Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004

Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
DEPDIKNAS ©Hak Cipta pada Pusat Penilaian Pendidikan-BALITBANG i
©Hak Cipta pada Pusat Penilaian Pendidikan
BAHASA INGGRIS
SMA/MA
Program Studi IPA/IPS/Bahasa
DEPARTEMEN PENDIDIKAN NASIONAL
BADAN PENELITIAN DAN PENGEMBANGAN
PUSAT PENILAIAN PENDIDIKAN
PANDUAN MATERI
UJIAN NASIONAL
TAHUN PELAJARAN 2004/2005
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
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KATA PENGANTAR
Dalam rangka sosialisasi kebijakan dan persiapan penyelenggaraan Ujian Nasional dan Ujian
Sekolah/Madrasah Tahun Pelajaran 2004/2005, Pusat Penilaian Pendidikan Balitbang Depdiknas menyiapkan
panduan materi untuk setiap mata pelajaran yang diujikan pada Ujian Nasional dan Ujian Sekolah. Panduan
tersebut mencakup:
1. Gambaran Umum Format dan Bentuk Ujian
2. Standar Kompetensi Lulusan (SKL) dan Ruang Lingkup Materi
3. Contoh Spesifikasi Soal
4. Pedoman Penskoran
Panduan ini dimaksudkan sebagai pedoman bagi sekolah/madrasah dalam mempersiapkan penyelenggaraan
Ujian Nasional dan Ujian Sekolah, serta sebagai informasi dan acuan bagi peserta didik, guru, dan pihak-pihak
terkait dalam menghadapi Ujian Nasional dan Ujian Sekolah/Madrasah.
Semoga panduan ini digunakan sebagai acuan oleh semua pihak yang terkait dalam penyelenggaraan Ujian
Nasional dan Ujian Sekolah Tahun Pelajaran 2004/2005.
Jakarta, Januari 2005
Kepala Pusat Penilaian Pendidikan,
Balitbang Depdiknas
Bahrul Hayat, Ph.D.
NIP. 131 602 652
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
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DAFTAR ISI
Halaman
Kata pengantar ................................................................................................................................ i
Daftar Isi ......................................................................................................................................... ii
Gambaran Umum ............................................................................................................................. 1
Standar Kompetensi Lulusan ........................................................................................................... 2
Contoh Spesifikasi Soal ................................................................................................................... 5
Langkah-langkah penskoran ............................................................................................................ 18
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Gambaran Umum
1. Pada ujian nasional tahun pelajaran 2004/2005 untuk sekolah piloting kurikulum 2004 dan sekolah
lain yang telah menggunakan kurikulum 2004 secara mandiri, bentuk tes bahasa Inggris tingkat
SMA/MA berupa tes tertulis dengan bentuk soal pilihan ganda.
2. Acuan yang digunakan dalam menyusun tes ujian nasional adalah kurikulum 2004, Standar
Kompetensi Mata Pelajaran Bahasa Inggris, dan Standar Kompetensi Lulusan.
3. Materi yang diujikan dimaksudkan untuk mengukur ketercapaian Standar Kompetensi Lulusan.
4. Materi yang diujikan digunakan untuk mengukur ketercapaian standar kompetensi lulusan meliputi
keterampilan “listening dan reading”. Ujian “reading” meliputi isi teks, langkah-langkah retorika,
struktur dan vocabulary.
CATATAN
* Ujian tertulis (paper and pencil) yang berupa pilihan ganda (Listening dan Reading) untuk jurusan
IPA, IPS, dan Bahasa adalah sama.
* Perbedaan ujian praktik IPA, IPS, dan Bahasa terletak pada :
IPA dan IPS : Monolog
Speaking
Bahasa : Public Speaking
IPA dan IPS : Menulis sebuah jenis teks
Writing Bahasa : Merespon teks dengan melakukan rekreasi imajinatif
secara tertulis
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Standar Kompetensi Lulusan
Standar Kompetensi Lulusan Ruang Lingkup Materi
1 2
1. Siswa mampu memahami wacana
transaksional dan interpersonal ringan
(misalnya: perkenalan, jual beli, instruksi
guru, dan reaksi spontan) dan atau monolog
lisan berkenaan dengan wacana narrative,
procedure, spoof/recount, report, news
item, descriptive, anecdote, exposition,
explanation, discussion, commentary, dan
review.
Merespon berbagai tindak tutur di dalam wacana
• Transaksional dan Interpersonal ringan seperti :
Menerima barang/jasa, berkenalan, bertemu, berpisah,
menyetujui undangan/ajakan/tawaran,
menyuruh/mengajak, menerima janji dan pembatalan
janji, menyampaikan undangan/tawaran, membalas
ungkapan terima kasih dan pujian dan ucapan selamat,
memuji dan memberi selamat, menunjukkan perhatian,
terkejut, embarrassment, pain, relief, fear, annoyance,
mengusulkan, memohon, memberi instruksi,
memerintah, menasehati, memperingatkan, membujuk,
mendorong semangat, mencegah, meminta,
mengabulkan, menolak permohonan, mengelak,
mengkritik, menyalahkan, menuduh, mengakui
kesalahan, menyangkal, menyesali, meminta, memberi
maaf.
• Monolog dalam bentuk:
Recount, spoof, news item, report, narrative,
descriptive, anecdote, analytical exposition, hortatory
exposition, review, commentary, explanation,
discussion.
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1 2
2. Siswa mampu mengungkapkan makna
wacana transaksional dan atau monolog
lisan terutama dalam wacana narrative,
procedure, spoof/recount, report, news
item, descriptive, anecdote, exposition,
explanation, discussion, commentary, dan
review.
Merespon berbagai tindak tutur di dalam wacana
• Transaksional dan percakapan interpersonal, seperti:
Menerima barang/jasa, berkenalan, bertemu, berpisah,
menyetujui undangan/ajakan/ tawaran,
menyuruh/mengajak, menerima janji dan pembatalan
janji, menyampaikan undangan/tawaran, membalas
ungkapan terima kasih, membalas pujian dan ucapan
selamat, memuji dan memberi selamat, menunjukkan
perhatian, terkejut, embarrassment, pain, relief, fear,
annoyance, mengusulkan, memohon, memberi
instruksi, memerintah, menasehati, memperingatkan,
membujuk, mendorong semangat, mencegah, meminta,
mengabulkan, menolak permohonan, mengelak,
mengkritik, menyalahkan, menuduh, mengakui
kesalahan, menyangkal, menyesali, meminta, memberi
maaf.
• Monolog dalam bentuk:
Recount, spoof, news item, report, narrative,
descriptive, anecdote, analytical exposition, hortatory
exposition, review, commentary, explanation,
discussion, procedure.
3. Siswa mampu memahami nuansa makna
dan langkah-langkah pengembangan
retorika di dalam teks tertulis berbentuk
narrative, procedure, spoof/recount, report,
news item, descriptive, anecdote,
exposition, explanation, discussion,
commentary, dan review.
● Memahami nuansa makna dalam teks seperti:
Mengidentifikasi kerangka teks (generic structure)
yang dibaca/susunan unsur kalimat dalam wacana
(textual meaning)/makna gagasan dari teks yang
dibaca (gagasan utama, informasi rinci, info faktual
makna kata, frasa, kalimat)/tujuan komunikasi dari
teks yang dibaca/struktur dominan dalam teks/ makna
gagasan (ideasional).
• Langkah-langkah pengembangan retorika di dalam
teks tertulis berbentuk narrative, procedure,
spoof/recount, report news item, anecdote, analytical
exposition, hortatory exposition, discussion,
commentary, dan review. (eg. orientasi, evaluasi,
komplikasi, resolusi, untuk teks naratif).
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1 2
4.Siswa mampu mengungkapkan nuansa
makna dengan langkah-langkah
pengembangan retorika yang benar di
dalam teks tertulis berbentuk narrative,
procedure, spoof/recount, report, news
item, descriptive, anecdote, exposition,
explanation, discussion, commentary, dan
review.
• Menulis kalimat fungsional sederhana seperti :
Menulis pesan/pengumuman singkat dan sederhana/
kartu ucapan, menulis teks-teks berbentuk
narrative/deskriptif/recount/anekdot/laporan dan
prosedur, menulis surat pribadi yang melibatkan jenis
teks tertentu atau E-Mail yang interaktif,
menggunakan piranti kohesi/koherensi,
mendemonstrasikan keterampilan dasar
(menggunakan tata bahasa, tanda baca, ejaan dan
tanda tulis dengan akurat. Menulis gagasan utama.
Mengelaborasi gagasan utama. Menggunakan register
yang tepat), membuat draft, menulis teks untuk
kebutuhan sehari-hari seperti surat permintaan ijin.
Keterangan : SKL 1 dan SKL 3 diujikan secara nasional
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CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005
Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis

Standar Kompetensi Lulusan :

Listening.
Siswa mampu memahami wacana transaksional dan interpersonal ringan (misalnya:
perkenalan, jual beli,instruksi guru, dan reaksi spontan) dan atau monolog lisan
berkenaan dengan wacana narrative, procedure,spoof/recount, report, news item, descriptive, anecdote,exposition, explanation, discussion, commentary, dan review.

Ruang Lingkup Materi : Merespon tindak tutur di dalam wacana interpersonal atau
basa basi.
Indikator : Diperdengarkan sebuah “exchange” (Tanya/jawab) dengan lebih dari dua pertukaran peran, siswa dapat menentukan:
No. Soal : 1.a. Informasi tertentu dari percakapan yang didengar.
1.b. Inti dari percakapan yang didengar.

Contoh Soal :
Rekaman
A : Hi Ben. How are you?
B : Not bad. Thanks. And yourself?
A : Fine. Thanks.
B : Good weather, isn’t it?
A : Yes ... better than last week.
B : I know. That was terrible, don’t you think?
A : Indeed. I had never seen such heavy rain in my life.
B : Neither had I.
A : It was pouring!
B : It was, wasn’t it?
A : The wind blew trees down. One of those trees fell on my neighbour’s car.
B : That’s too bad.
A : Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B : See you. Bye.

Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
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6
Ditulis di lembar jawaban siswa:

Narrator :
This conversation is between ....
a. two close friends
b. two strangers
c. a teacher and a student
d. a news reader and a listener
Kunci : A

Narrator :
What did they talk about?
a. To forecast the weather.
b. To tell what is going to happen.
c. To have something to talk about.
d. To discuss bad weather.
Kunci : D

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CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005

Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis

Standar Kompetensi Lulusan : Listening. Siswa mampu memahami wacana transaksional
dan interpersonal ringan (misalnya: perkenalan, jual beli,instruksi guru, dan reaksi spontan) dan atau monolog lisanberkenaan dengan wacana narrative, procedure,
spoof/recount, report, news item, descriptive, anecdote,exposition, explanation, discussion, commentary, dan review.

Ruang Lingkup Materi : Merespon tindak tutur di dalam wacana transaksional.
Indikator : Diperdengarkan sebuah “exchange” (Tanya/jawab) dengan
lebih dari dua pertukaran peran, siswa dapat menentukan:
No. Soal : 2. informasi tertentu dari percakapan yang didengar Contoh Soal :

Rekaman:
Woman : Ben, did you buy any ice cream?
Man : No. I only bought some bread, milk, and apples.
Woman : Oh okay. I’ll buy the ice cream then.

Contoh soal transaksional
Narrator:
What did the man buy?
Ditulis di lembar jawaban siswa:
Kunci : D
a. roti tawar,jeruk dan sekotak susu es krim,sekotaksusu, apel
apel, es krim,
roti tawar
roti tawar,
sekotak susu,
beberapa apel
b. c. d.


Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
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CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005
Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis
Standar Kompetensi Lulusan : Listening. Siswa mampu memahami wacana transaksional
dan interpersonal ringan (misalnya: perkenalan, jual beli,
instruksi guru, dan reaksi spontan) dan atau monolog lisan
berkenaan dengan wacana narrative, procedure,
spoof/recount, report, news item, descriptive, anecdote,
exposition, explanation, discussion, commentary, dan review.
Ruang Lingkup Materi : Monolog dalam bentuk “Anekdot”
Indikator : Diperdengarkan teks monolog berbentuk “Anekdot,” siswa
dapat menentukan satu jawaban yang benar tentang:
* Informasi yang spesifik (soal no.3)
* Orientation (the setting) (soal no.4)
* Tujuan komunikasi (soal no.5)
No. Soal : (3 – 5)
Contoh Soal :
Rekaman:
Billy lived on a quiet street in a big city. His mother sometimes took him to the park to
play, but when she was busy, he played in the street. One evening Billy’s father gave him a
beautiful new ball, and the next morning Billy went out into the street to play with it. He
played happily for a few minutes, but then a big dog came a long. When the dog saw the ball,
he wanted to play with it too.
Billy picked the ball up and held it above his head. He didn’t want the big dog to take it
and run away with it, but the dog jumped up and knocked him over.
Billy’s mother came out of the house and ran to him at once. “Did he bite you?” she
asked.
“No, he didn’t bite me,” Billy answered, “but he tasted me.”
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Contoh lain :
Monolog (report)
Snakes are reptiles. These cold-blooded creatures belong to the same group as lizards.
Snakes have no legs, but a long time ago they had claws to help them slitter along.
Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need
the sun’s warmth to heat their body up.
Most snakes live in the country. Some types of snakes live in trees, some live in water, but most live on the
ground in thick, long grass and in old logs.
3. Narrator : What was Billy doing when the dog came along?
Ditulis di lembar jawaban siswa :
a. He was playing with the dog.
b. He was playing with a ball.
c. He was running.
d. He was helping his mother.
Kunci : B
4. Narrator : Where did the accident take place?
Ditulis di lembar jawaban siswa :
a. At home.
b. In the park.
c. In a big city.
d. On the street.
Kunci : D
5. Narrator : What was the story about?
Ditulis di lembar jawaban siswa :
a. Billy’s mother was playing with him.
b. Billy’s mother was helping his father.
c. Billy’s father was giving a new ball.
d. Billy was playing with a ball on the street.
Kunci : D
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Contoh soal
Narrator : 6. The text you just heard is a ... .
Ditulis di lembar jawaban siswa :
a. recount
b. report
c. description
d. review
Kunci : B
Narrator : 7. Snakes belong to the same group as ... .
Ditulis di lembar jawaban siswa :
a. lizards
b. crabs
c. cold-blooded creatures
d. warm-blooded animals
Kunci : A
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
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Soal Reading
*Soal reading dimulai dengan soal-soal mengenai isi bacaan sebagaimana soal reading comprehension pada
umumnya.
*Soal juga diarahkan ke tata bahasa dan kosa kata yang digunakan dalam bacaan. Dalam contoh ini terdapat
unsur-unsur singular-plural, present tense, pola pasif, kata kerja tindakan dsb.
*Selain soal-soal di atas, terdapat pertanyaan mengenai genre, misalnya:
The genre of the text is:
a. Description
b. Explanation
c. Report
d. Exposition
The first sentence functions as:
a. description
b. phenomenon
c. orientation
d. setting the scenes
Memahami Nuansa Makna
Contoh Teks (Explanation)
How are sedimentary rocks formed?
Sedimentary rock is formed by the compassion of layers of particles into a solid form. Sediments such as sand
and mud settle onto the floor of oceans and lakes. Over a long period of time, several layers of sediments
collect on the floor. These layers are pressed together for many thousands of years, fusing the small solid
particles of mud and sand to form solid rock. This type of rock is called sedimentary rock.
Selain itu, digunakan juga teks-teks transaksional kecil seperti pengumuman atau notices seperti:
Never leave luggage unattended.
Throw away any remaining medicine within one month after opening this bottle.
Did I leave a book in your house? The problem is it’s not mine.
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CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005
Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis
Standar Kompetensi Lulusan : Reading. Siswa mampu memahami nuansa makna dan
langkah-langkah pengembangan retorika di dalam teks
tertulis berbentuk narrative, procedure, spoof/recount, report,
news item, descriptive, anecdote, exposition, explanation,
discussion, commentary, and review.
Ruang Lingkup Materi : Mengidentifikasi makna gagasan dari teks yang dibaca
(gagasan utama, informasi rinci, info faktual, makna
kata/frasa).
Indikator : Diberikan teks bacaan “Descriptive,” siswa dapat
menentukan satu jawaban yang benar tentang:
* Ciri-ciri (Characteristics) keadaan seseorang (soal no.6)
* Bagian-bagian (parts) yang di deskripsikan (soal no.7)
* Makna kata/frasa dari teks bacaan (soal no.8)
No. Soal : (6 – 8)
Contoh Soal : Soal no. 6 – 8 berdasarkan teks berikut ini!
When I get hungry, my throat runs dry, as dry as a desert waiting to be drenched with
torrential rains. My stomach is a deep empty well longing to be filled, grumbling and growling
as all animals in the well die for food. My whole body becomes a ghost town any life or colour.
But then the welcome sign of the big restaurant room is on the horizon. Is it a mirage?
My body lurches toward the oasis. I drive for a drink and slam it down into mouth. The
desert turns into lush green pastures and the ghost town turns into a thriving city.....
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6. How does the hungry person feel?
a. His/her body lurches toward the oasis.
b. He/she becomes bad tempered.
c. His/her whole body becomes a ghost town without any life and colour.
d. He/she grumbles and growls like animals.
Kunci : C
7. What parts of the body are very sensitive when hungry?
a. Throat and stomach.
b. Mouth and stomach.
c. Eyes, mouth and stomach.
d. All parts of the body.
Kunci : A
8. My stomach is a deep empty well longing to be filled, grumbling and growling.
The underlined word has the similar meaning to ....
a. getting angry
b. complaining
c. annoyed
d. feeling worried
Kunci : B
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CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005
Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis
Standar Kompetensi Lulusan : Reading. Siswa mampu memahami nuansa makna dan
langkah-langkah pengembangan retorika di dalam teks
tertulis berbentuk narrative, procedure, spoof/recount, report,
news item, descriptive, anecdote, exposition, explanation,
discussion, commentary, and review.
Ruang Lingkup Materi : Mengidentifikasi makna gagasan (ideasional) dari teks yang
dibaca (main ideas), struktur dominan dalam teks dan
susunan unsur kalimat.
Indikator : Diberikan teks bacaan “Recount,” siswa dapat menentukan
satu jawaban yang benar tentang:
* Ide utama (main ideas) dalam suatu paragraph (soal no.9)
* Struktur dominan dalam teks (soal no.10)
* Susunan unsur kalimat (soal no.11)
No. Soal : (9 – 11)
Contoh Soal : Soal no. 9 – 11 berdasarkan teks berikut ini!
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The History of Electronic Communication
In the past people used different ways to communicate over long distances, such as smoke
signals, drums and flags. Investigations such as the telephone, radio and television made
communication over greater distances possible.
In 1837, Samuel Morse invented a system that transmitted sound pulses through wire.
These sounds were sent and received by an operator who knew the special Morse Code. This
allowed communication over long distances.
On March 1876, Alexander Graham Bell invented the first telephone. A human voice was
sent through a long wire using magnets and an electronic current. He spoke to his friend and a
fellow inventor, Thomas Watson, who was in another room.
During this century many more forms of technology have been invented that allow people
to communicate over long distances and even keep a record of that communication. Fax
machines send printed information anywhere in the world. In the future, new technology will
continue to make long distances electronic communication even faster and more efficient.
9. What is the main idea of the third paragraph?
a. The invention of communication equipments.
b. Thomas found the first communication system.
c. Transmitting a human voice through an electronic current.
d. Alexander found the first telephone.
Kunci : D
10. Based on the text above, the structure of the reading text consists of ...
a. Orientation, complication, and resolution.
b. Orientation, statement of significance and record of the events.
c. General statements and description.
d. Aim, materials, method and evaluation.
Kunci : B
11. Alexander spoke to Thomas, he was in another room.
We can also say : ...
a. Alexander spoke to, Thomas, was in another room.
b. Alexander spoke to, Thomas, whom he was in another room.
c. Alexander spoke to Thomas, who was in another room.
d. Alexander spoke to, Thomas, that he was in another room.
Kunci : C
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
DEPDIKNAS ©Hak Cipta pada Pusat Penilaian Pendidikan-BALITBANG 16
CONTOH SPESIFIKASI UJIAN NASIONAL
SEKOLAH MENENGAH ATAS/MADRASAH ALIYAH
TAHUN 2004/2005
Mata Pelajaran : Bahasa Inggris
Program Studi : IPA / IPS / Bahasa
Bentuk soal : Pilihan Ganda
Bentuk penilaian : Tertulis
Standar Kompetensi Lulusan : Reading.
Siswa mampu memahami nuansa makna dan langkahlangkah
pengembangan retorika di dalam teks tertulis
berbentuk narrative, procedure, spoof/recount, report, news
item, descriptive, anecdote, exposition, explanation,
discussion, commentary, and review.
Ruang Lingkup Materi : Mengidentifikasi makna gagasan dari teks yang dibaca
(menggunakan makna kata/frasa dalam teks bacaan).
Indikator : Diberikan teks bacaan berbentuk “Report” yang belum
lengkap, siswa dapat menentukan makna kata yang benar
untuk melengkapi teks bacaan tersebut.
No. Soal : 12 – 14
Contoh Soal :
For questions no. 12 to 14 choose the correct word/phrase to complete the paragraph!
The heart is a (12) ... organ of muscle. The function of the heart is to (13)... the blood through
the body. The heart is (14) ... up of four chambers, but has two hard working pumps; one is to
force blood to lungs and the other to force to the rest of the body.
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
DEPDIKNAS ©Hak Cipta pada Pusat Penilaian Pendidikan-BALITBANG 17
12. ....
a. small
b. unique
c. huge
d. strong
Kunci : C
13. ....
a. pump
b. take
c. bring
d. flow
Kunci : A
14. ....
a. connected
b. divided
c. joined
d. made
Kunci : D
Panduan Materi Bahasa Inggris SMA/MA (IPA/IPS/Bahasa) – Kurikulum 2004
DEPDIKNAS ©Hak Cipta pada Pusat Penilaian Pendidikan-BALITBANG 18
PENGHITUNGAN NILAI AKHIR
TES TERTULIS BAHASA INGGRIS
• UJIAN TERTULIS
Bentuk Soal Penskoran
Pilihan Ganda Setiap jawaban benar diberi skor 1 (satu) dan bila
salah diberi skor 0 (nol)
Keterampilan Jumlah soal
Listening 20
Reading 30
Total 50
Contoh perhitungan nilai akhir :
Rumus: s: x 10
Jumlah soal
Jumlah jawaban benar
Misalnya Syarafina menjawab benar 45 dari 50 soal. Maka nilai akhir ujian tertulisnya adalah 9.
10 9
50
45 × =

Developing English Competencies for Grade XI of Language Programme Senior High School (SMA/MA)

