (n): one that steals especially stealthily or secretly; treasure /'treʒə/ (n): wealth (as money, jewels, or precious metals) stored up or hoarded useless /'ju:sləs/ (adj): having or being of no use: victim /'vɪktɪm/ (n): one that is injured, destroyed, or sacrificed under any of various conditions village /'vɪlidʒ/ (n): a settlement usually larger than a hamlet and smaller than a town wealth /welɵ/ (n): all property that has a money value or an exchangeable value whisper /'wɪspə/ (v): something communicated by or as if by whispering; especially: rumour wildfire /'waɪldfaɪə/ (n): very rapidly will /wɪl/ (n): desire, wish wolf /wʊlf/ (n): any of various large predatory canids (genus Canis) that live and hunt in packs and resemble the related dogs wrap /ræp/ (v): to cover especially by winding or folding Glossary 167 Index Index of Subject A affection 28, 29, 34 appointment 54, 55, 60, 61 C character 13, 43, 75, 164 complication 41, 50, 102 compliment 78, 80, 81, 82, 85, 102, 174 congratulate 79, 80, 81, 82, 85, 86 D description 106, 111, 112, 116, 117, 122, 125 descriptive 107, 112, 116, 117, 122, 125 direct speech 145, 146 E events 11, 15, 24, 30, 94, 101, 152 F fable 37, 171, 179 G gratitude 75, 78, 103, 104, 107, 128, 108, 109, 184 greeting 2, 3, 4, 8, 9, 10 H happiness 25, 26, 31, 27, 28, 31, 33, 50, 78, 170 headline 82, 135, 137, 139, 147, 148, 149, 162, 165, 174, 184 I instruction 2, 3, 4, 7, 8, 10, 158 introduce 3, 4, 9, 10, 169, 178 invitation 53, 59, 173, 177, 184 L legend 36, 37, 101, 166 N narrative 14, 22, 25, 26, 31, 37, 41, 46, 50, 79, 80, 84, 85, 91, 99, 98, 100, 101, 102, 166 news item 151, 129, 130, 132, 134, 139, 140, 141, 142, 145, 148, 152 168 O orientation 15, 24, 40, 41, 102, 166 P parting 2, 3, 4, 8, 9, 10 passive voice 96, 159 pleasure 81, 82, 135, 174 procedure 57, 63, 68, 72, 73 R recipe 66, 67, 70, 71, 74, 167 recount 141, 167 reported speech 145, 147, 159 S story 75, 83, 84, 88, 89, 90, 91, 92, 93, 94, 96, 97, 98, 99, 100, 101, 115, 131, 142, 165, 166, 169, 171, 175, 179, 181 surprise 53, 129, 130, 134, 138, 152, 153, 172, 176 sympathy 78, 135, 136, 170, 177, 184, T text structure 15, 16, 40, 42, 66, 93, 98, 115, 143, 151 Index of Author Molgana, Agus 11 Mellgren, Lars and Michael Walker 13, 16 Balanchard Karen, Root Christine 14 Alexander, L.G 17 Thurber James 30 Leon and Charles Shuttleworth 39, 41 Watson, Brown 83 Schlakman, Solomon 89 Effendi 90 Harris, Michael 92 Little John, Andrew and Diana Hicks 110 Developing English Competencies for Grade X Tapescripts Chapter 1 It's Nice to See You Activity 2 No. 1. Words Introduce Expressions Good morning. 2. Introducing How are you? 3. Greeting My name is .... 4. Meeting How do you do? 5. Parting Nice to meet you. 6. Farewell See you later. Activity 3 Today is the first day at school for Dian. She meets Rian. Then, they introduce each other. Dian : Good morning. Allow me to introduce myself. I'm Dian. Rian : Good morning. My name is Rian. Nice to meet you. Dian : Nice to meet you too. We are in the same class, right? I saw your name in the students' list of my class. Rian : Yeah, right. By the way, what book is that? Dian : This is a book about cooking, Mari Memasak Sendiri. Rian : Oh, so you like cooking? I like cooking too. Dian : Really? Good, so I have a friend to share with. Anyway, I must go now. Bye. Rian : Bye. Take care. Activity 4 1. Good morning. I'm Rendi. 2. Hello, My name's Desi. 3. Hi, Andi. How do you do? 4. Let me introduce myself. My name is Rudi. 5. Nice to see you, Wina. Activity 5 Lina is reading a book in the city park. There is someone approaching her. A girl : Excuse me. Do you mind if I sit beside you? I'm waiting my friend. Lina : No. It's OK. My name is Lina. A girl : Hi, I'm Fany. A girl is coming over to Lina and Fany. She interrupts them. Santi : Hi, Fany. I'm sorry I'm late. Fany : That's O.K. Let me introduce you to Lina. Lina, this is Santi. Santi, this Lina. Lina : Hi, Santi. How do you do? Pleased to meet you. Santi : Hi, Lina. How do you do? Pleased to meet you, too. Fany : Well, Santi and I have to go right now. See you later. Lina : See you. Activity 8 Mirna : Hi, Toni, nice to meet you again after long holiday. Toni : Hello. Mirna, nice to meet you too. Mirna : Anyway, where did you go on the last holiday? Toni : Well. I went to Bali. It's a wonderful place with beautiful beaches and sceneries. Mirna : Wow. It sounds great. What did you do there? Toni : My family and I spent four nights there in a bungalow in Kuta beach. I had a great vacation there. I swam and surfed on the beach. I also played football and sand with my brother. Mirna : What else did you do there? Toni : The next morning I visited another small island around Bali on a boat. It was a great experience to see many beautiful places and have a talk with tourists there. Mirna : What did you do before you left Bali? Toni : On the last day, I went to the merchandise shops and bought some stuffs there. I bought shirts, shorts, and also traditional clothes. Unfortunately I couldn't afford to buy a surfing board because it was too expensive. Mirna : Well, it's nice to hear your story. I hope that I can also visit Bali someday. 169 Chapter 2 I'm Sorry to Hear That Activity 9 1. was 2. did 3. had 4. went 5. left 6. swam 7. bought 8. surfed 9. played 10. visited Activity 2 Words No. 1. good news Activity 10 Yogyakarta April, 1st 2008 Dear Evi and Andi, Just a note to let you know that we had a wonderful holiday in Bali. It was a really great place. The people are friendly, the food's great, and the weather's a lot better than at home. Can you believe it? Most days were pretty lazy. I swam two or three times a day, but my brother Fachri just spent all his time lying on the beach with his eyes closed. Last Saturday I got on the bus and get to the north and of the island. It was much quiet there than here–very beautiful, but no tourists. The next day we went across to the east coast saw some of the old villages. I learn) Balinese–I still can't say much, but it was fun to try. Fachri actually spoke it quite well, but he was afraid to open his mouth, so I was the one who talked to people. Love to your parents. See you soon, I hope. Aisha Activity 11 I was driving along the coast road when the car suddenly lurched to one side. At first I thought a tyre had gone but then I saw telegraph poles collapsing like matchsticks. The rocks came tumbling across the road and I had to abandon the car. When I got back to town, well, as I said, there wasn't much left. 170 Expressions It's really great. I'm so happy. 