ࡱ>     q` ?bjbjqPqP 2$::UG & & & & 82|h^^"GGG$hcr8GIGGG8& & McccG!& cGccP R @C/%1Rtc00V  GGcGGGGG88b^GGGGGGGd& & & & & &  (Spoken Cycle) STUDENTS WORKBOOK Topic : Narrative Subject Matter : English Class/ Prog/Semester : XII/Science-Social-Language/I Time Allotment : .. x 45 minutes Competence Standard: Communicating in oral and written text using proper language fluently and accurately in the transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review. (Themes are adjusted to the topic of the text and the level of students language acquisition.) Directions: Listen to the teachers instruction carefully before you do the tasks. Read other books for enforcing your comprehension. Do every step based on the task. Information: A. Social Function: To amuse, entertain and to deal with actual or vicarious experience in different ways. Dealing wih problematic events which lead to a crisis or turning point of some kind, which in turn finds a resolution. B. Generic structure: Orientation : sets the scene and introduces the participants. Evaluation : a stepping back to evaluate the plight. Complication : a crisis arises. Resolution : the crisis is resolved, for better or for worse. Re-orientation : optional. C. Significant Lexicogrammatical Features: Focus on specific and usually individualized participant. Use of material, behavioral and verbal processes. Use of relational and mental processes. Use of temporal conjunction and temporal circumstances. Use of past tense. 8. Basic Competence: Expressing ideas or opinion in a transactional discourse and/or monolog especially in the form of: narrative 9. Indicator : Students must be able to: tell stories using spoken English (monologs). b. to tell stories in chronological order using time connectives and functions to tell a story 10. See the Model: Pay attention to the following example! Here is the story. Once upon a time there lived as neighbors, a bear and a rabbit. The rabbit was a good shot, and the bear being very clumsy could not use the arrow to good advantages .The bear was very unkind to the rabbit. Every morning, the bear would call over to the rabbit and asked the rabbit to take his bow and arrows and came with the bear to the other side of the hill. The rabbit, fearing to arose the bear's anger by refusing, consented, and went with the bear, and shot enough buffaloes to satisfy the hungry family. Indeed, he shot and kill so many that there was lots of meat left after the bear and his family had loaded themselves, and parked all they could carry home. The bear was very gluttonous and did not want the rabbit to get an meat so the poor rabbit could not even taste the blood from the butchering,, is the bear would throw earth on the blood and dry it up. Poor Rabbit would have to go hums' hungry after his hard days work. The bear was the father of the five children. The youngest boy was very kind to the rabbit. The mother hear, knowing that her young a very hearty eater, always gave him an extra large piece of meat. What the baby bear did not eat, he would take outside with him and pretend to play ball with it, kicking it toward the rabbit's house, and when he got close to the door he would give the meat such a great kick, that it would fly into the rabbit's house, and in this way poor Rabbit would get his meal unknown to the papa bear. (Taken from Look Ahead ) Get a practice: Task 1 Choose one of the interesting stories you know (like the example above). Discuss it with your friends and then tell the story in front of the class! Task 2 a. Look at the numbered-pictures below. b. Compose a narrative story based on them. Tell your story to the class.   1     Task 3 Find the similar story from other sources and present it to the class! (Written Cycle) 1. Basic Competence: Understanding the meaning and the steps of rhetoric development in written text in the form of: narrative 2. See the model: Text organisation language features Orientation John slumped in the armchair, his arms who? crossed and his face with a gloomy frown. He was a new kid in town, but no-one knew where? He was even there. John didn't like anybody and they did'nt like him. All day he sat in the mental process armchair , staring out the window. action verb Complication Through the window he saw a gigantic hollow tree in vacant lot. The tree seemed to call him. He stood slowly up, then started to walk towards linking words the tree. Its branches were very thin and its roots dug into the ground like claws. The tree had thorns all over it. John tried specf.partcpts to turn away from the tree but he couldn't. A mysterious force was pulling him into the hollow. Resolution John never reappeared... but no-one noticed or cared. (Adapted from Derewianka, 1990 Indicators: Students are able to: read range of narrative texts identify the generic structure of narrative text identify the language features of narrative text respond any texts for daily use identify: Main idea Supporting ideas find the noun phrases used in the text. identify the kind of narative texts. Identify the structure of the text. Get a practice: Task 1 Decide which one is a narrative text. Tell your reasons. Text 1 A Lion and a Mouse A lion was awakened from sleep by a mouse running over his face. Rising up angrily, he caught him and was about to kill him when the piteously entreated, saying, "If you would only spare my life, I would t repay your kindness." The lion laughed and let him go. It happened shortly after this tr lion was caught by some hunters, who bound him with strops to the The mouse, recognizing his roar, came gnawed the rope with his teE set him free, exclaiming. "You ridiculed the idea of my ever being able to help you, expec receive from me any repayment of your favor; now you know that it is possible for even a mouse to confer benefits on a big lion." Text 2 Earthquake I was driving along the coast road when the car suddenly lurche side. At first I thought a tire had gone, but then I saw telegraph poles collapsing like matchsticks. The rocks came tumbling across the road and I had to abandon When I got back to town, well, as I said, there wasn't much left. (taken from English for a Better Life) Task 2 Building Vocabs: Find the meanings of the words in bold type based on the context. The dancer's performance is magnificent. Mr. Candra is not eligible to become a member of House Representative Indonesian army is successful to repulse the enemy. An intruder enters into the enemy's area. The view enchanted us. The prisoner tried to break the jail. This house was built for the elderly. The house trembled from the wind. When you ride a motorcycle, you must be obedient to the traffic regulations. We were soaked by the downpour. Task 3 Make sentences using the bold-typed words in Task 2 and read your work aloud. Task 4 Pay attention to the summary of The Faithful Lovers below. Do you still remember the text organization of narrative? Read and do the questions that follow! The Faithful Lovers Orientation Well, the story will be a special story for each of you if you know the real meaning of love. Hmm, there once lived a chief's daughter who had many relations. All the young men in the village wanted to have her for wife, and were all eager to fill her skin bucket when she went to the brook for water. Complication There was a young man in the village who was industrious and a good hunter; but he was poor and of a mean family. He loved the maiden. He wished he had married her so when she went for water, he threw his robe over her head while he whispered in her ear. Resolution For a long time the maiden acted as if she hadn't heard anything, but one day she whispered back that she would have been willing to marry him if he had taken a scalp. Complication So he made a war party of seven, himself and six other young men. Before they started they sat down to smoke and rst beside a beautiful lake at the foot of 'a green knoll that rose from in shore. The knoll was covered with green grassand somehow as they looked at it they had a feeling that them about it that was mysterious or uncanny. One of the lovers friend was venture so and full of fun. Four of the young men