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 XI of Language Programme
Senior High School (SMA/MA)
Writers : Achmad Doddy
Ahmad Sugeng
Effendi
Editors : Editor Team of Setia Purna Inves
Layouters : Layouter Team of Setia Purna Inves
Illustrator : Illustrator Team of Setia Purna Inves
Cover Designer : Designer Team of Setia Purna Inves
Cover Photo : Setia Purna Inves Documentation
Book Size : 17.6 ~ 25 cm
Diterbitkan oleh Pusat Perbukuan
Departemen Pendidikan Nasional
Tahun 2008
Diperbanyak oleh ...
420.07
DOD DODDY, Achmad
d Developing english competencies 2: for Senior High School (SMA/MA)
grade XI/Achmad Doddy, Ahmad Sugeng, Effendi;
editor Team of Setia Purna Inves. . Jakarta : Pusat Perbukuan,
Departemen Pendidikan Nasional, 2008.
x, 184 246.:ilus.: 25 Cm.
Bibliografi: hlm. 225-226
Indeks
ISBN 979-462-974-X
1. Bahasa Inggris- Studi dan Pengajaran I. Judul
II. Sugeng, Ahmad III. Effendi
iii
Kata Sambutan
Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan
karunia-Nya, 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 sebaikbaiknya.
Kami menyadari bahwa buku ini masih perlu ditingkatkan mutunya.
Oleh karena itu, saran dan kritik sangat kami harapkan.
Jakarta, Juli 2008
Kepala Pusat Perbukuan
iv
Preface
Developing English Competencies for Grade XI of Language Programme is designed to
facilitate you, students of senior high school (SMA/MA), to communicate in English
according to the context of the language being used.
Developing English Competencies for Grade XI of Language Programme enables you
to access information from various fields of science. It will prepare you to go to
university.
English learning in Developing English Competencies for Grade XI of Language
Programme is based on a 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 XI of Language Programme, there
are many activities available for you to do individually or with other students. The
activities explore your creativity. You are expected to be skillful when doing exercises,
acting out dialogues, constructing sentences or texts and the other activities that
facilitate you to be skillful when using English for communication.
Last but not least, the writers are very grateful to all people who have helped
and gave 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
Writers
v
An Overview of This Book
Developing English Competencies for Grade XI of Language Programme comprises
10 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
XI of Language Programme.
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 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
situation.
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 learning 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.
vi
Contents
Chapter 1
I Think the Cendrawasih Is Beautiful __________________________________ 1
Listening ____________________________________________________________________________ 2
Responding to expressions for giving and asking for opinion ____________________________ 2
Responding to expressions of satisfaction and dissatisfaction ____________________________ 2
Responding to report texts _________________________________________________________ 5
Speaking ____________________________________________________________________________ 6
Expressing giving and asking for opinion ____________________________________________ 6
Expressing satisfaction and dissatisfaction ____________________________________________ 6
Performing a monologue of report text _______________________________________________ 10
Reading _____________________________________________________________________________ 11
Responding report texts ____________________________________________________________ 12
Identifying banners ________________________________________________________________ 16
Writing _____________________________________________________________________________ 17
Writing poster or pamphlet _________________________________________________________ 17
Writing a report text _______________________________________________________________ 20
Chapter Summary ____________________________________________________________________ 22
Learning Reflection __________________________________________________________________ 22
Chapter 2
Stories That I Like ____________________________________________________ 23
Listening ____________________________________________________________________________ 24
Responding to advice and warnings _________________________________________________ 24
Responding to narrative texts _______________________________________________________ 26
Speaking ____________________________________________________________________________ 28
Giving advice and warnings ________________________________________________________ 28
Performing a monologue of narrative text _____________________________________________ 33
Reading _____________________________________________________________________________ 34
Reading narrative texts ____________________________________________________________ 35
Writing _____________________________________________________________________________ 41
Writing a narrative text ____________________________________________________________ 43
Chapter Summary ____________________________________________________________________ 44
Learning Reflection ___________________________________________________________________ 44
Kata Sambutan ________________________________________________________ iii
Preface ____________________________________________________________________ iv
An Overview of This Book _________________________________________________ v
vii
Chapter 3
Care about the Environment ___________________________________________ 45
Listening ____________________________________________________________________________ 46
Responding to someone fulfilling requests ____________________________________________ 46
Expressing relief, pain, and pleasure _________________________________________________ 46
Responding to analytical exposition texts _____________________________________________ 48
Speaking ____________________________________________________________________________ 49
Expressing request ________________________________________________________________ 49
Expressing relief, pain, and pleasure _________________________________________________ 49
Responding to an analytical exposition text ___________________________________________ 53
Reading _____________________________________________________________________________ 54
Reading analytical exposition texts ___________________________________________________ 54
Writing _____________________________________________________________________________ 59
Writing an analytical exposition text _________________________________________________ 59
Chapter Summary ____________________________________________________________________ 64
Learning Reflection ___________________________________________________________________ 64
Chapter 4
Ifm a Master of Ceremonies ___________________________________________ 65
Listening ____________________________________________________________________________ 66
Responding to the meanings expressed by a master of ceremonies _______________________ 66
Speaking ____________________________________________________________________________ 69
Expressing the meaning in a simple public speaking context as a master of ceremonies _____ 69
Reading _____________________________________________________________________________ 75
Reading a master of ceremonies script in right intonation _______________________________ 75
Writing _____________________________________________________________________________ 80
Writing a master of ceremonies script ________________________________________________ 80
Chapter Summary ____________________________________________________________________ 83
Learning Reflection ___________________________________________________________________ 84
Chapter 5
News Blitz! __________________________________________________________ 85
Listening ____________________________________________________________________________ 86
Responding to the meaning expressed by a news reader ________________________________ 86
Responding to the meaning expressed by a show presenter (host) _______________________ 87
Speaking ____________________________________________________________________________ 89
Expressing meanings in public speaking context as a news reader _______________________ 89
Expressing meanings in public speaking context as a show presenter (host) _______________ 92
Reading _____________________________________________________________________________ 96
Reading aloud the script of show presenter (host) with good intonation __________________ 96
Reading aloud the script of news with good intonation _________________________________ 99
viii
Writing _____________________________________________________________________________ 100
Writing a script of news ____________________________________________________________ 100
Writing a script of show presenter (host) _____________________________________________ 101
Chapter Summary ____________________________________________________________________ 104
Learning Reflection ___________________________________________________________________ 104
Review 1 ____________________________________________________________ 105
Chapter 6
Valuable Stories _____________________________________________________ 111
Listening ____________________________________________________________________________ 112
Responding to someone expressing attitude (giving opinion, agreement and disagreement) _ 112
Responding to the meanings in narrative texts _________________________________________ 113
Speaking ____________________________________________________________________________ 115
Expressing attitude (giving opinion, agreement and disagreement) _______________________ 115
Responding monologue of narrative texts _____________________________________________ 117
Reading _____________________________________________________________________________ 120
Identifying narrative texts __________________________________________________________ 120
Writing _____________________________________________________________________________ 128
Writing a narrative text ____________________________________________________________ 128
Chapter Summary ____________________________________________________________________ 132
Learning Reflection ___________________________________________________________________ 132
Chapter 7
What a Funny Story! __________________________________________________ 133
Listening ____________________________________________________________________________ 134
Responding to expressions of love ___________________________________________________ 134
Responding to expressions of sadness _______________________________________________ 134
Responding to monologue in the form of spoof _______________________________________ 136
Speaking ____________________________________________________________________________ 137
Expressing love ___________________________________________________________________ 137
Expressing sadness ________________________________________________________________ 137
Retelling spoof monologues _________________________________________________________ 140
Reading _____________________________________________________________________________ 143
Reading spoof texts ________________________________________________________________ 143
Writing _____________________________________________________________________________ 148
Writing a spoof text ________________________________________________________________ 148
Chapter Summary ____________________________________________________________________ 151
Learning Reflection ___________________________________________________________________ 152
ix
Chapter 8
What Education Should Be ____________________________________________ 153
Listening ____________________________________________________________________________ 154
Responding to expressions of anger, embarrassment and annoyance _____________________ 154
Responding to monologues of hortatory exposition ____________________________________ 156
Speaking ____________________________________________________________________________ 158
Expressing anger, embarrassment and annoyance ______________________________________ 158
Performing monologues of hortatory exposition _______________________________________ 163
Reading _____________________________________________________________________________ 165
Reading hortatory exposition texts ___________________________________________________ 165
Writing _____________________________________________________________________________ 172
Writing an hortatory exposition _____________________________________________________ 172
Chapter Summary ____________________________________________________________________ 176
Learning Reflection ___________________________________________________________________ 176
Chapter 9
I Like This Poem _____________________________________________________ 177
Listening ____________________________________________________________________________ 178
Responding to a song ______________________________________________________________ 178
Responding to contemporary poems _________________________________________________ 180
Speaking ____________________________________________________________________________ 182
Performing a song _________________________________________________________________ 182
Performing contemporary poems ____________________________________________________ 184
Reading _____________________________________________________________________________ 187
Understanding a song _____________________________________________________________ 187
Understanding contemporary poems ________________________________________________ 191
Writing _____________________________________________________________________________ 193
Writing a story based on a poems ___________________________________________________193
Writing a story based on a song ____________________________________________________ 195
Chapter Summary ____________________________________________________________________ 198
Learning Reflection ___________________________________________________________________ 198
Chapter 10
Letfs Perform a Drama! _______________________________________________ 199
Listening ____________________________________________________________________________ 200
Understanding and responding to contemporary drama _______________________________ 200
Understanding and responding to film _______________________________________________ 201
Speaking ____________________________________________________________________________ 203
Performing literary works such as contemporary drama ________________________________ 203
Performing literary works such as film _______________________________________________ 207
x
Reading _____________________________________________________________________________ 208
Responding the meanings in a short story _____________________________________________ 208
Writing _____________________________________________________________________________ 216
Recreating simplified story with or without changing the setting of time and place _________ 216
Chapter Summary ____________________________________________________________________ 219
Learning Reflection __________________________________________________________________ 220
Review 2 ____________________________________________________________ 221
Bibliography ________________________________________________________ 225
Photo Credits ________________________________________________________ 227
Glossary ____________________________________________________________ 228
Index _______________________________________________________________ 230
Tapescripts __________________________________________________________ 231
Answer Key _________________________________________________________ 240
Source: dwottawa.files.wordpress.com; www.sutton.gov.uk
Listening:
. Responding to expressions for giving and asking for
opinion
. Responding to expressions of satisfaction and
dissatisfaction
. Responding to report texts
Speaking:
. Expressing giving and asking for opinion
. Expressing satisfaction and dissatisfaction
. Performing a report text
Reading:
. Responding to report texts
. Identifying banners
Writing:
. Writing posters and pamphlets
. Writing a report text
I Think the Cendrawasih
Is Beautiful
Chapter 1
In This Chapter
1
Source: upload.wikimedia.org
2 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to expressions for giving and asking for opinion;
. respond to expressions of satisfaction and dissatisfaction;
. respond to report texts.
1. Do you often ask your friends discuss something at
school?
2. What do you say when you express your idea?
3. What do you say when asking for someone's
opinion?
4. How do you feel when you work well?
5. How do you feel when the service you get is not
satisfying?
The instructors of the English club, Niluh, Joko and Hani are
talking about quality improvement of their English club. Now
they are in the classroom.
Activity 1 Answer the following questions.
Activity 2 You are going to listen to a dialogue. Listen carefully.
Then say what they are talking about.
I Think the Cendrawasih Is Beautiful 3
Englishclub.com
To learn English you
should listen to English
every day. Listen to
English radio. Watch
English TV. Go to
English movies. Use
online lessons. You can
access this site: www.
englishclub.com
Niluh : Our headmaster wanted us to improve and
increase the quality of our English club.
1 , Joko?
Joko : Well, I think so. We should be able to do
that.
Niluh : So what should we do?
Joko : I think that 2 our syllabus. It must be
more relevant to English.
Hani : That's a great idea. But don't forget. I think
3 . We should also know the students
needs, because we handle different levels
and wishes.
Niluh : Yes, I know that. Thank you. And then do we
need new instructors here?
Joko : 4 . It is not necessary. Why don't you
ask the qualifi ed ones among us. Or are you
still doubtful about us?
Niluh : Oh, of course not. I believe that we are still
able to show our quality and capability, in
fact from time to time many people from
different levels want to learn English here.
It means that they are satisfi ed.
Hani : Are you going to accept children to study
here?
Niluh : Why not? As long as we are still trusted and
able to handle them we will open new classes.
So should we recruit new instructors? I myself
heard statements from some consumers that
5 with our teaching methods.
Joko : Alright. If so we need new ones. Err ... I have
no objection.
Niluh : How about you, Hani?
Hani : Well 6 I support him.
Niluh : Thank you all. So we can conclude that
fi rstly, the syllabus should be analysed and
improved if needed. Secondly we will recruit
new instructors to handle children classes.
4 Developing English Competencies for Grade XI of Language Programme
1. Pocut : The book we read just now is the newest
publication. What do you think?
Ucok : Yes, . It was printed two months
ago.
2. Andi : Experience is the best teacher. ?
Tengku : I agree. Because what we have seen and
done can give us knowledge.
3. Ledina : Excuse me, Ma'am. Here is my poetry.
Mrs Yenni : Wow, how interesting it is. I am pleased
with .
4. Mia : The end story of the film made me
sad.
Joko : That's true From the beginning
to the end I never saw the actors fi nd
happiness.
5. Bram : Violence on TV should be censored.
?
Linda : I think it depends on the purpose. The
publication of tragedy in Jatinangor or
in Jakarta will be able to stop the bad
behaviour. The victims in Jatinangor
will increase if the violence is not made
known.
UN Shot
Waiter : What do
you think of
our "honey
roasted
chicken"?
Customer : ... with the
dishes you
served me.
a. I'm extremely
satisfi ed
b. I hate
c. I don't like
d. I prefer
e. I try
(UN 2002/2003)
Activity 3 From the dialogue above, fi nd the responses to
the expressions for giving and asking for opinions,
satisfaction and dissatisfaction. Work in groups.
Activity 4 Listen to the tape. Complete the dialogues with the
expressions you hear.
I Think the Cendrawasih Is Beautiful 5
Honey is the sweet, thick fl uid made by bees from
1______. Nectar is a thin, watery liquid. Bees sip it from
the blossoms and carry it to their hives. Each worker bee
has a pouch on its body, called 2______ where the nectar
is stored. In the pouch, the sugar and nectar are broken
down by a process called 3______ into two simple sugars,
4______ and 5_____. After bees deposit the nectar in the
6______, they allow most of the water to evaporate and
the liquid thickens. They also add 7______ that enhance
the fl avour.
Honey is an 8______ because it contains simple
sugars that can be used quickly by the body. It differs
chemically from 9______, which is also an energy food.
Honey contains 10______ and other materials needed by
the body. It is the only form of sugar that does not need
to be refi ned.
Taken from The World Book Encyclopedia, 2007
Source: www.telegraph.co.uk
1. What is fl ower nectar?
2. What is a honey stomach?
3. What happens in a bee's pouch?
4. What makes honey an excellent energy food?
5. What is the content of honey?
Activity 5 Complete the text while you are listening.
Activity 6 After completing the text, answer the following
questions.
6 Developing English Competencies for Grade XI of Language Programme
Speaking
In this section, you will learn how to:
. express giving and asking for opinion;
. express satisfaction and dissatisfaction;
. retell a report text.
1. What do you say if you want to ask your friend's
opinion?
2. What do you say if you want to give an opinion in a
meeting?
3. Do you use the same expression when you are
speaking to your teacher and to your classmate?
4. What do you say after you have got what you
want?
5. How do you feel if you know that the adjudicator or
jury is not fair in a contest?
1. sweat /swet/ / 4. cane ke/.n/
sweet /swi:t/ crane kre/.n/
2. hectare /.hekte.(r)/ 5. food fu:/d/
nectar /.nekt.(r)/ foot f.t//
3. hive /ha.v/
hip /h.p/
Dialogue 1
Rudi, Nina, and Lidya are talking about Rudi's problem at
the canteen.
Rudi : Dear friends, now I have a serious problem.
But I have not found the solution yet. I am
confused. Can you help me?
Nina : Tell us what it is!
Activity 7 Listen to the tape. Which words do you hear?
Activity 1 Answer the following questions.
Activity 2 Practise the following dialogues. Pay attention to the
situations and the language used.
I Think the Cendrawasih Is Beautiful 7
New Horizon
The oldest and most
famous international
scholarships are Rhodes
Scholarships. It's an
award that enables
students from many
countries to study at
Oxford University
in England. The
scholarship pays the
student's tuition fees
and also provides an
allowance to cover
living expenses.
Scholarships are
awarded for two years,
but are sometimes
extended for a third
year.
(The World Book
Encyclopedia Volume 16, 1996)
Rudi : Yeah. Next month I must stop my studies
because my father retired three months ago.
So he cannot pay my school fees.
Lidya : Take it easy. It is not a serious problem.
Rudi : What? How can I solve the problem?
Lidya : Okay. I reckon you ask for a letter from
the authority telling that your family can't
afford the school fees. Then you submit
the letter to your school or to the parents'
representative.
Nina : In my opinion, you can also request scholarship.
I think you are the best.
Rudi : Thanks a lot for the suggestions. I'll try to do
that.
Lidya : Good luck.
Dialogue 2
Mr Hartono meets Mrs Meutia at the railway station at 10 a.m.
She must give a general lecture at the university at 11 a.m.
Mr Hartono : Good morning, Mrs Meutia. Welcome to
Cirebon. I am Hartono. I am responsible
to meet and take you to our institution.
Mrs Meutia : Good morning, Mr Hartono. Thank
you.
Mrs Hartono : How was your trip from Jakarta to
Cirebon?
Mrs Meutia : Err..... It was very nice. No trouble. But
I was a little annoyed before leaving
Jakarta.
Mr H artono : What happened? Any trouble on the
train?
Mrs Meutia : No. But I was dissatisfied with the
service because the departure was not
on time. So what I had planned before
didn't work well.
Mr Hartono : I am sorry to hear that. By the way, are
you ready to go to our university?
Mrs Meutia : Yes.
Mr Hartono : Alright, Ma'am.
8 Developing English Competencies for Grade XI of Language Programme
1. What did Rudi mean when saying "I am confused.
Can you help me"?
2. What did Lidya say when she was asked to fi nd the
solution?
3. Did Nina make a suggestions to Rudi? How do you
know?
4. Was Mrs Meutia satisfi ed on the train? How do you
know?
5. Why did Mrs Meutia express her dissatisfaction before
going to Cirebon?
What to Say
Giving Opinion
. Ifm convinced that c.
. I reckon c.
. I consider that ....
. According to the expert, I c.
. In my opinion, .c
. I think c.
Asking for Opinion
. What do you think of c?
. What are your views?
. What is your opinion?
. Is it right what Ifve done?
. What about c?
. How about c?
Expressing Satisfaction
. Ifm satisfi ed with c.
. Ifm satisfi ed at c.
. Ifm glad with what youfve done.
. Itfs really satisfying.
. Everything was satisfying.
Study the following expressions of asking for opinion, giving opinion
and expressing satisfaction and dissatisfaction.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
Activity 3 Answer the questions based on the dialogues in
Activity 2.
I Think the Cendrawasih Is Beautiful 9
1. You are embarrassed to tell your problem to your
parents. On the other hand, your friend has got a
good experience with the same problem.
2. Your friend achieved or gained what he/she had done
well before, but you didn't although you had done as
well as he/she did.
Expressing Dissatisfaction
. Ifm not satisfi ed with c.
. It isnft very nice.
. Itfs really not good enough.
. Ifm dissatisfi ed by c.
. Itfs dissatisfying.
Less Formal . Oh no.
More Formal
Dialogue 1
Mrs Naning and her husband are talking about their son, Budi
in the living room.
Mrs N aning : Budi's teacher told me that Budi
had been absent for 3 days without
information 1 ?
Frankly, I am embarrassed and
confused.
Husband : 2 we should ask him then.
Mrs Naning : Yeah. I am with you. But don't be angry
with him. Just ask him and why he
didn't go to school for 3 days and where
he went.
Husband : Okay then.
Activity 4 With a partner make dialogues based on the following
situations. Use the expressions you have learnt.
Activity 5 Act out the dialogues you have made in front of the
class with your partner.
Activity 6 Complete the following dialogues with appropriate
expressions and act them out.
10 Developing English Competencies for Grade XI of Language Programme
Dialogue 2
Mrs Vira Kolopaking, an English teacher is happy when her
students passed the national examination. The principal invited
her to his offi ce to congratulate on her.
Principal : Good morning, Mrs Vira. Please have a
seat.
Mrs Vira : Good morning, Sir. Thank you.
Principal : I actually want to say "Congratulations"
for your serious effort. Our students got
satisfying marks in English.
Mrs Vira : Thank you. Err c I am really 3
with what they have done. They answered
40 questions well. So that none failed in
their English exams. What about another
subject?
Principal : Mm.... Five students failed on their
mathematics test. I am worried. Their
parents will express 4 because
of their children's failure. Probably they
will not trust our school anymore. But
according to the mathematics teacher, the
students never followed the enrichment
programme at school seriously. They
were often absent.
Mrs Vira : I think that is the risk. They 5
with what they have done.
The camel is a large, strong desert
animal. Camels can travel great
distances across hot, dry deserts with
little food or water. They walk easily on
soft sand and carry people and heavy
loads to places that have no roads.
Camels also serve the people of the
desert in many other ways.
The camel carries its own built-in
food supply on its back in the form of a
Activity 7 Retell the following report about camel in your own
words. Use the pictures if necessary.
I Think the Cendrawasih Is Beautiful 11
Reading
In this section, you will learn how to:
. respond to report texts;
. identify banners.
Your Project
It's a group project.
Collect pictures of
animals. Attach the
pictures to paper. Then
write brief information
about the animal under
its picture.
Country
1. Indonesia
2. ________
3. Australia
4. ________
5. ________
Indigenous Animal
1. Orangutan
2. Panda
3. ________
4. White elephant
5. Camel
Source: www.toursoperatorindia.
com; img.dailymail.co.uk; The World Book
Encyclopedia: Volume 3, 2007
hump. The hump is a large lump of
fat providing energy if food is hard to
fi nd.
There are two chief kinds of
camels: (1) the Arabian camel also
called dromedary, which has one hump,
and (2) Bactrian camel, which has two
humps.
Taken from The World Book Encyclopedia: Volume 3,
2007
Activity 1 Complete the table below with the correct words.
Number one has been done for you.
12 Developing English Competencies for Grade XI of Language Programme
1. Indonesia is located in Southeast Asia.
2. A tiger is an animal.
3. Snakes e aerptriles.
4. Vitamins are chemical compounds that
the umhan bod y eedns.
5. We can fi nd kangaroos easily in
Australia.
A kangaroo is an animal found only in Australia,
although it has a smaller relative, called a wallaby,
which lives on the Australian island of Tasmania and
also in New Guinea.
Kangaroos eat grass and plants. They have short
front legs, but very long, and very strong back legs and
a tail. These are used for sitting up and for jumping.
Kangaroos have been known to make forward jumps
of over eight metres, and leap across fences more than
three metres high. They can also run at speeds of over
45 kilometres per hour.
Source: animals.nationalgeographic.com
General Classifi cation
Description
Activity 2 State whether the following statements belong to
defi nition (def) or description (des) by fi lling the
boxes provided.
Activity 3 Read and understand the following text.
I Think the Cendrawasih Is Beautiful 13
Pronounce these words after your teacher.
1. wallaby /.w.l.b./
2. plant /pl.:nt/
3. adult /..d.lt/
4. marsupial /m.:.su:p..l/
5. pouch /p.utç/
6. tiny /.t..n./
7. crawl /kr.:l/
8. weigh /we./
Pronunciation Practice
The largest kangaroos are the Great Grey Kangaroo
and the Red Kangaroo. Adult grow to a length of 1.60
metres and weigh over 90 kilos.
Kangaroos are marsupials. This means that the
female kangaroo has an external pouch on the front of
her body. A baby kangaroo is very tiny when it is born,
and it crawls at once into this pouch where it spends
its fi rst fi ve months of life.
Taken from Peter Haddock Ltd., Ref.083
Description
Description
Report
Social function: to describe the way things are, with
reference to a range of natural, manmade
and social phenomena in our
environment.
Generic structure:
General classifi cation : introducing the thing that will be
talked about.
Description : elaborating and reporting on the
subject in detail.
14 Developing English Competencies for Grade XI of Language Programme
What Is Thunder and Lightning?
Lightning is a sudden, violent
fl ash of electricity between a cloud and
the ground, or from cloud to cloud. A
lightning fl ash, or bolt, can be several
miles long. It is so hot, with an average
temperature of 34,000‹ Centigrade, that
the air around it suddenly expands
with a loud blast. This is the thunder
we hear.
Lightning occurs in hot, wet storms.
Moist air is driven up to a great height.
It forms a type of cloud called cumulonimbus.
When the cloud rises high
enough, the moisture freezes and ice
crystals and snowfl akes are formed.
These begin to fall, turning to rain on the
way down. This rain meets more moist
air rising, and it is the friction between
them which produces static electricity.
When a cloud is fully charged with this
electricity, it discharges it as a lightning
fl ash.
Taken from Peter Haddock Ltd., Ref.083
Source: www.astrosurf.com
1. Are kangaroos and wallabies indigenous animals of
Australia?
2. What does the word "these" in paragraph 2 refer to?
3. What do people call the largest kangaroos?
4. Where do you find the pouch of the female
kangaroo?
5. What does the word "it" in sentence ... it crawls at once
... refer to?
6. Can you fi nd the sentence considered the defi nition
of a kangaroo? State it.
7. Which sentences tell you about the description of the
kangaroo's appearance?
Activity 4 Answer the questions based on the text in Activity 3.
Do it in pairs.
Activity 5 Read the text and answer the questions.
I Think the Cendrawasih Is Beautiful 15
Simple Present Tense
Study the following sentences.
1. Lightning occurs in hot, wet storms.
2. Whales are sea-living mammals.
3. Kangaroos eat grass and plants.
4. An iceberg is an enormous piece of ice fl oating in the
sea.
5. A tiger is a wild animal. The tiger eats meat.
The tense that are used in a report text is the simple
present tense. The simple present tense is used to give
general truths and habitual actions.
The sentences above tell you about the general
truth: Everyone knows that a tiger is a wild animal.
And everyone also knows that whales are sea-living
mammals.
Besides, everyone also knows that kangaroos eat
grass and plants. That the tiger eats meat, but the tiger
does not eat grass and plants.
Verbs that are used in the simple present tense are:
to be (is, am, are) and verb (eat, occurs, etc.) or the verbs
are usually named as infi nitive verbs.
The form of simple present tense:
Subject + Verb + O Kangaroos eat grass and
plants.
Subject + Verb + (.s) + O The tiger eats meat.
The use of simple present tense in a report text is to defi ne
something.
Grammar Review
1. What is meant by lightning?
2. When does lightning usually happen?
3. What does the word "this" in the last sentence of
paragraph 1 refer to?
4. What does the word "it" in paragraph 2 refer to?
16 Developing English Competencies for Grade XI of Language Programme
1. A school
A school is a place where students study with their
teachers.
2. A hospital
3. A snake
4. A president
5. A cow
6. A theatre
7. A cat
8. A house
9. A taxi
10. A bank
1.
2.
1.
Use a razor for a closer shave.
Come abroad with us.
Much safer and comfortable if you use it.
We New Horizon e give you the best quality.
A poster is a large
printed picture or
a notice that is used to
advertise something or
to decorate room.
(Oxford Dictionary for
ESL, 1996)
Activity 6 Now, write the sentences using the words provided.
Number 1 has been done for you.
Activity 7 Study the following slogans. What is being advertised?
Activity 8 Match the slogans in Activity 7 with the following
advertisements.
I Think the Cendrawasih Is Beautiful 17
We come to your district.
No need to go to Bali
to fi nd tickets.
We have a branch offi ce in Ubud.
Wefre happy if youfre satisfi ed.
Phone (0361) 204576
2.
Writing
In this section, you will learn how to:
. write posters or pamphlets;
. write a report text.
recordings
Big business in Indonesia
Pirated
1.
Activity 1 Study these banner, poster and pamphlet.
18 Developing English Competencies for Grade XI of Language Programme
2.
Biggest band show gJim Bandh
Held: Saturday, June 24
Time: 07.00 p.m. . 10.00 p.m.
Place: Parking area
Taman Impian Jaya Ancol
We present the famous singers:
Sherly Hamington
Bill Stewart
Tom Barbara
Tickets: Rp75,000,-/adult
Rp50,000,-/child
For entrance tickets, please call:
Ayu : 021() 5634287
Devy : 021() 2653446
Reza : 021() 8347568
3.
New Horizon
A pamphlet is a thin
book with a paper
cover that gives you
information about
something.
(Oxford Dictionary for
ESL, 1996)
Black Bird
We provide: 54 passenger bus
29 passenger bus
Full AC, Music, Toilet, TV/Video
We serve: Java, Bali, Sumatra
Offi ce: Jl. Wijaya 12, Jakarta
For further information call 8802309
I Think the Cendrawasih Is Beautiful 19
4.
5.
6.
Source: The Jakarta Post, March 9, 2008; CD Image; walpaperez.net
20 Developing English Competencies for Grade XI of Language Programme
banner
pamphlet
poster
........., ........
........., .......
........., .......
1. ......... 4. .........
2. ......... 5. .........
3. ......... 6. .........
1. The male measures up to 72 cm long, including the
ornamental red plumes that require at least six years
to fully attain. The female resembles the male but is
smaller in size, with a dark brown face and has no
ornamental red plumes. The diet consists mainly of
fruits, berries and arthropods.
2. An Indonesian endemic, the Red Bird of Paradise
is distributed to lowland rainforests of Waigeo and
Batanta islands of West Papua. This species shares
its home with another bird of paradise, the Wilson's
Bird of Paradise. Hybridisation between these two
species are expected but not recorded yet.
3. The Red Bird of Paradise, Paradisaea rubra is a large,
up to 33cm long, brown and yellow bird of paradise
with a dark brown iris, grey legs and yellow bill. The
male has an emerald green face, a pair of elongated
black corkscrew-shaped tail wires, dark green feather
pompoms above each eye and a train of glossy
crimson red plumes with whitish tips at either side
of the breast.
Taken from en.wikipedia.org
Source: en.wikipedia.org
Activity 2 In pairs, classify the information in Activity 1 in the
right column by writing 1,2,3,4,5 and 6. Can you
show the differences?
Activity 3 Still in pairs, discuss the information in Activity 1.
What does each information tell you about?
Activity 4 Rearrange the following text.
I Think the Cendrawasih Is Beautiful 21
it . sharp teeth . claws
. stripes . body
a Sumatran tiger . wild animal
. strong . fi erce
a tiger . good hunter
. hunts . night
Source: www.solarnavigator.net,
www.chrisbrunskill.co.uk
Activity 5 Look at the following pictures. Then make sentences
using the sequences of words.
Activity 6 Write a report text based on the information above.
Write it in your workbook.
Activity 7 Write a poster, banner, or pamphlet about conserving
animals.
22 Developing English Competencies for Grade XI of Language Programme
After learning the lesson in this chapter, you are expected to be able to:
1. respond to expressions for giving and asking for opinion;
2. respond to satisfaction and dissatisfaction;
3. respond to report texts;
4. express satisfaction and dissatisfaction;
5. perform a monologue of a report text;
6. read report texts;
7. write a report text;
8. identifying banners, posters, and pamphlets.
Now, answer the questions:
1. What do you say to express that you are satisfi ed about something?
2. What is a classifi cation in a report text?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Learning Refl ection
1. Language Functions
a. Giving and asking for opinions
b. Expressing satisfaction and dissatisfaction
2. Genre
Report
Social function: to describe the way things are, with reference to a range of natural,
man-made and social phenomena in our environment.
Generic structure:
General class ifi cation: introducing the thing that will be talked about.
Description: elaborating and reporting on the subject in detail.
Chapter Summary
23
Listening:
. Responding to advice and warnings
. Responding to narrative texts
Speaking:
. Giving advice and warnings
. Retelling a narrative text
Reading:
. Reading narrative texts
Writing:
. Writing a narrative text
Stories That I Like
Chapter 2
Source: www.thefeltsource.com
In This Chapter
24 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to advice and warnings;
. respond to narrative texts.
Activity 2 You are going to listen to a dialogue. Listen carefully
and fi ll in the blanks.
1. What do you say if your friend often comes late?
2. What do you say if you see a little boy playing with
fi re in his bedroom?
3. Do your friends play truant? Why?
4. Do your parents allow you to watch TV every
evening?
Activity 1 Answer the following questions.
Uncle : Wow! How comfortable this room is.
Rita : Yes, sure. This is an air-conditioned room.
Everyone 1 before seeing a doctor. But
I'm sorry, look at the warning on the wall. You
2 of the danger of smoking cigarettes in
this room.
Rita and her uncle are in an AC room, Rita warns her uncle
not to smoke in the air-conditioned room.
Stories That I Like 25
Uncle : Thanks a lot, Dear. I didn't see it. Rita, your cellular
phone is still active. It 3 active.
Rita : Oh, no. We are not forbidden use them. But....
Uncle : But, why don't you use vibration? The sound
4 others.
Rita : Thank you, Uncle. I'll change the sound to
vibration.
Uncle : By the way, how long should we wait for our
turn? We have been here for a half hour.
Rita : Be patient, please. We have our turn after that
lady.
Activity 3 From the dialogue above, fi nd the expressions for
giving suggestions and warnings. Work in pairs.
1. Mrs Nuke : Dino, come here.
Dino : Yes, Mom. What's the matter?
Mrs Nuke : Your mark is still low. ?
Dino : Alright. I'll try to do my best.
Mrs Nuke : Okay. Good luck.
2. Ling Ling : How about going out tonight?
Bram : I'd love to, but my mother
not to go out tonight.
3. Linda : Did you hear that Rinto by
Mrs Tuti for using bad language?
Abdul : Yes, I often remind him to use polite
and good language.
4. Mother : It is already 11 p.m. You've
studied for 3 hours.
Bambang : Yes, thank you. I've fi nished reading.
5. Rini : Daddy, it is said that you'll have a
meeting at 8 o'clock and it is 7 now.
.
Father : Okay, Dear. Thanks. See you.
Activity 4 Listen to the tape. Complete the dialogues with the
expressions you hear.
26 Developing English Competencies for Grade XI of Language Programme
Activity 5 You are going to listen to the tape about a story.
Answer the following questions with your friend.
Study the questions before listening to the story.
1. Where did Liu live?
2. How was Liu?
3. Why did he want to fi nish everything quickly?
4. Why did Liu hurry home?
5. How were his rice plants?
6. What is the height of his rice plants?
7. How did Liu hurry his plants along?
8. What happened to Liu's rice plants?
9. Why did the people of the village laugh and shake
their heads?
10. What is someone who is not patient or careful called
in China?
Activity 6 The following words are taken from the story. With
your partner, match them to their synonyms on the
right side.
Words
1. patient
2. rush
3. careful
4. talk
5. worry
6. almost
7. pull
8. over
9. foolish
10. saying
Synonyms
a. hurry
b. nearly
c. silly
d. unhurried
e. chat
f. draw
g. regardful
h. above
i. proverb
j. be anxious
Stories That I Like 27
The children 1 a batch of cookies and left them
on the kitchen table overnight.
When the family had gone to bed, the Wooden Spoon
People came out of their 2 to take a look around
the kitchen.
"You're all very plain!" said one of the wooden spoons,
as he 3 hard at the cookies.
"You would look 4 too if you only had two
5 for eyes and half a cherry for a nose," sighed a
cookie quite sadly.
"So sorry," the wooden spoon apologized. "I didn't
mean to sound so rude."
And with that, he leapt back into the kitchen drawer,
and 6 until he found what he was looking for.
"May I introduce you to my friend the icing pump?"
asked the wooden spoon, as the two came over to the
7 cookies. "He's the 8 you need!"
In no time at all, the wooden spoons 9
mixing bowls and icing sugar and all kinds of pretty
decorations.
The icing pump got busy and made every different
pattern he could think of, with icing in all colours of the
rainbow.
"We all look so beautiful," smiled a cookie who was
covered in every 10 of pink. "We look good enough
to eat!".
Taken from 50 Bedtime Stories, 2002
Activity 7 Listen to the tape and fi ll in the blanks.
Cookie Dolls
Source: 50 Bedtime Stories, 2002
28 Developing English Competencies for Grade XI of Language Programme
Speaking
In this section, you will learn how to:
. give advice and warnings to other;
. retell a narrative text.
Activity 1 Answer the following questions.
1. What do you say if your younger brother or sister is
lazy about studying?
2. When your best friend forgets to return your book,
what do you say?
3. Are you happy to see your classmate be quiet? Give
your reason.
4. What do you say if you want to give warning to a
trouble maker?
5. What do you say to advise your best friend who forgot
to do his/her homework?
6. Your sister forgot to close the bedroom window last
night. What do you say?
Activity 8 Listen to the announcement on the tape. Then answer
the following questions.
1. What was the announcement about?
2. Who was invited to the competition?
3. When will the competition be held?
4. Where will it be held?
5. How many stories are provided by the committee?
Write down the titles.
Activity 2
Dialogue 1
Danu is in Mrs Dewi's room. She is giving advice to Danu.
Read the following dialogues. Underline the expressions
used.
Stories That I Like 29
Mrs Hutabarat : Danu, Mrs Etty told me that you didn't
attend her lesson six times. Is that
right?
Danu : Yes, a'Mam.
Mrs Hutabarat : Why didn't you study with her
properly? She is a qualifi ed teacher
here. Many students like her very
much because she is also a patient
teacher.
Danu : Actually I like her lessons. But the way
she explains is so fast that I cannot
follow the lesson.
Mrs Hutabarat : You should ask her to explain the
lesson more slowly.
Danu : But I'm ashamed to tell her.
Mrs Hutabarat : Alright, I'll accompany you to talk to
her.
Danu : Thank you, Ma'am.
Mrs Hutabarat : It's alright.
Danu : Ma'am, I promise to study hard
especially in her subject.
Mrs Hutabarat : That's my student.
UN Shot
Ina : Why are you
sleepy in class?
Ines : Do I look sleepy,
Na? I am not
sleepy, but I
have a painful
stomachache.
Ina : You should go
to the doctor.
Come on I'll
accompany you.
The underlined words
express...
a. disagreement
b. satisfaction
c. obligation
d. offering
e. advice
(UN 2003/2004)
30 Developing English Competencies for Grade XI of Language Programme
Policewoman : Good morning, Sir. May I see your
driving licence?
A man : Good morning. Here you are.
Policewoman : You just broke a traffi c regulation on
Siliwangi Street.
A man : Did I ride my motorbike too fast?
Policewoman : No. But you didn't read the traffic
sign when turning right. You must not
enter this street before 10 a.m.
A man : Oh, I'm so sorry. I didn't see it, because
I am in a hurry.
Policewoman : Okay. Go ahead with your motorbike.
But you should sign the traffi c ticket.
Then your driving licence must be left
here.
A man : Alright Ma'am. I'm sorry for my fault.
It won't happen again.
Englishclub.com
The biggest problem
most people face
in learning a new
language is their own
fear. Don't let a little
fear stop you from
getting what you
want. Like anything,
learning English
requires practice. Keep
practicing until you
get it right. For further
information you can
access this site: www.
world-english.org
Dialogue 2
A man is stopped by a policewoman because he violated a traffi c
regulation.
Stories That I Like 31
Activity 4 Complete the following dialogues by choosing the
right expressions given in the box. Practise them
with your partner.
1. Why should Danu meet Mrs Hutabarat in her
room?
2. What did Mrs Hutabarat say when giving a suggestion
to Danu?
3. What did Mrs Hutabarat mean by saying you should
not do that?
4. Why did the policewoman stop the man?
5. What did the policewoman say to warn the man?
6. Why must the man sign the traffi c ticket?
a. Don't do too much training.
b. Why don't you go with your father?
c. She advised me to study hard.
d. Don't meet Mr Rudi now.
e. Don't forget to give him my regards.
f. He is in the admonition of God.
g. You should study hard.
1. Ajeng : I'm very sorry, Sir. I came late.
Mr Siregar : Okay. But . He has been here
since 7.
2. Meylan : . He cannot be disturbed. He
is very busy.
Robert : Alright. I'll meet him at noon.
3. Doctor : No problem. Just take enough rest.
.
Patient : I will. Thank you, Doc.
4. Aisyah : Mom, tomorrow I'll have a test. Please
pray for me always.
Mother : Okay. But .
5. Lidya : What should I do when meeting Mr
Cahyo at his offi ce?
Father : Yeah. .
Activity 3 In pairs, answer the questions based on the two
dialogues above.
32 Developing English Competencies for Grade XI of Language Programme
Activity 5 Complete the dialogues. Then act out the dialogues
you have made in front of the class with your
partner.
What to Say
Giving Warnings
. You must not break the rules.
. Please, donft ....
. I warn you not to ....
. Donft do that.
. Donft ....
Giving Advice
. I suggest that you ....
. She advises me to do the best.
. You should be patient.
. Everyone should not ....
. Why donft you ...?
Study the following expressions of giving advice and warnings.
Less Formal
Less Formal
More Formal
More Formal
1. Headmaster : Everyone the rules that
have been agreed together.
Vice-headmaster : I hope so. We should give
sanctions to those who break
them.
2. Mrs Sitompul : Budi, no mother hates her
children. What she does is for
the goodness of her children.
So, now go back home and tell
your apology to your mom.
6. Arum : What did mother say to you?
Roni : because she didn't want me to
fail.
7. Lia : Excuse me, why does the rich man often
get problems?
Budi : I think that .
Stories That I Like 33
Activity 6 Read the following and then retell it in your own
words.
Ali Baba and the Forty Thieves
Ali Baba was such a poor man
that he had only one shoe for his two
feet. Even the mice in his house were
hungry.
One day, his wife said, "We have no
food in the house. No rice. No potatoes.
Go and collect leaves in the forest so
that I can make a soup."
Ali was a lazy man. He looked for
leaves for about ten minutes and then
he climbed a tree to sleep. He was
afraid of wolves. When he woke up,
he was surprised to see forty thieves
on forty horses. They stopped in front
of a big rock.
"Open Sesame!" shouted the leader.
A door on the rock opened. The thieves
carried sacks full of gold into the cave.
When they had finished, the leader
shouted.
"Close Sesame!" and the door
closed. As soon as the thieves had
disappeared Ali Baba jumped down
from the tree, said, "Open Sesame" and
went into the cave.
There were shelves all around the
walls. The shelves were full of sacks.
And the sacks were full of gold. Ali
took a sack home with him.
Unfortunately, one of the thieves
saw Ali's footprints on the sand. He
followed them to Ali's home. He took
out his knife and made a cross on the
door.
"Now I shall know which house it
is," he said.
He rode off to get the other thieves.
But Ali had seen the thief.
He and his wife took brooms and
swept away the footprints. Then he
made crosses on every door at the
street. When the forty thieves arrived
they had their knives between their
teeth. But they couldn't fi nd either Ali
. or the gold. And Ali and his wife lived
happily ever after.
Taken from Addison.Wesley Kids 4, 1990
Budi : Thank you very much for
.
3. Maryam : We enter the room
before asking permission.
Joko : Sure. We should have a seat.
34 Developing English Competencies for Grade XI of Language Programme
Reading
In this section, you will learn how to:
. read narrative t exts.
Activity 1 Answer these questions.
Activity 2 Find the synonyms and antonyms of the words by
choosing the words provided in the box. Copy the
table in your workbook.
a. day reabk g. trickery
b. reluctance r ooudbt h. descend
c. honesty i. certainty
d. paradise j. keep ilenst
e. climb k. hell
f. shout l. sunset
1. Have you ever been deceived or tricked?
2. How do you feel after being deceived?
3. What do you do to someone who deceives you?
4. Mention some kinds of deception you know.
Words
1. ascend
2. dawn
3. heaven
4. hesitation
5. call out
6. deception
Synonyms Antonyms
New Horizon
Folklore is what
people pass on to
their children and
grandchildren. Folk
songs, fairy tales, and
folktales are folklore.
So are myths, or
stories about gods and
goddesses, and legends,
or stories based on real
people or stories based
on real people or events.
Folklore also
includes many things
people say and do in
everyday life. Arts and
crafts, dances, games,
nursery rhymes, and
sayings are all folklore.
(The World-Book Student
Discovery Encyclopedia: Volume
4, 2006)
Stories That I Like 35
Activity 3 Read and understand the following text.
Why Does the Cock Eat the Millipede?
Long ago the cock had a pair of beautiful horns
on his head. But at that time there was a dragon who
was prevented from ascending into heaven because he
lacked a pair of horns. And so he offered the millipede
as a guarantor, and borrowed the horns from the
cock!
When the millipede came for the horns, he said to
the cock: "When you want your horns back, you must
call out at dawn: 'Give me back my horns!' and they will
be returned to you at once. You need have no occasion
to be concerned in the least."
The kind cock knew how difficult it was to
ascend to heaven, so, reassured by the good security
the millipede offered, he loaned his horns without
hesitation, just twisting them right off his head. He
also thought to himself that when the dragon returned
form his visit to heaven, they could sit down and have
a good conversation; he would ask the dragon to tell
him how things were in heaven, and if it really was
beautiful there, as he had always heard. If it was true,
he might consider going there himself someday, he
thought.
Orientation
Evaluation
Evaluation
36 Developing English Competencies for Grade XI of Language Programme
So, next morning at daybreak (for the dragon's visit
was scheduled to be brief), the cock called out loudly:
"Give me back my horns!" But, even though he repeated
this demand ten times over, there was no sign at all
of either the dragon or the horns. Worried, the cock
promptly went off to complain to the millipede, who
soothed him, saying: "If the dragon has not returned
the horns this morning, then he will certainly do so
tomorrow. At the very latest, the day after that. Just
learn to be a little patient and your horns will soon be
back on your head, just as before."
The cock did wait several days, but although he
called out every morning at sunrise: "Give me back
my horns!" They never did reappear. The cock was
extremely annoyed at this deception and loss, as you
can well imagine, therefore he ordered all the members
of his family to eat millipedes on sight.
Even so, the cock has not yet given up hope of
getting his horns returned. He ordered his descendants
always to call out at the break of day: "Give me back my
horns!" He still hopes that the dragon may hear him!
Taken from The Asian Animal Zodiac, 1998
Resolution
Narrative
Social function : to amuse, entertain and to deal with
problematic events which lead to a
crisis or turning point of some kind,
which in turn fi nds a resolution.
Generic structure:
Orientation : containing plot and characters.
Evaluation : evaluating the plight of the story.
Complication : crisis of the story.
Resolution : the crisis is resolved, for better or for
worse.
Complication
Stories That I Like 37
Activity 4 Choose T if the statement is true and F if it is false
based on to the text.
1. T - F The cock got information about heaven
from the dragon.
2. T - F The dragon didn't return the cock's
horns.
3. T - F The millipede was a successful
deceiver.
4. T - F The cock asked all the members of his
family to eat millipedes because he had
been deceived.
5. T - F The cock didn't expect the dragon to
return his horns any more.
Activity 5 Find some moral values from the story in Activity 3.
Share them with your partner.
Activity 6 Still in pairs, answer the questions based on text in
Activity 3.
1. Why didn't the cock have horns on his head?
2. Why did the cock loan his horns without
hesitation?
3. What was a pair of cock's beautiful horns asked
for?
4. Why did the cock give his horns to the millipede?
5. What should the cock call out if he wanted the horns
back?
6. Did the cock stop hoping to get his horns back?
7. Were the horns returned to the cock?
38 Developing English Competencies for Grade XI of Language Programme
Miss Mole Catches a Ghost
Quite often Miss Mole would look
after the young ones who lived in the
woodland, when their parents went out
in the evening.
"I just love baby-sitting," sighed
Miss Mole, as she gazed at the little
animals, "you're all such darlings!"
"But we're not babies," grumbled
the fieldmice twins, "we're almost
grown up!"
"Well you'll always be babies to
me," giggled Miss Mole, as she gave
them all a great big hug.
But one evening when Miss Mole
was baby-sitting, something very
strange happened ...
All the little animals had walked
over to Miss Mole's house just before
dark. They were laughing and joking
and making lots of noise as they went
along.
All of a sudden one of the rabbits
heard a strange sound. Then one or
two of the little animals saw something
move near the top of the trees.
"What was that?" gasped a baby
badger as he grabbed one of the
squirrels.
Then, as the wind rustled the
leaves on the tree ... they all saw it ... a
spooky white thing fl ying through the
branches!
"It's a ghost!" screamed a small
hedgehog. And everyone ran as fast
as they could and landed on a heap at
Miss Mole's front door.
"Whatever is wrong?" cried Miss
Mole as she opened her door, and in
fell all the little animals.
"We've seen a ghost!" sobbed
the rabbit. "It's chased us all the way
through the wood, and now it's up in
that tree!"
Miss Mole put on her extra strong
glasses and took a good look.
"Goodness me," she gasped, "there
it is!"
Right then and there, brave Miss
Mole reached for her longest broom
and pulled something out of the
branches above.
"Here's your ghost," laughed Miss
Mole. "It's a plastic bag. I lost it on
my way back from the woodland
supermarket!"
All the little animals breathed a big
sigh of relief as Miss Mole took them
inside and closed the door.
"Gather round and I'll tell you a
story," she said kindly.
"As long as it's not a ghost story,"
whispered the baby badger.
Taken from 50 Bedtime Stories, 2002
Activity 7 Analyse the following narrative text carefully. Determine
the orientation, complication and resolution. Do it
individually.
Stories That I Like 39
Activity 8 Find the words in the text which have the following
meanings.
1. Took a long deep breath that can be heard
2. Said something while crying noisily
3. Looked long at somebody or something
4. Made a gentle light sound
5. Laughed lightly in nervous way
6. Complained in bad tempered way
7. Took something fi rmly, suddenly, roughly
8. Took one or more quick deep breaths
Grammar Review
Your Project
Ask your parents or
grandparents about
the folktales from your
region. Make a list of
the folktales. Mention as
many as possible. Then
write about one folktale
that you think is the
most interesting.
Simple Past Tense
Pay attention to the sentences.
1. Long ago the cock had a pair of beautiful horns on his
head.
2. When the millipede came for the horns, he said to the
cock, ....
3. The kind cock knew how diffi cult it was to ascend to
heaven.
4. The cock called out loudly.
5. The cock was extremely annoyed.
6. Miss Mole gave them all a great big hug.
7. Everyone ran as fast as they could.
8. The wind rustled the leaves.
9. I lost it.
10. All the little animals breathed a big sigh of relief.
The underline verbs above are preterite or past forms. They
are used to tell past events. So, the past verb is important
when you write a plot of narrative text because the past
verb or past tense is one of the grammatical features in
writing a narrative text.
40 Developing English Competencies for Grade XI of Language Programme
Activity 10 Find the verbs in the form of the past tense in the
following story.
Activity 9 Change the following sentences into the simple past
tense.
1. Mr Rahmadi teaches German.
2. The students climb the mountain.
3. Eliza wears a beautiful dress.
4. Mr Krisna opens the secret.
5. Regita reads the novel.
6. Yuni cuts the grass in the yard.
7. Leoni studies English with her brother.
8. Mr Dede buys a lot of toys for his son.
When a visitor to Bearborough last
year forgot to put on her watch, she
asked some local bears the time and
she got some strange answers.
"Half past three," the bear who sells
fruit and vegetables said, glancing up
at the Town Hall clock.
"A quarter to nine," the bear in the
bakery replied, looking at the clock
high on the church.
"Nine minutes after fi ve," the bear
who sells ice cream on the corner of the
main street said, peering at the clock in
front of the train station.
You have probably guessed that all
the clocks in Bearborough were wrong.
That was because old Mr Minim, the
only clock mender in town, had become
a little shaky on his legs. Although fi t
and well in every other way, he simply
could not face climbing up a ladder to
mend clocks high up.
As you can imagine, the clocks really
were a problem. The trains were never
on time, and the shopkeepers didn't
know when to open their shops.
Then, one day, Bearborough had
two very special visitors. They were
bears called Alfred and his friend
Jumble-who was an elephant! Now
most bears in Bearborough had never
seen an elephant before, so they all
gathered round. And the elephant,
pleased to show off his size and strength,
wrapped his trunk around each of the
little bears in turn and lifted them up
high, squealing with excitement.
Teddy Bear Time
Stories That I Like 41
"Excuse me, Jumble," said Mr
Minim, tapping him lightly on the toe
with his walking stick. "Could you lift a
grown-up bear, like me, for example?"
In seconds, Mr Minim found
himself dangling above the crowd, yet
he felt as safe as if he was standing on
fi rm ground.
And that is why, if you visit
Bearborough these days, all the clocks
are exactly right, for Jumble visits every
twelve months, and Mr Minim always
says that's the highlight of his year!
Taken from My Treasury of Five Minute Stories, 2000
Writing
In this section, you will learn how to:
. write a narrative text.
Activity 1 Answer the following questions.
1. Have you ever read a story about honest people?
2. What did the honest people get at the end of the
story?
Activity 2 Write the defi nitions of the following words.
1. foster
2. ogre
3. dumpling
4. gibber
5. treasure
6. girdle
7. pheasant
8. clamber
9. homage
10. tide
11. conquer
12. laden
42 Developing English Competencies for Grade XI of Language Programme
Activity 3 Rewrite the following story in your own words.
Little Peachling
Many hundred years ago there
lived an honest old woodcutter and
his wife. One fi ne morning the old man
went off to the hills with his billhook,
to gather a faggot of sticks, while his
wife went down to the river to wash
the dirty clothes. When she came to the
river, she saw a peach fl oating down
the stream; so she picked it up, and
carried it home with her, thinking to
give it to her husband to eat when he
should come in.
The old man soon came down from
the hills, and the good wife set the
peach before him, when, just as she was
inviting him to eat it, the fruit split in
two, and a little puling baby was born
into the world. So the old couple took
the babe, and brought it up as their
own; and, because it had been born in
a peach, they called it Momotaro, or
Little Peachling.
By degrees Little Peachling grew
up to be strong and brave, and at last
one day he said to his old foster parents:
"I am going to the ogres' island to carry
off the riches that they have stored up
there. Pray, then, make me some millet
dumplings for my journey."
So the old folks ground the millet,
and made the dumplings for him;
and Little Peachling, after taking an
affectionate leave of them, cheerfully
set out on his travels.
As he was journeying on, he fell in
with a monkey, who gibbered at him,
and said: "Kia! Kia! Kia! Where are you
off to, Little Peachling?"
"I'm going to the ogres' island,
to carry off their treasure," answered
Little Peachling.
"What are you carrying in your
girdle?"
"I'm carrying the very best millet
dumplings in all Japan."
"If you'll give me one, I will go with
you," said the monkey.
So Little Peachling gave one of his
dump lings to the monkey, who received
it and followed him. When he had gone
a little further, he heard a pheasant
calling: "Ken! Ken! Ken! Where are you
off to, Master Peachling?"
Little Peachling answered as before;
and the pheasant, having begged and
obtained a millet dumpling, entered his
service, and followed him.
A little while after this, they met
a dog, who cried: "Bow! Wow! Wow!
Whither away, Master Peachling?"
"I'm going off to the ogres' island,
to carry off their treasure."
"If you will give me one of those
nice millet dumplings of yours, I will
go with you," said the dog.
"With all my heart," said Little
Peachling. So he went on his way, with
Stories That I Like 43
the monkey, the pheasant, and the dog
following after him.
When they got to the ogres' island,
the pheasant fl ew over the castle gate,
and the monkey clambered over the
castle wall, while Little Peachling,
leading the dog, forced in the gate, and
got into the castle. Then they did battle
with the ogres, and put them to fl ight,
and took their king prisoner. So all the
ogres paid homage to Little Peachling,
and brought out the treasures which
they had gathered. There were caps and
coats that made their wearers invisible,
jewels which governed the ebb and
fl ow of the tide, coral, musk, emeralds,
amber, and tortoise shell, besides gold
and silver. All these were laid before
Little Peachling by the conquered
ogres.
So Little Peachling went home
laden with riches, and maintained his
foster parents in peace and plenty for
the remainder of their lives.
Taken from http://www.pitt.edu/
Activity 4 Write a narration of the following story. The outline
of the story may help you develop the narration.
Cinderella
. Cinderella's mother passed away.
. She lived with a stepmother and three stepsisters.
. They treated her badly.
. Cinderella went to the prince's ball.
. The prince looked for the owner of the glass shoes.
. The prince found the owner, Cinderella.
Snow White
. Snow White's stepmother ordered someone to kill her.
. She was still alive and lived together with seven
dwarfs.
. Her stepmother disguised herself as a beggar and met
her.
. She fainted after eating an apple given by her
stepmother.
. She is revived after being helped by a prince.
Source: Story a Day, 1983
1
2
44 Developing English Competencies for Grade XI of Language Programme
After learning the lesson in this chapter, you are expected to be able to:
1. respond to advice and warnings;
2. respond to narrative texts;
3. give advice and warnings;
4. perform monologues of a narrative text;
5. read narrative texts;
6. write narrative texts.
Now, answer the questions:
1. What do you say to advise your sister to not get home late at night?
2. What is orientation in a narrative text?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Learning Refl ection
1. Language Functions
a. Giving Advice
b. Giving Warnings
2. Genre
Narrative
Social function: to amuse, entertain and to deal with problematic events which
lead to a crisis or turning point of some kind, which in turn fi nds
a resolution.
Generic structure:
Orientation : containing plot and characters.
Evaluation : evaluating the plight of the story.
Complication : crisis of the story.
Resolution : the crisis is resolved, for better or for worse.
Chapter Summary
45
Care about
the Environment
Chapter 3
Listening:
. Responding to someone fulfi lling requests
. Responding to expressions of relief, pain, and pleasure
. Responding to analytical exposition texts
Speaking:
. Expressing request
. Expressing feeling of relief, pain, and pleasure
. Responding to an analytical exposition text
Reading:
. Reading analytical exposition texts
. Identifying a diagram
Writing:
. Writing an analytical exposition text
. Making a posters
Source: www.hickerphoto.com
In This Chapter
46 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to someone fulfi lling requests;
. respond to expressions of relief, pain, and pleasure;
. respond to analytical exposition texts.
Activity 2 You are going to listen to four short dialogues. Then
answer the questions for each dialogue.
1. What do you say to comply with somebody's
request?
2. How do you feel after knowing that your mother
has recovered from an illness?
3. What do you usually cry out when in sudden
pain?
4. How do you feel when you pass an examination?
Activity 1 Answer the following questions.
Dialogue 1
1. Did the headmaster permit Mrs Yully to continue her
studies?
2. What did the headmaster mean by saying "Yes, of
course."?
Dialogue 2
1. Was Budi relieved after fi nding his wallet?
2. How did he express his relief?
Dialogue 3
1. Whom did John talk to?
2. How is John?
Dialogue 4
1. What did Lisa say after hearing good news?
2. What did Bram mean by saying "So am I."?
Care about the Environment 47
Activity 3 Complete the dialogue while you are listening. Write
in your workbook. Then compare your answers with
your friendsf.
Sinta doesn't go to school because she is sick. She is consulting
a doctor about her sickness.
Sinta : Good morning, Sir.
Doctor : Good morning. What can I do for you?
Sinta : Yes, doctor. I couldn't sleep well. Could you
examine me?
Doctor : 1 . Okay, open your mouth!
When did you feel that you have a problem
with your sleeping?
Sinta : About two days ago, and then I also had a
cough.
Doctor : Okay. 2 ?
Sinta : Yes, but it sometimes happens.
Doctor : Err ... you just have a fever. Don't worry.
Sinta : 3 .
Doc, may I go to join a test tomorrow?
Doctor : Why not? You are not seriously ill. Now take
a rest and take a lot of nutritious meals and
drinks. Don't forget to drink these medicines
after meals.
Sinta : Alright. 4 that I'm not seriously sick.
Thank you.
Doctor : You're welcome. Get better soon.
48 Developing English Competencies for Grade XI of Language Programme
Activity 5
Rubbish
Lakes and rivers are often polluted
because 1 from towns and
factories empty into them. And factories
sometimes dump very 2
chemicals into the water. The 3
poison the water. Wildlife cannot easily
survive in them.
Ocean-going tankers sometimes
empty 4 of oily water into the
sea. When this happens, great patches
of oil are left 5 on the sea's
surface. If fi sh 6 the oil, or if
their gills become clogged up, they die.
Birds land on the sea and the oil clogs
up their 7 so that they cannot
fl y. Unless the oil is cleaned off, the
birds will die.
Electricity for your home is made
in buildings called power plants. Power
plants usually use coal, oil, or gas to
make electricity. But some plants use
8 energy.
To make nuclear energy, uranium
is needed. And uranium is radioactive,
which means it gives off 9
which is very dangerous to any living
thing. People working in nuclear
power plants wear special clothing and
10 to protect themselves.
After the uranium has been used
there is some dangerous waste, or
rubbish, left. Scientists haven't yet
found out how to make the rubbish
completely safe. So it is sealed in huge
concrete containers and buried at sea,
or deep underground.
Some people are worried that the
radioactivity might escape and poison
living things. And this rubbish remains
dangerous for thousands of years.
In short, our environment has been
conta minated by chemicals.
Taken from Nature in Danger, 1993
Activity 4 Find the expressions of pain and relief in the dialogue
in Activity 3.
Fill in the blanks with the right words by listening
work individually.
Source: practicalaction.org
Care about the Environment 49
Activity 1 Answer these questions.
1. What do you say fulfi lling your sister's request?
2. What do you say when you have a serious
toothache?
3. How do you feel when your close friend gives you a
bunch of fl owers?
Activity 2 Read the following dialogues and then answer the
questions.
Dialogue 1
Krisna : Mom, may I ask you something?
Mother : Yes, of course. What's wrong with you?
Krisna : I need a lot of money to buy a text book.
Mother : Okay. I'll give it to you if it is important for
you.
Krisna : Thank you, Mom.
1. Does Krisna's mother fulfi ll Krisna's request? How
do you know?
2. Why does mother not refuse Krisna's request?
Dialogue 2
Yenny : Den, you look pale today. What's wrong with
you?
Denni : I am suffering from a relapse.
Yenny : What do you suffer from?
Denni : I've had diarrhoea since last night. I couldn't
sleep well.
Yenny : I'm sorry to hear that.
1. Why did Denni look pale?
2. What did Yenny say when she heard that Denni had
diarrhoea?
Speaking
In this section, you will learn how to:
. express requests;
. express feelings of relief, pain, and pleasure;
. respond to an analytical exposition text.
50 Developing English Competencies for Grade XI of Language Programme
a. By all means
b. I am glad it was done
c. Don't mention it
d. We are excited
What to Say
Expressions of Relief
. Itfs a relief to know that ....
. Thank God for ....
. Ifm glad it was done.
. Thank goodness!
Expressions of Fulfi lling Request
. Yes, of course.
. By all means.
. Yes, why not ....
. Sure, you can ....
Expressions of Pain
. I am suffering from a relapse.
. I have toothache.
. I feel sick./I feel ill.
. Ifm sick.
. Ouch!
Expressions of Pleasure
. It is really delightful./I am delighted.
. Itfs really a great pleasure.
. I am pleased.
. Thatfs great.
. Thatfs wonderful.
Study the following expressions of fulfi lling request, relief, pain and
pleasure.
Less Formal
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
More Formal
Activity 3 Complete the following dialogue using expressions
provided in the box and act it out.
Care about the Environment 51
Mrs Dewi and Mr Adi are visiting Mrs Rosma at the hospital.
Here is the conversation.
Mrs Dewi : Hi, how are you today?
Mrs Rosma : I am better now.
Mrs Dewi : 1 .
Mrs Rosma : Thank you for coming.
Who did you come here with?
Mrs Dewi : Mr Adi. There he is.
Mrs Rosma : Hi, Mr Adi.
Mr Adi : Hi, 2 .
Mrs Rosma : Thanks a lot for coming. But could you
give my regards to your friends. Tell them
that I'll get better soon.
Mr Adi : 3 . I'll do it. Mrs Rosma, our
friends actually want to see you but they
are very busy.
Mrs Rosma : Oh, I see. Never mind.
By the way, is Mrs Neni already got
better?
Mrs Dewi : Yes, she has joined with us.
Mrs Rosma : Err. 4 . She is fi ne.
Mrs Dewi : Mrs Rosma, I actually want to know what
you suffer from?
Mrs Rosma : 5 . Because I ate hot food.
Mrs Dewi : So, 6 .
Mrs Rosma : That's right. How about you, Mr Adi?
Mr Adi : I didn't get sick anymore after stopping
drinking ice and eating hot food.
Mrs Rosma : 7 .
Okay. I'll do what you have done.
e. I had a gastric problem
f. I am happy you made a quick recovery
g. It's a relief to hear that
h. That's wonderful
i. I am suffering from a relapse
j. That's great
52 Developing English Competencies for Grade XI of Language Programme
Mrs Dewi : Err ... excuse me. Here is something from
our friends.
Mrs Rosma : Thank you so much.
Mrs Dewi : 8 .
Mr Adi : Mrs Rosma, let me tell you that our school
is the best in our region.
Mrs Rosma : 9 .
So, what we have done is not useless, is
it?
Mr Adi : Sure.
Now, 10 because we can see you
are well.
Mrs Dewi : Hmm..., I think you need more rest, so
let me return home. What about you Mr
Adi?
Mr Adi : I do too.
See you again, Mrs Rosma.
Mrs Rosma : Thank you. See you again.
Pronunciation Practice
1. mountain /.m.unt.n/
2. coastal /k.ustl/
3. climate /.kl.im.t/
4. mainly /me.nli/
5. landscape /.landskeip/
6. infl uence /.influ.ns/
7. moisture / .m..stç./
8. over /..uva/
9. air /e./
10. total /.t.utl/
Care about the Environment 53
Activity 4 Work in pairs. Create a short dialogue to respond to
the topic of the text. Use the expressions you have
learnt.
Recycling
Much of what we throw away
could be used again. Recycling puts
"garbage" to good use. Recycling helps
preserve precious resources because it
saves on the use of raw materials and
energy. It also reduces the pollution
caused when the waste is dumped.
Source: www.womensaid.org.uk
Glass can be remelted. This is better
than making fresh glass from raw
materials, but it is even better to reuse
the bottle whole. Metals can be recycled
by being remelted and then used to
make other new items. The metals to
recycle from an ordinary household are
aluminium and steel from cans. Scrap
from cars gives several different metals
for recycling.
Paper is easy to recycle. Every
home and offi ce should have a paper
reclining routine. Plastics are the
worst problem because they do not
biodegrade (breakdown) easily. They
are also hard to recycle and cause
harmful pollution when burned. It is
important to use as litlle plastics as
possible, and then only ones that are
recyclable or biodegradable.
Taken from Natural Resources, 1993
Activity 5 Act out the dialogue you have made in front of the
class.
Activity 6 Observe the environment around your house. Then
tell the class about it. Do it individually.
54 Developing English Competencies for Grade XI of Language Programme
Reading
In this section, you will learn how to:
. read an analytical exposition;
. identify a diagram.
Activity 1 Answer the following questions orally.
1. What is meant by tropical forest?
2. In what type of climate are tropical rainforests
found?
3. What is the importance of rainforests?
Activity 2 Read aloud the following text.
The Importance of Rainforests
Rainforests are one of the most
complicated environments on Earth.
They are recognised worldwide as
containing the richest source of plants
and animals and are believed to contain
nearly three-quarters of all the varieties
of life on Earth. This is remarkable
because rainforests cover only about six
per cent of the Earth's land surface.
Rainforest are the oldest major
ecosystem, having survived climate
changes for more than one million
years. They provide habitats for more
species of plants, animals, insects and
birds than any other environment
found on our planet. Scientists estimate
that between 60 and 90 per cent of all
species of life are to be found in rain
forests. Unfortunately, the widespread
destruction of many of the world's
rainforests has caused a significant
decline in the number of plant and
animal species on Earth.
Rainforests influence both our
local and global climates. For example,
between 50 and 80 per cent of the
moisture in the air above rainforests
comes from the rainforest's trees. If
large areas of these lush rainforests are
cleared, the average rainfall in the area
will drop. Eventually, the area's climate
will get hotter and drier. This process
could convert rainforests into a sparse
grassland or desert.
Rainforests are also able to absorb
over 90 per cent of the rainfall in their
leaves and mosses. By doing this, they
are able to slow down water run-off by
Care about the Environment 55
1. The economic purposes rainforests are used for
2. The percentage of the world's food supplies which
originate in rainforests areas
3. Fruits originating from rainforests