2. happy I'm delighted to hear that. 3. happiness It gives me satisfaction. 4. bad news I'm very sorry to hear that! 5. sympathy That is a pity/shame! 6. affection Are you OK? 7. terrible What a terrible situation! 8. condolence Please accept my condolences! Activity 3 1. You win a free ticket to Bali. 2. My brother got an accident last night. 3. Your friend hurt himself when playing football. 4. You know what. Our teacher's father just passed away. 5. I'm so happy. My father bought me a motorcycle. Activity 4 Dialogue 1 Mother : My dear daughter, your father said that he would take you to the department store. Hani : Hooray! That's great. When do we go there, Mom? Mother : Perhaps after dinner. Father will buy a new pair of shoes for you. Frankly we both are so proud for your performance at school. Hani : Thanks for your praise, Mom. I am also happy to have parents like you both. Mother : You are a wonderful daughter for us. I'm so blessed to be your Mom. Hani : Thanks Mom. Dialogue 2 Deni : Hi, Andi. Did you hear that Rudi fell off when he was riding his motorcycles? Andi : Oh really? How awful! What happened? Deni : He was riding in a big storm. He must have skidded in the rain. Developing English Competencies for Grade X Andi Deni Andi Deni : : : : Andi : Deni : Andi : Oh that's too bad. Was he badly injured? Sure, he was such in pain. He wasn't, was he? He was. He couldn't even stand up. He broke his legs. That's terrible. Where is he now? Is he in the hospital? He is still in the Emergency Unit of Sumber Waras Hospital. I'll see him in the hospital right away. Activity 5 1. "Congratulations. You get Rp 10,000 credit bonus." 2. "You are excellent and brilliant. You got a great mark for the final test." 3. "Well done. You get a free ticket for this holiday." 4. "I've lost my wallet somewhere. It's got Rp. 100.000,- on it." 5. "Did you hear that Mr. Rendy got a serious cancer disease?" 6. "I heard that Budi was in jail. He was arrested for traffic violence" 7. "Rendi was knocked down by a car. He was in hospital for five weeks." 8. "Yesterday, on the TV news, I saw a bad thunder storm in California. Many people died and got serious injured. Activity 6 Boni : Hi, Panji. What can I do for you? Panji : Hello, Bon. I'm looking for some books for my assignments. But i don't know where to find them. Boni : Let me help you. What I don't know where to find them. Panji : Thank you. I need some books about folk tale. Boni : Folk tale books ... hmmm ... they are on the corner shelves. (Panji and Boni go to the corner shelves.) These are the books that you need. All of them are folk tale books. Panji : Thank you very much. That's very kind of you. Boni : Don't mention it. It's my job to help everyone who needs books in this library. Activity 7 1. My name is Putra I like reading comics.its a bout superhero. The title is Uzumaki Naruto. 2 3. 4. I am Lita. Right now I am reading new series of Harry Potter. The story and the adventure is interesting. I am Ridwan. I like Sangkuriang story. I'm interested in reading legends. My name's Fitra. I like to read fable. Now, I'm reading Aesop's fables. Activity 8 The Little Girl and the Wolf James Thurber One afternoon, a big wolf waited in the dark forest for a little girl to come along carrying a basket of food to her grandmother. Finally, the little girl came along and she was carrying a basket of food. "Are you carrying that basket to your grandmother?" asked the wolf. The little girl said yes she was. So the wolf asked her where her grandmother lived and the little girl told him and he disappeared into the woods. When the little girl opened the door of her grandmother's house, she saw there was somebody in bed with a nightcap and nightgown on. She had approached no nearer than twenty-five feet from the bed when she saw that it was not her grandmother but the wolf, for even in a nightcap a wolf doesn't look anymore like your grandmother than Metro-Goldwyn lion looks like Calvin Coolidge. So the little girl took an automatic out of her basket and shot the wolf dead. Taken from Readings to Remember, 2004 Activity 9 The Father and His Sons A father had a family of sons who were always fighting. He had no luck trying to stop their arguments with words, so he decided to teach them a lesson. He told his sons to bring him a bunch of sticks. He took the sticks and gave them to his eldest son and asked him to break them. The eldest son tried with all his strength but was not able to do it. The other sons tried and were also unsuccessful. The father said, "My sons, if you are of one mind, and unite to assist each other, you will be like these sticks together; but if you are divided among yourselves, you will be broken as easily as a single stick." Tapescripts 171 Chapter 3 Would You Like to Come? Activity 2 Doni : We're having a party on Saturday night, Susi. Would you like to come? Susi : Certainly. I'd love to come. Doni : Great. See you there. Activity 3 1. Would you like to come to lunch on Saturday? 2. You will come to my birthday, won't you? 3. Let's meet at ten o'clock tomorrow morning. 4. Shall we have dinner this evening at my house? 5. I'll promise I'll be there. 6. I'd love to. Thank you very much. 7. How about tomorrow morning? 8. Thank you for asking me, but I can't come. 9. I'm very sorry. I don't think I can come to your party. 10. I'd like to, but I've got an exam tomorrow. Activity 4 Dialogue 1 Arief and Rita are fond of literature. They enjoy reading stories, novels, and watching drama. On the way home, Arief and Rita have a chat. Arief : Do you have a plan for tomorrow holiday? Rita : Too bad. I have nothing to do. Arief : I've got a plan for tomorrow. Would you like to come to my house? Rita : Really? Tell me, please. Then, I'll decide to come or not. Arief : I've got a new interesting novel and VCD of a drama performance. Rita : Wow, great. What are they about? Are they interesting? Arief : If I tell you now, it won't surprise you. Now, decide. Would you come to my house to enjoy them? Rita : I'd love to. I'll be at your house at 8.00 in the morning. Dialogue 2 Dr Iwan Fauzi was a well-known doctor. He had a friend, Mr Andre Posuma, who always sees him for general check up. One day, his friend calls him. Mr Posuma : Hello, Fauzi. This is Andre. Dr Fauzi : Hi Andre. Can I help