followed. Having reached the top of the knoll all five began to jump and stamp about in sport. Suddenly they stopped the knoll had begun to move toward the water. It was a gigantic tutle. The five men cried out in alarm and tried to run too late! The cried; but the others could do nothing. In a fee waves had closed over them. Resolution The other two men, the lover and his friend, went on, but with heavy hearts. After some days, they carne to a river. Worn with fatigue the lover threw himself down on the bank. Complication But his friend told him that he found a fish which he cleaned and asked him to eat together. The lover said that if they ate the fish his friend had to promise to fetch him all the water that he could drink. When they had eaten, the kettle was rinsed out and the lover's friend brought it back full of water. This the lover drank at a draught. Again his friend filled the kettle at the river and again the lover drank it dry. He walked to the river, sprang in, and lying down in the water with head toward land, drank greedily By and by he called to his friend. The friend came and was amazed to see that the lover was now a fish from his feet to his middle. Sick at heart he ran off a little way and threw himself upon the ground in grief. By and by he returned. The lover was now a fish to his neck. Resolution The friend went home and told his story. There was great mourning over the death of the five young men, and for thelover. In the river the great fish remained, its fin just above the surface. Canoes had to be portaged at great lobour around the obstruction. Complication The chief's daughter mourned for her lover as for a husband, nor would she be comforted. In her mother's tepee she sat , with her head covered with her robe, silent, working, and working. Whenever her mother asked the maiden did not reply. Resolution The days lengthened into moons until a year had passed. And then the maiden arose. In her hands were beautiful articles of clothing, enough for three men. There were three pairs of moccasins, three pairs of leggings, three belts, three shirts , three headdresses with beautiful feathers, and sweet smelling tobacco. One day she had a new canoe made. The next morning intothe canoe she stepped and floated slowlydown the river toward the great fish. Her moher didnt let her go but she answered nothing. Her canoe came to the place where the great fin arose and stopped, its prow grating on the monster's back. The maiden stepped out boldly. One by one she laid her presents on the fishy back, scattering the feathers and tobacco over his broad spine. "Oh, fish, "she cried, "Oh, fish, you who were my lover, I shall not forget you. Because you were lost for love of me, I shall never marry. All my life I shall remain a widow. Take these presents. And now leave the river, and let the waters run free, so my people may once more descend in their canoes. "She stepped into her canoe and waited. Slowly the great fish sank, his broad fin disappeared, and the waters of the St. Croix (Stillwater) were free.(Taken from Look Ahead) Questions: What is the purpose of the writer telling this story? The story begin with: Who was involved? What happened? Where and when it happened? Read paragraph 2 and 4 again to answer this question. Did the man face some problems to marry the chief hunter? How did she solve the problem? In which paragraphs can you find the woman's problem solution? Does the story have a happy or sad ending? What thing is going to happen ever since? Does the story happen in the past time or in the present time? The words which are used to tell that the story happened in the past:........... and............. The words that are used to tell the order of events are:............then, before,...........,............ Are the verbs in the present or in the past? Underline several action verbs that you find in the text. Circle all the noun phrases you find in the text. Use different color to underlined adverbial phrases used in the text. Do you still remember some saying verbs such as said, told, asked, etc. Find in the text and mention them. What about thinking verbs such as thought, felt, understood, etc.? Do you find them in the text? Do you find many direct speech in the first text? Do they make the story seem real? Task 5 Find the same kind of text from other sources and tell the generic structures of the text! (Written Cycle) 1. Basic Competence: Expressing meaningful ideas or opinions in written passage in the form of: narrative. 2. Information Link to Grammar Subjunctive Subjunctive is used to talk about the events that we want/imagine to happen. Pattern : SubjunctiveFact/MeaningTensePast Pefect Past Past Present Form+/--/+ Kinds of Words or Phrases used: wish/would rather, as if/asthough, if only In sentences, it will be like this: Swish / would ratherSPast / Past PerfectS + Vas if / as thoughIf only Examples : SubjunctiveFact / MeaningTensePast Pefect Past I wish I had met herI didnt meet herPastPresentFeby acts as if he were an actorHe is not an actorForm+/--/+ Causative We use the causative to express actions that are done for us by somebody else. We use make, let and have with an object pronoun or noun and the infinitive without to, but we use get, order, force, etc. with an object pronoun or noun and the infinitive with to. Pattern SubjectVerbObjectComplementShave make letO (active) VSget order forceO (active)to-VShave make let get order forceO (passive)V-3Example: SubjectVerbObjectComplementIhavethe barbercut my hair twice a month.My mothermadeJohnyrepair the sink yesterday.The teacherorderedmeto leave the roomIgotdinnerpreparedThe bosshasthe workdone on time 3. Indicators : Students are able to: rearrange the jumbled paragraph into a proper narrative text. finish an uncomplete story. create a composition using appropriate grammar, spelling, and vocabulary. know more about subjunctive and conditional sentence type 3 know more about causative Get a Practice: Task 1 Work in pairs. Rearrange the jumbled paragraphs into a proper narrative text. Then, identify the structure of the text. 1 You'll need the super-big size, it'll turn that grass to hay. They struggled and they heaved to get that mower on the bike. "It's just too big," said Barney. "But I'll tow it if you like." So, Barney set off on his bike with Noah's mower in tow. Pedalling was difficult and progress very slow. 2 He rode through the city park and across the school's front lawn. But what Barney didn't realize was, wherever he rode got shorn! He then cut through the golf course and over the hockey ground. He would have seen some puzzled looks if only he'd turned around. At last he reached the highway, he was very nearly there. People toothed, smiled, and waved at that cycling, mowing bear. 3 Barney had a bicycle. It was shiny white and red. He always wore his cycling shorts, and a helmet on his head. Barney was a delivery bear for Furry Freddy's store. No sooner than the phone would ring, and he'd be out the door. He delivered everything from biscuits, milk, and sweets to garden forks and pot plants and floral-patterned sheets. 