4. Activities that people do in rainforests
5. Sickness and diseases which are treated with
medicines from the rainforests
6. Industrial products that originate from the
rainforests
7. Daily products which are produced from plants
growing in rain forest areas
8. The area of rainforests which are being destroyed
each year for economic purposes
Activity 3 Decide in which paragraph you can fi nd the following
information.
Englishclub.com
To learn reading,
you can start with
children's storybook.
Try ESL readers. Read
advertisements, signs
and labels. For further
information you can
access this site:
www.world-english.org
gradually releasing the water over time
into streams and rivers. This helps to
control soil erosion and fl ooding.
Rainforests are vital to the Earth in
helping to recycle carbon and oxygen.
Carbon dioxide (CO2) is the gas put into
the air globally by humans, mainly by
the burning of fossil fuels (for example
in cars and factories). Rainforests are
able to remove carbon dioxide from the
air and return oxygen in its place. This
is why our global rainforests are often
called the Earth's elungs'.
Rainforests are major producers
of the Earth's oxygen. In fact, scientists
believe that nearly 50 per cent of
the Earth's oxygen is produced by
rainforest in the Amazon region alone.
Nearly 40 per cent of the world's
carbon is contained in the trees of
the rainforests. As rainforests are cut
down and burned, carbon dioxide is
released into the Earth's atmosphere.
Eventually, as this gas builds up the
atmosphere, leading to what scientists
call the enhanced greenhouse effect.
To sum up, the role of the rainforest
is essential for human life. It creates
equilibrium in our environment and
its resources are signifi cant for human
beings survival.
Taken from SOSE: Studies of Society and Environment, 2000
56 Developing English Competencies for Grade XI of Language Programme
1. T . F Rainforests are unimportant to our life on
Earth.
2. T . F The economic resources which rainforests
provide vary.
3. T . F Many rainforest-rich countries are facing a
situation in which it is very diffi cult to look
after rainforests.
4. T . F The economic resources provided by the
world's rainforests are extremely small.
5. T . F Less than 50 per cent of the world's food
supplies originate in rainforest areas.
6. T . F Rainforests are becoming more and more
unpopular as places for people to visit.
7. T . F Governments pass laws restricting activities
in the forests due to the overuse of rainforests
for tourist activities.
8. T . F More than 40 percent of all medicines sold in
pharmacies originate from rainforests.
9. T . F More than 200,000 square kilometres of
rainforests are being destroyed each year for
economic purposes.
10. T . F There needs to be a balance between the way
we are currently using our rainforests and the
future availability of these resources.
Activity 4 Choose T if the statement is true and F if it is false
according to the text. Do it in pairs.
UN Shot
Some pollutants are
always ..., because they
are dangerous.
a. unavailable
b. undesirable
c. unchangeable
d. unsuitable
e. unavoidable
(UN 2003/2004)
What do the words refer to?
1. They (paragraph 1 line 3)
2. This (paragraph 1 line 7)
3. They (paragraph 4 line 3)
4. This (paragraph 4 line 6)
Activity 5 Answer the question based on the text in Activity 2
individually.
Care about the Environment 57
Activity 6 Do you know how much oxygen the air is made up of?
Study the following diagram. Then State whether the
following statements are true or false according to
the diagram above
1. Most gas in the air is oxygen.
2. Oxygen is more than one fi fth of the gases in the air.
3. Carbon dioxide is only 1%.
4. In the air, there is more nitrogen than oxygen.
5. There is less carbon dioxide than oxygen.
Nitrogen
78%
Oxygen
21%
Carbon
Dioxide,
Other Gases,
Water Vapor
1%
Grammar Review
Present Perfect Tense
Study the following sentences.
1. The overuse of rainforests for tourist activities has
led governments to pass laws restricting activities in
these forests.
2. The Daintree region in northern Queensland is
one area where the government has passed laws
regulating rainforests activities.
3. Unfortunately, the widespread destruction of many of
the world's rainforests has caused a signifi cant decline
in the number of plant and animal species on Earth.
Englishclub.com
Only by studying
things like grammar
and vocabulary and
doing exercises, can
you really improve
your knowledge of any
language. For further
information, you can
browse this site:
www.world-english.org
58 Developing English Competencies for Grade XI of Language Programme
1. People (start) saving forests by recycling
paper.
2. The world's pollution (grow) very fast.
3. Many people (make) many things to
minimise environment problems.
4. People (cut down) trees for fuel, and their
fi res release gas into the air.
5. Children all over the world (be) in
environmental activities.
6. Local government (provide) trashbins to be
put along city streets.
7. Gases from refrigerators and air conditioners (destroy)
the ozone layer.
8. Some companies (use) windmills or other
equipment that do not pollute the air.
Activity 7 Use the present perfect tense to complete the
following sentences.
Your Project
Start by yourself.
Whenever you want
to throw away some
rubbish at your house,
separate the organic and
anorganic rubbish. Use
different plastic bags.
Name the bags "organic"
and "anorganic".
Socialize this to the
whole family.
The present perfect tense consists of have/has before the
past participle form of a verb.
Example Notes
Affi rmative
Statements
. He has worked
here for a long
time.
. She has been a
doctor for two
years.
Here are some
participles: worked
(work), been (be),
written (write).
Negative
Statements
. I havenŒt
written
anything for
an hour.
Here are contractions
with not:
have + not = havenŒt;
has + not = hasnŒt.
Interrogative
Statements
. Have you
fi nished your
reading?
Care about the Environment 59
Activity 1 The following text consists of fi ve paragraphs, but
they are not in correct order. Arrange them into a
good text.
Writing
In this section, you will learn how to:
. write an analytical exposition text;
. make a poster.
New Horizon
Sea-level is increasing.
Multiple complex factors
may infl uence this
change. Sea-level has
risen about 130 metres
since the peak of the
last ice age about 18,000
years ago. Most of the
rise occurred before
6,000 years ago. Sea-level
rise can be a product of
global warming.
(en.wikipedia.org)
1. The global average air temperature near the Earth's
surface rose 0.74 } 0.18 ‹C (1.33 } 0.32 ‹F) during the
last century. The Intergovernmental Panel on Climate
Change (IPCC) concludes "most of the observed
increase in globally averaged temperatures since
the mid-twentieth century is very likely due to the
observed increase in anthropogenic greenhouse gas
concentrations via the greenhouse effect. Natural
phenomena such as solar variation combined with
volcanoes probably had a small warming effect
from pre-industrial times to 1950 and a small cooling
effect from 1950 onward. These basic conclusions
have been endorsed by at least thirty scientific
societies and academies of science, including all
of the national academies of science of the major
industrialized countries. While individual scientists
have voiced disagreement with some fi ndings of
the IPCC, the overwhelming majority of scientists
working on climate change agree with the IPCC's
main conclusions.
2. Increasing global temperature will cause sea levels
to rise, and is expected to increase the intensity of
extreme weather events and to change the amount
and pattern of precipitation. Other effects of global
warming include changes in agricultural yields, trade
routes, glacier retreat, species extinction and increases
in the ranges of disease vectors.
60 Developing English Competencies for Grade XI of Language Programme
1. What is a suitable title for the text?
2. What is the topic of the text?
3. What is the main idea of each paragraph?
4. What is the conclusion of the text?
Activity 2 Answer the following questions based on the paragraphs
you have just arranged.
3. Global warming is the increase in the average
temperature of the Earth's near-surface air and oceans
in recent decades and its projected continuation.
4. Remaining scientifi c uncertainties include the amount
of warming expected in the future, and how warming
and related changes will vary from region to region
around the globe. Most national governments have
signed and ratified the Kyoto Protocol aimed at
reducing greenhouse gas emissions, but there is
ongoing political and public debate worldwide
regarding what, if any, action should be taken to
reduce or reverse future warming or to adapt to its
expected consequences.
5. Climate model projections summarized by the IPCC
indicate that average global surface temperature
will likely rise a further 1.1 to 6.4 ‹C (2.0 to 11.5 ‹F)
during the twenty-fi rst century. The range of values
results from the use of differing scenarios of future
greenhouse gas emissions as well as models with
differing climate sensitivity. Although most studies
focus on the period up to 2100, warming and sea level
rise are expected to continue for more than a thousand
years even if greenhouse gas levels are stabilized. The
delay in reaching equilibrium is a result of the large
heat capacity of the oceans.
Taken from en.wikipedia.org
Care about the Environment 61
Access to Clean Water:
A Problem for Indonesia
Access to clean water is one of Indonesia's biggest
problem. According to the Millennium Development
Goals (MDGs) Report 2007, published by the National
Development Planning Board, piped water is accessible
to 30.8 per cent of households in the country's cities
and 9 per cent in its villages. Such fi gures show the
limitations of the municipality's water service provider,
PDAM.
Lack of investment in clean water is one reason
PDAM gives for its limited outreach. Based on a
government statement, to meet the MDGs target by
2015, Indonesia needs Rp43 trillion (US$4.6 billion)
in clean water funding. The government currently
provides Rp500 billion.
In order to close the funding gap, the government
expects private investment in drinking water
infrastructure.
The need for clean water funding is something that
cannot be covered by private investment. In Indonesia,
most PDAM utilities have small scales of economy and
are therefore unattractive to investors.
There is no evidence to suggest private investors
will improve the effi ciency and effectiveness of water
services, whereas the government has a duty to do so.
Increasing public funding for clean water
infrastructure is the most rational approach for
Indonesia. This effort should begin with an analysis
of the needs of locals. This should be done through a
democratic and participatory process.
There are resources and mechanisms the government
could employ to increase clean water funding, such as
state and local budgets, grants, government bonds and
community-public partnership.
Activity 3 Study the text and the explanation.
Thesis
Arguments
62 Developing English Competencies for Grade XI of Language Programme
Analytical Exposition
Social function: to persuade the reader or listener that
something is the case.
Generic structure:
Thesis : introduces a topic and indicates the
writer's position; outlines the main
arguments to be presented.
Arguments : restates main arguments outlined in a
preview; develops and supports each
point/argument.
Conclusion : restates the writer's position.
Arguments
Conclusion
In order to use a grant system, the government
should improve its proposal management and clearly
focus on real needs in order to widen clean water
services.
PDAM could use existing funds more effi ciently.
if it could reduce leakages from 40 per cent to 20 per
cent, it would have more disposable funds to invest
in infrastructure. PDAM should use cost recovery
principles, as long as costs are not passed on to
consumers. Cost recovery principles should also be
supported by a proper subsidy mechanism.
Bond investing is a traditional lending instrument
for public services. The mechanism needs conditions,
such as strong capital structure at local level.
A few of mechanisms in place now do help the
poor access clean water at affordable prices. The most
important thing is to make sure the mechanisms run
properly and that the needs of people at the local level
are met through appropriate funding.
Taken from The Jakarta Post, April 5, 2008
Care about the Environment 63
Activity 4 Elaborate on the following main ideas as an analytical
exposition text. Work with a partner.
1. Types of Pollution
2. Air Pollution
3. Water Pollution
4. Soil Pollution
Activity 5 Identify the following poster. Then answer the
questions.
1. What is the poster about?
2. What is the function of the blue-topped bin?
3. What stuff belongs to cardboard?
4. What should you do to all containers before throwing
them away?
5. What is the purpose of the poster?
Source: www.fareham.gov.uk
Activity 6 Make your own poster about recycling.
64 Developing English Competencies for Grade XI of Language Programme
After learning the lesson in this chapter, you are expected to be able to:
1. respond to someone fulfi lling a request;
2. express feelings of relief, pain, and pleasure;
3. fulfi ll someone's request;
4. read analytical exposition texts;
5. write an analytical exposition text;
6. identify a poster or pamphlet about the environment.
Now, answer the questions:
1. What do you say when you get a sudden pain on your body?
2. What is a thesis in an analytical exposition text?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Learning Refl ection
1. Language Functions
a. Fulfi lling someone's requests
b. Expressing relief, pain, and pleasure
2. Genre
Analytical Exposition
Social function: to persuade the reader or listener that something is the case.
Generic structure:
. Thesis
Position: introduces a topic and indicates the writer's position.
Preview: outlines the main arguments to be presented.
. Arguments
Point: restates main arguments outlined in a preview.
Elaboration: develops and supports each point/argument.
. Conclusion: restates the writer's position.
Chapter Summary
65
Listening:
. Responding to the meanings expressed by a master of
ceremonies
Speaking:
. Expressing the meaning in a simple public speaking
context as a master of ceremonies
Reading:
. Reading a master of ceremonies script in right intonation
Writing:
. Writing a master of ceremonies script
IŒm a Master
of Ceremonies
Chapter 4
In This Chapter
Source: www.kapanlagi.com
66 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. comprehend information delivered by MCs;
. respond to the keywords or sentences in a master of ceremonies script;
. respond to the detailed information in a master of ceremonies script;
. respond to the conclusion from a master of ceremonies script.
Activity 1 Look at the picture. Then answer the questions.
Activity 2 You are going to listen to the voice of an MC. Listen to
it carefully. Give a check (..) to the words you hear.
1. welcome
2. mistress
3. master
4. ceremony
5. party
Source: www.kapanlagi.com
1. What do you call the profession in the picture?
2. What is her duty?
3. What kind of occasion is usually guided by an MC?
IŒm a Master of Ceremonies 67
6. participate
7. notable
8. noble
9. experience
10. applause
Activity 3 You will listen to the tape once again. Choose the
words/phrases to complete the sentence based on
the information you hear.
1. The name of the MC is ....
a. Becky Siregar
b. Dicky Siregar
c. Nicky Siregar
2. The occasion is held in the ....
a. morning
b. afternoon
c. evening
3. The name of the occasion is ....
a. Knight of the Nobles
b. Night of the Nobles
c. Night of the Notables
4. The guest stars come to the occasion to ....
a. be questioned
b. share experience
c. host the program
5. The guest stars are as follows, except ....
a. Dewi Sandra
b. Ucok Baba
c. Sandra Dewi
6. The audience can ... in the programme.
a. take place
b. take part
c. take care
New Horizon
A master of ceremonies
or MC (sometimes
spelled emcee),
sometimes called
comp.re or an MJ for
"Microphone Jockey,"
is the host of an offi cial
public or private
staged event or other
performance. The
MC usually presents
performers, speaks to the
audience, and generally
keeps the event moving.
(en.wikipedia.org)
68 Developing English Competencies for Grade XI of Language Programme
7. "Give a big ... for our guest stars."
a. smile
b. hands
c. applause
8. The MC is going to ... the guests stars.
a. talk to
b. interview
c. speak to
Activity 4
Activity 5
Listen to the tape once again. State whether these
statements are true or false.
You will listen to some sentences. Choose the correct
options to represent the sentences as parts of a host
script.
1. Dorce Gamalama is the host of the event.
2. The guest stars of the event are politicians.
3. The event is a talkshow.
4. The audience can ask the guest stars some questions.
5. The guest stars are two females and one male.
6. The guest stars have bad experiences in their lives.
1. a. Introducing the speaker
b. Introducing the event
c. Opening
2. a. Opening
b. Introducing the event
c. Introducing the speaker
3. a. Introducing the event
b. Introducing the speaker
c. Closing
4. a. Introducing the event
b. Introducing the speaker
c. Closing
5. a. Opening
b. Introducing the event
c. Introducing the speaker
IŒm a Master of Ceremonies 69
Speaking
In this section, you will learn how to:
. pronounce words from a master of ceremonies script;
. apply some words or expressions of a master of ceremonies;
. perform as a master of ceremonies.
Activity 1 Look at the following picture and answer the questions.
Source: www.kapanlagi.com
1. What does MC stand for?
2. Mention some duties of an MC.
3. What occasions usually need an MC?
4. Have you ever been an MC?
5. How did you feel when you were an MC?
6. a. Opening
b. Introducing the speaker
c. Closing
7. a. Introducing the event
b. Introducing the speaker
c. Closing
8. a. Opening
b. Introducing the event
c. Closing
70 Developing English Competencies for Grade XI of Language Programme
Activity 2 You are invited to be an MC. This is the script that
you will read. Study the following script. Perform in
front of the class.
Good afternoon! My name is Andi Soraya and I'm
a sophomore here at SMU Tunas Bangsa. I want to
welcome you to the fi rst of a three-day English for You
programme sponsored by First English Course. Our
speaker for this day is Helvy Nadia. Helvy earned a
scholar degree in English Literature from Padjadjaran
University. A syndicated columnist, she is a member
of an outstanding writing society in Indonesia and is
the award-winning author of some best selling books.
She has spoken to thousands of students in Indonesia.
She has appeared on television talk shows across
Indonesia. Today Helvy will be speaking on "How to
Write a Good Book". Let's give Helvy a warm welcome
to SMU Tunas Bangsa.
1. pay money if they do something for charity
2. published in many newspapers
3. social community
4. writer
5. someone who is in their second year of study at a
college or high school
6. gain (something deserved) because of one's
achievements
7. person who writes a newspaper column
8. something awarded
Activity 3 Match the following defi nitions to the words in
Pronunciation Practice box.
IŒm a Master of Ceremonies 71
Activity 4 Study what an MC should and should not do. Then,
perform in front of the class as an MC.
1. You are the stage setter.
2. Create an inviting environment.
3. Be really interested in the speaker and subject.
4. Unless the speaker is a celebrity, use his or her name
several times.
5. When you make an introduction, speak to the
audience, not to the person being introduced.
6. Do not upstage or over praise.
7. Welcome the speaker with a handshake, nod, smile,
or slight touch on the shoulder.
8. Lead the applause.
Pronunciation Practice
1. sophomore /.s.f.m.:/
2. sponsored /.sp.ns.d/
3. earned /.:nd/
4. syndicated /.s.nd.k.t.d/
5. columnist /.k.l.mn.st/
6. society /s..sa..t./
7. award /.w.:d/
8. author /..:Į.(r)/
Activity 5 As your friend performs as an MC in front of the class,
make an assessment of his/her performance. Use the
following check list.
1. He/she is a good stage setter.
2. He/she is able to create an inviting environment.
3. He/she seems to be interested in the speaker
and the subject.
4. He/she mentions the name of the speaker
several times.
72 Developing English Competencies for Grade XI of Language Programme
Englishclub.com
Being a master of
ceremonies you don't
have to be perfect. Relax
and use humour where
appropriate. Conclude
by reiterating your
important points. Thank
your audience for their
attention. To fi nd more
information you can
access these sites.
www.rachelgreen.com
www.utsc.utoronto.ca
www.verbacom.com
5. When he/she makes an introduction, he/she
speaks to the audience, not to the speaker.
6. He/she welcomes the speaker with a
handshake, nod, smile, or slight touch on the
shoulder.
7. He/she leads the applause.
What to Say
Introducing the event
. Welcome to this event.
. I want to welcome you to ....
. It is greatest pleasure to welcome you ....
Opening
. Good afternoon. My name is ....
. Good evening, Ladies and Gentlemen.
. Good evening, the distinguished guest, Ladies and
Gentlemen.
Introducing the speaker
. Our speaker for this day is ....
. It's our pleasure to have ... here with us.
. Mr/Mrs ... will talk about ....
Closing
. We have had a fascinating talk ....
. Thank you for your participation.
. Ladies and gentlemen, it's the end of this reception.
Thank you ....
Study the following expressions for opening, introducing the event
and speaker, and closing a ceremony.
Note : The expressions used by MCs are generally formal
expressions.
IŒm a Master of Ceremonies 73
Activity 6 Say the following expressions with a good intonation.
Activity 7 Practise the following MC script in front of the class.
1. Good morning, Ladies and Gentlemen.
2. Good afternoon, Ladies and Gentlemen. My name is
....
3. Distinguished guests, Ladies and Gentlemen,
welcome to this school inauguration.
4. I would like to welcome you to this special
occasion.
5. Ladies and Gentlemen. It's my greatest pleasure to
welcome you to this new hits launching programme.
6. Let me introduce our speaker for the fi rst session.
7. It's our pleasure to have Mrs Rahmania Siregar
here.
8. I'd like to extend my appreciation and thanks to Mr
Andi Bacharudin for his informative presentation.
9. On behalf of all participants, I would like to thank
Mrs Waljinah for her presentation.
10. On behalf of the committee members I'd like to
thank all attendants that have participated in this
occasion.
Good afternoon, Ladies and Gentlemen. Our
session now will deal with the topic "The Importance
of Home Education for Children" to be presented by
Dr. Nina Bisono, M.Psi from Tunas Ceria NGO.
Now I'd like to call upon Dr. Nina Bisono, M.Psi
to proceed to the stage to present her paper.
Ladies and Gentlemen, Mrs Bisono is the director
of Tunas Ceria. It is a non-governmental organisation
concerned about children education. She has written
several books in the same fi eld. She has also involved
in a number of seminars dealing with education for
children.
I'd now like to invite Mrs Bisono to present her main
points in her paper within 30 minutes. Afterwards, we'll
74 Developing English Competencies for Grade XI of Language Programme
spend the rest of the time for questions and answers.
Mrs Bisono, please.
Now we still have twenty minutes for our session
and I like to invite questions and comments on what
has been presented by Mrs Bisono. Please mention your
name and institution fi rst.
Ladies and Gentlemen. We are running out of time.
I'd like to extend my appreciation and thanks to Mrs
Bisono for her lucid presentation. She deserves a big
applause, then. Thank you.
Activity 8 Complete the following script with suitable
expressions. Then practise it in front of the class.
(Opening) . (Introducing the topic)
the topic "Home-schooling as an
Alternative" to be presented by from
.
(Inviting the speaker) Now I'd like to
to proceed to the stage to .
Ladies and Gentlemen, (introducing the
s p e a k e r) i s
It is a . She has involved in
.
(Inviting the speaker to present his/her paper) I'd
now like to invite within 30
minutes. Afterwards, we'll .
, please.
Now we still have for our session
and I like to invite from the fl oor.
Please mention your name and institution fi rst.
Ladies and Gentlemen. We are running out of time.
(Closing the session) . Thank you.
IŒm a Master of Ceremonies 75
Reading
In this section, you will learn how to:
. identify the parts of a master of ceremonies script;
. identify the role of MCs;
. perform as an MC.
Activity 1 Look at the following pictures and try to answer the
questions.
1. What does a master of ceremonies have to do?
2. What does a master of ceremonies not have to do?
3. What occasions are the people in the picture in?
4. Which occasions are formal and informal?
Source: www.fl ickr.com; i47.photobucket.com; www.goa-maroons-kwt.org;
lh3.google.com
Activity 2 As a master of ceremonies there are many things
that you have to do and donŒt have to do. Determine
which one an MC should or should not do.
1. Understand the events and activities.
2. Understand the audience.
3. Understand dress requirements.
76 Developing English Competencies for Grade XI of Language Programme
Activity 3 Read aloud the following script of an MC.
Good evening. Ladies and Gentlemen, a warm
welcome to you all to this reception organised by Cross
Cultural Organisation (CCO).
A quick word about tonight's program: we shall
begin with a talk by our honourable speaker, Professor
Wahid Hidayat, from Jakarta. This will be followed by
a short question.and.answer session, where you will
be free to exchange ideas with the professor. At about 8
o'clock tonight when the talk concludes, the reception
will resume, and we have arranged refreshments
outside for you. Since the professor is catching his
fl ight home tonight, much as we would like to have
him here longer with us, we have to make sure that he
can be allowed to leave the venue by 8:30.
As you may be well aware, this reception has
been organised to mark the closing of an in.house
seminar organised by CCO on cross cultural study.
This seminar actually started last week and today is
the last day.
We are very honoured to have invited Professor
Wahid Hidayat of International University, to say a
few words to us. Mr Hidayat please.
Your Project
Make a mini panel
discussion with some
friends. Act out as if you
are the MC, two of your
friends are the speakers,
and the others are the
audience. Prepare the
script and be ready to
perform as an MC.
4. Introduce only the notable speaker.
5. Read the speaker's entire biography.
6. Fumble for words.
7. Look at the speaker when introducing him/her.
8. Tell lengthy jokes.
9. Use curse words.
10. Allow the meeting to taper off.
IŒm a Master of Ceremonies 77
Activity 4 Find the words in the script in Activity 3 which have
the following synonyms.
1. period
2. interchange
3. ends
4. party
5. continue
6. permitted
7. place
8. informed
9. symbolise
10. respected
Activity 6 Find the following features in the script. Mark these
parts of the script.
1. Opening
2. Introducing the speaker
3. Conveying the programme agenda
4. Conveying the purpose of the programme
5. Inviting the speaker
Activity 5 Answer the following questions based on the script
in Activity 3.
1. When was the reception held?
2. Who organised the reception?
3. Who was the speaker at the reception?
4. Where was the speaker from?
5. Mention two main programme at the reception.
6. When will the talk end?
7. How long was the seminar?
8. What was the speaker going to do when the MC
invited him?
78 Developing English Competencies for Grade XI of Language Programme
Activity 8 A panel discussion is usually guided by an MC. Read the
following steps to become an MC in a panel discussion.
1. Introduce yourself as the MC.
2. Welcome the audience to the panel.
3. Introduce the title, theme, or topic of the panel.
4. Introduce each panellist, e.g. "And now, it's my great
pleasure to introduce you to ..."
5. Focus on the speeches delivered by each panellist.
6. Carefully watch the time; trying to signal the speaker
by catching his or her eyes and pointing to your watch
when there are fi ve minutes remaining.
7. Close the panel discussion. Try to fi nish with a sincere
compliment about all speakers, e.g. "Those were all
really fascinating speeches. Thank you."
Activity 7 Read again the script in Activity 3. The script does
not include a conclusion to close the programme.
With a partner, make the conclusion for the script.
Then read it in front of the class.
Will and Shall
. You can use shall or will with I and we.
Example: We shall begin with a talk by our honourable
speaker.
. In spoken English, the short forms I'll and we'll are
normally used.
Example: You'll be free to exchange ideas with the
professor.
. The negative of shall is shan't (or shall not).
Example: I shan't (or I won't) be here tomorrow.
. Do not use shall with he/she/it/you/they.
Grammar Review
IŒm a Master of Ceremonies 79
. Note that we use shall (not will) in the questions.
Shall I ...? and shall we ...? (for offers, suggestions etc.):
- Shall I attend the reception? (Do you want me to
attend the reception?)
- Where shall we go this evening?
Activity 9 Read the situation and then write a sentence with
shall I or shall we.
Example : It's very hot in the room. The window is shut.
Shall I open the window?
1. You have just tried on a jacket in a shop. You are not
sure whether to buy it or not. Ask your friend for
advice.
_____________________________________________.
2. You are going out. It is possible that it will rain and
you are not sure whether to take an umbrella or not.
Ask your friend for advice.
_____________________________________________.
3. It is Nungki's birthday soon and you do not know
what to give her. Ask your friend what is buy?
What ________________________________________.
4. You and your friend have not decided where to go
for your holidays. You say:
Where _______________________________________.
5. You and your friend are going out. You have not
decided whether to go by car or to walk. You say:
_____________________________________________.
6. You and your friend have not decided what to have
for dinner. You say:
_____________________________________________.
7. You have a serious problem. You do not know whom,
you can asked for advice.
_____________________________________________.
8. You get a new microwave. The microwave is turned
off. You ask for friend.
_____________________________________________.
UN Shot
Rifaldi : I ... the
Students
Exchange
Programme
next year.
Rabbani : That's a good
idea.
a. join
b. joined
c. will join
d. have joined
e. have been joining
(UAN SMU/MA
2001/2002)
80 Developing English Competencies for Grade XI of Language Programme
Writing
In this section, you will learn how to:
. write a script of a master of ceremonies.
Activity 1 Answer these questions.
1. If you want to be an MC, do you make the script
fi rst?
2. Do you think it is important?
3. Does a script help you as an MC?
4. Do you have to bring the script when you perform as
an MC?
5. How does a script contribute to your performance as
an MC?
Activity 2 Study the structure of the following script.
Good evening. Ladies and Gentlemen, a warm
welcome to you all to this cocktail reception organised
by the Office of the Telecommunications Authority
(OFTA).
A quick word about tonight's programme: We
shall begin with a talk by our honourable speaker,
Professor Richard Whish, from London. This will be
followed by a short question-and-answer session, when
you will be free to exchange ideas with the professor. At
about 8 o'clock tonight when the talk concludes, the
cocktail reception will resume, and we have arranged
more refreshments outside for you. Since the professor
is catching his fl ight home tonight, much as we would
like to have him here longer with us, we'd have to make
sure that he can be allowed to leave the venue by 8:30.
Introduction
Body: explaining who
the speaker is
IŒm a Master of Ceremonies 81
Closing
Body: explaining what
the programme is
Body: inviting the
speaker
Activity 3 Answer these questions based on the structure of the
script in Activity 2.
Activity 4 Re-arrange the following parts of an MC script.
1. What does the introduction consist of?
2. What should be included in body of the script?
3. What should be told about the speaker to the
audience?
4. What should be said to conclude the reception?
5. Who should be thanked at the end of the reception?
As you may be well aware, this reception has
been organised to mark the closing of an in-house
seminar organised by OFTA on the application of
competition law and policy to the Hong Kong
telecommunications sector. This 5-day in-house
seminar actually started last week and today is the last
day.
We are very honoured to have invited Professor
Richard Whish of King's College, London to conduct the
seminar. Now in just about a few minutes, Professor
Whish is going to share with you his insights and expert
knowledge surrounding competition issues. But before
he starts, may we invite Mr Anthony Wong, Director-
General of Telecommunications, to say a few words to
us. Mr Wong, please.
...
Ladies and Gentlemen, those were really fascinating
talk. Thank you to all speakers and distinguished guests
for your participation. Good evening.
Some parts are taken from www.tyboyd.com
1. On behalf of the committee members, we'd like
to appreciate and thank dr. Luqman Dault for his
informative presentation. He deserves a big applause,
then. Thank you.
2. There's still 15 minutes left. Then, I'd like to invite
questions and comments from the fl oor.
82 Developing English Competencies for Grade XI of Language Programme
Activity 5 Name each part of the MC script above with the
suitable terms as mentioned below.
3. Our session now is going to discuss the topic "Young
Generation, Healthy Generation" to be presented by
dr. Luqman Dault.
4. Dr. Luqman Dault is a young doctor that gives big
attention on teenage health. He has a number of
research and surveys in the related fi eld.
5. Now, I'd like to invite Mr Dault to present his main
points in his paper within 45 minutes and afterwards
we'll spend 15 minutes for questions and answers
session. Mr Dault, please.
6. I'd now like to call upon your excellency, dr. Luqman
Dault to proceed to the stage, please.
1. Introducing the topic
2. Inviting the speaker
3. Introducing the speaker
4. Inviting the speaker to present his paper
5. Inviting the floor to put forward questions or
comments
6. Closing the session
1. Wedding ceremony
2. Birthday party
3. Panel discussion
4. School inauguration
What should be included in the script?
. Welcome the guests to the venue and give them the
'housekeeping rules' such as when to turn off cell
phones.
. Introduce the speakers.
. Briefl y give important information about the people
involved in the occasion.
Activity 6 Make a script for a master of ceremony for the following
occasion.
IŒm a Master of Ceremonies 83
Activity 7 Swap your working with your partner. Give comment
on your partnerŒs writing. Tell him/her how to improve
the writing and perform it in class.
. Explain the purpose of the event.
. Tell the audience about the agenda including when
the event will be concluded.
. Invite the speaker to speak on the stage.
. Interview the speaker or guide a question.and.
answer session.
. Conclude the event.
Chapter Summary
1. MC R oles
a. You are the stage setter.
b. Create an inviting environment.
c. Be really interested in the speaker and subject.
d. Unless the speaker is a celebrity, use his or her name several times.
e. When you make an introduction, speak to the audience, not to the person being
introduced.
f. Do not upstage or over praise.
g. Welcome the speaker with a handshake, nod, smile, or slight touch on the
shoulder.
h. Lead the applause.
2. MC script has to include the expressions to:
a. Welcome the guests to the venue and give them the 'housekeeping rules' such
as when to turn off cell phones.
b. Introduce the speakers.
c. Briefl y give important information about the people involved in the occasion.
d. Explain the purpose of the event.
e. Tell the audience about the agenda including when the event will be concluded.
f. Invite the speaker to speak on the stage.
g. Interview the speaker or guide a question.and.answer session.
h. Conclude the event.
84 Developing English Competencies for Grade XI of Language Programme
Learning Refl ection
After learning the lesson in this chapter, you are expected to be able to:
1. respond to the meaning expressed by a master of ceremony;
2. respond to the meaning in a simple public speaking context as a master of ceremony;
3. reading a master of ceremony script in right intonation;
4. write a master of ceremony script.
Now, answer the questions:
1. What do you say as an MC to open an event?
2. What do you say as an MC to conclude an event?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
85
Listening:
. Responding to the meaning expressed by a news
reader
. Responding to the meaning expressed by a show
presenter (host)
Speaking:
. Expressing meanings in public speaking context as a news
reader
. Expressing meanings in public speaking context as a show
presenter (host)
Reading:
. Reading aloud the script of show presenter (host) with
good intonation
. Reading aloud the script of news with good intonation
Writing:
. Writing a news script
. Writing a show presenter (host) script
News Blitz!
Chapter 5
In This Chapter
Source: www.james-chau.com
86 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. comprehend words, sentences or expressions of a show presenter (host) and news reader;
. comprehend detailed information;
Fire offi cials say the blaze that ravaged the federal
records storage facility in Selma Valley is now under
control.
More than 40 fi re fi ghters battled the fl ames that
erupted late Wednesday night. TV-3's John Jacobs asked
fi re fi ghter Jennifer Carry if the blaze may have been the
work of an arsonist.
Because the fi re involved federal records , the FBI has
been called in to investigate. Earlier this afternoon TV-3's
Sandra Parks asked bureau chief Tim Ray about the FBI's
involvement.
Taken from www.cybercollege.com
Source: www.fl ickr.com
1. What happened around 11:00 last night?
2. Where was it?
3. What is the meaning of "All traffi c is being diverted
off at exit 132"?
4. Was there any explanation for the drivers for the
delay? Why?
5. What other information do you get from the news?
Activity 1 Listen carefully and repeat the following news script.
Activity 2 Listen carefully to the news. Then answer the following
questions.
News Blitz! 87
1. What is the name of the man that matches to the
description of the surveillance photo?
a. Calvin atMson. c. Calvin larCkson.
b. Calvin Watson.
2. How many photos were taken from the crime
scene?
a. More than one photo. c. Two photos.
b. Just one photo.
3. Where were the photos taken from?
a. Advance Cassette Store and Go Mart.
b. Advance Auto Store and Go Mart.
c. Advance Auto Mobile and Go Market.
4. When did it happen?
a. It happened two weeks ago.
b. It happened more than two weeks ago.
c. It happened less than two weeks ago.