you? Mr Posuma : I'd like to have a general check up. It has been two months since my last visit to you. Dr Fauzi : OK. I'm free on Tuesday afternoon. Let's meet at five. 172 Mr Posuma : I'll be there. Bye. Dr Fauzi : Bye. Ten minutes later, Mr Andre Posuma is informed by her secretary that there will be a meeting on Tuesday afternoon. Then, he calls Mr Iwan Fauzi to cancel his appointment. Mr Posuma : Hello, Fauzi. It's me, Andre. This is about our appointment. Dr Fauzi : What's wrong? Mr Posuma : Mmm… actually, I will attend a meeting. I'm sorry I can't make it. Dr Fauzi : Well, that's OK. We can meet next time. Mr Posuma : Alright. See you. Dr Fauzi : See you. Activity 7 Lina is reading a book in the city park. There is someone approaching her. A girl : Excuse me. Do you mind if I sit here? I'm waiting for my friend. Lina : No. It's OK. Lina continues her reading. After a long silence, the girl offers something. The girl : I brought some sandwiches. Do you want some? (She hands a sandwich to Lina) Lina : Thank you. (Lina takes the sandwich.) It's very delicious. By the way, my name is Lina. Nice to meet you. The girl : I'm Fanny. Nice to meet you too. Lina : Could you tell me how to make this sandwich? Fany : OK. First, take two pieces of bread. Spread butter on each piece. Then, cut cheese into slices. After that, place the slices on one piece of the bread. Finally, put the other piece on the top. Lina : It's very simple. I think ... A girl is coming over to Lina and Fani. She interrupts them. Santi : Hi, Fany. I'm sorry I'm late. Fany : That's OK. Activity 8 1. • Take two slices of bread. • Put a slice of butter on each slice. • Cut some cheese into slices. • Place the slices on a piece of bread. • Put the other piece of bread on the top. Developing English Competencies for Grade X 2. 3. • • • • • • • • • • Put some tea into a teapot. Add boiling water. Leave it for three minutes. Pour it into a glass or cup. Add some sugar or milk. Put some water in a pot. Heat the water. Put an egg into the water. Boil the water for three minutes. Take out the egg and let it cool. Activity 9 Instruction: 1. Draw two lines from one corner to another of the paper. 2. Cut inwards from each corner halfway to the centre point. 3. Fold over each point with a dot on it and tape it to the centre. 4. Push the drawing pin through the centre and into the rubber on the end of the pencil. 5. You can now blow on the pinwheel and watch it spining. Activity 10 Andre : How do you make Turkish coffee? What do you have to do exactly? Jim : Well, say you want to make four cups of coffee, OK? You put four cups of cold water, and four level teaspoons of sugar in the coffee pot. Then you light the gas, and put the coffee on the stove and pour a bit of the water into one of the cups. Then, you put the four heaped teaspoons of coffee in the coffee pot, and stir it. Now, it's very important not to put the coffee in before you've poured some water off, or else it'll overflow and make a terrible mess. So, anyway you put the pot back on the stove and let the coffee come back to the boil very slowly. When it starts to boil, the coffee will rise slowly up to the top of the pot, and when it reaches the top, you take it off the stove, OK? Before you pour the coffee out, you should pour back the water that you poured off earlier–this helps to make the grounds settle. See? OK? Andre : Yes, thanks a lot, Jim. Activity 11 1. Place the paper on a flat surface with one corner on top in the shape of a diamond. 2. 3. 4. 5. 6. 7. 8. Fold the point on the left over to meet the right point, then unfold it. You will have a crease in the centre. Fold the lower left and lower right sides so they meet at the crease. Make your folds as sharp as possible. What you have should look like a kite. Now fold down the top point to make a small triangle. Fold over the right side to meet the left side. Turn the shape so that the long side is facing you. Fold up the point at the end to make a tail. Draw a face on your whale. Review 1 The following short dialogues are for questions 1 to 5. 1. Alex : Good morning. How are you today? Dani : Good morning. I'm fine, thanks. What does Dani say to reply to Alex's greeting? 2. Mr Smith : I don't think we've met before. I'm Smith. How do you do? Mr Black : I'm Black. How do you do? What does Mr Black say? 3. Ali : Can I borrow your pen? Andi : Sure. Here it is. What does Andi say when he gives the pen? 4. Santi : Din, would you like to go to the movie with me? Dina : Thanks anyway but I'm busy right now. What does Dina say before she refuses the invitation? 5. James : Thanks for your help, Jim. Jim : Don't mention it. What does James say? The following text is for questions 6 to 10. It Could Be Worse I entered the hotel manager's office and sat down. I had just lost £50 and I felt very upset. "I left the money in my room,' I said, "and it's not there now.' The manager was sympathetic, but he could do nothing. ‘Everyone's losing money these days,' he said. He started to complain about this wicked world but was interrupted by a knock at the door. A girl came in and put an envelope on his desk. It contained £50. "I found this outside this gentleman's room,' she said. "Well,' I said to the manager, "there is still some honesty in this world!' Taken from Practice and Progress, 1994 Tapescripts 173 The following text is for questions 11 and 12. Move around on Tin-Can Stilts You will need: • 2 large coffee or dried milk tins • 4 metres plastic clothes line Step 1 : Ask an adult to punch two holes near the unopened end of each tin. Step 2 : Thread the plastic clothes line through the holes. Tie the ends together. Step 3 : Pull up on the strings as you walk tall on your tin-can stilts. Taken from Childcraft: Make and Do, 1996 The following text is for questions 13 to 17. Live Chicken for Dinner? A landowner from Seoul went to visit his farmer in the countryside and was treated to a grand dinner of boiled chicken. In the course of the meal, the farmer's youngest son ran in, shouting, "There it is! He's eating the dead chicken.' The landowner thought that he had been served a long-dead chicken. So he put down his chopsticks and told the servant to clear the table, politely saying, "This is enough for me. My stomach can't take any more food.' Just then, the boy started eating the chicken's legs greedily, saying at the same time, "Oh, this is really delicious.' "Why are you eating the dead chicken?' asked the surprised landowner. "Who eats live chickens?' replied the boy. Taken from English Bestseller 12, 2001 Chapter 4 Congratulations! You Did It Very Well Activity 2 Words 1. 