4 Noah, the goat, was smiling as Barney came through the gate. "Your delivery skills are very good, but your mowing skills are great!" So now at Furry Freddy's store, when the phone starts to go, it's probably a customer whose lawn needs a mow! 5 But then, one day, a call came through from a goat by the name of Noah. "I can't keep up with my grass. Have you got a mower?" "Why yes, of course," said Freddy. "We'll deliver it today." (Source: The Delivery Bear/English for a Better Life) Task 2 Work in groups of three or four. The paragraphs below are the beginning of a story. Continue the story. Orientation In a hilly village lived a girl named Amelia. Amelia's house a quiet place. She had a beautiful garden. Amelia grew some rc They started to blossom, but Amelia's heart didn't feel the same Complication 1 She thought she was the poorest creature that ever existe~ earth. One month before she was still in a great happiness, but was in the greatest pain. She lost her beloved darling, Nico. Complication 2 ................................................................................................................... Complication 3 ................................................................................................................... Resolution ................................................................................................................... Re-orientation .................................................................................................................. Task 3 Write a story (narrative text). Follow the following steps. Step 1: Make an outline and show it to your teacher. Step 2: Write a draft and show it to the teacher. Step 3: Improve your work based on your teacher's suggestion. Step 4: Write the story and show it to your teacher. Step 5: Improve your work based on your teacher's suggestion. Step 6: Show your work to your teacher. Then, submit it to your teacher. Grammar Task 4 Complete the sentences in bracket to express wishes which are contrary to the facts. Number one has been done for you I have to go to class. (I wish ...) Answer: I wish I didn't have to go to class. Mr. Indra isn't in his office today. (Mr. Adi wishes ...) The meeting was delayed. (Mr. Candra wishes ...) Hilman never listens to my advice. (I wish ...) Shinta was absent yesterday. (Shinta's father wishes ...) My grandpa and grandma didn't stay with us. (We wish . . .) Imelda could not play the piano. (We wish ...) Task 5 Make sentences using I wish to express wishes which are contrary to the facts. Number one has been done for you. 1. The main street in this town is narrow. Answer: I wish the main street in this town was not narrow. 2. Yosa broke his leg yesterday. The lesson yesterday was not interesting. Rio doesn't have a lot of money. I don't know how to play tennis. The students didn't have an experiment in the laboratory yesterday afternoon. I didn't have enough time to visit my aunt. Task 6 Choose the best answer. 1. Mr. Anwar : Are you pleased that your son wants to be a dentist? Mr. Rahman : No, not really. I wish my son became a manager of my shoe-store. The underlined expression means that............ A. Mr. Rahman's son is a manager. B. Mr. Rahman wants his son to be a manager of his shoe-store. C. Mr. Rahman's son is running a shoe-store. D. Mr. Rahman's son was not a dentist. 2. X : Did you come to Jane's party? Y : I wish I had been there. I had a terrible headache. From the dialog we may conclude that the second speaker.........to Jane's party. A. didn't come B. doesn't come C. would come D. has come 3. Ani : The official rate of dollars is getting higher and higher. I wish I had saved my money in dollars. Bambang : I wonder why it can be like that. The underlined expression means that Ani............ had saved her money in dollars has saved her money in dollars did not save her money in dollars does not have any money in the bank 4. Doni : I wish I had invested my money instead of spending it on a new car. The underlined part of the sentence means.......... Doni had invested his money Doni did not invest his money Doni did not invest my money Doni does not invest his money 5. Lia :You look tired. Why don't you take a rest? Dea : I wish.......... However, I have to finish this report soon. A. I would be able B. I can C. I will be able D. I could Task 7 Make sentences using if only to express wishes contrary to the facts. Example: John was not here yesterday - he did not meet Ann. If only John had been here yesterday, he would have met Ann. People did not take the old woman to hospital - she died. Brian did not finish his homework last night - he did not go to the party. Your friends did not find your house - they stayed in a hotel. The black man did not stop for the red light - the collision took place. The study tour costs too much - I will not join it. The old woman lost all of her money - we had to help We waited for my grandpa in the corridor - we did not meet him. Ronald spent the day talking to his friends - he neglected his duty. Task 8 Understand the statements and the words in the brackets. Make sentences using would rather. Then, read your work aloud. Example: You speak fast. (slowly). I would rather you spoke slowly. The office closes at two oclock. (at five oclock) Mrs. Candra went by bus. (by plane) The famers grow corn and peanut. (cotton) The students come at seven (at six thirty) You stayed up late last night. (go to bed early) Mr. and Mrs. Arman took their children to the beach. (to the mountain) Most of the students submitted their assignment at the very last minutes. (early) You stayed up late last night. (go to bed early) Task 9 Make sentences using as if and as though.Number one has been done for you. 1. Aldo ran very fast. A ghost did not chase him. Answer: Aldo ran very fast as if a ghost had chased him. 2. Rizal speaks loudly. He is not in the forest. 3. Zaskia acts. She is not a queen. 4. Dani treated his friends badly. He was not a master. 5. Mr. Smith entered the meeting room with a smile. He did not know every man in that room. 6. Tiara behaves. She is not a beautiful girl. Work hard! Tomorrow is not the end of the world. Shinta smiled at me. She did not know me before. Task 10 Work in pairs. Make a dialog using subjunctive. Read the dialog aloud. Example: You : Uhh ....... the man is so arrogant. Your friend : You're right. Many people dislike him. He often acts as if he were the richest man in this village. You : How about the woman standing beside him? Your friend : Well ....... the woman has a different characteristic. She always acts as if she were a common person. Task 11 Fill in the blanks with get or have. 1. I can't go shopping, so I'll........ my sister to buy. 2. If you really need the book, I'll........ him give it to you. 3. They........... the garbage burned yesterday. 4. Have you........... your shoes soled? 5. My son is not afraid of......... the dentist fill his tooth. 6. You dont't have to........... him apologize. 7. I won't........... the little girl to wash the dishes. 8. You must............ your nail cut. 9. ...........Juan to clean the blackboard. 10. .........the grass in the garden cut, will you? Task 12 Rewrite the sentences of active and passive using get or have as written in brackets. The teacher asked us to submit the homework soon. (have) Someone showed the way for me. (get) 3. Order someone to take the photographs. (have) 4. Your car needs servicing. You must .... (get) The maid will clean up the mess for us. (get) Task 13 Form two groups. Write sentences about what your teachers, parents, or friends had your team members do last week. You get a point for each sensible, correct causative sentence. The group with the higher score wins. Example: Group A : The English teacher had Mary do her homework again. John's father got him to wash his car. The Biology teacher had us write a composition about heart attack .................... ..................................................................................................................................................... ..................................................................................................................................................... ..................................................................................................................................................... Now your turn! 1. ................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................ 2. etc. STUDENTS WORKBOOK Topic : Interpersonal Subject Matter : English Class/Prog/Semester : XII/Science-Social/I Time Allotment : .. x 45 minutes Competence Standard: Communicating in oral and written text using proper language fluently and accurately in the transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review. (Themes are adjusted to the topic of the text and the level of students language acquisition.) 