5. On what occasion did Watson shoot and kill Jayesh
Brahmbhatt?
a. Police pursuing him. c. In a drug trade.
b. In a robbery.
6. Where did Watson shoot Jayesh Brahmbhatt?
a. Near the Civic Center.
b. At the Williamson Road.
c. At the One Stop Mart.
Activity 3 Fill in the following news while you are listening.
1 the accident occurred at around 2 near
milemarker 124. That's about 12 miles 3 . All
traffi c is being diverted off at exit 132. 4 when
the accident will be cleared up, but police offi cer says
drivers should expect 5 . No other information is
available 6 .
Taken from www.cybercollege.com
Activity 4 Listen to some more news and answer the following
questions by choosing a, b, or c.
88 Developing English Competencies for Grade XI of Language Programme
Activity 5 You are going to listen some statements. Give a check
(..) for the right answer
1. Being a show presenter is fun. You can earn
a ot lf oonmey.
2. Being quiz presenter is such a exciting job.
3. Being a show presenter enlarges your mind.
4. To become famous and rich, a show presenter
can be your choice.
5. To be a show presenter is very interesting.
7. What kind of person do you think Jayesh Brahmbhatt
is?
a. A mean person.
b. A nice person.
c. A ignorant person.
Activity 6 Listen to the requirements about how to be a good
presenter. Then fi ll in the following table.
How to Be a Good Presenter
Requirements :
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
5. ______________________________________________
Source: bp1.blogger.com
New Horizon
News presenter: a person
that presents news on
television, radio or the
internet.
Newscaster: presenter
of a news bulletin who
himself/herself collects
news and compiles the
script to be delivered.
News Blitz! 89
Activity 7 Listen carefully from the text you are going to hear.
Then answer the following questions.
1. Who is Anne Byrnes?
2. What is Heart to Heart Talk Show?
3. What happens every Friday?
4. Who is Ian Blackley?
5. Why does he become so famous?
6. Where do you think the situation takes place?
Speaking
In this section, you will learn how to:
. pronounce words;
. perform as a news reader or show presenter.
Activity 1 Study the following explanation.
What Does the News Anchor Do?
The term anchor (sometimes anchorperson,
anchorman, or anchorwomen) was coined by producer
Don Hewitt. Its fi rst usage was on July 7, 1952 to describe
Walter Cronkite's role at the democratic and Republican
National Conventions. According to Hewitt, the term was
in reference to the "anchor leg" of a relay race.
Activity 8 Complete the following text based on the text in
Activity 7.
1 . Welcome to Heart to Heart Talk Show with
me Anne Byrnes. As usual every Friday, we have a guest
star that will be interviewed about his/her journey to
reach what they have achieved now.
So, here he is... Ian Blackley, the famous radio
announcer at 2 . He just entered the broadcasting
world but in a short time he has become a 3 ,
especially in the teen world.
4 , give a big applause to Ian Blackley,
5 ...
90 Developing English Competencies for Grade XI of Language Programme
What does the news anchor do?
. Analysing and interpreting news and information
received from various sources in order to be able to
broadcast the information.
. Writing commentaries, columns, or scripts, using
computers.
. Examining news items of local, national, and
international signifi cance in order to determine topics
to address, or obtain assignments from editorial staff
members.
. Coordinating and serving as an anchor on news
broadcast programmes.
Adapted from online.onetcenter.org
Letfs have a role play. Take turns with your partner to
read the following breaking news.
1. Do you like watching news programme?
2. What kind of news programme do you like?
3. Why do you like it?
4. Do you have a favourite news reader/news
anchor?
5. Can you give any reasons why you like him/her?
Activity 3
News 1 (you)
Bloody Pursuing
It happened just before one o'clock Friday morning
on a stretch of US-220 near the Franklin County line.
The pickup that police were pursuing showed
evidence of the gun battle... so did two patrol vehicles back
Source: img297.imageshack.us
Activity 2 Look at the following picture and answer the questions
orally.
News Blitz! 91
at the Roanoke County Public Safety building. One offi cer
was injured and one man at the pickup was dead.
The pursuit began when an offi cer tried to stop the
driver for speeding, but investigators say they don't know
why he opened fi re.
Adapted from www.news.bbc.co.uk
News 2 (your partner)
Twins Rays Today
The Minnesota Twins have had Southwest Florida all
to themselves since the Red Sox left for Japan last week.
But the Twins run is also coming to a close. Today's game
against Tampa is the next to last at Hammond stadium
this spring.
Bottom one, two on for Delmon Young. He shoots
one to left, but it's misplayed. John Mover scores easily
from second, but then a throwing error results in another
Twins Run coming Minnessota leads two zip.
Top three, some score, two out. Livan Hernandez
moving alright for a big man. Shows off the soccer skills
as he kicks the ball to Justin Morneau at fi rst. Six innings,
just one run earned for Hernandez. Twins end up winning
4-2. Next spring, the Rays will join the Twins and Red
Sox in Southwest Florida when they move spring camp
to Charlotte Country.
Adapted from www.news.bbc.co.uk
Note:
Point to remember when you're reading the news
1. Speak clearly at medium speed
2. Knowledge of the structure and content of the
English language including the meaning and
spelling of words, rules of composition, and
grammar.
3. Focus to the camera/audience
4. Have an natural expression; the ability to
communicate information and ideas in speaking
so others will understand.
92 Developing English Competencies for Grade XI of Language Programme
Activity 4 After your friend read out the news, give some points
based on your friendŒs performance. The following
form will help you to check the points.
Your friend's name :
Voice ntionation* : 1 2 3 4 5 6 7 8
Voice lacrity* : 1 2 3 4 5 6 7 8
Pronunciation* : 1 2 3 4 5 6 7 8
Oral pexression* : 1 2 3 4 5 6 7 8
* Give a point from scale 1 to 8
Activity 5 Read the following explanation.
If you are confi dent and well spoken and would like
to use your vocal talent maybe even on screen, then why
not consider working as a media presenter?
Radio and television presenters announce a variety
of programmes from news bulletins through to sports
events.
Imagine your voice being heard by people, or your
face seen on television screens, as you read the news or
perhaps introduce a popular television show. This is a
regular experience for media presenters who announce
music and entertainment programmes, make community
announcements, read news bulletins, do voice overs for
commercials, or write their own scripts and conduct
interviews. Radio presenters do much the same thing on
radio.
To be successful as a media presenter, a clear speaking
voice is a must, as is a good understanding of the English
language. A broad general knowledge and an interest in
current affairs will also be helpful.
Adapted from www.conferenceleaders.com
Activity 6 Answer the following questions orally.
1. What do you need to work as a media presenter?
2. What programs are that usually hosted by a media
presenter?
3. What will you get as a famous media presenter?
4. Can you mention the job description of a media
presenter based on the text?
Englishclub.com
Would you like to know
more about presenting?
Just click on
www.tls.utsc.utoronto.ca/
instruction/presentation
News Blitz! 93
5. Why must you have a clear speaking voice, good
understanding of the English language, a broad
general knowledge and an interest in current affairs
to become a successful media presenter?
Activity 7 LetŒs pretend to be a show presenter. You act as a
show presenter and your partner acts as the guest
star of the show.
Show presenter : Good afternoon, Ian. How's it going?
Ian Blackley : Good afternoon. I'm doing great here.
Thank you.
Show presenter : So, what is your activity lately, Ian?
Ian Blackley : Well, I just fi nished a European Tour
for an anti-drug campaign, got back to
Australia, then continued to broadcast.
And I'm also doing my environment
project with Greenpeace.
Show presenter : That's great. I think all of your activities
make you very tired, don't they?
Ian Blackley : Actually, not that tired because I'm
doing it with heart. You know, I
really like being involved and giving
something to other people.
Show presenter : Well, Ladies and Gentlemen, give a big
applause to Ian Blackley. That in his
age he gives so much attention to the
problems around us. He can be a good
example for the young generation.
Ian Blackley : Wow, thank you very much. But there
are many of my friends that do more
great things than I do.
Show presenter : Yes, and you're one of them. Anyway,
Ian, what infl uenced you or motivated
you?
Ian Blackley : The thing that infl uenced and motivated
me is my family. They support me.
In additional, my family worked in
radio so I was always surrounded
94 Developing English Competencies for Grade XI of Language Programme
by it, and people often commented
that I had a good voice for that
particular medium, the radio I mean.
I love my job and my listeners because
I think the spontaniety of radio is
fascinating. It allows you to have fun at
work and of course get paid for it.
Show presenter : I see. That's nice. Well, Ian what about
the diffi culties? I mean do you often
fi nd any diffi culties in your job?
Ian Blackley : Well, there's a lot of planning involved
and we have to do a bit of preparation
to make sure everything runs smoothly.
You have to concentrate on your
preparation. So you know what you
have to speak.
Show presenter : All right. Now, can you give us some
useful tips for the newcomers in the
broadcasting world?
Ian Blackley : You need to be able to sound intelligent
and communicate well with a wide
range of people. A sense of humour,
the ability to be funny and think
quickly, as well as being willing to
take chances are also important. You
always need to keep practising. This
will help your timing and avoiding
your voice sounding flat. There's
probably nothing worse.
Show presenter : That's very useful. I believe that your
words will help new comers. Thank
you very much Ian for coming on
the show. Good luck in your career
and keep being an icon for teen
world. Ladies and Gentlemen... Ian
Blackley...
Ian Blackley : All right. Thank you very much for
inviting me.
Your Project
Let's make a talk show.
1. Make a group
which consists of 3-4
students.
2. One student acts as a
news presenter.
3. Two or three
students act as
guests.
4. The rest are
audience. The
audience must
involve in a
question.answer
session.
News Blitz! 95
Activity 8 Decide whether the following statement is true or
false based on the dialogue. Correct the false one.
1. One of Ian's activities lately is acting in local
theatre.
2. He has done an anti-drug campaign around the
world.
3. Ian hates his activities.
4. Ian's age is about 35 to 40 years old.
5. Ian is a good example for the young generation.
6. Ian is the only one that does such nice things for the
environment.
7. Ian's family never supported him to become a radio
presenter/announcer.
8. The spontaneity of radio interests Ian a lot.
9. Ian always fi nds many diffi culties in his job and he
can't manage it.
10. Ian gives bad advice to the newcomers in broadcasting
world.
Pronunciation Practice
1. presenters /pr..zent.rz/
2. testimonials /test.m..ni.ls/
3. changes /t.e.nd.iz/
4. segments /segm.nts/
5. recommendations /rek.m.n.de..ns/
6. commentators /k.m.nte.t.rs/
7. broadcast /br.dkast/
8. improvises /.mpr.va.z.z/
96 Developing English Competencies for Grade XI of Language Programme
Reading
In this section, you will learn how to:
. identify key words or sentences from news scripts and host script;
. fi nd the detailed information from news scripts and host scripts;
. draw a conclusion from news scripts and host scripts.
Activity 1 Answer the following questions.
1. What do you know about news readers?
2. Do you know what a news caster is?
3. What is a news anchor?
4. What is the similarity between news reader, news
caster and news anchor?
5. What are the differences between them?
Activity 2 Match these professions to their duties.
Professions
1. reporter
2. news reader
3. news caster
4. news anchor
5. news director
6. news presenter
Duties
a. reading material prepared for
a news programme on radio or
television
b. presenting material prepared for
a news programme and at times
must improvise commentary for
live presentation
c. directing a news program
presentation
d. working as a journalist and news
gatherer, and compiling the
script to be delivered in a news
bulletin
e. writing about events for a
newspaper, radio, or television
f. presenting a news show on
television, radio, or the Internet
News Blitz! 97
1. What incident was reported in the news?
2. Where did the incident happen?
3. How did it happen?
4. Who were the victims?
5. What was indicated to be the cause of the incident?
Activity 3 Read the following news script with the correct
intonation.
NBC-2 following a developing story tonight.
A series of deadly explosions near the Los Angeles
Airport.
The blasts killing one fi refi ghter and a second is in critical
condition.
It happened when an under-ground vault exploded, near
LAX.
Firefi ghters were called to the location to investigate
dislodged manhole covers.
During that investigation, fi refi ghters said they noticed
smoke coming from a room near the back of a building.
That's when several explosions went off.
Early reports from the scene indicated that a gas leak may
have been responsible.
Activity 5 Find the words from the text to fi ll in the blanks.
1. A _______ poison killed a half of the population in
Minamata.
2. The _______ of the fi re is killing two police offi cers
and three fi re fi ghters.
3. Some detectives went to the crime scene to ______ the
case.
4. At fi rst, they _______ smoke from the attic, then a big
explosion happened.
Activity 4 Answer the following questions based on the news
script.
98 Developing English Competencies for Grade XI of Language Programme
1. likely to cause death
2. big explosions
3. at a crisis
4. room with thick walls, where valuable things are kept
safe
5. persons who help put out large fi res
6. moved or forced from a fi xed position
7. examine the fact about something in order to discover
the truth
8. hole through which a liquid, gas, etc. escapes
. treats . protesters . environment
. station . angry
Environmental 1_______ are blockading a big shell
petrol 2______ in Birmingham. They say they're 3_______
that the impact of the oil giant's work on the 4_______
and also the way they believe it 5_______ people in third
world countries.
1. The protesters blockading a petrol station ....
2. What makes them angry ....
3. The oil work will impact ....
4. The protesters believe ....
5. The environmental protest happens ....
Answer Box
a. in Birmingham
b. on the environmental
Activity 6 Find the words in text which have the following
meaning. Work in pairs.
Activity 7 Complete this news script with suitable words from
the box.
Activity 8 Read the news script and choose the correct answer
in the answer box.
News Blitz! 99
News Summary
What? : ______________________________
Who? : ______________________________
Where? : ______________________________
When? : ______________________________
Why? : ______________________________
Activity 10 Read the following script of a show presenter (host).
Welcome, my name is Siti Haliza and I will be
your host tonight. I want to thank you for taking time
out of your busy day to participate in our Night of the
Notables. Tonight you will have an opportunity to
meet many famous people and ask them about their
lives. We've worked hard....... Each of you should have
picked up a numbered, Guess Who?? sheet like this
(show sheet). In just a moment, our notables will be
arriving. Each notable will have a number attached to
their clothing. You will be given a chance to interview
the notables. It is your job to try to fi gure out who they
are by using the interview questions on the back of the
sheet. You are not allowed to ask them their notable
names. We will warn you when you have 5 minutes
remaining. You probably will not have a chance to
interview all 50 notables. It is time to have fun. Let's
begin.
Adapted from www.fcps.edu
c. are environmental protesters.
d. is the impact of the oil giant's work.
e. that the oil company treats people in third world
countries.
Activity 9 Work in groups and complete the chart with the
information from the news.
100 Developing English Competencies for Grade XI of Language Programme
Writing
In this section, you will learn how to:
. write ideas into a news script;
. develop ideas into a news script;
. write a news script.
Activity 1 Answer the following questions.
1. Do you know how to write a news script?
2. In your opinion, what should be considered when
writing a news script?
3. Do you think it is easy to write a news script?
1. What kind of programme is it?
a. A talk show.
b. A quiz.
c. An interview.
2. Who are the participants of the show?
a. Students.
b. Parents.
c. Students and parents.
3. Who has a number attached to his/her clothing?
a. The host
b. The parent.
c. The notable.
4. How many notables are there to be interviewed?
a. 40 notables.
b. 45 notables.
c. 50 notables.
5. What does each participant get to interview the
notables?
a. A number.
b. A sheet of paper.
c. A chance.
Activity 11 Answer these questions by choosing a, b or c for the
correct answer.
News Blitz! 101
Activity 2 Study the following tips for writing a news script.
1. Think about your audience and use appropriate
language.
2. Write as you speak. You don't have to use formal
language.
3. Keep reading your scripts out loud to check how they
sound.
4. Avoid repeating the same word too often.
5. Remember to tell the audience who said what. In
other words, credit your sources.
6. If you did not manage to record the best quote of
the interview, but you did write it down, do not
be tempted to read the quote out loud. It's better to
paraphrase.
7. The news should be clear and concise.
Attention parents: You have 5 minutes of 1_______
time remaining.
Attention parents: It is now time to have a seat.
Our notables will now introduce themselves.
Please keep track of how many 2_______ answers you
have.
It's time to fi nd out how smart our parents are.
Let's see how you did. 3_______ up all of your correct
answers.
Is there anyone that got all 50 correct?
If you got at least 40, please stand. (If none, go
down to 30) Remain 4_______ if you have at least
45.......
We want to reward our Smart Parents with a
special treat ... Smarties.
Activity 3 Complete the following script with the suitable words
in the box.
102 Developing English Competencies for Grade XI of Language Programme
. coming . attention
. correct . standing
. count . return
. notable . cafeteria
. interview . enjoy
Now, our notables have another treat for all of our
parents. We would like to sing a few songs about our
5_______ characters.
One last treat. It is time to 6_______ our notable
refreshments. Students will escort their parents to the
refreshment table. Please take the time to look at the
refreshments and the cards that go along with them.
7_______ parents and students. I would like to
thank you for 8_______ to our Night of the Notables. It
is time for our notables to 9_______ to their classrooms
and change.
Parents, your children will meet you in the 10______
when they are fi nished changing. Please remain here
and enjoy a few more refreshments while you wait.
Taken from www.fcps.edu
Activity 4 Read the following news from a newspaper and fi nd
the main ideas.
David Beckham showed he could
still play a role for England when he
won his 100th cap in a 1-0 defeat to
France in a friendly on Wednesday.
The LA Galaxy midfi elder looked a
little rusty at times but gave a typically
hard working performance at the Stade
de France and was involved in much of
England's attacking play before being
replaced by David Bentley in the 63rd
minute.
The 32-year-old, who made his
England debut against Moldova in a
World Cup qual ifi er in September 1996,
became only the fi fth English player to
achieve a century of appearances for
his country.
Billy Wright (105 caps) was the
fi rst to reach the mile stone in 1959 and
was subse quently followed by Bobby
Charlton (106), Bobby Moore (108)
News Blitz! 103
Activity 5 Develop the main ideas into a news script. The news
should be clear, correct and concise. Learn again the
tips in Activity 2 to help you.
and England's record appearance holder
Peter Shilton(125).
Beckham won his 99th cap in
England's 3-2 home defeat against
Croatia in a Euro qualifi er at Wembley
last November.
"I am very proud of this 100th cap,
it does not happen to everybody. It was
amazing," he told reporters. "It was
special to win it here, where (Zinedine)
Zidane played, and I have also got a
house in France "
Camera fl ashes sparkled around the
stadium when the former Manchester
United favourite took his fi rst corner
kick, which was cleared by the French
defence in the sixth minute.
Beckham then fell just short of
netting his 18th goal for his country
when he failed to connect at the far
post with a low Ashley Cole cross.
Wearing golden boots to mark
the milestone, Beckham also got the
opportunity to show his defending
skills, often switching to a full back
position with former United team
mate Wes Brown.
Taken from The Jakarta Post, March 28, 2008
104 Developing English Competencies for Grade XI of Language Programme
Learning Refl ection
After learning the lesson in this chapter, you are expected to be able to:
1. respond to the meaning expressed by a show presenter (host) and news reader;
2. express meanings in a public speaking context as a show presenter (host) and news
reader;
3. read aloud the script of show presenter (host) and news reader with the correct
intonation;
4. write a script for a show presenter (host) and news reader.
Now, answer the questions:
1. Can you mention three ways of how to become a successful show presenter?
2. What do you need to become a successful news reader?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Chapter Summary
1. Point to Remember When You're Reading the News
a. Speak clearly at medium speed
b. Knowledge of the structure and content of the English language including the
meaning and spelling of words, rules of composition, and grammar.
c. Focus to the camera/audience
d. Have an oral expression; the ability to communicate information and ideas while
speaking so others will understand.
2. Script-Writing Tips
a. Think about your audience and use appropriate language.
b. Write as you speak. You don't have to use formal language.
c. Keep reading your scripts out loud to check how they sound.
d. Avoid repeating the same word too often.
e. Remember to tell the audience who said what. In other words, credit your
sources.
f. If you did not manage to record the best quote of the interview, but you did
write it down, do not be tempted to read the quote out loud. It's better to
paraphrase.
g. The news should be clear and concise.
105
Review 1
You are going to listen to some short
dia logues. Questions 1.5 are based
on the dialogues. Choose the best
response to the expression you hear.
1. a. It's b oring.
b. It's awful.
c. It's amazing.
d. It's uninteresting.
2. a. I don't think so.
b. I disagree with you.
c. I am with you.
d. I quite agree with that decision.
3. a. I'd rather you don't.
b. I have to think about that.
c. I don't think that's very good.
d. OK. If thatŒs your decision, IŒll go
with you.
4. a. Thanks.
b. I think so.
c. I understand it.
d. That's a good idea.
5. a. That's g ood.
b. Leave me alone.
c. Be optimistic. Try again.
d. Cheer up! It's not the end of the
world.
Questions 6.10 are based on the listening
you are going to hear.
6. Where was the Wolf?
a. In a pond.
b. On a mountain.
c. On the peak of a hill.
d. At a spring on a hillside.
7. What did the Wolf see?
a. A lamp.
b. A light.
c. A lamb.
d. Another wolf.
8. What was the Lamb doing when the
Wolf saw her?
a. Sleeping.
b. Walking.
c. Drinking.
d. Having supper.
9. How old was the Lamb?
a. Four months old.
b. Five months old.
c. Six months old.
d. Seven months old.
10. What is the purpose of the text?
a. To entertain or amuse.
b. To describe the way things are.
c. To share an unusual in cident.
d. To describe how something is
accom plished.
A. Listening
Listen carefully and answer the questions.
106 Developing English Competencies for Grade XI of Language Programme
Questions 11.15 are based on the follow ing text.
Bali, the fabled "Island of the Gods",
has been enchanting visitors for centuries
with its rich cultural traditions
and spectacular pano ramas. From lofty,
misty enshrouded volcanoes and cool
mountain lakes down through terraced
rice fi elds to a golden strand lapped
by azure waters, every square inch of
Bali offers a fresh and unforgottable
image.
No less enchanting are its people,
some 2.7 million souls whose artistry
and piety are recog nised throughout the
world. Balinese Hinduism, a complex
fusion of Indian cosmo logy, Tantric
Buddism and homegrown mytho logy,
is the primary faith of Bali's inhabitants,
and so deeply woven into the fabric of
their daily lives that the line between
Around Bali
the spiritual and the material is blurry
at best.
The shoppers among you will fi nd
Bali a treasure house of handicrafts
and fi ne works of art. The Balinese are
incredibly gifted artists and craftsmen,
and their material creations are imbued
with the same sense of wonderment
with which they regard their universe.
Stone and wood carvings, traditional
and modern paintings and intricately
designed jewerly in gold and silver are
readily available in shops and galleries
throughout the island.
As for recreation, there is no
shortage of options. Nature walks,
horseback riding, diving, surfing,
bungy jumping and white water rafting
await the adventurous here.
Taken from Hello Bali, 2000
11. The topic of the text above is .
a. Balinese life
b. scenery in Bali
c. tourism in Bali
d. Bali for recreation
12. The main idea of paragraph 2 is
.
a. Population of Bali
b. BaliŒs inhabitants
c. Balinese religion
d. Daily lives of Balinese
13. The synonym of the word azure in
para graph 1 is .
a. bright blue
b. bright green
c. dark green
d. dark blue
14. The word they in paragraph 3 refers
to .
a. craftsmen
b. fi ne works
c. the Balinese
d. gifted artists
15. Below is recreational activities you
can fi nd in Bali, except .
a. horseback riding
b. nature walks
c. surfi ng
d. skiing
B. Reading
Answer the questions by choosing the best answer.
Review 1 107
Only 26 percent of a total of 2,173
medium and large-scale enterprises in
the city regularly submit samples of
their liquid waste for assessment, the
Jakarta Environmental Mana gement
Agency has said.
The remaining 1,602 enterprises
failed to deliver reports of the liquid
waste they produced as set out in
gubernatorial decree No. 299/1996.
The decree requires all enterprises
pro ducing liquid waste to treat the
waste before disposing of it into rivers.
It also requires fi rms to send samples of
the treated waste to the agency every
three months.
The companies on the list include
hotels, apartments, office buildings,
restaurants, hospitals, and industrial
plants.
The above fi gures do not include
regis tered small-scale enterprises such
as commu nity markets, small workshops
and small offi ces which amount up to
at least, 15,845 concerns.
Worse still, out of 571 companies
which have sent their samples to us,
only 35 percent, or 199 companies,
comply with the decree and send us the
samples every three months. The rest
submit the samples every four months,
six months, or even only once a year. No
wonder the quality of our river water is
getting worse.
High levels of pollution in the city's
13 rivers is suspected of being behind
the red tide phenomenon, which killed
thousands of fish in Jakarta Bay in
May.
The real issue here is whether the
agency has the political will because the
adminis tration has ignored the existing
Law No. 23/1997 on the environment.
The law authorises all environment
mana gement agencies to control
the liquid waste treatment of any
enterprises.
The law gave the administration
the power to censure transgressing
companies and the city could close
companies down if they conti nue to
ignore existing regulations.
The law says companies found to be
polluting the environment with liquid
waste are given six months to improve
their treatment facilities. If they fail to
meet the deadline, the agency has the
power to close the waste treatment
facility, the area of production causing
the waste, or the entire production
process.
Taken from The Jakarta Post, July 5, 2004
Most Firms Ignore Waste Treatment
Questions 16.22 are based on the follow ing text.
108 Developing English Competencies for Grade XI of Language Programme
20. The statements below are true based
on the text, except .
a. 73 percent of the companies on
the list did not submit the liquid
waste for assessment.
b. Gubernatorial decree No.
299/1996 doesn't have any legal
sanction.
c. Community markets should
submit the sample of the waste
as well.
d. The quality of river water gets
worse because the waste control
is still weak.
21. The word they in the last paragraph
refers to .
a. regulations
b. companies
c. enterprises
d. instruments
22. The synonym of the word unscrupulous
is .
a. prosperous
b. bankrupt
c. healthy
d. illegal
16. The topic of the text above is .
a. the small numbers of enterprise
that concern about waste
b. the ignorance of waste treatment
c. high level of pollution
d. uncontrolled waste
17. The companies that are required to
send samples of the treated waste
to the agency are mentioned below,
except .
a. hotels
b. restaurant
c. apartments
d. community markets
18. How often should companies send
the samples to the agency?
a. Every two months.
b. Every three months.
c. Every four months.
d. Every six months.
19. Does gubernatorial decree No.
299/1996 carry legal sanctions?
a. Yes, it is.
b. No, it isn't.
c. Yes, it does.
d. No it doesn't.
The Green Generation
Who is going to pay the price if the
current generation 23 to pollute
the environ ment? Today's children
will foot the bill. California teenagers
who fi gured this out have started an
organisation called YES (Youth for
Environmental Sanity). As one member
of YES points out, "Adults didn't learn
about the environment when they were
growing up. "Therefore, YES members
believe that unless kids 24
on themselves, nothing is going to
happen.
The group is realistic but hopeful.
Spokes person Sol Solomon states the
YES philosophy in a few words: "Who
says we can't save the earth? If we don't
save it for ourselves, nobody 25
it for us. "A lot of this hope is based on
teenagers growing economic power.
Questions 23.27 are based on the follow ing text.
Review 1 109
Accord ing to one national wide poll,
US teenagers spend about $80 billion a
year. Using that power, kids' ecology
groups have told some manufactures,
"We won't buy your products unless
you 26 the way you do business.
"Youngsters have forced giant food
corporations such as Burger King and
Star-Kist to change. Now, if kids 27
to a product for environmental
reasons, manufac turers listen.
Partly because companies want kids
to buy their products, "green" advertising.
advertising that mentions a company's
concern about the environment.is
booming. But environmental groups tell
companies that they'd better actually
solve problems and not just spend
money on advertising. "Kids are sharp",
warns one spokes person. "They'll fi gure
it out fast if manufac turers practise false
advertising."
Taken from Focus on Grammar, 2000
23. a. is continuing
b. has continued
c. will continue
d. continues
24. a. would depend
b. are depending
c. has depended
d. depend
25. a. saves
b. saving
c. will save
d. would save
26. a. change
b. is changing
c. will change
d. has changed
27. a. object
b. will object
c. are objecting
d. would object
28. Ria and Yuni are at a shop. Ria wants
to buy an umbrella.
Ria : this umbrella?
Yuni : I think it's pretty good for
you. It matches the colour
of your clothes.
a. Do you want
b. Do you agree to buy
c. What do you think about
d. Could I know your reaction to
29. Bani and Dian have just read a fable.
Bani : WhatŒs your opinion of the
fable?
Dian : the story is full of
moral values.
a. I know
b. I think
c. I agree
d. I doubt
30. Wahyu and Udin are sharing their
opinion on a recent education issue.
Wahyu : Do you agree that
education must be
affordable for the poor?
Udin : Absolutely .
a. I deny
b. I agree
c. I try to do so
d. I donŒt care it
31. Wina and Naina, two staff at a real estate
company, are talking about their latest
project building a fi ve-star hotel.
110 Developing English Competencies for Grade XI of Language Programme
Wina : the plan to build
a new fi ve-star hotel in that
area.
Naina : But don't you think that
it will give us a lot of
money?
Wina : I don't care. What I care
about is the poor people
living around that area.
Their houses will be
destroyed.
a. I am afraid of
b. I don't think
c. I disagree
d. I believe
32. A student is talking to a teacher
proposing one programme to be held
every year at the school.
Student : Sir, do you approve of
celebrating Mother's Day
annually at our school?
Teacher : Oh, great! .
a. Smashing!
b. How terrifi c!
c. I'm really displeased.
d. I'm very much in favour of
that.
33. A waiter is asking a guest about the
food.
Waiter : Do you like the food we
serve, Sir?
Guest : Oh, the taste is great.
.
a. I am very pleased with it.
b. What a nuisance.
c. I can't stand it.
d. Fantastic.
34. A guest at a hotel is complaining about
the facilities in that hotel.
Guest : . I asked
for a room with a
shower.
Receptionist : I'm very sorry,
Sir. I'll see if I can
change it.
a. It's very nice.
b. I really like it.
c. How irritating!
d. I am very pleasant.
35. Tia is feeling sad because somebody she
trusts is a traitor.
Tia : . I don't really want to
talk to anybody.
Ratu : I can see why you're so
sad, but let me know your
problem.
a. I'm interested in this matter
b. Please leave me alone
c. Isn't it great?
d. Calm down
1. Turtle 5. Komodo
2. Cheetah 6. Sumatran igter
3. Cat 7. Rhinoceros
4. Butterfl y 8. Orangutan
C. Writing
Make a paragraph reporting one of the follow ing animals.
Listening:
. Responding to someone expressing attitude ( giving
opinion, agreement and disagreement)
. Responding to a narrative texts
Speaking:
. Expressing attitude ( giving opinion, agreement and
dis agreement)
. Responding to monologue of narrative texts
Reading:
. Reading narrative texts
Writing:
. Writing a narrative text
Valuable Stories
Chapter 6
In This Chapter
111
Source: www.thefeltsource.com
112 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to someone expressing attitude ( giving opinion, agreement and disagreement);
. respond to narrative texts.
Activity 2 Listen to the dialogue carefully. Then answer the
questions.
1. What do you do if you don't agree with someone?
2. In your opinion, what should parents do for their
children's education?
3. What do you think about education quality in
Indonesia today?
4. Do you agree that Indonesian children should attend
school at an early age (3-5)?
Activity 1 Answer these questions orally. Put forward your
opinion.
1. What expression did the journalist use to open the
dialogue?
2. What are they talking about?
3. What did the journalist ask fi nding information about
the seminar?
4. Did the two people have the same opinion about the
seminar implementation? How do you know?
5. Can you fi nd an expression of giving opinion in the
dialogue? State it.
6. How to express different thoughts? Can you fi nd the
expression in the text?
1. Are you used to listen to a bedtime story before you
slept?
2. What stories do you still remember?
3. What are they about?
4. Did the stories teach you something?
Activity 3 Answer the following questions orally.
Valuable Stories 113
Activity 4 You are going to listen to a story. Listen carefully.
Activity 5 Answer the following questions based on the listening
text.
1. Who are the characters in the story?
2. Why was Tom Thumb called in such a way?
3. What was Tom Thumb characteristics in the story?
4. How about his father's characteristics?
5. Why did his father sell Tom Thumb at last?
6. How did Tom Thumb escape from the circus
owner?
7. Where does the story take place?
8. What lesson do you get from the story?
Englishclub.com
Folktales are stories
that have been handed
down from generation
to generation either in
writing or by word of
mouth. To fi nd more
folktales especially
from Indonesia, you can
acces these sites.
www. aaronshep.com
www.geocities.com/
kesumawijaya/
www.pacifi c.net.id/-
indocare/folk98.htm
Activity 6 The following sentences are taken from the text
you just listened. Match the underlined with the
defi nitions.
Sentences
1. "There's nothing I can do about this problem now,"
she sighed.
2. The man took his cart to the city carrying fruits and
vegetables.
3. My brother went to the city to fetch a doctor because
I was sick.
4. She got a tiny book from her uncle.
5. What they said didn't convince their father.
Defi nitions
a. to go to the place where something or someone is and
bring them back
b. to make someone feel certain that something is true
c. to take a deep breath
d. vehicle for carrying loads, usually pulled by a horse
e. extremely small
114 Developing English Competencies for Grade XI of Language Programme
. seem . need
. speak . leave
. this . me
. be . since
Activity 7 You are going to listen to the story again. Pay attention
to how the following words are pronounced. Then,
categorise them under the correct vowel sound. Do
it in your workbook.
Long Vowel /i:/ Short Vowel /./
Activity 8 You are going to listen to an incomplete story. The
missing part is the answer to the question in the
story. Guess it.
Activity 9 Can you guess the emysteryŒ? You are going to listen
to the rest of the story which is the answer to the
emysteryŒ.
Activity 10 Listen to the two advertisements. Then fi ll in the
blanks.
Famous Reads
_____________
ten
_____________
local and foreign
Magazines
Rp57,000
_____________
selected bookstores
_____________
Price
Number of
Available at
Writers
Valuable Stories 115
Speaking
In this section, you will learn how to:
. express attitude ( giving opinion, agreement and disagreement);
. respond to monologue of narrative texts.
1. Do you often debate with your friends?
2. What do you say to respond to someone's opinion?
3. How do you feel when someone disagrees with your
opinion?
4. What do you usually say when someone agrees with
your opinion?
Activity 1 Answer the following questions.
Activity 2 Read the following dialogues. Pay attention to the
situations and the language used. Then act them
out.
Situation 1
In a newly opened mall, Sofi a meets her best friend, she brings
some new books that she has bought.
Aldi : Hi, Rani! Where have you been?
Rani : Hi, Aldi! I've just come out from the bookstore
on the third fl oor.
Aldi : Did you buy any books?
Rani : Yes, one story book and two textbooks for my
little brother. By the way, what do you think
of this new mall?
Aldi : The way I see it, it's amazing. It is the biggest