2. 3. 4. great charming fantastic congratulate 5. 6. 7. 8. terrific farewell achievements extremely Expressions 1. 2. 3. 4. 5. 6. 7. 8. You look great! What a charming dress! That's a very fantastic! I must congratulate you! Nice to meet you See you later Terrific. Well done! How extremely nice of you to say so. Activity 3 1. I got a scholarship to study abroad. 2. My brother won a national singing contest. 3. You look charming Andi I like your style 4. You know what, I passed my final exam 5. Your performance is amazing. 174 Activity 4 Dialogue 1 Andi had passed on his final semester test. On the way home, he meets Desi, his friend. She congratulates and compliments Andi. Desi : Hi, Andi. How are you doing? Andi : I am fine, thanks. Desi : It's very nice to meet you here, Andi. You look great today! I love your new hair style. Andi : Thank you very much, Desi. You look great, too. Desi : Thanks, Andi. By the way, how was your test? Have you got the result? Andi : Yes, I've got it. You know what? I have passed for the final test. I'm so happy right now. Desi : That's great. Congratulations! How's the score? Andi : Thanks God. I got the highest score for the test. Desi : Wow, that's amazing. I know you are very smart, Andi. Well done! Andi : Thanks for your compliment, Desi. You are so kind. Desi : Never mind Andi. It's my pleasure. Dialogue 2 Andi has won the national novel writing competition. The next day, Riska and Joko come to his house to congratulate him Riska : Is it true what the newspaper's headline said? Andi : What news? Joko : The news about you winning the national novel writing competition. Is it really you? Andi : Yeah. It is me. Riska : Congratulations! We're happy for you. Andi : Thanks a lot guys. Joko : It's a terrific job, Andi. Andi : Oh, no, I guess it's just my luck. Activity 5 • What a charming dress! • That's a very nice coat! • You look nice. • I like your hair style! • You're terrific/fantastic. • May I congratulate you on …. • Congratulations! • Congratulations on your …. • Well done! • Fantastic/terrific! Developing English Competencies for Grade X Activity 6 Here are some folklores. Where do they originally come from? 1. Malin Kundang 2. The Red and White Onions 3. Sangkuriang 4. The Tongue Bitter Activity 7 and 8 One morning, one of the Witch's friends come over to visit. When she looked around the room, she said "Your house is ugly. My house is more beautiful than yours, and the walls are bigger." The Witch was very angry when she heard this and shouted, "Get out of my house! and don't ever come back here!" After her friend left, the Witch looked around her house and she said to herself, "my friend was right. My house looks ugly and the paint is faded. I have to repaint it. Then she went to the shop and bought a can of paint. After lunch she started to paint, and she worked very carefully. In the afternoon she finished the lower part of her house. When she wanted to start the upper part she found out that she couldn't reach it. That she got an idea. "I will use my magic broom!" She shouted, "Broom, turn into a paint brush and paint my walls!" Suddenly the broom turned into a paint brush and it started to paint the upper walls. It worked very fast, and in ten minutes all job was done. The Witch was very happy. Activity 10 During the battle of Troy there was a Greek hero named Odysseus, he was one of the many "tribal kings' that went to attack the Romans. The Greeks won that battle decisively thanks to Odysseus' brilliant idea of building a "Trojan Horse'. The horse was a gigantic wooden statue of a horse built in the guise of a gift for the Romans. The Greeks then built chambers within the giant horse to allow some soldiers to hide inside to infiltrate the strong roman defense. The Romans, thinking that the Greeks have admitted defeat by leaving them a gift of gesture in the form of a "Horse Statue' were overjoyed. They brought the "gift' into their castle and partied throughout the night. When all the Roman soldiers were drunk and unconscious, the Greeks slowly descended out of the "Horse Statue', rendered the Roman defense useless and opened the gate into the well defended city; allowing other Greek soldiers who were waiting outside the gates to come inside. Chapter 5 I'm Very Grateful to You Activity 2 Henry : Yuni : Henry Yuni Henry : : : Yuni : Henry : Yuni Henry : : Yuni Henry : : Yuni Henry : : Hello Yuni. How are you this morning? Hi, Henry. Fine, thanks. And you? I'm just fine, thank you. Please come in and have a seat. Thanks. I'm returning your brother's sports magazine. Here it is and thanks. It's all right. Would you like any other magazine or newspaper to read? Yes, please. How kind of you. Can I see today's newspaper? Of course. Here it is. Thanks, Yuni. By the way, would you do me a favour? Why not? What can I do for you? Could you tell your brother how grateful I am for his help to lend me his magazine? Oh, sure. I'll tell him. Great. Thanks. Activity 3 1. Would you like to go with me to a music concert? 2. I have kept the package for you. 3. This man has saved y our daughter's life. 4. I would like to invite you for dinner tonight. 5. The police have found your missing purse. Activity 5 A. It is constructed on a hill 46 m (150 ft) high and consists of eight step-like stone terraces, one on top of the other. The entire edifice is crowned by a large stupa at the centre of the top circle. B. It is a prehistoric monument on Salisbury Plain, in southwestern England. The monument consists of a circular group of large upright stones surrounded by a circular earthwork. C. It is the largest and most famous ancient Roman amphitheatre. It is elliptical and has three stories surmounted by a fourth story pierced with window like openings. Each of the three arcaded stories originally had 80 arches. Taken from Microsoft Encarta, 2005 Tapescripts 175 Activity 6 Lawang Sewu is one of the famous historical buildings in Indonesia. It is named Lawang Sewu which means a thousand doors. Besides its thousand doors, it is also well known for the fascinating stained glass windows representing the Dutch Symbolism. The stained glass windows are similar with those of the places like The Hague and Rotterdam and also the Royal family. The building has numerous long winding corridors which open out to the offices on one side of the office and the other end of the building on the other hand. It is a famous landmark in the region of Semarang and a pride for Java. Chapter 6 Headline News Activity 2 1. What a surprise! 