6. Directions: Listen to the teachers instruction carefully before you do the tasks. Read other books for enforcing your comprehension. Do every step based on the task. 7. Information: Interpersonal is to socialize using kinds of proper oral language fluently and accurately in the daily context to express suasion, problems, and future scenarios Basic Competence: Conducting several oral expressions from oral interpersonal passages. e.g : requesting, apologizing, predicting. Indicators: Students are able to: 1. carry out transactional conversations involving: requesting apologizing predicting carry out conversations for interpersonal purposes/social interaction (without specific outcomes). See the models: Study the expression! a. Asking someone to do something politely X : Would you mind posting the letter for me? Y : I'm sorry, I can't. X : Can I borrow your pen? Y : Here you are. X : Do you mind if I use your calculator? Y : Sorry. I'm using it. Help yourself. b. Apologizing X : Im sorry Im late Y : Thats O.K. Never mind X : I'm afraid I made a mistake. Y : It doesn't matter. Don't worry about it. c. Predicting X : I would say that Hilman is very wise. Y : I think it's well grounded. X : We can speculate that this experiment will succeed. Y : It's worth speculating.  Get a Practice: Task 1 What kind of expressions can you find in the dialogs? Vita : Could you close the door, please? Vito : Sure.  2. Mr. Candra : Get me some drink, will you? Vito : Certainly.  3 Mrs. Candra : I wonder if you could help me move the table. Could you? Mr. Candra : I'd love to help you, but I'm busy. I'm sorry.  4 Vita : I'm sorry to keep you waiting. Tiara : It doesn't matter.   5 Mrs. Candra : What are you reading, dear? Vita : Well ... it's about a new style of mobile phone. I predict this product will be a new trend.  Task 2 Perform the dialogs Example: You visit your friend at his/her house. Accidentally, you hit his/her ceramics and break it. What would both of you say? You : Ups ... I'm so sorry. I didn't mean it. Your friend : Never mind. I know that you broke it unintentionally. You..........Thank you. Let me help you to clean the floor. Your friend : All right. 1. Your friend borrows your mobile phone. Unfortunately, he/she drops it. It's broken now, and you cannot use it anymore. He/she apologizes. What would both of you say? 2. The sky is cloudy. Your friend asks you whether it will rain or not. You say your prediction. What would both of you say? 3. You and your friend make an experiment in the laboratory. You aren't sure if it will succeed, and neither is your friend. What would both of you say? 4. You lost your purse and it was later found in your best friend's bag. Actually it was placed there by a classmate who wanted to break up your friendship with your best friend. What would the two of you say? 5. Your sister will go to a bookshop. You ask her to buy you a notebook. What would both of you say? Task 3 Read the Topics. Talk about them with your friend. 1. What sports events are happening this weekend? Who do you think will win? 2. You watch a TV series. Say what you think will happen in the next episode. 3. You have a cute four-year-old nephew. You can't stop thinking of him. During the break time, you usually think of what he is doing at that moment. In your opinion, what is he doing right now? 4. Talk about the headline in today's newspaper. When chatting, you can freely talk about everything. The important thing is that you keep talking. Task 4 Work in pairs.Complete the dialogs with appropriate expressions. When you have finished, perform the dialogs. At a restaurant, the waiter spills coffee on you. Waiter : And here is your coffee, Sir. Oh goodness! You : It's all over my shirt! Waiter : ........... I'll get a towel and some water for you. George arrives at home. Jane : Did you remember to buy me some apples? George : Oh,............ I completely forgot. Jane : Well, I hope you remembered to post my letters. George : What letters? Jane : The ones I gave you this morning. George : Oh............. They are still at the office. Task 5 Make your own dialog using the expressions youve learned and perform it in front of the class.  Basic Competence: Conducting several oral expressions from oral interpersonal passages. e.g : advising, encouraging & warning, and commanding & prohibiting. Indicators: Students are able to: carry out a conversation using the expression of: advising encouraging & warning commanding & prohibiting complaining carry out conversations for interpersonal purposes/social interaction (without specific outcomes). See the Models: Read the dialogue and pay attention to the italized expressions! Teddy is talking to his Mom. Teddy is showing a brochure about new cell phones. Teddy : Mom, look at what I have. Mom : What is it? Teddy : A brochure about the newly-launched cell phones. Mom : C'mon son, you shouldn't think about it anymore. Focusing on your subjects is the main thing. Don't you think so? Teddy : Yes, of course. But ... can I change my cell phone to the newest one? Mom : I'm afraid you can't. Son, listen! I have no doubt that you are smart, cute and adorable. You will be able to have your nicest years during high school without being equipped with luxurious facilities. What do you say? Teddy : Sure, I'm really sure about my life. Mom : Good. So ... you understand our objection to buy you a new one, don't you? Teddy : I have no choice. Right, mom? Mom : No ... no ... no. This is not a matter of having choice or not. Its about being necessary or not. Or you ever think abo Deal? Teddy : Deal Mom! Get A Practice: Task 1 Read the dialogue in pairs with a good intonation as you are talking with your mother. Task 2 Explain the following questions orally. What does Teddy want to buy? Does his mother agree? Why? What is his mother's advice? What does his mother say to encourage him? What is his mother warning? Task 3 Make a dialogue based on each situation given. 1. Your roommate likes to stay up late and watch TV. He has early morning classes and needs to get to sleep. Advise him to sleep early and warn him about the bad effects of staying late. 2. Your brother gets involved with a nasty group of teenagers. Warn him about the unexpected consequences, then advise and encourage him to be brave to stop hanging around with them. 3. Your friend is planning to quit school. Advise her not to and encourage her to finish high school. Warn her about the tight competition in finding jobs today. Task 4 Work in pairs. Make a dialog based on the model below. Perform it in front of the class. Student A (customer) wants to complain about what he/she bought to student B (salesperson).       Basic Competence: Conducting several oral expressions from oral interpersonal passages. e.g : giving suggestion, complaining & critisizing and blaming. Indicators: Students are able to: carry out a conversation using the expression of: giving suggestion critisizing possibility carry out conversations for interpersonal purposes/social interaction (without specific outcomes). See the Models:  .    .     Get A Practice: Task 1 Complete the dialog using the expressions of giving suggestion. Anne : Oh, hello.... you don't look too well. What's the matter? Vita : Well, actually, I've................. Anne : That's too bad. Perhaps you should............ Vita : I already have. But it hasn't done much good. Anne : Oh, well, why don't you............? Vita : Yes, I think I'd better Task 2 Look at the pictures. Give your critiques for the pictures. 1.  2. Task 3 Make expression of possibility based on the following situation. 1. You have invited your friend to attend your birthday party. You have asked him confirmation. Do you think your friend will come to the party? 2. Dara has been hospitalized for almost a week due to her blood fever. Do you think she will recover soon? 3. In order to apply that job, the applicants should be literate in English. Edo has 550 TOEFL score. Do you think that Edo will be accepted?  Basic Competence: Conducting several oral expressions from oral interpersonal passages. e.g : giving instruction, saying confession and promising. Indicators: Students are able to: a. carry out a conversation using the expression of: giving instruction saying confession promising b. carry out conversations for interpersonal purposes/social interaction (without specific outcomes). See the Models:   1.  2. 