mall in town, isn't it?
Rani : That's right. I reckon the facilities make the
customers satisfi ed.
Situation 2
In a meeting, Mr Rizal Bakri and his colleagues are arguing
about their opinions on the right time to publish their books.
Mr Fuad : The best time to publish our books is at
the end of next month. Students need
them soon.
New Horizon
People have used books
in some form for more
than 5,000 years. The
term book comes from
the early English word
boc, which means tablet
or written sheets. The fi rst
printed books in Europe
appeared during the
mid-1400's. Since then,
millions of books have
been printed on almost
every subject in every
written language. Young
readers are familiar with
storybooks, textbooks,
workbooks, and
comicbooks.
(The World Book
Encyclopedia: Volume 2,
2007)
116 Developing English Competencies for Grade XI of Language Programme
1. Mr Diki asked Mrs Lina to dinner. But she has to take her
mother to see a doctor after work.
Mr D iki : What do you think about having
dinner tonight?
Mrs Lina : .
Mr Bakri : Have you any comment on this matter,
Mr Adam?
Mr Adam : I consider that we still have to make
several improvements about some
aspects. So we need at least two more
months to publish. We needn't to be in
a rush.
Mr Fuad : How about the customers?
Mr Adam : I'm convinced that the customers will have
the books on time. It will not be late.
Mr Bakri : I agree with Mr Adam's view.
Mr Adam : Thank you for your approval, Sir.
Mr Bakri : OK, we will be ready to publish our books
within two months.
Mr Fuad : Well, if that's the fi nal decision, I think I
accept it.
1. What is Aldi's opinion about the new mall?
2. Does Rani agree with Aldi?
3. In what situation does the fi rst conversation take
place? Formal or informal?
4. Why does Mr Adam want to publish the books two
months later?
5. Whose opinion is agreed with by Mr Bakri?
6. Does the second conversation take place in a formal
situation?
7. What aspects determine the use of language (formal
or informal)?
Activity 3 Answer the following questions based on the dialogues
in Activity 2.
Activity 4 Work in pairs. Complete these dialogues with appropriate
expressions.
Valuable Stories 117
2. Mrs Tuti heard Miss Dessy watch students during
afternoon activities. Mrs Tuti wants to know about her
students.
Mrs Tuti : ?
Miss Dessy : Well. I reckon that students had trained
seriously before the headmaster came
to see them.
3. Hani and Dewi were discussing math questions. One of
the questions was answered differently.
Hani : OK. The answer is 210.
Dewi : Oh no . I think the
answer is 21.
Hani : I am along with you. I miscounted.
Thanks.
4. Naning : The capital city of Malaysia is Kuala
Lumpur. What is the capital of the
Netherlands?
Candra : Dutch.
Naning : No. with you. Dutch is
the language of the Netherlands. I think
it is Amsterdam.
UN Shot
Lawyer : Tom, your
wife wants to
get half of the
property, the
investment
and also the
children.
Tom : I don't get
along with
that. She
claims too
much I think.
The underlined
expression shows ....
a. disagreement
b. impossibility
c. uncertainty
d. inability
e. denial
(UN 2002/2003)
What to Say
Expressing Disagreement
. Yes, but don't you think ...?
. Yes, I see but ....
. I don' think so.
. I quite disagree ....
. Sorry, I have to say "No".
Expressing Agreement
. I agree with what you said . I agree with you.
. Well, if you say so. . I agree ....
. I think so. . I am with you.
Study the following expressions of agreement and disagreement.
Less Formal
Less Formal
More Formal
More Formal
118 Developing English Competencies for Grade XI of Language Programme
Activity 7 Retell the following story to your class.
Source: Story a Day, 1983
Money IsnŒt Everything
Donald, Daisy, Huey, Louie and
Dewey all went to visit Uncle Scrooge
one cold autumn day. They knocked
at the door and had to wait a long
time before all the bolts were undone.
Even then Uncle Scrooge looked very
suspicious, as if they were Beagle Boys
in disguise. The old miser was very
surprised to see them all.
"Well, well. I suppose you'd better
come in," he croaked at the door.
Activity 5 Now complete these pairs of dialogue with the
appropriate expressions in a group of four.
1. Sarto : ?
Dessy : Yes, I think so. I reckon that Herman is
not lazy, but he has come late.
2. Guest : ?
Erni : Sure. Take a taxi from here. The taxi
driver will take you to the place you want
to.
3. Etty : Do you object picking me up at nine?
Krisna : Sure.
don't wait for each other. We should
leave on time.
4. Wina : Daddy ?
Father : Alright. Take your brother, and don't
come late.
Wina : Thank you.
Activity 6 Make a short dialogue using the expressions of asking
for opinion, expressing opinion, agreeing with opinion
and disagreeing with opinion individually.
Valuable Stories 119
"Have you got a sore throat, Great-
Uncle Scrooge?" chirped Louie.
"Don't be cheeky, Louie!" scolded
Daisy.
"Stuff and nonsense!" croaked
Uncle Scrooge. "I have got a sore throat!
The young lad's right."
"Sorry to hear that, Uncle," said
Donald sympathetically. "Should I
send Dewey out to get you some cough
drops?"
"No. They cost too much money
nowadays," complained the old miser.
"I'd rather suffer the tickle in my
throat."
"You don't seem very happy, Uncle
Scrooge," soothed Daisy.
"Mind your own business!" snapped
Uncle Scrooge.
"Poor old Great-Uncle Scrooge,"
chirped Dewey, who had jumped up
to sit on his Great-Uncle's knee.
"What do you mean.poor Great-
Uncle Scrooge!" chuckled Uncle
Scrooge. "I've got more money than
Fort Knox."
"What I meant," explained Dewey,
"was that I had a sore throat too, and I
hardly have any money. But I bought
some cough drops." With that Dewey
pulled out his box of cough drops and
gave them to Uncle Scrooge.
"You can have my cough drops,
Uncle," smiled Dewey, "because they
cured my sore throat."
Uncle Scrooge didn't know what to
say. But one great big tear rolled down
his face.
"Poor Great-Uncle Scrooge," echoed
the triplets.
Taken from Story a Day, 1983
1. said something in a sharp voice
2. made a deep, hoarse sound
3. changing the appearance in order not to be recognised
4. metal bars that slide into a socket to lock a door
5. three children born to the same mother at one time
6. having an itching feeling
7. person who loves money and spends as little as
possible
8. having a feeling that something is wrong, somebody
has done wrong, etc.
Activity 8 Find the words in the text which have the following
defi nitions.
120 Developing English Competencies for Grade XI of Language Programme
Activity 9 With a partner, have a discussion to answer the
following questions.
1. What is the theme of the story?
2. How many characters are there in the story?
3. Can you describe the characteristics of each character?
How can you know?
4. Where did the story take place?
5. How does the story end?
6. What does the clause "all the bolts were undone" in
paragraph 1 tell you about?
7. Can you fi nd some moral values implied in the story?
State the textual evidence to support your answer.
Pronunciation Practice
1. autumn /..:t.m/
2. bolts /b..lts/
3. suspicious /s..sp...s/
4. disguise /d.s.ga.z/
5. sympathetically /s.mp..Įet.kl./
6. miser /.ma.z.(r)/
7. tickle /.t.kl/
8. chirped /t..:pd/
9. echoed /.ek..d/
10. triplets /.tr.pl.ts/
Reading
In this section, you will learn how to:
. read narrative texts.
Activity 1 Answer the following questions.
1. Have you ever been jealous of your friend? Why?
2. In your opinion, is being jealous good?
3. What will you do if your best friend is jealous of
you?
Valuable Stories 121
Activity 2 Find the synonyms or meanings of these words in
dictionary.
Words
1. grove
2. huge
3. exceedingly
4. shedding
5. supremely
6. captivated
7. harsh
8. grief
9. enchanting
10. pacifi ed
Synonyms or Meanings
Activity 3 Read the following text.
Far, far away there was a grove of shady mango
trees. On one of the green trees there lived a cuckoo
and a crow. They were quite alike in appearance. Both
the birds were black. Only the crow was a little bigger.
The cuckoo would lay all her eggs in the crow's nest.
For quite sometime they lived as good friends. The
cuckoo had a sweet voice and often she would fi ll the
grove with her sweet melody.
The Jealous Crow
Orientation
122 Developing English Competencies for Grade XI of Language Programme
One day, a traveller passed by. Night fell and there
was darkness all around. The traveller was tired. So he
decided to spend the night under the huge mango tree
on which the crow and the cuckoo lived.
The night was exceedingly pleasant. Full moon
was shedding her lone lustre in the sky. The eerie
surrounding made the cuckoo feel supremely happy.
She kept singing the whole night long and the passerby
was simply captivated by cuckoo's sweet song.
Night passed. The day dawned. It was now the
crow's turn to caw. His voice was so harsh to the ears
that the traveller soon left the place. When the crow saw
the traveller leave the place, in disgust he felt jealous
of the sweet-voiced bird. When the cuckoo had gone
away in search of food the crow went to the nest in
desperation and breaking all the eggs, he threw them
down.
The cuckoo, fi nding all her eggs smashed, was mad
with grief. She went to the crow and said, "Oh brother,
we had always lived like friends. What made you break
all my eggs?"
"Well sister, as you sang, the unknown traveller
stayed the whole night. When I started cawing he left
the place. I felt insulted and broke all your eggs. Now
let us both go to the traveller and ask him why he did
so."
So, both the birds fl ew and fl ew till they spotted
the traveller. When the crow asked him, he replied, "I
was carried away by the cuckoo's enchanting voice but
your voice was intolerably harsh. So, I left the place.
But both of you have been old friends, so you should
always live in harmony. You should not feel jealous of
your friend."
These words of the passerby pacifi ed both cuckoo
and the crow. After that day they lived peacefully.
The just and kind words of a traveller destroyed the
ill feeling of jealousy in the crow just as a sprinkling of
a little cold water settles the boiling milk.
Taken from Tales of Wisdom, 2002
Evaluation
Complication
Resolution
Valuable Stories 123
Activity 4 Choose T if the statement is true and F if it is false
according to the text.
1. T . F The crow and the cuckoo hadn't lived in
harmony for a long time.
2. T . F The crow had a beautiful voice.
3. T . F The traveller came to the grove in the
morning.
4. T . F In the night the cuckoo felt so happy because
the night was pleasant.
5. T . F The traveller went away because of the harsh
voice of the crow.
Activity 5 Find some moral values you get from the story in
Activity 3. Share them with your partner.
Adjectives, Adjective Phrases and Adjective
Clauses
Study the following sentences.
1. Both of the birds were black.
2. The traveller was tired.
3. They are good friends.
4. The unknown traveller stayed the whole night.
5. They could have a good conversation.
Grammar Record
Narrative
Social function : to amuse, entertain and to deal with
problematic events which lead to a crisis
or turning point of some kind, which in
turn fi nds a resolution.
Generic structure:
Orientation : sets the scene and introduces the
participants.
Evaluation : stepping back to evaluate the plight.
Complication : a crisis arises.
Resolution : the crisis is resolved, for better or for
worse.
Reorientation (optional).
124 Developing English Competencies for Grade XI of Language Programme
1. The tree whose branch was cut down, ...
2. The traveller whom the birds saw, ...
3. The bird which has a beautiful voice, ...
The italicised words explain the nouns. The clauses can also
be written as follows:
1. The tree's branch was cut down.
2. The birds saw the traveller.
3. The bird has a beautiful voice.
1. the eggs in the nest
2. the traveller feeling tired
3. the dragon ascending to heaven
4. the millipede deceiving the cock
. An adjective phrase can follow a noun.
. The phrase the eggs in the nest = the eggs that are in the
nest; the traveller feeling tired = the traveller who is feeling
tired, and so on.
1. The traveller who passed by, ...
2. The dragon that borrowed the horns, ...
3. The traveller whom the birds met, ...
4. The horns that the cock loaned, ...
. An adjective clause, which contains a subject and a
verb, can follow a noun. It describes the noun.
. Who and whom are used for people.
. That is used for people or things.
. Black, tired, good, unknown, and whole are adjectives.
. An adjective can be placed after an article or before
a noun.
. An adjective can modify nouns as Subjects or
Objects.
. The adjectives placed after to be are Predicate.
Valuable Stories 125
Activity 6 Read the following text.
Once upon a time there lived in the
mountains a woman and her daughter.
The daughter liked to dress in red.
Hence her name, Little Red.
One day they were ploughing and
sowing in the fi elds. All of a sudden,
a gale blew up and in the sky there
appeared an evil dragon who stretched
down his claws, caught Little Red
in a tight grip and fl ew off with her
towards the west. Her mother vaguely
heard daughter's words carried on the
wind:
Oh mother, oh mother, as dear as can be!
My brother, my brother will rescue me!
Wiping away her tears, her mother
gazed into the sky and said, "But I only
have a daughter. Who can this brother
be?"
She staggered home and had got
halfway there when her white hair was
caught up in the branches of a bayberry
tree growing by the roadside. While she
was disentangling her hair, she spotted
a red, red berry dangling from a twig.
She picked it and swallowed it without
thinking.
When she arrived home, the woman
gave birth to a boy with a round head
and red cheeks. She named the boy
Little Bayberry.
Bayberry grew up very quickly
and in a few days he was a young lad
of fourteen or fi fteen.
His mother wanted to ask Bayberry
to rescue his sister but couldn't bring
herself to infl ict such a dangerous task
on him. All she could do was weep to
herself in secret.
One day a crow alighted on the eaves
of her house and cried:
Your sister's suffering out there, out
there!
She's weeping in the evil dragon's
lair!
Bloodstains on her back,
She's digging rocks with hands so
bare!
Upon hearing this, Bayberry asked
his mother, "Do I have a sister?"
Tears streaming down her cheeks,
his mother replied, "Yes, my boy, you
do. Because she loved to dress in red,
she was called Little Red. That evil
dragon who has killed so many people
came and took her away."
Bayberry picked up a big stick and
said, "I'm going to rescue Little Red and
kill that evil dragon. Then he can't do
any more harm!"
His mother leaned against the door
frame and through misty eyes watched
her son march away.
Bayberry walked for miles and
miles. On a mountain road he saw
ahead of him, blocking the way, a large
rock. It was pointed and rubbed smooth
by all the travellers who had had to
The Golden Reed Pipe
126 Developing English Competencies for Grade XI of Language Programme
climb it. One wrong step would mean
a nasty fall.
Bayberry said, "This is my first
obstacle! If I don't remove it now, it will
be the undoing of many more people."
He thrust his stick under the rock and
heaved with all his might. There was
a great "crack!" and the stick broke in
two. Then he put both his hands under
the rock and tried to shift it with all the
strength. The rock rolled down into
the valley.
Just at that moment, a shining
golden reed pipe appeared in the pit
where the rock had been. Bayberry
picked it up and blew on it. It gave out
a resonant sound.
Suddenly, all the earthworms,
frogs and lizards by the roadside began
to dance. The quicker the tune the faster
the creatures danced. As soon as the
music stopped, they ceased dancing.
Bayberry had an idea: "Ah! Now I can
deal with the evil dragon."
He strode away, the golden reed
pipe in hand. He climbed a huge rocky
mountain and saw a ferocious-looking
dragon coiled at the entrance to a cave.
Piles of human bones lay all around
him. He also saw a girl in red chisel ling
away at the cave. Tears were streaming
down her cheeks. The evil dragon
whipped the girl on the back with his
tail and shouted vilely at her:
Most ungrateful loathsome
Mistress Red!
Since with me you would not wed,
Day by day,
Rock by rock,
Hew me out a handsome cave,
Or I'll send you to your grave!
Bayberry realised that the girl was
none other than his sister. He shouted:
Wicked monster! Evil fi end!
To torment my sister so!
Till your wretched life shall end
On this pipe I'll blow and blow!
Bayberry began to blow on his
golden reed pipe. The music set the evil
dragon dancing despite himself. Little
Red downed her chisel and emerged
from the cave to watch.
Bayberry blew on the pipe. The evil
dragon continued to dance, squirming
and writhing. The quicker the tune, the
faster the evil dragon moved.
Little Red came over and wanted to
speak to her brother. With a gesture of his
hand, Bayberry showed her that he could
not stop playing the pipe. If he did, the
evil dragon would eat them both up.
Bayberry kept blowing for all
he was worth, and the evil dragon
stretched his long waist and kept
writhing around in time to the music.
Fire came from his eyes, steam from
his nostrils, and panting breath from his
mouth. The evil dragon pleaded:
Ho-ho-ho! Brother you're stronger!
Blow no more! Torture me no longer!
I'll send her home,
If you leave me alone!
Bayberry had no intention of
stopping. As he blew, he walked
towards a big pond. The evil dragon
followed him to the bank of the pond,
squirming and dancing all the way.
With a great splash the evil dragon
fell into the pond and the water rose
several feet. The evil dragon was utterly
exhausted. Fire came from his eyes,
steam from his nostrils and panting
Valuable Stories 127
breath from his mouth. He entreated
again in a hoarse voice:
Ho-ho-ho! Brother you're the
stronger!
Let me alone and I'll stay in this
pond
And torture folk no longer!
Bayberry replied:
Wicked fi end!
This is my bargain:
Stay at the bottom of this pond,
And never do harm again.
The evil dragon kept nodding his
head. As soon as the golden reed pipe
stopped blowing, he sank to the bottom
of the pond.
Bayberry took hold of his sister's
hand and walked happily away.
Not long after they set off, they
heard the sound of water splashing
in the pond. They looked over their
shoulders and saw the evil dragon
emerge from the water pond. He raised
his head and fl ew in their direction,
baring his fangs and clawing the air.
Little Red cried:
Go deep when digging a well;
Pull up the roots when hoeing a fi eld.
While that dragon is still alive
To kindly ways he'll never yield.
Bayberry rushed back to the pond
and began to blow on his pipe once
more. The evil dragon fell back into
the pond and began to dance again,
squirming and writhing in the water.
Bayberry stood on the bank for
seven days and nights, a fast tune
blowing on his pipe. Finally, the evil
dragon could move no longer and
fl oated on the surface of the water. His
days had come to an end.
Sister and brother joyfully returned
home, dragging the body of the evil
dragon along behind them. When their
mother saw her two children coming
home, her face lit up with happiness.
They peeled the dragon's skin to
make a house, took out the dragon's
bones to serve as pillars and beams
and cut off the dragon's horn to make
ploughshares. With the dragon's horn
they ploughed the fi elds quickly and
had no need of oxen. In this way they
ploughed many fields, sowed much
grain and enjoyed a life of plenty.
Taken from http://www.pitt.edu/
1. Describe in detail the elements below:
a. The characters (mother, Little Red, Little Bayberry,
the dragon);
b. The setting;
c. The confl ict of the story in the text.
Activity 7 Work in groups of three or four to have a discussion
on the elements of the story in Activity 6.
128 Developing English Competencies for Grade XI of Language Programme
1. Have you ever written a story?
2. Are you having fun when writing stories?
3. What do you get from writing stories?
Writing
In this section, you will learn how to:
. write a narrative text.
Activity 1 Answer the following questions.
. gully . bow . decent . fairy
. vanish . chuckle . frugal . dissuade
1. small imaginary creature with magical powers
2. not wasteful; economical
3. bending forward as a sign of respect or as a greeting
4. disappear suddenly
5. advise somebody not to do something
6. come or go down
7. laugh quietly
8. narrow channel cut or formed by rain-water, e.g. on
a hillside
Activity 2 Match the words in the box with the following defi nitions.
Your Project
Read the story of
The Golden Reed
Pipe. Identify which
paragraphs show you
the complication. Draw
a picture to illustrate
it. Then, show it to the
class and say what is
happening.
2. Determine parts of the plot:
a. Orientation;
b. Evaluation;
c. Complication;
d. Resolution.
3. Mention the places where the story takes place.
4. Determine the point of view used in the story.
Valuable Stories 129
Activity 3 Write the main ideas of the following text.
Long ago there was a young couple
who lived in a small thatched hut in a
gully. They were so poor that every
day they had to cut two bundles of
fi rewood and carry them to market on
their backs.
One day, the young couple came
back from the mountain carrying the
fi rewood. They put one bundle in the
courtyard and planned to sell it at the
market the next day to buy rice. The
other bundle they kept in the kitchen
for their own use. When they woke
up the following morning, the bundle
in the courtyard had mysteriously
disappeared. There was nothing to do
but to sell the bundle which they had
kept for themselves.
That same day, they cut another two
bundles of fi rewood as usual. They put
one bundle in the courtyard for market
and kept the other bundle for their own
use. But the following morning, the
bundle in the courtyard had vanished
again. The same thing happened on
the third and fourth day as well, and
the husband began to think there was
something strange going on.
On the fi fth day, he made a hollow
in the bundle of firewood in the
courtyard and hid himself inside it.
From the outside it looked just the same
as before. At midnight an enormous
rope descended from the sky, attached
itself to the bundle and lifted it up
into the sky, with the woodcutter still
inside it.
On his arrival in heaven, he saw a
kindly looking, white-haired old man
coming in his direction. The old man
untied the bundle and when he found
the man inside it, he asked, "Other
people only cut one bundle of fi rewood
a day. Why do you cut two?"
The woodcutter made a bow and
replied, "We are penniless. That's why my
wife and I cut two bundles of fi rewood a
day. One bundle is for our own use and
the other we carry to the market. With it
we can buy rice to make porridge."
The old man chuckled and said to
the woodcutter in a warm-hearted tone
of voice, "I've known for a long time
that you are a decent couple and lead a
hardworking life. I shall give you a piece
of treasure. Take it back with you and it
will provide you with your livelihood."
As soon as he had fi nished speaking,
there came seven fairies who led the
young man into a magnifi cent palace.
Its golden eaves and gleaming roof tiles
shone so brightly that the moment he
entered, he could no longer open his
eyes. Inside the palace there were many
kinds of rare objects on display that he
had never seen before. Moneybags of
all shapes and sizes hung in one room.
The fairies asked him, "Which one do
you like best? Choose whichever you
please, and take it home."
The Magic Moneybag
130 Developing English Competencies for Grade XI of Language Programme
The woodcutter was beside himself
with joy, "I'd like that moneybag, the
one full of precious things. Give me
that round, bulging one." He chose the
biggest one and took it down.
Just at this moment, the whitehaired
old man came in and, with a
stern expression on his face, said to the
young man, "You cannot take that one.
I'll give you an empty one. Every day you
can take one tael of silver out of it, and
no more." The woodcutter reluctantly
agreed. He took the empty moneybag
and, clinging onto the enormous rope,
he was lowered to the ground.
Once home, he gave the moneybag
to his wife and told her the whole story.
She was most excited. In the daytime
they went as usual to cut fi rewood. But
from then on, whenever they returned
home after dark, they would close the
door and open the moneybag. Instantly,
a lump of silver would roll jingling out.
When they weighed it on the palm of
their hand, they found it to be exactly
one tael. Every day one tael of silver and
no more came rolling out of the bag. The
wife saved them up one by one.
Time went slowly by. One day the
husband suggested, "Let's buy an ox."
The wife didn't agree. A few days
later, the husband suggested again, "How
about buying a few acres of land?"
His wife didn't agree with that
either. A few more days elapsed, and
the wife herself proposed, "Let's build
a little thatched cottage."
The husband was itching to spend
all the money they had saved and said,
"Since we have so much money in hand,
why don't we build a big brick house?"
The wife could not dissuade her
husband and reluctantly went along
with his idea.
The husband spent the money on
bricks, tiles and timber and on hiring
carpenters and masons. From that
time on, neither of them went into the
mountain to cut fi rewood any more.
The day came when their pile of silver
was almost exhausted, but the new
house was still unfi nished. It had long
been in the back of the husband's mind
to ask the moneybag to produce more
silver. So without his wife's knowledge,
he opened the bag for a second time that
day. Instantly, another lump of snowwhite
silver rolled jingling out of the
bag onto the ground. He opened it a
third time and received a third lump.
He thought to himself, "If I go on
like this, I can get the house fi nished in
no time!" He quite forgot the old man's
warning. But when he opened the bag for
the fourth time, it was absolutely empty.
This time not a scrap of silver came out
of it. It was just an old cloth bag. When
he turned to look at his unfi nished brick
house, that was gone as well. There before
him was his old thatched hut.
The woodcutter felt very sad. His
wife came over and consoled him, "We
can't depend on the magic moneybag
from heaven. Let's go back to the
mountain to cut fi rewood as we did
before. That's a more dependable way
of ear ning a living."
From that day on, the young couple
once again went up to the mountain
to cut firewood and led their old,
hardworking life.
Taken from http://www.pitt.edu/
Valuable Stories 131
1. How did the couple earn money?
2. Where did the bundle of firewood apparently
disappear?
3. Whom did the husband meet in heaven?
4. Which bag did the husband choose?
5. Why did the husband disagree to build a little
thatched cottage?
6. Why was the moneybag empty when the husband
opened the bag for the fourth time?
7. Can you describe the characteristics of the wife and the
husband? State the textual evidence to support your
answer.
8. What are the moral values you get from the story?
Activity 4 Answer the following questions.
Activity 5 Work in groups of three or four to make another
version of the story. Select the character(s), point of
view, setting, plot and end in the brackets.
1. Character(s)
Choose one or more characters (girl, boy, animals,
plants, things, others).
2. Point of view (first person, second person, third
person)
3. Setting
Place (farm, village, city, arctic, others)
Time (olden, modern, future)
4. Plot (chronological order, fl ashback)
5. End (lives well, has a good impact on the world,
others)
Activity 6 Change your groupŒs work with another groupŒs.
Activity 7 Give a written comment on your friendsŒ work individually.
132 Developing English Competencies for Grade XI of Language Programme
After learning the lesson in this chapter, you are expected to be able to:
1. respond to someone giving opinion, agreement and disagreement (express
attitude);
2. respond to the meanings in narrative texts;
3. give opinion, agreement and disagreement (express attitude);
4. perform a monologue of narrative text;
5. identify narrative texts;
6. write a narrative text.
Now, answer the questions:
1. What will you say to agree or disagree with someone's opinion?
2. What is complication in a narrative text?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Learning Refl ection
1. Language Functions
Stating position using expressions for giving opinion, agreement and
disagreement
2. Genre
Narrative
Social function: to amuse, entertain and to deal with problematic events which
lead to a crisis or turning point of some kind, which in turn fi nds
a resolution.
Generic structure:
Orientation : sets the scene and introduces the participants.
Evaluation : stepping back to evaluate the plight.
Complication : a crisis arises.
Resolution : the crisis is resolved, for better or for worse.
Reorientation opt(ional).
Chapter Summary
Listening:
. Responding to expressions of love and sadness
. Responding to the meanings in a spoof text
Speaking:
. Expressing the feelings of love and sadness
. Expressing the meaning in a spoof text
Reading:
. Comprehending to the rhetorical steps in spoof texts
Writing:
. Identifying the structure of a spoof text
. Writing a spoof text
What a Funny Story!
Chapter 7
In This Chapter
133
Source: www.tropicalisland.de
134 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to expressions of love and sadness;
. respond to the meanings in a spoof text.
Activity 2 You are going to listen to a dialogue. Listen carefully
and then answer the questions.
1. Can you mention some people who have expressed
their love to you?
2. What do they usually say to express their feeling?
3. Do they express it directly?
4. What do you say if you feel the same? And what if
you don't?
5. Besides using words what do people use to express
love?
6. What would you do if you saw your friend feeling
sad?
7. Who do you tell about your feelings when you are
falling in love or feeling sad?
8. What is the "best medicine" for someone who feels
sad?
9. Are you a good listener for your friends?
10. Can you fi nd some ways to be a good listener?
Activity 1 Answer the following questions.
1. What are the man and the woman in the dialogue
talking about?
2. How old are they in your opinion?
3. Where does the dialogue probably take place?
To be a good
listener
What a Funny Story! 135
Activity 3 Complete the dialogue while you are listening.
Tia : I love you, Andi!
Andi : 1 .
Tia : How much do you love me?
Andi : A lot. 2 .
Tia : Why do you love me so much?
Andi : You are kind, you're pretty 3 .
Tia : Don't stop! Tell me more!
Andi : I... I can't explain it 4 .
Tia : And I love you more than anyone in the
world.
Andi : Can I ask you a question?
Tia : Sure.
Andi : 5 .
Tia : Marriage is such a big step, honey.
Andi : I know 6 . That's all we need.
Tia : Will you love me forever?
And : 7 .
Tia : Are you absolutely sure?
And : 8 .
Tia : Wonderful!
Andi : So, do you agree to marry me, my dear?
Tia : Yes.
Andi : So, let's get married next month.
Tia : No, it can't be. Maybe in June I'll be ready.
Andi : Why? Isn't it better for us to get married
soon?
Tia : Yeah. But you know, my grandpa has just
passed away. I lost him and 9 .
Andi : 10 . Do you want me to tell you a
funny story?
Tia : That's a great idea. So, how does your story
begin?
Andi : OK. It's about a husband and wife ....
New Horizon
The word love has
many different
meanings in English,
from something that
gives a little pleasure
("I loved that meal") to
something one would
sacrifi ce for (ideals,
family). It can describe
an intense of feeling of
affection, an emotion or
an emotional state. In
ordinary use, it usually
refers to interpersonal
love. Probably due to its
psychological relevance,
love is one of the most
common themes in art
and music.
(en.wikipedia.org)
136 Developing English Competencies for Grade XI of Language Programme
Activity 5 List some responses to the expressions of love and
sadness.
1. What does Andi say when Tia says that she loves
him?
2. How much does Andi love Tia?
3. Why does he love her?
4. Why does Tia accept Andi's proposal at last?
5. What makes Tia feel sad?
6. What is the effect of Tia's sadness on their marriage
plan?
7. How does Andi try to entertain Tia?
Activity 4 Answer the questions based on the dialogue you have
completed.
Activity 6 Listen to the following text and then answer the
questions.
1. Where did the story take place?
2 In your opinion, why is it said that getting stuck near
a crying baby is a nightmare?
3. What did the writer do at that time?
4. What was the writer's occupation you think?
5. Why did the man say "I bet he will."?
6. Do you think the story is funny?
Activity 7 Listen to the text again and complete the sentences
with a word.
1. It's every ______ passenger's nightmare.
2. I was manning the ticket ______ at a busy airport.
3. He glanced at the tot and ______ his eyes.
4. "Don't worry," I said to him ______.
5. "______ are that baby won't be on your fl ight."
6. Head shaking, he grimly ______, "Oh, I bet he will.
That's my son."
What a Funny Story! 137
Activity 8 Some of these words are from the text. Choose the
correct one. You will listen to the text once more.
1. get in . getting
2. stuck . struck
3. accountant . counter
4. sorting . sobbing
5. infant . instant
6. cheerfully . cheerily
7. fi ght . fl ight
8. chances . charges
Activity 9 Find the meanings of the correct words in Activity 8.
Speaking
In this section, you will learn how to:
. express the feelings of love and sadness;
. express the meanings in a spoof text.
Activity 1 Answer the following questions.
1. Whom should we express our love to?
2. Have you ever told somebody that you love him/
her?
3. What did you say?
4. What do you want to do when you feel sad?
5. Is it better for you to tell someone that you feel sad or
you just keep it? Why is it so?
Activity 2 Read the following dialogue and then answer the
questions.
Mr Dodi : My dear, I'll possibly return home late.
Mrs Dodi : Is there an urgent meeting at your offi ce,
my dear?
138 Developing English Competencies for Grade XI of Language Programme
1. Why did Mr Dodi have to come home late at that
time?
2. What expression did Mr Dodi say to his wife to
express h is love?
3. Was Mrs Dodi serious about what she said?
4. Do the couple love each other?
5. What is meant by "I can't take my eyes off of you"?
6. Can you find the expressions of love in the
dialogue?
7. Can you fi nd the expression(s) of sadness in the
dialogue above?
UN Shot
X : Why do you look
sad?
Y : I got 5 for my
English test.
X : ....
a. You should have
studied well.
b. You have prepared
before.
c. You may prepare it.
d. You have studied
hard.
e. You can study well
if you like.
(UN 2002/2003)
Mr Dodi : Yeah. Don't you remember? It's the last
week in the month. I should fi nish my
monthly report soon.
Mrs Dodi : OK then. But I won't open the door for
you if you come home at midnight.
Mr Dodi : What about coming home early in the
morning? So, I won't disturb you.
Mrs Dodi : Never mind. If you don't love me anymore,
just leave me alone.
Mr Dodi : Honey, what do you mean? I don't
understand. Frankly speaking, I love you
so much. So how can I leave you?
Mrs Dodi : Huh....
Mr Dodi : Come on, forgive me please, won't you?
Mrs Dodi : Forget it. I'm just kidding. Actually I can't
take my eyes off of you because I don't
want you to leave me. You know how
sorrowful my life will be if you leave
me.
Mr Dodi : (Dazing and smiling at his wife nicely.) Thank
you, honey. You're the best.
What a Funny Story! 139
What to Say
Expressions of Sadness
. Please leave me alone.
. Ifm really sad.
. How sorrowful it is.
. It is tragic ....
Expressions of Love
. I love you/I like you.
. My dear/my love/my b aby/my h oney/my
darling.
. Ifm interested in ....
Study the following expressions of showing love and sadness.
Less Formal
Less Formal
More Formal
More Formal
Girl
Asks if she has a father.
Asks where her father
is now.
Tells her mother that her
father is a criminal.
Calls "mom" then asks
when he comes home.
Expresses her surprise.
Mother
Answers "yes".
Tells her that her father is
working in Malaysia.
Explains that it is not true.
Tells her that her father has
to stay there.
Says calmly that her father
will return home three
months later.
Situation
A little girl and her mother has been left by her father for two
years without any news.
Activity 3 Now, create a dialogue using the expressions of love
and sadness. Then act it out.
140 Developing English Competencies for Grade XI of Language Programme
Activity 4 With a partner, make a dialogue based on the following
situations and act it out.
1. Have you ever told a funny story to your friends?
2. What are their responses to your story?
3. In your opinion, when do people need to hear or read
a funny story?
4. Do you agree that laughter is good medicine?
1. Your best friend's father had just passed away. She/he
feels deeply sad.
2. You express your love to your mother and thank her
for everything she has done.
Activity 5 Act out the dialogues you have made in front of the
class with your partner.
Activity 6 Answer the following questions.
Pronunciation Practice
1. crowded /kra.d.d/
2. tried /tra.d/
3. called /k.:ld/
4. seemed /si:md/
5. leaned /li:nd/
6. whispered /.w.sp.d/
7. amazed /..me.zd/
8. hunted /h.nt.d/
9. married /.mar.d/
10. wanted /w.:nt.d/
Englishclub.com
To learn speaking and
pronunciation, you
can record your own
voice. This might feel
very uncomfortable,
but it will help you
fi nd your weak
pronunciation points.
Listen to yourself a few
days later. For further
information you can
access this site:
www.englishclub.com
What a Funny Story! 141
Activity 7 Read the following texts. Then answer the questions.
1. What does the old man go to the doctor for?
2. Why is the old man in good shape?
3. Is the health of the old man's dad still in good
condition? How do you know?
4. What does the word it in the clause "I am sure it helps"
refer to?
5. What is the meaning of the sentence "Who says he
wanted to?"?
6. Do you think that the old man is telling a lie?
Text 1
"What about your dad's dad . how
old was he when he died?"
"Who says my granddad's
dead?"
"You're 80 years old and your
grandfather's still living? How old is
he?"
"118."
"I suppose you're going to tell
me he went turkey hunting this
morning?"
"No. He got married."
The doctor looks at the man in
amazement. "Got married? Why
would a 118-year-old guy want to get
married?"
The old-timer answers, "Who says
he wanted to?"
-Ardell Wieczorek-
Taken from ReaderŒs Digest, July 2004
An 80-year-old man goes to a
doctor for a checkup. The doctor is
amazed at his shape. "To what do
you attribute your remarkably good
health?"
"I am a turkey hunter and that's
why I'm in good shape. Get up before
daylight, chase turkeys up and down
the mountains."
The doctor says, "Well, I'm sure
it helps, but there have to be genetic
factors. How old was your dad when
he died?"
"Who says my dad's dead?"
"You're 80 years old and your dad's
alive? How old is he?"
"Dad's 100. In fact, he turkey
hunted with me this morning."
142 Developing English Competencies for Grade XI of Language Programme
1. Which part of the stories is the funniest for you?
2. Identify the texts. Determine which story that really
happens. Put forward your reasons.