2. Oh really? Is it true? 3. Are you serious? 4. You must be kidding. 5. Good heavens! 6. No, I don't believe it. 7. I find that very surprising Activity 3 Dialogue 1 Iwan reads a newspaper. He finds news that attracts his attention and informs his father. Iwan : Dad, look! There was an earthquake in Ecuador. Many people became homeless. This is terrible. Father : Oh, no! Another disaster? (Then, Iwan's father reads the newspaper.) Iwan : Yeah. It's very tragic. Thousands of people were killed. Father : We know how it feels. Remember the earthquake in our country last year. Ecuador's earthquake is worse than in our country. I can't imagine that. Dialogue 2 Andi brings news to his class. He informs that the headmaster cancels tomorrow's holiday. Andi : Attention, please! I have something to tell you, guys. Please, be quiet. Aldi : Shh....OK my friends, pay attention to our leader. It seems that he brings bad news for us. Andi : I've just met the headmaster in the teachers' room. He told me about our holiday. Feny : Really? Why are you so gloomy? Bad news? 176 Aldi Andi Feny Aldi Andi Indah Andi : Be quiet Feny! : The headmaster cancelled tomorrow's holiday. : What! Are you serious? : Oh, no. What a shocking. I don't believe it. : I'm serious. I tell you the truth. : Oh, dear. That's very disappointing. : Keep calm guys. We will have a holiday someday. Don't forget to come to the school tomorrow. Activity 4 1. How very surprising/amazing. 2. Well, that's very surprising. 3. Really? 4. My goodness! 5. Are you serious? 6. You're kidding! Activity 7 News 1 The torrential rain which has been falling now for the last four days has resulted in many people in the south-east of Britain being unable to leave their homes. Many roads are flooded, with cars and other vehicles unable to move. News 2 Jakarta: The Jakarta administration will begin development of Ayodia public park in Barito, South Jakarta, in July. " The design of the park is under way. The tender process for the project is expected to finish by the end of June," Deputy Governor Prijanto said Monday at city hall. News 3 Lately, television singing contest (known as variety shows or talent shows) are jostling for airspace with sinetron (Tv soaps). "One singing contest even secured higher ratings than the most popular sinetron, "AGB Nielsen Media Research communications executive Andini Wijendaru told The Jakarta Post on Friday. News 4 Five companies have collaborated to stage in Jakarta a three day environmental festival called Greenfast2008 that is aimed to promote awareness of global warming in a approachable and entertaining design. The festival is to be held at the eastern parking a lot of Senayan, South Jakarta, from April 18 to 20. Developing English Competencies for Grade X News 5 The surge in world food prices is accomplishing what seven years of trade talks haven't knocking down import barriers. Since early 2007, when cereal prices began rising, developing nations have taken a raft of measures to increase imports. News 6 Manager Alex Ferguson said Manchester United had beaten their nerves and a very good Arsenal side in Sunday's 2-1 victory at Old trafford. Trailing to an Emmanuel Adebayor goal, United hit back with a penalty from Cristiano Ronaldo and Owen Hargreaves free-kick to go six points clear of Chelsea, who play Wigan Athletic on Monday, with four Premier League games to go. Activity 9 Bekasi Makes Study Time Compulsory BEKASI: The Bekasi municipality administration will force students to allocate at least one hour in the evening to review school lessons of finish homework. "My office is still drafting the regulation on study time," said the Mayor Muchtar Mohamad, as quoted by Tempointeraktif.com on Monday. The regulation, he said, would be issued on May 2, in time for National Education Day. Elementary and high school students will have to study from 6 p.m. to 7:30 p.m., either at home or in groups along with classmates living in the same neighbourhood. During study time, no TV, game consoles, visiting shopping malls or going to entertainment centers will be allowed. "The study time must be effective," Mochtar said. He failed to mention what punishments would be imposed on students who did not comply. Review 2 The following short dialogues are for questions 1 to 5. 1. Agus : Well done. You deserve to get that award. Rani : Thanks. What does Rani say when Agus congratulates her? 2. Tanti : Hey, do you know that Antonio Banderas will marry me? Anti : Really? Are you kidding? What does Anti say to response to Tanti? 3. Indra Ken : Let's meet at 8.00. : I'm busy. I don't think I can make it. What does Ken say to refuse Indra's invitation? 4. Kristin : I can't come to your party. My brother is ill. He is in the hospital now. Erwin : I'm sorry to hear that. What does Erwin say to express his sympathy? 5. Nany : Your performance in the drama is very great. Rita : Thank you. What does Rita say when Nany compliments her? The following text is for questions 6 and 7. Milk is the most nourishing of all foods and a favourite drink of people throughout the world. Milk has almost all the nutrients (nourishing substances) that people need for growth and good health. In addition, milk has most of these nutrients in large amounts and in such proportions that they can work as a team to help keep the body strong and healthy. Taken from The World Book Encyclopedia, 1996 The following text is for questions 8 to 12. Transportation Paralysed in Jambi JAMBI CITY, Jambi: A landslides hit a village in Kerinci regency, paralysing traffic between Jambi and Sungai Penuh, the regency's capital. People travelling from Sungai Penuh to Jambi and vice versa have to take the Trans-Sumatra highway bypassing Solok in the neighbouring province of West Sumatra, which costs them twice as much as the regular fare. A staff of the local transportation office in Sungai Penuh said on Wednesday that the landslides was caused by incessant rain on Monday which caused dirt and rocks to cover and damage two sections of the road. Herman, a driver of a passenger bus plying the Jambi-Kerinci route, said that it took him 15 hours for the trip, five hours longer than usual and passengers were charged Rp125,000, instead of the regular fare of Rp50,000. The traffic between Jambi and Sungai Penuh was expected to return to normal on Thursday after the Kerinci administration deployed necessary equipment to repair the damaged road. Taken from The Jakarta Post, November 18, 2004 Tapescripts 177 Answer Key Chapter 1 It's Nice to See You Listening Activity 1 Answers may vary. Activity 3 1. Good morning 2. Allow me to introduce myself 3. I'm Dian. 4. Good morning 5. My name is Rian 6. Nice to meet you. 7. Nice to meet you too 8. I must go now 9. Bye. 10. Take care. Activity 4 1. (b) Good morning. I'm Deni. 2. (b) Hi, Desi. How are you? 3. (a) I'm just fine. 4. (b) Hi, Rudi. Nice to see you. 5. (b) Glad to meet you, too. Activity 5 1. It takes place in the city park. 2. Three persons are involved in the dialogue. 