4. Get A Practice: Task 1 Work in pairs.Complete the dialog with the expressions in the box. Perform the dialog with a friend. Vita and her mother are in the supermarket. When they are looking around, suddenly,........ (crashed!!) Vita : Oops!! ... Oh no! ... the glass. (1)............ Mrs. Candra : How come? Vita : Er ... em ... (The shopkeeper approaches them.) Excuse me. Shopkeeper : Did you break this glass? Vita : That's right but it was an accident. I think you shouldt have put the glass too close to the edge. Shopkeeper : (2)..................................... I'm so sorry, but the glass is broken. Vita : So what should we do now? Shopkeeper : Well, (3)............................. Mrs. Candra : O.K. (After paying for the glass ...) Vita : (4)............................... Mrs. Candra : It's all right, dear. Next time, just be careful. Vita : I will, Mom. (5)........................ Mrs. Candra : O.K. Now, let's just go home. Task 2 Make dialogs based on the situations below. Then, perform the dialogs. 1. You wanted to borrow a digital camera.You asked your friend who has it. He/she explained to you about the strengths and the weakness of her digital camera. What would the two of you say? 2. You arrived home from school.You were very thirsty. You asked your little brother to get you something to drink. What would the two of you say?  Basic Competence: Conducting several oral expressions from oral interpersonal passages. e.g : persuading, expressing denial, and expressing a hope. Indicators: Students are able to: a. carry out a conversation using the expression of: persuading expressing denial expresing a hope b. carry out conversations for interpersonal purposes/social interaction (without specific outcomes). See the Models:   2.  3. Mr. Johanes : So, are you going to marry my daughter? Leo : That's right, Sir. Mr. Johanes : What is your plan i f I give you a permission? Leo : I'm going to apply for a job. Mr. Johanes : I wonder what you can do for a living. Leo : Of course a lot. I intend to go into business. Mr. Johanes : Business? What business? Leo : I hope I can do the business of export and import. Mr. Johanes : You say "I hope". What do you mean "I hope"? Leo : Well, I'm planning it in here. (Point his head). Mr. Johanes : My goodness, you are offering something uncertain. How can I trust you to live with my daughter. So, how do you intend tokeep a wife if you have no income? Leo : I really wish to make money soon, but don't you think it takes time and needs a process? Mr. Johanes : Then, where are you planning to live? Leo : There's a house that goes with the job. Mr. Johanes : But, you are out of work and you said you intend to have a business. Leo : No, I mean.... Hm... if the business goes well and we have enough money, we'll buy a house. Mr. Johanes : Good Lord! I don't allow you to marry my daughter, young man. Period! Get A Practice: Task 1 Make dialogs based on the following situations! Your little brother is having flu. She neglects to go to a doctor because of being afraid of a doctor. Persuade him in order that he is willing go to a doctor. You are accused of taking home your friends dictionary but you dont do that. After finishing SMA, you want to continue your study in Economic Faculty. Express your hope for that thing. Task 2 Retell the dialogs in the example above using your own words. Task 3 Make dialogs based on the following pictures!  (Spoken Cycle) STUDENTS WORKBOOK Topic : Explanation Subject Matter : English Class/ Prog/Semester : XII/Science-Social-Language/I Time Allotment : .. x 45 minutes Competence Standard: Communicating in oral and written text using proper language fluently and accurately in the transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review. (Themes are adjusted to the topic of the text and the level of students language acquisition.) Directions: Listen to the teachers instruction carefully before you do the tasks. Read other books for enforcing your comprehension. Do every step based on the task. Information: A. Social Function: To explain the processes involved in the information or workings of natural or sociocultural phenomena. B. Generic Structure: A general statement to position the reader. A sequenced explanation of why or how something occurs. C. Significant Lexico Grammatical Features. Focus on generic, non human Participants. Use mainly of Materia and Relational Processes. Use mainly of tempos and causal Circumstances and Conjunctions. Some use of Passive voice to get Theme right. 8. Basic Competence: Expressing ideas or opinion in a transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review Indicators: Students are able to: carry out conversations for interpersonal purposes/social interactions (without specific outcomes. tell some explanations of something using spoken English (monologs). read explanation texts. read small functional texts (letters). 10. See the Model:  Hello. Have you ever heard about "Care Perdue" or "Lost Wax"? Guess what. Right. "Cite Perdue" is French. Lost Wax is very close to metal sculpture. Well, let me explain .Cite Perdue (French, "lost wax') is a process of wax casting used in making metal sculpture. A model is coated with wax. The solidified wax is encased in a two-layer mold of plaster or clay. Hmm, it is then melted or otherwise removed from the mold, and metal is poured into the space where the wax had been. Oh, I almost Forgot, after cooling, the mold is broken to free the metal object. This ancient method is used to produce sculpture, jewelry, and utilitarian products such as dentures. Okay. Is it clear? Not yet. How about going to the library and finding more information about Lost Wax? See you and good luck. (Taken From Look A Head) 11. Get A Practice: Task 1 Work in pairs to answer the following questions! What does the text tell you? Can you tell me what Lost Wax is? The tools you need in Lost Wax process are.................. The first stage of Lost Wax is.................. How many stages are there in Lost Wax process? 6. Which of these is the purpose of the text? a. To describe the way things are b. To explain the processes involved in the format 7. Do you find expressions typically used in conversation Mention them. 8. How many action verbs are there used in the text? C action verbs. Are there any abstract words in the text? What are they? How many passive sentences are there in the text? Circle all the action verbs Are there any conjunctions used in the text? Mention Why is the text written in present tense? Task 2 The text below is not well-organized, The paragraph are jumbled. Rearrange the paragraph to make it a good explanation text! Okey, do you know who or what helps your body take oxygen from the air? Right. Respiratory system. Can you tell me the most important organs in the respiratory system? Yes, your nose, mouth, trachea, lungs, and diaphragm. In the lungs, breathing out, or exhalation, removes carbon dioxide from the body, thus completing the respiration cycle. Do you understand so far? Well sorry. Time is up so see you tomorrow, bye. The second phase of respiration begins with the movement of carbon dioxide from the cells to the bloodstream. The bloodstream carries carbon dioxide to the heart, which pumps the carbon dioxide-laden blood to the lungs. The first phase of respiration begins with breathing in, or inhalation. Inhalation brings air from outside the body into the lungs. Oxygen in the air moves from the lungs through blood vessels to the heart, which pumps the oxygen-rich blood to all parts of the body. Oxygen then moves from the bloodstream into cells, which completes the first phase of respiration. In the cells, oxygen is used in a separate energy-producing process called cellular respiration, which produces carbon dioxide as a byproduct. Respiratory System, in anatomy and physiology, are organs that deliver oxygen to the circulatory system for transport to all body cells. The respiratory and circulatory systems work together to deliver oxygen to cells and remove carbon dioxide in a two-phase process called respiration. Task 3 Fill in the blank based on the text above!  . (Written Cycle) Basic Competence: Expressing meaningful ideas or opinon in writen passage in the form of: explanation. Information: ` Link to Grammar: Simple Present Tense is used for habitual action, general truth, and natural law. Pattern: SV-1/V-sObe (is, am, are)N/Adj/AdvExample: Indonesian peopleeatriceLeafisgreenThe bloodstreamcarriescarbon-dioxide to the heart b. Passive Voice is used when the agent is considered not quite important. Pattern: a. Simple Sentence Sbe-1(is, am, are)V-3be-2(was, were) Modal Sentence SMbeV-3c. Perfect Sentence Shave/has/hadbeenV-3 d. Continuous Sentence Sbe-1(is, am, are)beingV-3be-2(was, were)e. Modal Perfect Sentence SMhavebeen V-3Example:  Indicators: Students are able to: write small functional texts(letters). write explanation texts. use Simple Present and Passive Voice in context. 4. Get A Practice: Task 1. Complete the blanks with the word provided! How Photosynthesis WorksGeneric Structure* stages * process * convenience * Photosynthesis(1) is very complex (2) .. and for the sake of (3) and ease for understanding, plant biologists divide it into two (4) .* in the second stage * reaction * chemical energy * light energy * synthesize glucoseIn the first stage, the light-dependent (5) ............ the chloroplast traps (6)...... and converts it into (7).........contained in nicotinamide adenine dinuclotide phosphate (NADPH) and adenosie triphosphate (ATP) two molecules used (8)......... of photosynthesis. * reaction * hydrogen atoms * literal meaning * lightIn the second stage, called the light independent (9)............. (formerly called the dark reaction), NADPH provides the (10)........... that help form glucose, and ATP provides the energy for this and other reactions used to (11) ....................... These two stages reflect the (1 2) .......... of the term photosynthesis, sis, to build with (13)........... Task 2 Make your own explanation text. Go to the library or 'Warnet. Find any information about the processes involved in the forman or workings of natural or sociocultural phenomenon. Based on information you get, think of a process or a work of something you are going to explain. List all important words you are going to use to make a general statement. Write orderly how the process occurs. List all important words you are going to use in each phase. Think of how to end your text. List all important words you are ing to use.  Task 3 Change the words in the brackets into their passive forms. All flowers start as a bud, which grows from the tip of a stalk, called the receptacle. The petals (1. tightly pack) inside the bud, and they (2.surround and protect) by special leaves called sepals. When the bud opens into a flower, the sepals either remain as a ring around the petals, or wither and fall off. Flowers (3. make up) of many specialized parts. They have male parts or stamens and a female part or the pistil. In most flowers, the petals (4. arrange) in a circle, around the male and female parts. Petals (5. often scent) and brightly ( 6. color). They have areas of cells which (7. call) nectaries at their base. A sweet liquid called nectar (8. produce) by these. It attracts insects and other animals. (Adapted from: the Usborne Internet - Linked Book of Knowledge/English For Better Life) Task 4 Improve Your Vocabs: Guess what these words mean! Find the meanings of the words. .1. 2. 3. 4. 5. 6. 7. 8. 9. 10coastal Maryland laundry settlement common plan breather Sunday wants detectpostal farmland husbandry government command plain bridal sandy ounce defecttotal far land boundary sentiment comment plane breeder candy once detach Task 5 Make sentences using the words in Task 4. Task 6 There are several kinds of word formations. One of them is by adding-y to nouns such as: dream-dreamy, groove-groovy, mood-moody. They have new meanings. Study the examples below. Dreamy : 1) wonderful; beautiful; peaceful; desirable 2) living more in the imagination than in the real Groovy : attractive or interesting in the fashion of the time; modern Moody : displeased; unhappy; angry Now, write sentences using these adjectives. Notice their meanings! 1. rocky : full of rocks/stones 2. trendy : very fashionable; very influenced by 3. sunny : having bright sunlight; cloudless 4. roomy : with plenty of space 5. fruity : like fruit; tasting or smelling of fruit 6. handy : useful and simple to use 7. smoky : filled with or producing (too much) smoke 8. hilly : (a country or roads) full of hills 9. funny : amusing; causing laughter 10. smelly : unpleasant smelling Just for Fun: The Best and the Worst Joe Sanders has the most beautiful garden in our town. Nearly everybody enters for 'The Nicest Garden Competition' each year, but Joe wins every time. Rill Frith's garden is larger than Joe's. Bill works harder than Joe and grows more flowers and vegetables, but Joe's garden is more interesting. He has made neat paths and has built a wooden bridge over a pool. I like gardens too, but I do not like hard work. Every year I enter for the garden competition too, and I always win a little prize for the worst garden in the town!(Taken from Practice and Progress) (Spoken Cycle) STUDENTS WORKBOOK Topic : Discussion Subject Matter : English Class/ Prog/Semester : XII/Science-Social-Language/I Time Allotment : .. x 45 minutes Competence Standard: Communicating in oral and written text using proper language fluently and accurately in the transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review. (Themes are adjusted to the topic of the text and the level of students language acquisition.) Directions: Listen to the teachers instruction carefully before you do the tasks. Read other books for enforcing your comprehension. Do every step based on the task. Information: Social Function: To present (at least) two points of view about an issue. Generic Structure: Issue: Statement Preview Arguments for and against or Statement of differing points of view. Point Ellaboration Conclusion or Recommendation C. Significant Lexico Grammatical Features. Focus on generic , human and generic non human Participants. Use of: Material Processes, e.g. has produced, have developed, to feed. Relational Processes, e.g., is, could have, cause, are. 8. Basic Competence: Expressing ideas or opinion in a transactional discourse and/or monolog especially in the form of: discussion Indicators: Students are able to: carry out conversations for interpersonal purposes/social interactions (without specific outcomes. do a monolog in a discussion text. read a range of discussion texts. identify the language features of discussion text. 10. See the Model: Last night, the news said that, the government would increase the price of fuel. This can help our government decrease the burden of subsidy. But, it surely will affect the market. Soon, all prices are increasing. For example, people won't get many things with only fifty thousands. How about for the poor, it's getting more difficult to survive with only ten thousands a day. The flight fees are not competitive anymore. For example for Jakarta-Medan, there is three time increase. We have to think twice before deciding to travel with our family by plane at this time. Such high budget for a shuttle flight could be used for our sons school fee. Yeah, poor people. Indonesia is absolutely rich of natural resources, but, it doesn't benefit them. Let's think about it thoroughly. The expenses for subsidizing the fuel can be shifted to other sectors. The government has already thought about it, before they make a decision, hasn't it? .(Taken from Linked to The World) Get A Practice: Task 1 Retell loudly what the text said, then discuss it with your friends! Task 2 Form a group of four, discuss the following issues. Follow the steps to have a good discussion.  Hot Issues: 1) Drug smuggler will be sentenced to death. 2) Indonesian language will be introduced to some colleges abroad. 3) The government will not allow any female teenager to take part in Miss World Competition.  