Activity 8 Work with a partner to answer the following questions
based on the texts in Activity 7.
Activity 9 Take sides to determine which text is the funniest.
Put forward your reasons while you discuss them
with your friends.
We brought our newborn son,
Adam, to the pediatrician for his fi rst
checkup. As he fi nished, the doctor told
us, "You have a cute baby."
Smiling, I said, "I bet you say that
to all new parents."
Text 2
"No," he replied, "Just to those whose
babies really are good-looking."
"So what do you say to the others?"
I asked.
"He looks just like you."
-Matt Slot-
Taken from www.rd.com
1. What was the baby taken to the pediatrician for?
2. Was the baby the fi rst child of the family?
3. Was the baby really cute?
4. Did the pediatrician tell the truth about the baby?
5. What did the pediatrician mean by saying "He looks
just like you." to the new parents?
Activity 10 Retell one of the stories in Activity 7 in front of your
class.
What a Funny Story! 143
Reading
In this section, you will learn how to:
. comprehend to the rhetorical steps in spoof texts.
Activity 1 Answer the following questions.
1. How long do you usually sleep every night?
2. Are you often unable to sleep? When?
3. What makes you unable to sleep?
4. Do you usually take medication if you cannot
sleep?
5. When do you usually have a deep sleep?
6. How many hours of sleep do adults need?
7. How many hours of sleep do babies need?
8. Do people tend to need less or more sleep as they
grow older?
Activity 2 The following words are taken from the text in
Activity 3. Match the words with their meanings or
synonyms.
Words Meanings or Synonyms
1. snore
2. astonished
3. severe
4. symptom
5. irritable
6. nod off
7. shaking
8. worn off
9. exhausted
10. clenched
a. made angry
b. very bad/serious
c. a sign of something bad
d. breathing noisily while sleeping
e. very surprised
f. close something lightly
g. disappear or run out
h. sleep on the chair in short line
i. quick movements from side to side
j. very tired
144 Developing English Competencies for Grade XI of Language Programme
Because my husband, John, tends to snore, I rarely
get more than a couple of hours sleep each night. When
he awakens refreshed in the morning, he's always
astonished to fi nd that he has been the cause of another
sleepless night for me.
One night John had severe allergy symptoms, so
he took some medication before he went to bed. To my
surprise, he fell into a deep sleep, allowing me to nod
off comfortably too.
I awoke to find him shaking me. "What's the
matter?" I asked, trying not to sound irritable. "Are
you i n pain?"
"No," he said, "but the drugs have worn off, and
I can't sleep." I stared at him in exhausted disbelief.
"What do you want me to do about it?" I said through
clenched teeth.
"Oh, nothing," he replied. "I just wanted you to
know."
-Bernadette Payne-
Taken from Readerfs Digest, July 2000
Orientation
Twist
Events
Spoof
Social function : to share with others a real story of
which the ending is funny to amuse the
audience or readers.
Generic structure:
Orientation : the opening of the story which sets the
scene.
Events : the details of the events in the story.
Twist : the funny or unpredictable ending of the
story.
Activity 3 Read the following text carefully.
What a Funny Story! 145
1. Why is the wife not able to sleep more than two hours
every day?
2. What is the meaning of sleepless?
3. Who is I in the text?
4. What does he in line 3 refer to?
5. Is John really sick?
6. What did John take before he slept?
7. What happened after he took medicine?
8. Why did John wake up his wife?
9. Was his wife annoyed by him?
10. How did John answer his wife's question?
Activity 5 Read the following spoof text and then determine
the orientation, events and twist. Copy the table in
your workbook.
On a recent vacation at a resort
with my in-laws, we planned to spend
an afternoon at the pool with our kids.
We wanted to bring our own drinks,
but were unsure of the hotel's policy.
My brother-in-law called the front desk,
and assuming everyone was familiar
with the brand of ice chest he had,
asked if it was all right if he brought
a Playmate to the pool. After a pause
the clerk asked, "Does she have her
own towel?".
-Tina M. Digiovanna, La Verne, Califwww.
rd.com
Activity 4 Answer the following questions.
Orientation
Events
Twist
146 Developing English Competencies for Grade XI of Language Programme
Conjunctions
Study the following sentences and explanations.
1. Because my husband, John, tends to snore, I rarely get
more than a couple of hours sleep each night.
2. When he awakens refreshed in the morning, he's always
astonished to fi nd that he has been the cause of another
sleepless night for me.
3. John had severe allergy symptoms, so he took some
medication before he went to bed.
4. The drugs have worn off, and I can't sleep.
5. When Mrs Green retired from her job in a big city, she
went to an attractive village out in the country, and
began to go into the nearest town every Saturday to
buy food.
6. After she had visited the store several times, the cashier
began to recognise her ....
7. "He goes to bed immediately after dinner every
night?"
8. He had never seen them before, so he began to introduce
himself.
9. I'm even harder than stone, so do what I tell you.
Grammar Review Englishclub.com
A joke is a
short story or ironic
depiction of a situation
communicated with
the intent of being
humorous.
To fi nd more jokes
for learning material
of spoof texts, browse
these sites.
www.lotsofjokes.com
www.rd.com/jokes-laughs
www.jokes290.com
Activity 6 Answer the following questions based on the text in
Activity 5.
1. Who writes the text?
2. Where did the story take place?
3. When did the writer spend their holiday?
4. Where did the writer and their children spend their
afternoon?
5. What was "Playmate" meant by the brother-in-law?
6. Why did the clerk ask the writer's brother "Does she
have her own towel"?
7. What is the funny thing of the story?
What a Funny Story! 147
10. He went to each soldier one after the other and asked
him his name.
11. When I ask a question, answer it!
12. He asked the last soldier after asking the others.
The words in italics are conjunctions.
And and so are connecting words for sentences of equal
importance. There is usually a comma before them.
. And means "in addition". It connects similar ideas
or adds information.
. So means "as a result". It connects an effect to a
reason.
Because and the time words before, after, and when connect
two clauses of unequal importance. There is no comma
before these words.
. Because gives a reason
. Before: sequence of events. Took some medication is
the fi rst action, went to bed is the second action.
. After: sequence of events. Asking the others is the fi rst
action, asked the last soldier is the second one.
. When means "at that time".
Activity 7 Read the following text. Then fi nd some conjunctions.
A husband and wife went to the
fairgrounds. The wife wanted to go
on the Ferris wheel, but the husband
wasn't comfortable with that. So the
wife went on the ride by herself.
The wheel went round and round
and suddenly the wife was thrown out
and landed in a heap at her husband's
feet.
"Are you hurt?" he asked.
"Of course I'm hurt!" she replied.
"Three times around and you didn't
wave once!"
Taken from www.jokestogo.com
Your Project
A spoof text can be
found in newspapers,
magazines, or Internet.
Find some spoof texts
from those media and
collect them. Keep them
in a book. You may
name it A Collection of
Jokes for example.
148 Developing English Competencies for Grade XI of Language Programme
Writing
In this section, you will learn how to:
. identify the structure of a spoof text;
. write a spoof text accurately.
1. Have you ever written an account of an unusual or
amusing incident?
2. Is it based on your personal experience or other's
experience?
3. What did you write about?
4. Did you submit it to mass media?
5. Did you share it by telling the story to a friend?
6. What was his/her comment on your story?
a. news temi
b. report
c. descriptive
d. spoof
Text 1
wears glasses. Her most distinguishing
mark is the dimple in her chin. When
she was last seen, she was wearing
heavy blue eye make-up and large,
silver hoop earrings. She had on a short
black coat and black pants.
Taken from Ready to Write, 2003
The police are looking for a woman
who stole a diamond necklace from
Dayton's jewellery store. According
to the store manager, the woman is
approximately fi ve feet tall, very thin,
light-skinned, and about 60 years old.
She has short, straight grey hair and
Activity 1 Answer the following questions.
Activity 2 Here are four kinds of text and their names. Match the
words provided in the box to the following texts.
What a Funny Story! 149
Text 2
So the professor asked the entire class,
"Where would you like the answers to
be written?"
The reply from one student
was immediate: "How about on the
board?"
- Tanessa Crapo -
Taken from ReaderŒs Digest, January 2000
Our English professor handed
out the mid-term quiz. The task was
to identify several passages extracted
from material we had studied and
name the respective authors. However,
it is unclear where the answers were to
be written. One student raised his hand
and asked for clarifi cation on this point.
Text 3
which they fi nd in their summer homes
near the North and South Poles. They
eat about four tons of food a day.
When winter sets in, the whales
head for warmer water, and go on a
diet. That is also the time when they
mate.
Taken from The World Almanac for Kids 2000, 1999
The blue whale may be the largest
animal that ever lived. But it is no match
for humans. Tens of thousands of blue
whales were killed in the early 1900's.
They are now protected, and there are
about 5,000 of them in the world.
These fussy eaters feed mainly on
tiny shrimp-like creatures called krill,
Pssst! Want to Buy a Fake Ferrari?
mostly fake parts and a few orig inal
components. They used body parts
from other makes of automobiles,
such as chassis, roofs, hoods, trunks
and doors.
The body parts were modifi ed to
look like Ferrari clas sics such as the 328
Gtb, which went out of production in
the late 1980s.
Some of the cars sold for about
20,000 euros, about a tenth of the going
price for some versions.
. Reuters .
Taken from The Jakarta Post, March 3, 2008
ROME: Italians are used to buying
bogus Gucci bags or Rolex watches to
look stylish but police found a new
height of craftsmanship and cunning
when they broke up a ring selling fake
Ferrari cars for a fraction of the real
price.
Police accused 15 people of building
the blood red sports cars and selling
them to car fanatics on a budget, most
of whom knew they were buying a
counterfeit classic.
Car body workers who police
called "very able" cobbled together
Text 4
150 Developing English Competencies for Grade XI of Language Programme
Activity 5
detectives did fi nd the body just as she
had described. Now, what would you
call this type of person?"
While the rest of us pondered the
question, a sheriff's offi cer taking the
class raised his hand and replied, "A
suspect."
. Lane D. Peebless .
Taken from www.rd.com
We were listening to a lecture on
psychic phenomena in our Comparative
Religions course. Our instructor told
us about a woman who contacted
police working on a missing persons
case. "She gave them eerily detailed
instructions on where to find the
body," the instructor said. "In fact, the
Activity 3 Work in pairs, try to analyse the structure of this
spoof text.
Activity 4
. Think of a funny incident that happened to you.
. Here are some questions to help you add necessary
and interesting information to your story.
1. Who was involved in your story?
2. Where did it happen?
3. When did it happen?
4. What are the important events in the story?
. Now you are ready to use your notes to write your
fi rst draft.
. Follow the rhetorical steps of spoof texts: orientation,
events, and twist.
I understand what happened.
The writer uses time order.
The writer uses time expressions.
The writer uses connecting words to tell his/her ideas.
The writer uses connecting words to tell the events.
Swap your writing with your friends. Check the
following items.
Follow the instructions to prepare to write a spoof
text.
What a Funny Story! 151
. Tell the writer what you like about the story. Give
any comment.
. Discuss any error that you fi nd.
Activity 6 Return your friendfs work. Now, it is time for you
to revise your own work. When revising your story,
check again the grammar punctuation, and spelling.
Chapter Summary
1. Language Functions
Expressing love and sadness
2. Genre
Spoof
Social function: to share with others a real story of which the ending is funny to
amuse the audience or readers.
Generic structure:
Orientation : the opening of the story which sets the scene.
Events : the details of the events in the story.
Twist : the funny or unpredictable ending of the story.
152 Developing English Competencies for Grade XI of Language Programme
Learning Refl ection
After learning the lesson in this chapter, you are expected to be able to:
1. respond to expressions of love;
2. respond to expressions of sadness;
3. respond to monologue discourse in the form of spoof text;
4. express love;
5. express sadness;
6. perform spoof m onologues;
7. read spoof t exts;
8. writing a spoof text;
Now, answer the questions:
1. What will you say when you love someone?
2. What is the meaning of a twist?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Listening:
. Responding to expressions of anger
. Responding t o ex pressions o f annoyance
. Responding to expressions of embarrassment
. Responding to a hortatory exposition
Speaking:
. Expressing anger
. Expressing embarrassment
. Expressing annoyance
. Performing a monologue of hortatory exposition text
Reading:
. Reading hortatory exposition texts
. Identifying the structure of a hortatory exposition text
Writing:
. Writing a hortatory ex position
What Education
Should Be
Chapter 8
In This Chapter
153
Source: www.sutton.gov.uk
154 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. respond to expressions of anger, annoyance and embarrassment in conversation;
. respond to a hortatory exposition text.
Activity 2 You are going to listen to a dialogue. Listen carefully
and then answer the questions.
Activity 3 You are going to listen to a dialogue. Work in pairs to
fi ll in the blanks. Write in your workbook.
Activity 1 Answer the following questions.
1. What usually makes you very angry?
2. Is it good to get angry? Explain your answer.
3. What is your response to people who annoy you?
4. What will you do when you feel embarrassed?
5. What will you do when your friend feels
embarrassed?
6. What will you say to her/him?
Mr Teuku Maulana is waiting for his driver who comes late
to pick him up. He gets angry with the driver although he has
made an apology.
1. Who is Totok talking to?
2. Why does Totok look so sad?
3. How does Totok feel after joining the speech
contest?
4. Why was Totok nervous when he was delivering the
speech?
5. Was it the second time for Totok to join such a
contest?
What Education Should Be 155
Driver : I'm sorry, Sir. I am late. You must
have been waiting for me for a long
time.
Mr Maulana : Yeah. I am very annoyed. 1 ?
Today you should have been here
earlier.
Driver : Err.... There was a traffi c jam on the
way here. So 2 . That's the
truth, Sir.
Mr Maulana : OK. Haven't you washed this car
before? It is very dirty. 3 ?
Driver : 4 . Actually I did it two days
ago.
Mr Maulana : You did it two days ago? Now, it's
full of dirt.
Driver : 5 . Should I wash it again?
Mr Maulana : Come on. We're thirty minutes late.
Take me to Hotel Sahid.
Driver : 6 .
Mr Maulana : Huh... anyway, I'm sorry because
7 .
I hope you won't do this again.
Driver : Yes, Sir. I do apologize for my
negligence.
UN Shot
Dio : You look sad.
What has
happened to
you?
Dipta : My father lost
his crops. Insects
ate them up
Dio : what is he going
to do now?
Dipta : .... His brother
has given him
capital to start
with.
a. He plans to have
another business.
b. He has nothing to
do.
c. He is retired from
his job.
d. He promises not to
plant anything.
e. he has no idea what
to do.
(UN 2002/2003)
Activity 4 Listen to the following expressions. Pay attention
to the intonation. Differentiate the expressions and
their responses.
. Oh no!
. Alright, Sir.
. Oh, dear!
. Ifm very sorry.
. I know what you mean.
. Ifm very annoyed.
. It is extremely irritating.
. I donft like it either.
. I do apologize
. What a nuisance!
156 Developing English Competencies for Grade XI of Language Programme
Activity 5 Make short dialogues using the expressions in Activity 4.
Activity 6 Study the following responses to the expressions
of embarrassment. Then make any other possible
responses.
1. I don't think it's a big deal.
2. Don't worry about it.
3. You may not have such a feeling.
Activity 7 Listen to a text about education and then give
comment on it.
Activity 8 You are going to listen to a text on the tape. Fill in
the blanks in the text.
Education vs Capitalism
The battle between education
1 and capitalism continues.
Does idealism in the world of
education have to clash with capitalism?
Professing a need to 2 a return
on capital invested within the shortest
possible time, capitalism has entered
education 3 .
Consequently, there are instances
of schools obliging students to buy
particular textbooks to benefi t from
publisher's bonuses, and universities
opening special 4 channels in
order to impose high student 5
fees.
Meanwhile, various 6 for
the pursuit of educational ideals have
been ignored, though education is the
right of all 7 , with or without
access to capital. At present, education
is expected to produce a return on
capital for whoever wishes to invest
in the fi eld.
What Education Should Be 157
Activity 9 Here are some words which are stated in the text.
Match them with their synonyms on the right side.
Use their context to help you.
Words
1. battle
2. issue
3. clash
4. capitalism
5. benefi t
6. pursuit
7. peer
8. tough
Synonyms
a. advantage
b. search; seeking
c. fellow
d. fi ght; action
e. strong
f. affair; matter
g. free enterprise
h. confl ict
Activity 10 Listen to the questions and answer them.
The school of medicine, for instance,
charges high 8 fees and yet lots
of new students are still interested in
entering. These students, too, expect a
return on investment within a shorter
time than their 9 in the school
of agriculture can achieve.
A very tough struggle is needed
to change this paradigm because the
majority of Indonesians are under
the influence of capitalism. Even the
government, with power under its
control, 10 to be helpless and
yields to the capitalist climate, making
the excuse of fund limitations.
Trying to make peace with capitalism
may be the proper approach before further
compromising with it, in view of objective
realities today. The next important thing
to consider is what steps should be taken
for a post-capitalist society, because this
situation should not be endless.
Taken from The Jakarta Post, September 1, 2004
158 Developing English Competencies for Grade XI of Language Programme
Activity 1 Read the following dialogue and then act it out.
Father is telling Erika that somebody on the terrace of their
house is waiting for her.
Father : Why don't you meet the boy?
Erika : No, Dad! I won't meet him. I feel embarrassed
about seeing him.
Father : Err... what's wrong with you?
Erika : Nothing. But my friends say that he likes me.
And you know, Dad. I don't love him. Help
me tell him about it, I can not sat it to express
my feelings.
Father : Is that what makes you avoid him?
Erika : Yes, Dad.
Father : Honey, listen to me! It's not good to avoid
him, just go and tell him the truth. You should
explain it by yourself.
Erika : Okay then. I'll try to explain it. Thanks,
Dad.
Father : That's my girl.
Speaking
In this section, you will learn how to:
. express anger, annoyance an d embarrassment;
. perform a monologue of hortatory exposition text.
Activity 2 Arrange the following dialogue into the correct order.
Then act it out.
1. Gede : Sorry, Mom. I am in a hurry.
2. Mother : All right, take care of yourself, honey.
3. Gede : OK. Mom, did you see my English
book?
4. Mother : Gede, you must have breakfast before
you go.
5. Gede : Mom, have you seen my tie? I can't fi nd
it.
What Education Should Be 159
6. Mother : Oh, dear! You can't fi nd your book?
Don't be careless! You are a big boy
now. You are not a kid any more.
7. Mother : It's right in front of you. You yourself
put it on your desk.
8. Gede : Of course I am a big boy now. But please
help me, Mom! I will be late.
9. Gede : I found it. Thanks, Mom. Bye.
10. Mother : Check your drawers.
Activity 3 Read the following notice. Then make a dialogue
based on the topic of the notice. Act the dialogue
out.
Attention All Students.
Annual Jumble Sale!
The Parent.Teacher Association of SMU Taruna Karya
is organising a jumble sale. The details of the sale are
as follows.
Venue : School fi eld
Date : 18 September 2008
Time : 8.00 a.m. to 12.30 p.m.
Students are kindly requested to bring old clothes,
books, magazines, and other items which they want
to sell. Teachers will be selling cookies, cakes and
drinks.
All money collected will be used to help poor students
and to buy sports equipment.
Thank you for your cooperation.
Activity 4 Make a dialogue based on the topic of the notice
above. Then act it out.
160 Developing English Competencies for Grade XI of Language Programme
There are several possible ways to express anger and
annoyance.
1. Blowing off steam (expressing one's own grudges)
2. Mild rebuke (grumbling and complaining softly)
3. Extreme politeness (expressing anger by using a very
polite greeting)
4. Silence (being angry without words but showing
emotion)
5. Sarcasm (being angry with nice words in a very painful
way)
6. Screaming and yelling (being angry with a loud voice)
7. Threatening (saying you will do harm)
8. Swearing (being angry using rude words)
What to Say
Expressions of Annoyance
. Ifm very annoyed.
. It is extremely irritating.
. What a nuisance!
. Oh no!
. It makes me mad.
Expressions of Anger
. Oh, dear!
. Oh, bother!
. What a nuisance!
. Oh no, whatfs next?
. Thatfs the last straw!
Expressions of Embarrassment
. Ifm so embarrassed.
. Ifm ashamed, sorry.
. Ifm shy to say so.
. Itfs embarrassing.
. Iem bashful to ....
Study the following expressions of anger, annoyance and
embarrassment.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
What Education Should Be 161
Activity 5 With a partner, write dialogues based on the following
situations. Then act one of them out.
Situation 1
Your sister gets angry with you because her book, that you
borrowed, was left at your school. She needs the book because
she has to make a summary of the book to be submitted the
next day.
Situation 2
Your little brother walks up and down in front of you while you
are watching TV. You feel very annoyed. Then you admonish
him for not doing that.
Your elder sister feels embarrassed since she lost her friend's
umbrella when they went to a swimming pool the other day.
Activity 6 Complete the following short dialogues with the
expressions you have learned. Write them in your
workbook.
1. Ruli feels ashamed by her speaking ability.
Ruli : I often ask you about English. You know,
I am weak at English.
Afrizal : . I am always ready to help you.
2. Nana forgets to bring the articles about early education
that will be published in two days.
Tini : What? You forgot to bring the articles?
Nana : . I just forgot. Look... after the show
we can drive by the house and pick them up.
3. Anto speaks too much about his picnic when his sister, Ria
doing her homework. His sister feels annoyed.
Ria : Would you please be quiet? I'm trying to
concentrate on my work.
Anto : . I just want to share my great
experience.
Ria : Just wait until I fi nish my homework.
Then we will talk much about your
picnic. OK?
162 Developing English Competencies for Grade XI of Language Programme
Activity 7 Answer the following questions.
1. So far, can you obey all regulations of your school?
2. What are the advantages of being disciplined?
3. Do you always come to school on time?
4. What do you think of people who are not disciplined
in their life?
Anto : Sure.
Ria : Thanks, Anto.
4. The policeman stops a man who is driving his car very fast.
The man is getting annoyed because he is in a hurry.
Policeman : Good morning, Sir.
The man : Good morning.
Policeman : Could you drive more slowly?
The man : . You know, my daughter
needs to see a doctor soon. If I am
late, I am afraid something bad will
happen to her.
Policeman : Alright. Be careful.
The man : Thanks a lot, Sir.
Policeman : One more thing.
The man : Yes, Sir.
Policeman : Be careful and always obey the traffi c
signs.
The man : Certainly, Sir.
Policeman : Good. Now you can go.
Englishclub.com
There is a lot of
information and
resources that you can
get from the Internet
when you want to learn
English more. You can
access the following
sites.
www.learningenglish.
org.uk
www.englishclub.com
www.eslgold.com
a4esl.org
1. /Įi:v/ 6. /den/
2. /.Į.:st./ 7. /m.Į/
3. /de./ 8. /Įr../
4. /.r.:d./ 9. /.b.d./
5. /breĮ/ 10. /bri:d/
Activity 8 Study the following phonetic symbols. Pronounce
them and then write them in ordinary script in your
workbook.
What Education Should Be 163
Pronunciation Practice
Pay attention to the /Į/ and /d/ sounds.
1. through /Įru:/
2. ethnic /.eĮn.k/
3. something /.s.mĮ../
4. both /b..Į/
5. within /w..d.n/
6. that /dat/
7. though /d../
8. another /..n.d./
9. those /d.z/
10. themselves /d.m.selvz/
On School Discipline
Being on time is a beautiful social
ethic and one of great importance, as it
creates effi ciency in systems and implies
respect for one another. However, it is
one of the many values that a school
must inculcate into its students over
time.
Discipline is not something that
must be slapped onto a child like
handcuffs.
Inner discipline, one that comes
from within due to an understanding
of the set rules and regulations, is
the highest form of behaviour. Most
excellent schools try to instill this with
a loving environment.
Why, even adults arrive late
to meetings, work, etc.admittedly
shamefaced. Here, we are talking about
children.
Latecomers should not be shut out.
They can be given warnings, most of
which are enough to make them want
to reach school on time. If this fails, talk
to the parents.
By closing its gates, the school is
behaving cruelly and coldly.treatment
to which we prefer not to expose our
children.
Every school has a responsibility to
implement educational concepts in the
appropriate context, not just those schools
Activity 9 Retell the following text in your own words.
164 Developing English Competencies for Grade XI of Language Programme
Activity 10 In groups of three, write a dialogue with the same
topic as the text in Activity 9. Use the expressions
you have learned in this chapter. Then, act it out in
front of the class.
1. capability
2. exhibit
3. valued
4. inside
5. indicate
6. act
precious behave
imply inner
Activity 11 Match the words to their synonyms in the box. Then
pronounce it.
that follow international standards and
are generally unaffordable for the
majority.
Good schools create competitive
students who can organise themselves
effectively in society so that everyone
gets a quality life as a result of ethics
and values imbibed into students for
as long as 12 years.
Children are precious, and are
dependent on adults for guidance and
we must not take advantage of this.
Understanding them is the key, and to
this end, both parents and schools must
work hand in hand without playing the
blame game.
Taken from The Jakarta Post, October 30, 2003
effi ciency
expose
What Education Should Be 165
Activity 2 Read the following text.
Helping Children Discover Their Own Identity
Thesis
Children of today's advanced world are different
from those in the past. With easy access to modern
technology, chil dren of today are able to learn
everything they encounter in their life, including
world-class information. In terms of knowledge of the
world, one must admit, they seem to surpass children
brought up in the era when techno logical equipment
was still traditional.
The rapid growth of children's cognitive, physi cal
and social adaptations is an indication of how they
can be easily shaped by the modern vicinity. This is a
critical period when children are begin ning to try to
discover their own true identity.
Parental guidance is necessary to assist them in
leading to the correct path. To do this, intervention,
however, is not always mandatory if parents are
upbeat that their offspring can handle the conundrum
they are facing on their own. Self-reliance, in any
occasion, needs to be stressed.
Argument
Reading
In this section, you will learn how to:
. read hortatory exposition texts;
. identify the structure of a hortatory exposition text.
Activity 1 Answer the following questions.
1. What do you think about education in your
country?
2. How about early education such as playgroup and
kindergarten?
3. Do you agree that the brains of children should be
stimulated from an early age?
166 Developing English Competencies for Grade XI of Language Programme
What parents need to do is to respect the changes
going on within their child's world, and respond
appropriately to their changing needs. Here a close
monitoring rather than control taking is essential.
This may sound like ideal advice; yet not all
parents may agree with this. A parent who was raised
in a democratic family atmosphere will certainly
pass down the freedom he/she had enjoyed during
childhood to his/her offspring. On the other hand,
those who were brought up in a conservative and
authoritative family will inculcate traditional values
to their children, restricting them by tightly abiding to
what the parents believe to be the correct norms.
Clearly, a parent's family back-ground will, exert a
considerable infl uence in helping his/her children to learn
both formally and informally. It is more likely that parents
will consistently follow the mind-set they adopted from their
father or mother if they think that it is benefi cial. Today's
parents, how ever, need to be aware that not all values and
norms that their parents implanted in them during their
childhood are compatible with modern reality. Things
have changed consider ably, and parents should take this
into account.
It might, for example, be felt less relevant to impose
traditional control over their children's conduct about
what they need to do to attain academic achievement.
However, most parents still cling to this, acting as if
they are omni scient and know perfectly what is best
for their children.
In guiding children in search of true identity,
it is important for today's parents to listen and
accommodate all feedback from their chil dren. Though
it seems too diffi cult for some conservative parents to
implement this, it is essential to a child's development
into an emo tionally mature adult.
Parents also should not exercise too much authority
so as to overprotect their children to develop their
potential to the fullest. Parental intervention, if it is done
in an improper man ner, can do more harm than good.
Arguments
Arguments
What Education Should Be 167
Activity 3 Answer these questions based on the text.
1. What is the issue of the text?
2. What is the writer's recommendation for the parents?
3. What are the writer's views on parental guidance for
children?
If not in accord with children's interests, parents'
excessive intervention is seen by chil dren as something
that inhibits rather than facilitates their academic
excursions. Parents may probably not realize that their
children simply want them to stay in the background
and to provide whatever support and resources they
need to venture out into the world.
This does not imply that intervention is not
necessary. At the very young age when the infl u ence
of a peer group is extremely powerful, parents need
to intervene by setting a strong measure to help their
children resist the pressure to behave in ways that do
not meet family standards.
The best way parents can aid their children is by
successfully discovering their true identity and growing
up to be an emotionally mature adult is to take a fl exible
approach. Parents need not always rigidly follow and
impose certain norms and values, which are imbued with
their family tradition during their childhood, on their
children. Understand ing children from the way they see
the reality is surely a far more rewarding experience.
Evaries Rosita.Contributor/Jakarta
Taken from The Jakarta Post, March 9, 2008
Hortatory Exposition
Social function : to persuade the reader or listener that
something should or should not be the
case.
Generic structure:
Thesis : announcement of issue concern
Argument : reasons for concern, leading to
recommendation
Recommendation : statement of what ought to or
ought not to happen
Recommendation
Arguments
168 Developing English Competencies for Grade XI of Language Programme
Activity 4 Read the text quickly (scan read) to get the topic of
the text.
What impressed me about my
friends was their determination for
their children to have, what they
described as, "the best possible
education that will give them good
prospects for their future careers".
What seemed sad and disappointing
was that they had concluded that this
"best possible education" could not be
accommodated and provided by the
Indonesian schooling system.
It is quite amazing how many
international schools are available
in Jakarta now. With recent terrorist
attacks and threats on Jakarta, many
in the expatriate community have
in fact been leaving Indonesia and
yet there are still many inter national
schools that, one would have assumed,
are designated and targeted more
exclusively to serve the expatriate
community.
But times have changed
and international schools are no
longer there to exclusively serve
the international community. More
and more Indonesians are choosing
international schools for their children's
education. But, of course, these are the
relative few in Indonesia today because
after all international schools do not
come cheap.
However, no matter what school
a parent chooses to send his or her
children to, care needs to be taken
to assess the type and quality of
education that is being offered. When
it comes to international schools this
is probably doubly important because
there is a great expense that can be
incurred to parents who are choosing
an "international" education for their
child.
But we should take care when we
think or hear of that "international"
label. Many parents quickly and easily
enter into the belief that the label
"international" is an instant ticket
to quality education and better and
international education in the future at
the ages of college life. But this is not
always the case.
There are many "international"
institutes and educators highly
capable as providers of what might
be considered a superior education.
But at the same time there are those
institutes that do not necessarily live
up to such standards and they offer
an educational "service" that is neither
worthy of the nametag "international"
or the accompanying higher, if not
extortionate, school fees.
Parents Need to Analyse
International Schools
What Education Should Be 169
My friend ultimately settled on an
international school with a more fully
developed campus site and a depth
of curriculum and teaching staff that
impressed them. Of course, this was
an even more expensive proposition
for them but they are fortunate to be
able to afford the extra expense and of
course look to it as a way of setting their
minds at ease that they have made the
right choice.
This, though, is the key conundrum
for any and all parents. What is really
the right choice of school for our
children? In some quarters, mainly
in the worlds of sales and commerce,
the phrase "reassuringly expensive" is
used to express the idea that the more
you pay, the more likely you are to get
something good.
Sometimes parents have the attitude
that the school knows best and so they
practically handover their child and
the child's education to the school and
the school system. This is not right
though because so much of a child's
edu cation is naturally, or really should
be, evolving from the home. Parents
that just handover the educational
responsibility to the school are really
failing.
But also they may be failing and
blinding themselves to the reality of
what is really happening in school.
International schools offer an option
for education for the more fi nancially
secure of Jakarta. But the "international"
labelling of a school should not blind
the parents and reduce their analysis
of what they are paying for. For the
greater part better quality edu cation
should be at hand but only scrutiny
and continuous checking will guarantee
this.
People have obviously been very
frustrated with the state of education
in Jakarta and beyond and so this
has led to a greater consideration of
an international setting for children's
education. But that setting should not
be accepted on face value alone; the
customer must check and the buyer
must beware.
Taken from The Jakarta Post, December 18, 2004
Words
1. determination
2. expatriate
3. doubly
4. expense
5. extortionate
6. reduce
7. scrutiny
8. beware
Meanings or Synonyms
a. emigrant
b. cost
c. much too high
d. act of deciding
e. twice as
f. make less
g. careful examination
h. be careful
Activity 5 Match the words taken from the text to their meanings
or synonyms.
170 Developing English Competencies for Grade XI of Language Programme
Activity 6 Read the text again. Then answer these questions.
1. Does the writer's friend think much about her
children's education?
2. What made the writer impressed with his/her
friend?
3. And what makes the writer sad and disappointed?
4. Are there many international schools in Jakarta?
5. Who is the target of international school fi rstly?
6. Do international schools charge high fees?
7. Is it easy to find a quality international school
according to the text?
8. What is the meaning of the phrase "reassuringly
expensive"?
9. What should parents consider when choosing an
international school for their children?
10. Where should education naturally evolve?
1. they (paragraph 1, line 3)
2. it (paragraph 4)
3. we (paragraph 5)
4. this (paragraph 5)
5. them (paragraph 6)
Activity 7 In pairs, fi nd what the following words refer to.
1. T . F The writer admired the friend's effort to fi nd
a quality school for her children.
2. T . F Indonesian schooling system has been able
to provide "best possible education".
3. T . F International schools target for expatriate
family.
4. T . F All international schools are expensive.
5. T . F Parents should beware of the label
"international".
Activity 8 Choose T if the statement is true and F if the statement
is false.
What Education Should Be 171
Conjunctives
Study the following sentences.
1. However, no matter what school a parent chooses to
send his or her children to, care needs to be taken to
access the type and the quality of education that is
being offered.
2. As a result, Dino is now a very busy student.
3. Consequently, children cannot digest the materials
properly.
The words in italics are adverbs ( conjunctives). Those
conjunc tives join ideas within the sentences or with ideas
in other sentences or paragraphs.
Other adverbs ( conjunctives):