3. She talks to Lina. 4. Hi, My name is Lina. 5. She also introduces herself. 6. Let me introduce you to Lina. Lina, this is Santi. Santi, this Lina. 7. She says see you. Activity 10 1. had 7. got 2. than 8. get 3. believe 9. quiet 4. lazy 10. went 5. swam 11. saw 6. spent 12. learn Activity 10 Event 1 : At first I thought a tyre had gone but then I saw telegraph poles collapsing like matchsticks. Event 2 : The rocks came tumbling across the road and I had to abandon the car. Event 3 : When I got back to town, well, as I said, there wasn't much left. 178 Speaking Activity 1 Answers may vary. Activity 8 1. We went camping. 2. It took for about one and a half hour. 3. At noon when it was getting darker. 4. We spent our time observing plantation and insects. 5. We sang, danced, read poetry, played magic tricks, and even some of my friends performed a standing comedy. Reading Activity 1 Answers may vary. Activity 3 1. He was walking down Sunda Street. 2. He was looking for a record store. 3. He asked me the way to the Hyatt Hotel. 4. He was very friendly. 5. Yes he did. 6. He decided to bu a new record of D' Massive. 7. A piece of paper that the man gave. 8. He was so surprised. Activity 4 1. c 4. b 2. b 5. c 3. a Activity 8 1. I lived in Jakarta from 1995 to 1998. 2. Linda was born in 1952. 3. She was born in October 31, at 4:00 in the afternoon. 4. I'll meet you for lunch on Tuesday at noon. 5. Rudi goes to Singapore every weekend. She takes the train on Saturday at 9.00 in the morning and arrives in Singapore at 10:45. Writing Activity 1 Answers may vary. Activity 2 1. In March, 28th 2008 at 8.00 p.m. 2. Andika did. 3. She was so surprised. 4. No, she didn't. 5. She confuse. happy. speechless. Yes, she does. Her heart beat faster when she heard his voice. Developing English Competencies for Grade X Chapter 2 I'm Sorry to Hear That Listening Activity 1 Answers may vary. Activity 3 1. (a) Oh, that's good news. 2. (a) How terrible! 3. (b) Is that right? That's too bad. 4. (a) I'm sorry to hear that. 5. (b) Oh really? That's great. Activity 4 Dialogue 1 1. great 3. happy 2. proud 4. blessed Dialogue 2 1. Did you hear 4. even stand up 2. How awful! 5. That's terrible 3. that's too bad 6. see him Activity 5 Answers may vary. Activity 6 1. It's about finding the story books. 2. Boni and Panji. 3. He is looking for some books for his assignments. 4. Folk tales books 5. Answer may vary. 6. Answer may vary. 7. Answer may vary. 8. Answer may vary. Activity 7 1. Putra; superhero comics; Uzumaki Naruto 2 Lita; adventure novel; Harry Potter 3. Ridwan; legends; Sangkuriang 4. Fitra; fable; Aesop's fables Activity 8 1. waited 5. opened 2. a basket of food 6. nightgown on 3. asked 7. saw that 4. disappeared 8. Metro-Goldwyn Speaking Activity 1 Answers may vary. Activity 4 1. I'm so happy for you. 2. I'm so glad right now. 3. I'm so sorry to hear that. You have my sincere condolences. 4. I'll take care of it. Reading Activity 1 Answers may vary. Activity 2 1. Superhero fiction. 2. Six peoples. 3. Legends. 4. Answers may vary. Activity 4 Answers may vary. Activity 8 1. Rosaura. 2. Hiding from her mother and father. 3. Because she wanted to go back into the sunshine to play. 4. No, she didn't. 5. No, they couldn't. 6. Because the colour of the petals of the flowers was the same as the colour of Rosaura's ribbon. 7. Because Rosaura's mother thought that Rosaura was always happier when she was in the fields. 8. The red flowers were there to remind them about Rosaura. 9. The story reveals how the red poppy come to be. 10. A folk tale. Activity 9 1. She cried in front of me. 2. Rosaura ran away from her house. 3 Wahyu falled in love with the new student. 4. They didn't not know each other. 5. Did the teacher visit Indonesia Book fair in Jakarta? 6. Sally was listening to music in her room. 7. Roy was taking a nap on the couch. 8. Anita was attending a conference in England last month. 9. The teacher was correcting paper at her desk. 10. Some of the students were late to class because they were playing soccer at the park. Writing Activity 1 Answers may vary. Activity 4 Story A is not in the correct order. Answer Key 179 Chapter 3 Would You Like to Come? Listening Activity 1 Answers may vary. Activity 2 1. Answer may vary. 2. Would you like to come to my party on Saturday night? 3. Certainly. I'd love to come. Activity 4 1. Would you like to come to my house? 2. Would you come to my house to enjoy them? 3. I'd love to. 4. Let's meet at five. 5. I'll be there 6. I'm sorry I can't make it. 7. that's OK. Activity 7 1. It's OK. 2. Do you want some? 3. Nice to meet you. 4. Could you tell me 5. First, 6. After that 7. on the top. 8. I'm sorry. Activity 8 1. How to Make a Cheese Sandwich. 2. How to Make a Cup of Tea. 3. How to Boil an Egg. Activity 10 1. Turkish coffee. 2. Answers may vary Speaking Activity 1 Answers may vary. Activity 2 1. Being friendly. 2. Invitation. 3. Being friendly. 4. Invitation. Reading Activity 1 Answers may vary. Activity 2 1. Thirty students. 2. Twenty eight. 3. Eighty six percents. 4. Ask a friend. Activity 3 1. Plug the power cord into a wall outlet. 2. To change the speed of the fan, press one of the switches at the bottom. 