Task 3 i'hese tasks are for those students who have finished their works before others in the class. Work with a partner. Choose the hot issues. Identify another partner that agrees and disagrees with the topic. Separate them, then make a discussion. Suppose you are in a forum. The forum is going to discuss about the population issue. You can answer the questions below. Are we overpopulated? What is the optimum level of population for the continent? What should we do to overcome the problem? Task 4 Pay attention to the text organisation.  Is X-Ray Examination Necessary? Students, can you show me your hands? Right! And can you show me your head? excellent! But Can you show me your stomach? Hm... Can you show me your lungs? No ? Why? Yeah, you're right. Because they are inside our body. So what do you think, how can we see the internal parts of our body? Yes. We use X-Ray. So, what is X-Ray? Does anybody know? No....? Well, X-Ray is a spectrum of light. It is radiated to our body. It is used for detecting our internal body organs. Do I make myself clear? Well, Let me continue, where can you find X-Ray? Yes, that's right. It is in a hospital. And do you know who invented X-Ray? Does anybody knows? No? Oh come on... Nobody remembers the name? Well, X-Ray was invented by a German scientist, William Conrad Rontgen. Where was I? Oh, O.K. Hm... When do people use X-ray? Correct. When they are ill Imean when there is somethig wrong in their internal parts of their body. Can you give the examples of ilnesses? When people suffer from diseases they need X-Ray to check. Yes, cancer, ....kidney trouble, .....heart trouble,...tomor, etc. Well, some people agee that X-Ray examination is beneficial. They say that doctors should use X-Ray in examining a severe ilness. If doctors dont use X-Ray, they will miss some important information which is very useful in making a diagnose on the patients disease. And this will sometimes cause the doctor inaccurate in prescribing the medicine to cure the illness. Not all patients agree with the use of X-Ray examination, however. Do you know why? Gues what? They think that using X-Ray examination will cost them a lot of money. That's really true. Another reason is the radiation of X-Ray has some risks to the body tiissues. Well, as a result of this controversy, many people are planning a traditional health cure to avoid the high cost of hospital care. While hospitals insist on having X-Ray examinations on patients to get an accurate diagnose although the cost is very high. In pairs, discuss the following questions What is the purpose of the speaker with this text? What do you call this kind of text? Can you explain in your own words the text organisa What is the content of "issue"? What does the argument "for" point say? What does the argument "against " point say? What is the "conclusion"? What do you think of the speaker's attitude? partial or impartial? How do you know this? The text above is mostly written in........... tense. Task 5 List all the gambits used in the spoken text above according to functions. a. Can you show me....... b. ...................................... c. ....................................... d. ....................................... e. ....................................... f. ....................................... g. ......................................Asking for information Listing Excuses A surprising fact Surprising news Return to the topic Correcting yourself Right or Wrong Analyse your handwriting Checking gambits Task 6 1. Circle all the conjunctions used in the text. Then write them here: and, because, ........... 2. Now analyse the use of each conjunction/connective you find in the text. and is used to add information.  (Written Cycle) Basic Competence: Expressing meaningful ideas or opinon in writen passage in the form of: discussion. Information: ` Link to Grammar: CONNECTIVESFUNCTIONSAll, but, exceptexception will followAs a result of, because, due to, in oreder to, on account of, sincecauseAs a consequence, as a result, cansequently, so, so as to, so that, thereforeeffectAfter, as soon as, before, if, provided that, should, while, without, unless, until, followingcondition to be metEven if, however, nevertheless, on the other hand, rather, still, yet, despite An opposite idea will followexamples, for examples, kinds, types, sorts, ordinal n umbers(one, two, three, etc), others, several, some, such as, the following, ways Examples will followAs before......., after; like, some....other, than, once ........now comparison Indicators: Students are able to: write discussion texts use gambits in making arguments use connectives in sentences Get A Practice: Task 1 In groups of four, create the "issue" and the "conclusion of the following text. The arguments of "for" and "against" points are mixed. Separate them and put them in the right places provided below to make a good and meaningful text. Credit cards has many advantages as a means of payment. The most practical benefit of this magical plastic card is that the cardholders dont need to carry cash. Yet, with all its benefits, having a credit card involves some risks. One is the cardholder's tendency to spend more money than he or she should, or can afford to. Cards come in handy when we buy on impulse and may not have enough money with us. With a credit card, we can pay for things in an emergency without having to wait for our end-of-month paycheck. Who isn't lured by the "buy-now-pay-later" concept ? Actually, when you use a credit card you buy on credit, which means that you have to pay interest. And like all other bank loans, your debts will swiftly add up when you fail to make the regular monthly payments.Our card even enables us to get a cash in advance from an authorized bank or from an ATM. other risk is being overcharged Write your composition here Title : Credit cards: Plus and Minus Issue : ............................................................................................................................. Argument for point ............................................................................................................................. elaboration Elaboration .............................................................................................................................. Argument against ............................................................................................................................ point Elaboration .............................................................................................................................. Conclusion .............................................................................................................................. Task 2 Use the connectives provided to complete this paragraph.  although and with is well as Get More Practice: Choose the correct answer. A "I suggest that you ask for more information about the action before you decide to take part." B .............. Sure, thanks I also think about it Thanks for your suggestion All are correct except c Sorry. I can't do it. A "Couldd you please listen to my explanation?" Sorry, I won't Sure, go ahead Why not? All are correct Do I have to? A : ............. B "Okey, okey. I know what to do." Don't be crazy Are you out of your mind? Clean it and then put it here You are suppose to understand It was poor! 4. A : "I think you should consult your dictionary for a better result". B : "Thanks." From the dialogue we know that A made a/an .... a. promise d. complain b. advice e. request c. agreement '(Spoken Cycle) STUDENTS WORKBOOK Topic : Review Subject Matter : English Class/ Prog/Semester : XII/Science-Social-Language/II Time Allotment : .. x 45 minutes Competence Standard: Communicating in oral and written text using proper language fluently and accurately in the transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review. (Themes are adjusted to the topic of the text and the level of students language acquisition.) Directions: Listen to the teachers instruction carefully before you do the tasks. Read other books for enforcing your comprehension. Do every step based on the task. Information: Social Function: To critique an art work, event for a public audience.Such works of art include movies, TV, shows, books, plays, operas, recordings, exhibitions, concerts and, ballets. Generic Structure: Orientation: Places the work in its general art particular context, often by comparing it with others of its kind or through analogue with a non-art object or event. Interpretive Recount: Summaries the plot and/or provides an account of how the reviewed rendition of the work came into being; is optional, but if present, often recursive Evaluation: Provides an evaluation of the work and/or its performance or production; is usually recursive. Evaluative Summation: Provides a kind of punchline which sum up the reviewer's opinion of the art event as a whole is optional Significant Lexico Grammatical Features. Focus on Particular Participants. Direct expression of options through use of Attitudinal Ephitets in nominal groups; qualitative Attributes, and Affective Mental Processes. Use of eaborating and extending clause and group complexes to package the information. Use of metaphorical language (e.g., The wit was there, dexterously ping-ponged to and fro....) 8. Basic Competence: Expressing ideas or opinion in a transactional discourse and/or monolog especially in the form of: review Indicators: Students are able to: carry out conversations for interpersonal purposes/social interactions (without specific outcomes. do a monolog in a review text. read a range of review texts. identify the language features of review text. 10. See the Model: Read the text carefully. What's After SMA? Life is struggle and struggle is life. Have we, as students, ever thought about life? Have we ever thought of struggle? Perhaps not. We are still busy with our youth. What we think, speak and do are about friends, peers, hanging around and ... many of us study little. It's normal as we mustn't miss our "golden age". This period is the time to understand the other world. It's the first time to fall in love with the other sex. We'll be happy if we make friends. Sometimes we waste our time for doing nothing, except gathering, chatting, and even ... gossiping. In short, we spend our time just for fun, happiness and pleasure. And what about spiritual life? Some of us think thatthe world of the old. They said the young and the old have different world. It's the fact that many of the young or teenagers have failed to fight against inner and outer temptation. They don't think that they actually have a valuable life. They have neglected their parents, but loved being drunk, tripping, disturbing neighbours, snatching, making violance, and doing other crimes. And the result is among others, many of them died in vain. Life is also a competition. We must compete with others for many things. As students, we consciously or unconsciously, compete with our classmates to be our best and try hard to have good relation with them. Then we must review our bitter experience, if any, we've got in the past. We have to forget the past, however, we can learn from it to have a better life in the future. Remember, the real life in society is much tougher than school life. And think twice, life lies upon our hands, our will. We have talent which is not to be pushed aside. Time is money, talent is a grant from above, and skill is the ability to practise them. We must prepare our future, focus on our goal of life, or well become nothing. We're in the third grade now. We know well who we're. And it's the time to consider whether or not we'll continue studying after SMA. But one more, being university student is a hard competition as hundreds of thousands of High School graduates want to study in the universities while their capacity is limited. And, as usual, after registering our names we must take admission tests. They, surely, select the best applicants. How awful it is. So what will we do? The only way is preparing for the test seriously. First, what field of study or course to take, information technology, engineerinag, banking, teachers training, medical, or else. We have to choose one according to our will, talent and quality. If for some reasons we won't continue to study in the university we must be ready to face the real life. Then, where to study, in the state-owned, private, domestic or foreign university. Though the decision is on our own, it's wise to consult our parents or someone else who can help us. Working hard yields success.(Taken from Linked to The World) 4. Basic Competence: Expressing ideas or opinion in a transactional discourse and/or monolog especially in the form of: narrative, explanation, discussion, commentary, and review 5. Indicator : Students must be able to: tell stories using spoken English (monologs). b. to tell stories in chronological order using time connectives and functions to tell a story 6. See the Model: Pay attention to the following example! Example: Do you have a plan to buy a motorcycle? Let's study "the adverb clause of condition"Understand the explanation. Adverb Clause of Condition 1. Whether or not Whether or not expresses the idea that neither this condition condition matters; the result will be the same. Example: I am going to go jogging tomorrow whether or not it is cold. I am going to go jogging tomorrow whether it is cold or not. 4     BKS/BIG/XII/IPA-IPS-BHS/I/06-07 PAGE  PAGE 32 3.2.4.1 3.3.3.1 3.4.3.1 3.2.1.1 3.2.2.5 3.2.3.4 3.2.1.1 3.2.1.2 Student A greets B tells the complaint about TV that he/she bought accepts it Student B greets A responds to the complaint and gives the reason 3.2.1.2 3.2.2.1 3.2.3.4 It sounds like a good suggestion You look bored. Why don't you go out and get some fresh air? Hey, listen. Youve been far from the guideline given! Thanks.Ill try to make it in line. I think we have that capacity Do you think our country can solve the economic problem soon? 3.2.1.1 3.2.2.3 3.2.3.3 Fira : Could you save my data in a diskette, please? Ayu : Sure. Oh, it's full I'm sorry. I've made a mistake. I've deleted one of your files O.K.I have to admit that it's my fault. I promise I won't do it anymore. Fira : You'd better keep your promise Tiara : Hi, Vita. What are you doing? Vita : Hi, I am composing my paper while listening to my favorite songs on the CD ROM. Tiara : Oh ... really? How do you do it? Vita : If your computer is on, put a CD in the CD ROM drive. Click XingMPeg Player, file, open and then play. Can you do it? Tiara : Sure. It sounds easy! I'm very sorry, Mom What should I do, Mom? Well, actually, that's not the problem Please go to the cashier and pay the fine I promise it won't happen anymore 3.2.1.3 3.2.2.3 3.2.3.1 Vita : Why don't you try this one? It will suit you Zaskia : It looks good. May I open it? Vita : Sure. Dito : Its said that youve stolen the statu. Duta : Thats not true. I just look, even I didnt touch it!   3.2.4.2 3.3.2 A general statement to position the reader. A sequenced explanation of why or how something occurs. Closing Generic Structure Respiration A General Statement : .. .. Explanation : ...... .. Closing : 3.4.2 3.4.2.4 English is spoken all over the world The test cant be done The letter has been sent Passive Voice is being explained by the teacher. Te speech contest could have been won by Ana Be sure to include conjunction to make coheren in paragraphs. Be sure that you vary the sentence in the present tense using passive and active sentences and complex sentences. Be sure that you use abstract words/nouns.: Elaborate your supporting sentences by giving dot statistics, etc. Be sure that you check spelling, capitalization, comma: pronoun reference.  3.2.3.3 3.3.2 Steps: 1. Present the issue. 2. Give the argument. 3. Elaborate the argument. 4. Give another argument (if any). 5. Elaborate it again. 6. Present the contra-argument. 7. Elaborate it. 8. Make conclusion.  Issue Title Argument for point elaboration Argument against point Elaboration Conclusion 3.4.3.3 The Central Park Conservancy raised $ 39,000 in privat donations to employ twenty-five high school students from New York area. (1)......... commendable zeal, the participants are embellishing the park (2).......... wedding and cleaning unkempt areas (3)....... their employment is merely interm work over the summer, the youths share and affinity for horticulture. 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