180 3. To make the fan move sideways, push the pin on top of the motor 4. To move the fan up or down, first pull up the oscillating pin, then press the tilt adjustment knob. Activity 6 1. d 2. a 3. d 4. a 5. d Writing Activity 1 Answers may vary. Activity 2 Material butter milk egg chocolate cheese flour sugar Method remove chocolate pour garnish roast mix knead add boil sprinkle braise Sentence Connector first then next finally Activity 3 How to Prepare Fried Rice • To make fried rice you will need some rice, vegetables, meat and eggs. • The best vegetables to use are onions, garlic, tomatoes and cucumber. • First, cut up the meat into very small pieces and fry it in a pan • At the same time cook the rice in another pan. • Then, cut up the onions and garlic and fry them. • Now, you can break in two or three eggs. • Stir the mixture and add salt, pepper and other spices. • When the rice is cooked add it to the meat and the vegetables. • Finally, cut up a cucumber into thin slices and place the slices on top. • Serve the fried rice with hot sauce, if you like. Review 1 A. 1. 2. 3. 4. 5. Developing English Competencies for Grade X Listening b d a c a 6. 7. 8. 9. 10. c b a b d 11. 12. 13. 14. 15. b a c c b 16. d 17. a B. Reading 18. 19. 20. 21. 22. a c c b c 23. 24. 25. 26. 27. 36. 37. 38. 39. 40. the the a Yes, I think so. Yes, I do. C. Writing d a a d c 28. 29. 30. 31. 32. c d b a a 33. d 34. b 35. c 41. 42. 43. 44. 45. bought read Put shave killed, ran away. Chapter 4 Would You Like to Come? Listening Activity 1 Answers may vary. Activity 3 1. b 4. a 2. b 5. a 3. a Activity 4 Dialogue 1 1. How are you doing 2. You look great today 3. Thank you very much 4. I'm so happy 5. Congratulations 6. Well done! 7. Thanks for Dialogue 2 1. Is it true 2. Congratulations Activity 5 Answers may vary. Activity 8 1. come over 2. more beautiful 3. shouted 4. looked around 5. went to the shop 6. started to 7. finished 8. found out 9. a paint brush 10. it started Activity 10 1. a 4. 2. b 5. 3. e Speaking Activity 1 Answers may vary. 3. 4. It is me terrific job Activity 2 1. b 2. a 3. c 4. 5. 6. f d g Reading Activity 1 Answers may vary. Activity 4 1. Grendel 2. No, they didin't. 3. Beowulf heard about the problem and went to Denmark to help the king. 4. Beowulf woke up and fought the monster-he pulled off an arm! Grendel went back to his home in a lake. 5. He died. 6. She went to the castle and killed a knight. 7. A special sword. 8. Fifty years. 9. A dragon. 10. He put on his armour again and went to the dragon's cave with his men. Activity 6 1. True 5. True 2. True 6. False 3. True 7. False 4. False 8. True Activity 9 1. The President's is taken by the cameraman several times. 2. The wax statue is melted by a fire at the House of Wax. 3. This new computer game is bought by my brother for me. 4. The beautiful story of prince and princesses is written by her. 5. A family is helped by the firefighters from being trapped in a ruin. Writing c c Activity 1 Answers may vary. Activity 3 1. (e) Pak Aman sells hat in the village 2. (k) One day, while he was going from one village to another, he felt very tired 3. (b) So has sat down under the tree to sleep. 4. (g) There were lots of naughty monkeys up that tree. 5. (j) The monkeys came down and took all the hats except the one on Pak Aman's hats. 6. (c) He was very angry and threw a stone at them. 7. (i) The monkeys in turn threw fruit down at him. Answer Key 181 8. (a) This gave Pak Aman an idea how to get his has back. 9. (d) So Pak Aman managed to get his hat back. 10. (h) He took off his hat and threw it at the monkeys. 11. (f) At this the monkeys threw all the hats down at him. Chapter 5 I'm Very Grateful to You Listening Activity 1 Answers may vary. Activity 2 1. thanks 2. thank you 3. thanks 4. thanks 5. 6. 7. 8. 1. 2. 3. how kind of you thanks grateful thanks At the library. Returning sport magazine he lent. Tell her brother how grateful he is for his help to lend him his magazine. 4. Thanks, how grateful I am. 5. It's all right, how kind of you. Activity 3 1. b 4. a 2. b 5. a 3. a Activity 4 Answers may vary. Activity 5 A. Picture 2 B. Picture 3 C. Picture 1 Activity 6 1. historical buildings 2. Lawang Sewu 3. a thousand doors 4. stained glass windows 5. long winding corridors 6. landmark Speaking Activity 1 Answers may vary. Activity 3 1. On Sunday morning. 2. Ardi does. 3. She'd love to. 4. Yes, he is. 5. Yes, he can. 6. I won't say no. Activity 7 Answers may vary. Activity 8 1. Easter Island 182 Location: in the South Pacific, 3,700 km from the coast of Chile Time of building: between 1150–1500 Physical appearance: 600 large statues 2. Great Zimbabwe Location: Zimbabwe, Africa Time of building: 1,000 years ago Physical appearance: on top of a hill, there is a large castle and underneath this is the ‘Great Enclosure'. And so on. 3. Pueblo Bonito Location: in the desert of the Chaco Canyon Time of building: 1,000 years ago Physical appearance: nine multi-storey building called ‘Great Houses'. The wall is from stone and the floors, doors, and roofs are from wood. Activity 10 1. It is on Niagara River, about halfway between Lake Erie and Lake Ontario. 2. Canada and the United States. 3. The Horseshoe falls and the American Falls. 4. A steep gorge. 5. 2,600 feet (792 metres) wide–about 0.5 mile (0.8 kilometre). Activity 12 1. of 6. of 11. for 2. on 7. for 12. for 3. of 8. in 13. of 4. at 9. to 14. for 5. of 10. for 15. near Activity 13 1. F 4. T 2. T 5. F 3. F Reading Activity 1 Answers may vary. Activity 2 1. e 6. m 11. j 2. g 7. c 12. f 3. a 8. l 13. k 4. i 9. d 5. b 10. h Activity 4 1. Wiyogo. 2. It is located near Pacitan in East Java, in a lime hill called Tapan, in Tabuhan, Wareng village. 3. Beautiful tropical scenery to enjoy-ricefields, coconut-palms and birds. 4. East of the cave. 5. A well-known pesinden (traditional Javanese singer). 6. 90 years old. 7. He found out that the cave was inhabited by the annoying evil spirit. Developing English Competencies for Grade X 8. Lights. 9. A plain big stone. 10. No, we can't. Activity 5 1. F 3. F 5. F 7. F 9. T 2. T 4. F 6. T 8. F 10. T Activity 6 1. "Aloha" means love and well-being and stands for everything that goes to make up the image of Hawaii, from colourful shirts, through flower garlands and grass skirts to coconut bikinis. 2. "Fine", or Mahalo in Hawaiian. 3. They are greeted by mountains of ham and pancake. 4. 9,700 kilograms. 5. In 1999. 6. As little as 1,250 euros per person for seven nights. 7. Full board, a nightly entertainment program and transfers between the four most important islands of the Hawaiian Archipelago, Oahu, Kauai, Big Island and Maui. 8. To visit Waikiki Beach which is perhaps the most famous in the world after the Copacobana. Activity 7 1. Paragraph 3 4. Paragraph 14 2. Paragraph 7 5. Paragraph 17 3. Paragraph 10–12 Writing Activity 1 Answers may vary. Activity 2 1. Yes, they do. They contain a description of places. 2. Mount Kosciusko : spectacular mountains in Australia. Bali in Action : amazing activities in Bali. Activity 4 The Tower of London was first built in the 11th century within the Roman city walls. Its purpose was to protect and control the city. Since then it has been a fortress, a palace, and a prison-the scene of murder, execution, ceremonies, and years of imprisonments. The Tower is one of the U.K.'s finest castles, and, as one of the strongest fortresses in the land, is the home of the Crown Jewels. It also houses a fine collection of armour and many other displays, showing nine centuries of British history. Activity 5 1. period: to end sentence comma: to separate words, phrases, or clauses in a series apostrophe: to show possession 2. How the Tower of London was. 3. How the Tower of London is now. Activity 8 • the capital city of France • one of the most beautiful cities in the world • one of the world's most crowded cities • lovely gardens and parks • many palaces and statues • the city of light • millions of people • the most popular place to visit • the Eiffel Tower • this huge structure • the Louvre • one of the world's largest art museums • many visitors • the Cathedral of Notre Dame • a famous church • another favourite place to visit Activity 9 1. crowded 4. huge 2. lovely 5. draw 3. every year Chapter 6 Headline News Activity 1 Answers may vary. Activity 3 Dialogue 1 1. look! 2. This is terrible. 3. Oh, no! 4. We know how it feels Dialogue 2 1. Attention 4. Are you serious? 2. bad news 5. I don't believe it. 3. so gloomy 6. Oh, dear Activity 4 to 6 Answers may vary. Activity 7 1. News 2 4. News 3 2. News 1 5. News 6 3. News 4 6. News 5 Activity 9 1. will force 2. regulation 3. issued 4. to study 5. entertainment centers 6. would be imposed Speaking Activity 1 to 9 Answers may vary. Answer Key 183 Reading Activity 1 Answers may vary. Activity 4 1. F 4. T 2. T 5. T 3. F 6. T Activity 5 1. b 4. b 2. a 5. a 3. a Activity 7 1. Answers may vary. 2. Ministry of Defence. 3. In the room where top scientists meet 4. Yes, they have. Activity 9 1. Hamdan asked, "Would you like to participate in school workshop." 2. "Please return my books that you borrowed," asked Nia. 3. "Do not forget submitting my assignment," said Mr Ardi. 4. Alya said,"I going to watch a new movie tomorrow." 5. "Meet me in my office," said Mrs Zakia. Writing Activity 1 Answers may vary. Activity 2 1. headline 2. introductory paragraph 3. the events 4. date 5. photograph 6. caption 7. quotes 8. ending statements Activity 3 1. Reog Dance: Battle between Man and Beast 2. Jamu: from Generation to Generation 3. Kick boxing Orangutans return to jungle 4. Jazz forecast All weekend, Don't forget Your Umbrella 5. Epicenter of Diversity Found Activity 4 to 7 Answers may vary. Review 2 A. 1. 2. 3. 4. Listening b a d c 184 5. 6. 7. 8. b c c a 9. 10. 11. 12. a d a c B. 13. 14. 15. 16. 17. 18. 19. 20. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. C. Reading c 21. b a 22. c c 23. b c 24. d b 25. d d 26. b c 27. d b 28. d Because parents want their children academically competitive. From the time of birth. "The team' means parents, students, and schools. The second home means school should be as comfortable as home so that the student feels at home. French and German It is important because China begins to move into world economy. Between the age of two and six. We should look at different ways to get the needed language. Students who attend dual language programme will acquire more than language so they have an advantage over the competitors applying college placement. The teacher should encourage the students to be active in language learning. Writing 39. The students were given a new book by the teacher. 40. The students visit the national museum. 41. She said that she didn't know anything about the robbery. 42. The man said, "I was sleeping when the storm came?" 43. Those 46. but 44. These 47. for 45. but 48. before 49. Answer may vary using invitation expressions. 50. Answer may vary using gratitude expressions. 51. Answer may vary using sympathy expressions. 52. Answer may vary using attracting attention expressions. 53. Answer may vary using surprised expressions. 54. b 57. d 55. c 58. a 56. e Developing English Competencies for Grade X CURRICULUM VITAE Name : Nur Laila Hafidhoh Place, Date of Birth : Demak, 23 Juli 1986 Home Address : Desa Jetak RT/RW. 003/006 Kecamatan Wedung Kabupaten Demak Recent Address : Perum Pandana Merdeka Block B.15 Ngaliyan Semarang Educational Background 1. MI Darus Salam Demak 2. MTs Darus Salam Demak 3. MA Mathali’ul Falah Pati Organizational Experience 1. Language Departement of PMII Rayon Tarbiyah (2007-2008) 2. Coordinator of English Mover of Walisongo English Club (2008-2009) 3. Coordinator of Departement of Caders of LPSAP PMII Rayon tarbiyah (2008-2009) 4. The General leader of UKM BITA Fakultas Tarbiyah (2009-2011) 5. Coordinator of Public Policy Division of Senat Mahasiswa IAIN Walisongo (2010-2011) 6. Staff Assisstent of Policy Advocacy Division of LRC-KJHAM Semarang (2011) This Curriculum vitae is made by the writer correctly. Semarang, June 30th 2011 The writer Nur Laila Hafidhoh 063411051 Which type of reading material instruction is needed by a small minority of students in a class who are behind in the development of critical reading skills?Intervention Instruction is provided only to students who are lagging behind their classmates in the development of critical reading skills. This instruction will usually be guided by a specific intervention program that focuses on one or more of the key areas of reading development.
Which literacy skill is the highest predictor of later literacy success quizlet?Phonological awareness is important because it is one of the strongest predictors of later reading abilities.
Which of the following is NOT a suggested way for teachers to support the first language of ELLs?Which of the following is NOT a suggested way for teachers to support the first language of ELLs? Limit exposure to the student's primary language during instructional time.
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Mr. hargo wants his first graders to know high-frequency words well. in his classroom we should see
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