. also . in diatdion o t
. as well . nevertheless
. besides . too
. therefore . subsequently
. furthermore
Grammar Review
1. He can speak German and French .
2. She is smart. she can play piano well.
3. her talent in dancing, she is able to sing
different types of songs.
4. They are not only a good team, but best
friend.
5. They haven't got the news of the accident.
they go on hoping that their relatives are still alive.
Activity 9 Fill in the blanks with appropriate conjunctives.
172 Developing English Competencies for Grade XI of Language Programme
Writing
In this section, you will learn how to:
. write a hortatory exposition text.
Activity 1 Arrange the following jumbled sentences into a paragraph.
1. I don't have to spend time picking out my clothes
every morning.
2. There are many reasons why I like wearing a uniform
to school.
3. Wearing a uniform also saves money.
Activity 10 Study the following advertisement. Then answer the
questions.
1. What information can you fi nd in the advertisement
above?
2. What makes the advertisement attractive?
3. What are the functions of the photos?
4. What is the name of the school?
5. What is its motto?
Source: The Jakarta Post, March 9, 2008
New Horizon
From birth until the
age of 5, Indonesian
children do not generally
have access to formal
education. From the
ages of 5, 6 and 7, they
attend kindergarten.
This education is
not compulsory for
Indonesian citizens,
as the aim of this
is to prepare them
for primary school.
The majority of
kindergartens are private
schools, with more than
forty-nine thousand
kindergartens.
(en.wikipedia.org)
Source: The Jakarta Post, March 9, 2008
What Education Should Be 173
Activity 2 Answer the following questions.
1. What is the topic of the paragraph?
2. Does the writer express his/her arguments?
3. What are his/her arguments?
4. Does the writer recommend something concerning the
issue?
5. What is the recommendation?
4. First of all, it saves time.
5. It is cheaper to purchase a few uniforms than to go
out and buy lots of school clothes.
6. Most importantly, wearing a school uniform gives
me a sense that I belong.
7. In addition, I don't have the pressure of keeping up
with the latest styles.
8. I really think it adds to the feeling of school spirit and
community.
9. So, why should we be uncomfortable wearing it?
Activity 3 Read the following text.
Indeed parents in Jakarta are now
able to refl ect upon and capitalise on
the availability of better alternatives
for their children. One parent recently
discussed how his sons now have
educational opportunities that were
simply not there when he was growing
up. Having worked hard in school
and been fortunate enough to earn a
scholarship overseas this parent had
experienced fi rsthand the difference
between "traditional and directive
Indonesian education" and a more open
and "stimulating education, based on a
Western model."
For him it was and is a great relief that
he can now send his children to a school
in Jakarta that more closely matches
his later educational experiences and
his own hopes and aspirations for the
education of his children. So, in what
form does this "different model" for
education come in within Jakarta?
There are effectively two signifi cant
sectors of schools and schooling that
have emerged relatively recently that
International Schools in Jakarta
an Attractive Option for Locals
174 Developing English Competencies for Grade XI of Language Programme
provide these alternative models of
education for Indonesian people.
At perhaps the highest level are the
numerous international schools that are
now situated all over Jakarta.
In addition to the international
schools there is the further sector
of schools.national plus schools.
which has also been growing at a very
signifi cant rate. Similar to international
schools, these schools tend to target
the teaching of the majority of the
subjects in English. Often a kind of
mixed curriculum is adopted that
utilises overseas sources for curricula
and combines them with Indonesian
aspects and content.
Both of these sectors are consistently
more expensive options for schooling
and regrettably this may mean that
for the majority of Indonesians they
are an option which remains beyond
their reach unless there are suffi cient
scholarship programs being offered.
But even if these schools are
often beyond the reach of "ordinary
Indonesians", there is another positive
benefit that can emerge from their
presence here. This we could perhaps
describe as a "trickle down" effect.
In this way it can be seen that the
presence of a more "international"
model of education within Indonesia
is having a "trickle down" or perhaps
knock-on domino effect.
The chances that teachers get to
learn and develop in such schools are
considerable and almost inevitably
they will and do share their learning
and development with others. There
is a real sense in which a model of
"on-the-job training" is happening
here and this is both reasonable and
appropriate.
It is reasonable and appropriate
that teachers be learners; then and
perhaps only then are they really
teachers. Developing and progressive
schools clearly set up opportunities
for teachers to learn and advance
learning and education in Indonesia.
It is to be hoped that this learning and
development can become even more
widespread.
Taken from The Jakarta Post, December 11, 2004
Activity 4 Answer the following questions.
1. What is the fi rst paragraph about?
2. What is the last paragraph about?
3. Mention the paragraph (s) shows you the following
items.
a. Thesis
b. Arguments
c. Recommendation
What Education Should Be 175
Activity 5 Develop a paragraph about education based on these
sub topics.
1. Quality education
2. Good building
3. Suffi cient facility
4. A depth of curriculum
5. Qualifi ed teaching staff
6. Recommendation to the government
Correction Symbols
Activity 6 After you have completed your writing, exchange
your work with others to check for grammar errors.
Use the following editing log or create a similar one
of your own for the editing. Study the example.
Symbol
p
s-v
t
vb
wf
Meaning
punctuation error
subject-verb agreement error
verb tense error
verb form error
word form error
Sample Sentence
I remember, graduation as the most
memorable event.
She never go to the library to study.
We havenŒt completed the project
yesterday.
They havenŒt went to the gym in weeks.
Her father is the most success software
engineer in the fi rm.
p
s.v
t
vb
wf
sp
prn
spelling error
pronoun error
My apartment is noisey and expensive.
My friend and me went to the movies.
sp
prn
Error
verb form
Symbol
vb
Original Sentence
New vocabulary is introduce
in an informal environment.
Revised Sentence
New vocabulary is
introduced in an informal
environment.
176 Developing English Competencies for Grade XI of Language Programme
After learning the lesson in this chapter, you are expected to be able to:
1. respond to expressions of anger;
2. respond to expressions of annoyance;
3. respond to expressions of embarrassment;
4. respond to monologues of hortatory exposition;
5. express anger;
6. express embarrassment;
7. perform monologues of hortatory exposition;
8. read hortatory exposition texts;
9. write a hortatory exposition.
Now, answer the questions:
1. What will you say when you get embarrassed?
2. What is the thesis of a hortatory exposition?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
Learning Refl ection
1. Language Functions
. Expressing anger
. Expressing annoyance
. Expressing embarrassment
2. Genre
Hortatory Exposition
Social function: to persuade the reader or listener that something should or should
not be the case.
Generic structure:
. Thesis : announcement of issue concern
. Argument : reasons for concern, leading to recommendation
. Recommendation : statement of what ought to or ought not to happen
Chapter Summary
177
Listening:
. Identifying the parts of song or poem
. Finding detailed information in a song or poem
. Drawing a conclusion from a song or poem
Speaking:
. Responding to words or phrases from songs or
contemporary poems
. Responding to the words or phrases from songs or
contemporary poems
. Performing a song or contemporary poems
Reading:
. Interpreting words, phrases, or sentences in a song and
contemporary poems
. Finding some detailed information in a song and
contemporary poems
. Drawing a conclusion from a song or contemporary
poems
Writing:
. Writing idea sentences from of a poem and a song
. Developing idea sentences from of a poem and a song
. Writing a story based on a poem and song
I Like This Poem
Chapter 9
In This Chapter
Source: dwottawa.fi les.wordpress.com
178 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. identify the parts of song or poem;
. fi nd detailed information in a song or poem;
. draw a conclusion from a song or poem.
Activity 1 Look at these pictures. Do you know them?
Source: www.amild.com; www.ottawahakka.com
Activity 2 Study the following words. Then match them to the
meanings.
Words
1. undefi ned (ed)
2. stare (v)
3. illuminate (v)
4. inhibition (n)
5. drench (v)
6. rest (n)
7. live (v)
Meanings
a. make completely wet
b. not describe something correctly and thoroughly
c. what is left after everything else has been used
d. looking at something or someone for a long time
without moving your eyes
e. to have a particular type of life
f. to make a light shine on something
g. a feeling of worry or embarrassment that stops you
doing or saying what you really want to
I Like This Poem 179
Activity 3 You will listen to the following song. Fill in the blanks.
Unwritten
by Natasha Bedingfi eld
I am unwritten, can't read my mind, I'm 1_________
I'm just beginning, the pen's in my hand, ending
2_________
Staring at the 3_________ page before you
Open up the dirty window
Let the sun illuminate the 4_________ that you could
not fi nd
Reaching for something in the 5_________
So close you can almost taste it
6_________ your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
7_________ yourself in words unspoken
Live your life with arms wide open
Today is where your book 8_________
The rest is still unwritten
Oh, oh, oh
I break 9_________, sometimes my tries, are outside
the lines
We've been conditioned to not make 10_________, but
I can't live that way
Taken from www.metrolyrics.com
Source: www.imageshack.com
180 Developing English Competencies for Grade XI of Language Programme
1. Have you ever listened to people reading poetry
in a poetry recital?
2. Do you feel any differences between listening to a
poetry reading and news reading?
3. What makes poetry reading sound different from
other reading activities ?
Activity 7 Answer the following questions orally.
Activity 4 Answer these questions based on the song.
1. What do you think about the song's lyric?
2. Is it easy to understand?
3. In your own words, describe who "I" is.
4. Who is "you"?
5. What happens to "I"?
6. In your opinion, what does "I" wants to do in her
life?
Activity 5 In pairs, defi ne the following words or phrases based
on the context of the song.
1. unwritten
2. undefi ned
3. unplanned
4. blank page
5. dirty window
Activity 6 Work in groups. Discuss what the song is talking about.
Then present the result.
Source: dwottawa.fi les.wordpress.com
I Like This Poem 181
/Į.:ts/
/Į.ts/
/jet/
/den/
/dan/
/sad/
/sed/
/jat/
/tel/
/tal/
6
7
8
9
10
1
2
3
/wen/
/wan/
/g.n/
/g.:n/
/m.:/
/m./
/.r/
/.:r/
/f.:/
/f./
4
5
Activity 10 You are going to listen to a poem. Listen to it carefully
and try to catch what it is about.
Activity 9 You are going to listen to ten words. Identify their
phonetic transcriptions and write the words.
Activity 8 Listen to a poem and fi ll in the blanks.
Remember
Remember me when I am gone 1 ,
Gone far away into the silent 2 ;
When you can no more hold me by the 3 ,
Nor I half turn to go yet turning 4 .
Remember me when no more day by 5
You tell me of our future that you 6 :
Only remember me; you 7
It will be late to counsel then or 8 .
Yet if you should forget me for 9
And afterwards remember, do not 10 :
For if the darkness and corruption 11
A vestige of the thoughts that once I 12 ,
Better by far you should forget and 13
Than that you should remember and be 14 .
-Christina Rossetti-
New Horizon
Poetry often uses
particular forms and
conventions to expand
the literal meaning of
the words, or to evoke
emotional or sensual
responses. Poetry's
use of ambiguity,
symbolism, irony and
other stylistic elements
of poetic diction often
leaves a poem open to
multiple interpretation.
(en.wikipedia.org)
182 Developing English Competencies for Grade XI of Language Programme
Speaking
In this section, you will learn how to:
. respond to words or phrases from songs or contemporary poems;
. respond to the words or phrases from songs or contemporary poems;
. perform a song or contemporary poems.
Activity 1 Look at the picture and read the information. What
do you think of the singer?
Source: img.timeinc.net
John Clayton Mayer (born October 16, 1977) is an
American guitarist and singer-songwriter. His fi rst two
studio albums, Room for Squares and Heavier Things,
did well commercially, achieving multi-platinum status.
In 2003, he won a Best Male Pop Vocal Performance
Grammy.
Taken from en.wikipedia.org
Activity 2 Do you know this song? ItŒs a song by John Mayer. Try
to sing it or fi nd a song and try to sing it.
Daughter
I know a girl
She puts the color
inside of my world
She's just like a maze
Where all of the walls all continually change
And I've done all I can
To stand on her steps with my heart in my hands
Now I'm starting to see
Maybe it's got nothing
to do with me
Fathers be good to your daughters
Daughters will love like you do
Girls become lovers
who turn into mothers
I Like This Poem 183
So mothers be good
to your daughters too
Oh, you see that skin?
It's the same she's been
standing in
Since the day she saw him
walking away
Now she's left
Cleaning up the mess he made
So fathers be good
to your daughters
Daughters will love like you do
Girls become lovers
who turn into mothers
So mothers be good
to your daughters too
Boys, you can break
You'll fi nd out how much
they can take
Boys will be strong
And boys soldier on
But boys would be gone without warmth from a
woman's good, good heart
Taken from www.metrolyrics.com
1. maze /me.z/
2. soldier /.s..ld..(r)/
3. warmth /w.:mĮ/
4. behalf /b..h.:f/
5. weight /we.t/
Pronunciation Practice
184 Developing English Competencies for Grade XI of Language Programme
Activity 5 Answer the following questions orally.
1. Do you like reading poetry?
2. Do you fi nd any diffi culties in understanding the
meaning of poetry?
3. What makes the structure of poetry different from
any other types of writing?
Activity 6 Look at the physical shape of the following poem.
Read the poem before the class. You may use any
gestures to make it attractive.
Snake glides
Snake glides
through grass
over
pebbles
forked ongtue
working
never
speaking
but its
body
whispers
listen.
-Keith Bosley-
Taken from English Form 4, 1990
Activity 3 With a partner, discuss the following questions.
1. Do you think that "I" is a father? Give a reason.
2. Who is "she"?
3. What does he think about "she"?
4. What is "she" left for?
5. What are the messages from the song?
Activity 4 Present the result of your discussion in front of the
class.
I Like This Poem 185
1. What do you notice about the shape of the poem?
2. What does the poem tell you about?
3. What is the meaning of the following clauses?
a. Forked tongue working never speaking
b. Its body w hispers
4. Why does the author end the poem with the word
elisten'?
Activity 7 In groups, have a discussion to answer the following
questions. Present the result of your discussion to
the class.
Activity 8 Have a discussion on the meaning of the following
poems. Present the result of your discussion to the
class.
Peace
A mother rocks her newborn child
Born with disease and now covered with fl ies.
She looks out her window at a maze
of destroyed buildings
and deserted alleyways.
In the midst of this
destruction and rubble
a father, bent over double,
searches for his child.
He searches all day;
He searches till he fi nds them.
When will the war and fi ghting end?
You may ask everyone my friend;
The question has been asked time and again,
But even the smallest deed of love
Will further the coming of the One above.
For no matter how small the light,
It will never be smothered by the darkest
night.
-Carla Alexander-
Englishclub.com
Poetry is a form of art in
which language is used
for its aesthetic and
evocative qualities in
addition to its ostensible
meaning. To fi nd more
resources of poetry,
especially contemporary
poetry, you can access
these sites.
www.palace.com
www.poems.com
www.thepoem.co.uk
www.poetryx.com
Poem 1
186 Developing English Competencies for Grade XI of Language Programme
1. How is peace symbolised in poems 1 and 2?
2. Where does the speaker in the poem probably see the
scene written in poem 1?
3. In the poems, the poets use fi gurative language related
to peace and war. Can you mention the words?
Activity 9 Determine which of the following texts is a poem and
which is not a poem. Put forward your arguments to
the class.
Text 1
Rats
Rats indeed take some getting used to.
There are said to be as many rats
as human beings, even in England
in the large towns,
but the life they lead
is subterranean.
Unless you go down into the sewers
or haunt the huge rubbish dumps
which lie beyond the waste buildings-lots
under a thin fume of smoke,
you are unlikely to meet a rat.
It needs an effort of imagination
in Piccadilly Circus to realise
that for every passing person
there is a rat
in the tunnels
underneath.
Poem 2
Who is it that appears like the dawn,
as fair as the moon as bright as the sun?
It is peace.
I want peace, not hatred and wrong.
Peace is Love
It's the season of song.
-Christine MaendelI
Like This Poem 187
Text 2
Beggars
Beggars do not work, it is said.
but then, what is work?
A navvy works by swinging a pick.
An accountant works by adding up fi gures.
A beggar works by standing out of doors
in all weathers.
It is a trade like any other;
quite useless, of course.but then,
many reputable trades are quite useless.
As a social type a beggar compares well
with scores of others.
He is honest.compared with the sellers
of most patent medicines;
high-minded.compared with
a Sunday newspaper proprietor;
amiable.compared with
a hire-purchase tout.
In short, a parasite.
but a fairly harmless parasite.
He seldom extracts more than a bare living
from the community.and he pays for it
over and over in suffering.
Taken from Literature, 2003
Reading
In this section, you will learn how to:
. interpret words, phrases, or sentences in a song and contemporary poems;
. fi nd some detailed information in a song and contemporary poems;
. draw a conclusion from a song or contemporary poems.
188 Developing English Competencies for Grade XI of Language Programme
Activity 2 Read the following song lyrics.
What IŒve Done
In this farewell
There's no blood
There's no alibi
eCause I've drawn regret
From the truth
Of a thousand lies
So let mercy come
And wash away
What I've done
I'll face myself
To cross out what I've become
Erase myself
And let go of what I've done
Put to rest
1. What is the name of the band?
2. What songs are they famous for?
3. Do you know the name of each of the personnel?
4. What is their song that becomes hit now?
Activity 1 Look at the picture. Then answer the questions.
Source: www.100xr.com
I Like This Poem 189
Activity 3 Answer these questions based on the song lyrics.
Have a discussion with your partner.
1. What kind of farewell was told in the song lyrics?
2. What did "I" regret for?
3. In your opinion, what did "I" do that he needed
mercy?
4. Who do you think "you" is?
5. Who has to forgive "I"?
Activity 4 Find the words in the song lyrics that have the
following literal meanings.
1. goodbye
2. evidence that proves that somebody was somewhere
else when a crime is committed
3. feeling of being sorry at the loss of something or
because of something one has done
4. kindness or forgiveness shown to somebody one has
the power to punish
5. remove
6. blue-grey rock that splits easily into thin, fl at layers
7. suffering in body or mind
8. stop being angry or bitter towards (somebody) for
(something)
What you thought of me
While I clean this slate
With the hands of uncertainty
For what I've done
I start again
And whatever pain may come
Today this ends
I'm forgiving what I've done!!!
What I've done
Forgiving what I've done
Taken from www.metrolyrics.com
190 Developing English Competencies for Grade XI of Language Programme
Preposition Phrases
Study these sentences.
1. Tia put her coat on the chair.
2. Ahmad walked behind his parents.
3. A leaf fell to the ground.
Many English sentences have prepositional phrases.
The phrases in italics are prepositional phrases. A
prepositional phrase consists of a preposition is a noun.
Here is the list of some prepositions.
about before from throughout
above behind in to
across below into toward(s)
after beside near under
against between of until
along by on up
among down out upon
around during since within
at for through without
Grammar Record
Activity 5 Complete these sentences with the suitable preposition.
1. There are a lot of pictures ... the wall.
2. Siti looked ... the girl.
3. We waited for him ... the restaurant.
4. The sun sets ... the west.
5. Mita lost her bracelet in the sand ... the beach.
6. The moon usually disappears from view ... the day.
7. I talked to mother ... the phone ... 30 minutes.
8. Children ... the world play ... dolls.
9. Astronauts walked ... the moon ... 1969.
10. I put the paper ... the books.
UN Shot
X : Good morning,
Madam.
Anything I can do
for you?
Y : Yes, please. I need
a T-shirt size 15.
The dialogue likely
occurs ....
a. at home
b. at a store
c. at a tailor
d. at a school
e. at the offi ce
(UN SMA/MA
2006/2007)
I Like This Poem 191
Source: http://image20.webshots.com/; http://spectator.stuy.edu/; http://www.ulm.edu/; http://usa.ural.ru/
Activity 6 Look at the pictures. Comment on the ways the
people in the pictures are reciting poetry.
Love and Friendship
Love is like the wild rose.briar,
Friendship like the holly.tree.
The holly is dark when the rose.briar blooms
But which will bloom most constantly?
The wild rose.briar is sweet in spring,
Its summer blossoms scent the air;
Yet wait till winter comes again
And who will call the wild.briar fair?
Activity 7 Read the following poem to fi nd what it is about.
1
3
2
4
192 Developing English Competencies for Grade XI of Language Programme
*thee.you
*thy.your
1. circle of fl owers or leaves as a decoration
2. gleaming brightness
3. circle of fl owers and leaves, e.g. put on a grave
4. smell, especially a pleasant one
5. thorny bush
6. withers
7. decorate
8. feel or show that a person or thing deserves no
respect
Activity 8 Find the words in the poem which have literal
defi nitions as follows. Do it in pairs.
Then scorn the silly rose.wreath now
And deck thee* with the holly's sheen,
That when December blights thy* brow
He still may leave thy garland green.
-Emily Bronte-
Taken from The Golden Treasury, 2003
1. How does the speaker symbolise love and friendship
in the poem in Activity 7?
2. The poem tells you about love and friendship. Can you
describe what are love and friendship according to the
speaker?
3. Can you answer the question in line 4 by concluding
the previous three lines? Do the same for the question
in line 8.
4. The conclusion of the poem is in the third stanza. Can
you draw the conclusion?
5. What is your view on love and friendship?
Activity 9 Answer the following questions. Work individually.
I Like This Poem 193
The True Beauty
He that loves a rosy cheek
Or a coral lip admires,
Or from star.like eyes doth seek
Fuel to maintain his fi res;
As old Time makes these decay,
So his fl ames must waste away.
But a smooth and steadfast mind,
Gentle thoughts, and calm desires,
Hearts with equal love combined,
Kindle never-dying fi res:.
Where these are not, I despise
Lovely cheeks or lips or eyes.
-T. C arew-
Taken from The Golden Treasury, 2003
Activity 1 Study and understand the following poem.
Activity 2 Discuss with your partner to describe the meanings
of the following phrases of fi gurative language.
1. a rosy cheek
2. a coral lip
3. star.like eyes
4. a smooth and steadfast mind
5. gentle thoughts
6. calm desires
7. kindle never.dying fi res
Writing
In this section, you will learn how to:
. write idea sentences from of a poem and a song;
. develop idea sentences from of a poem and a song;
. write a story based on a poem and song.
194 Developing English Competencies for Grade XI of Language Programme
Activity 4 Look at this picture and study the following story.
Source: www.media.wmg-is.com
Simple Plan began in 1995 with the
formation of a band named Reset by
friends Pierre Bouvier, Charles-Andre
"Chuck" Comeau, Philippe Jolicoeur,
and Adrian White. Reset toured around
Canada with bands such as MxPx, Ten
Foot Pole, and Face to Face, but only
managed to gain modest popularity.
The debut album, No Worries, was
released in 1998, and Comeau left soon
after to go to college. Two years later
he met with high school friends Jean-
Francois "Jeff" Stinco and Sebastien
Lefebvre who were in separate bands
of their own, and combined to create
the band. Meanwhile, Reset released
a second CD, No Limits (the two CDs
would be re-released as a single CD in
1. What does the poem tell you about?
2. Who is the speaker?
3. The poem consists of two stanzas. What does the
speaker want to say in each stanza?
4. Do you agree with the speaker about true beauty?
5. What values do you fi nd in the poem?
Activity 3 Study the poem in Activity 1 repeatedly in order to
understand it. Then answer the following questions.
I Like This Poem 195
1. Is the band familiar to you?
2. What are its hit song?
3. Have you listened to their songs?
4. Do you like their songs?
5. Why do you like them?
Activity 6 Listen to the following song.
Activity 5 Answer the following questions.
Perfect
Hey dad look at me
Think back and talk to me
Did I grow up according to plan?
And do you think I'm wasting my time doing things
I wanna do?
But it hurts when you disapprove all along
And now I try hard to make it
I just want to make you proud
I'm never gonna be good enough for you
2006, with liner note comments from
Bouvier and Comeau). In late 1999,
Comeau and Bouvier reacquainted
at a Sugar Ray concert and Bouvier
left Reset soon after to join Comeau.
David Desrosiers replaced Bouvier
in Reset, but when asked to join the
foursome, he too left the band six
months later. This allowed Bouvier,
who had doubled as the band's front
man and bassist, to concentrate on the
singing.
The origin of the band's name is
obscure. Band members have given
various responses on this point, including
a liking for the movie A Simple Plan; that
the band was their simple plan to avoid
getting a "real" job; and that the name
was only intended to be temporary, but
they never thought of anything better,
and with shows coming up for the new
band, they needed a name.
Source: www.media.wmg-is.com
196 Developing English Competencies for Grade XI of Language Programme
Your Project
Book your favourite
songs. Mark the best
song of yours. You can
put a star on the lyric.
Put a note under the
lyric why you like the
song. Does the song
remind you of someone?
Or does the song have
a priceless value? Write
your comments in
English.
I can't pretend that
I'm alright
And you can't change me
'Cuz we lost it all
Nothing lasts forever
I'm sorry
I can't be perfect
Now it's just too late and
We can't go back
I'm sorry
I can't be perfect
I try not to think
About the pain I feel inside
Did you know you used to be my hero?
All the days you spent with me
Now seem so far away
And it feels like you don't care anymore
And now I try hard to make it
I just want to make you proud
I'm never gonna be good enough for you
I can't stand another fi ght
And nothing's alright
'Cuz we lost it all
Nothing lasts forever
I'm sorry
I can't be perfect
Now it's just too late and
We can't go back
I'm sorry
I can't be perfect
Nothing's gonna change the things that you said
Nothing's gonna make this right again
I Like This Poem 197
Activity 9 You have got six main ideas of the song. Then develop
each main idea into a paragraph.
Activity 10 Combine the six paragraphs into an essay. You can use
conjunctives to connect one paragraph to another.
Activity 7 Answer the questions based on the song in Activity 6.
1. Who is talked about in the song?
2. Can you describe dad's character?
3. What characteristics does the son have?
4. What is wrong between them?
5. What does dad want from the son?
6. Can the son be what his dad wants him to be?
Activity 8 Each stanza of the song has its idea. Determine the
ideas of the song in Activity 6. Work in pairs.
Please don't turn your back
I can't believe it's hard
Just to talk to you
But you don't understand
Taken from www.azlyrics.com
198 Developing English Competencies for Grade XI of Language Programme
Chapter Summary
Poetry
Poetry follows no fi xed rules. It has changed and evolved over thousands of years.
In spite of this, there are possibly four features which can be found in poetry:
1. Visual Effects
Poetry has various shape, pattern, and structure producing a great variety of visual
effects on readers, for example the selection and adjustment of stanza and line lengths.
2. Sound Effects
Most poetry uses rhyme and rhythm to create sound effects.
a. Rhyme: echoing effect produced by matching sounds at the end of two (or more)
different words.
b. Rhythm: beat or pattern of stresses which is produced as you read the poem.
3. Speaker (who tells the poetry)
The choice of speaker will determine and control the reader's response to the
content of the poem. There are three different kinds of speakers in poetry:
a. Unidentifi ed speakers
b. First-person or autobiographical speakers
c. Personas or imaginary identities and evoices' of other people adapted by the poet.
4. Figurative L anguage
Figurative language is the use of English in non-literal way, for example,
transforming one object into another object (metaphor), or into a living being
(personifi cation), or likening one thing to another, different thing (simile).
Some poems have no fi gurative language, just as some do not rhyme.
Learning Refl ection
After learning the lesson in this chapter, you are expected to be able to:
1. respond to songs and contemporary poems;
2. perform songs and contemporary poems;
3. understand songs and contemporary poems;
4. write a story based on a song.
Now, answer the questions:
1. How do you draw a conclusion from a poem?
2. How do you write a story from a song you hear?
If you fi nd some diffi culties, consult your teacher or discuss with your friends
199
Listening:
. Getting detailed information from a drama or movie
script
. Drawing a conclusion from a drama or movie script
Speaking:
. Identifying a drama and a movie script
. Performing based on a drama and a movie script
Reading:
. Identifying words or sentences from a short story
. Finding detailed information from a short story
. Concluding a short story
Writing:
. Writing the main ideas of a short story
. Developing the main ideas
. Rewriting a story with or without changing the setting of
time and place
LetŒs Perform
a Drama!
Chapter 10
In This Chapter
Source: www.hku.hk
200 Developing English Competencies for Grade XI of Language Programme
Listening
In this section, you will learn how to:
. get detailed information from a drama or movie script;
. draw a conclusion from a drama or movie script.
1. Have you ever watched or listened to a drama
performance?
2. Do you find watching or listening to a drama
performance is interesting?
3. What do you get from such activities?
1. Where does the story take place?
2. How many characters are there?
3. Who are the characters?
4. When does the story take place?
5. Do the fi rst two speakers know each other?
6. In your opinion, what are they going to do?
Source: www.agdesktop; static.fl ickr.com
1 2
Activity 1 Answer the following questions orally.
Activity 2 You are going to listen to a passage from Hamlet. On
the tape. Take notes on important information. Then,
answer the questions and compare your answers to
your partnerŒs.
Activity 3 Do you like watching movies? If yes, now you can try
to match the movieŒs posters with their stars.
LetŒs Perform a Drama! 201
Source: gunawanprasetyo.fi les.wordpress.com; www.keluargabroto.com
a. Fedi Nuril
b. Tom Hanks
c. Dedy Mizwar
d. Tobey McGuire
1. Do you know the difference between science
fiction movies and documentaries? Give a short
explanation.
2. What kind of movie do you prefer to watch? Why?
3. What do you think of Indonesian movies
nowadays?
3 4
Smeagol :
They cursed us. 1 , 2
They called us. They 3 us and 4 us
away. And we wept, 5 , we wept to be so alone.
And we forgot the taste of bread, the 6 of
7 , the softness of the 8 ....
We even forgot 9 10 .
(in a choking cough)
Gollum! Gollum!
Taken from www.hundland.com
Activity 4 Answer the following questions.
Activity 5 Now complete the following script by listening to the
tape.
202 Developing English Competencies for Grade XI of Language Programme
1. What are the names of the character you heard from
the dialogue?
2. Where are they?
3. Are they family? Give your reason.
4. What do they fi nd?
5. Why does Smeagol want it go much?
6. What do you think of Smeagol and Deagol's
characters? Explain your answer.
Englishclub.com
Curious about your
favourite movie scripts?
Click on www.hundland.
com
1. Who cursed Smeagol?
a. The king and his soldier.
b. A Murderer.
c. The script didn't tell us.
2. Who are "us" that Smeagol keep saying in the
script?
a. Smeagol and his cousin.
b. Smeagol and his ring.
c. The script doesn't tell us.
3. What do you think the condition of Smeagol if we
read the script?
a. Suffering and sad.
b. Desperate and confused.
c. The script doesn't tell us.
Activity 6 Choose a, b or c for the correct answer based on the
script in Activity 5.
Activity 7 You are going to listen to a movie script from The
Lord of the Ring: Return of the King. Then discuss
the following questions based on the movie script
youŒve heard with your friend.
Activity 8 After you listened to the movie script, now act as
Smeagol. Read and practise SmeagolŒs dialogue in
Activity 5.
LetŒs Perform a Drama! 203
Drama
Drama is a story in dialogue form. The emphasis
is very much on what is revealed in conversation,
on characters and interpersonal relations. The story
is dramatic so the elements of action and confl ict are
dominant. The story of a drama is written to be performed.
Therefore, everything must be conveyed through what
can be said or acted out.
Speaking
In this section, you will learn how to:
. identify a drama and a movie script;
. perform based on a drama and a movie script.
1. What do you know about drama?
2. What are the similarities between drama and
fi ction?
3. Have you ever watched people acting in a drama?
4. What was your impression of the drama performance
you watched?
5. What do people need to play a drama?
Scene : A compartment on a train
Character : A passenger on a train
A icktet nspiector
A teantdant raint
A w aiter
Activity 1 Answer the following questions orally.
Activity 2 Study the following explanation.
Activity 3 Study the following text of The Ticket Inspector.
204 Developing English Competencies for Grade XI of Language Programme
The passenger is sitting in a compartment on a train. He is
reading a newspaper. The train attendant opens the door.
Train
attendant : Coffee!
Passenger : No, thanks.
(The passenger closes the door and continues
reading. The waiter opens the door.)
Waiter : Seats for dinner!
Passenger : No, thanks.
(The passenger closes the door again and
continues reading. The ticket inspector opens
the door.)
Inspector : Tickets!
Passenger : No, thanks.
Inspector : Pardon?
Passenger : I don't want a ticket, thank you.
Inspector : I'm not selling tickets, Sir.
Passenger : No?
Inspector : No. I want to see your ticket.
Passenger : Oh, I haven't got a ticket.
Inspector : You haven't got a ticket?
Passenger : No. I never buy a ticket.
Inspector : Why not?
Passenger : Well, they are very expensive, you know.
Inspector : Sir, you're travelling on a train. When
people travel on a train, they always buy a
ticket.
Passenger : Err....
Inspector : And this is a fi rst-class compartment.
Passenger : Yes, it is very nice, isn't it?
Inspector : No, Sir. I mean: this is a first-class
compartment. When people travel in a
fi rst-class compart ment, they always buy
a fi rst-class ticket.
(They look at each other for a moment.)
Passenger : No, they don't.
Inspector : What?
LetŒs Perform a Drama! 205
Passenger : A lot of people don't buy tickets. The Queen
doesn't buy a ticket, does she?
Inspector : No, Sir, but she's a famous person.
Passenger : And what about you? Where's yours?
Inspector : Mine?
Passenger : Yes, yours. Your ticket. Have you got a
ticket?
Inspector : No, I haven't got a ticket.
Passenger : Ooh.are you a famous people?
Inspector : (Flattered.) Famous? Well, not very.(Back
to normal.) Sir, I am a ticket inspector. I
inspect tickets. Are you going to show me
your ticket?
Passenger : No, I haven't got a ticket.
Inspector : I see.
(The ticket inspector puts his hand into his
pocket.)
Passenger : What are you going to do?
Inspector : I'm going to write your name in my book.
Passenger : Oh.
Inspector : What is your name, Sir?
Passenger : Mickey Mouse.
(The inspector begins to write.)
Inspector : Mickey.
Passenger : .Mouse. M.O.U.S.E.
(The inspector stops writing.)
Inspector : Your name, Sir.
Passenger : Karl Marx? William Shakespeare? Charles
Dickens?
Inspector : I see, Sir. Well, if you're not going to tell
your name, please leave the train.
Passenger : Pardon?
Inspector : Leave the train.
Passenger : I can't.
Inspector : You can't what?
Passenger : I can't leave the train.
Inspector : Why not?
Passenger : It's moving.
Inspector : Not now, Sir. At the next station.
Passenger : Oh.
206 Developing English Competencies for Grade XI of Language Programme
Inspector : It's in the book, Sir. When you travel by
train, you buy a ticket, and if you don't buy
a ticket, you.
Passenger &
Inspector : .leave the train.
Inspector : Here we are, Sir. We're coming to a station.
Please leave the train now.
Passenger : Now?
Inspector : Yes, Sir. I'm sorry, but.
Passenger : Oh, that's OK.
Inspector : .it's in the book, and.What did you
say?
Passenger : I said: "That's OK."
Inspector : OK?
Passenger : Yes, this is my station. Goodbye.
(The passenger leaves the train.)
Taken from English Form 4, 1990
1. What is the theme of the drama?
2. Can you describe the characteristics of each character
in the drama?
3. Who do you think was the protagonist and antagonist
in the drama?
4. Does the drama run in chronological order or
fl ashback?
5. When does the story take place?
6. What makes the drama funny?
7. Why didn't the passenger buy a ticket?
8. What does the passenger feel when he is told to leave
the train at the next station? Why?
9. In your opinion, is Mickey Mouse the real name of
the passenger?
10. Do you think that the same thing that happens to the
passenger at the end of the story ( leaving the train
in the next station) may happen to a train passenger
in Indonesia?
Activity 4 Answer the following questions by having a discussion
with a partner.
LetŒs Perform a Drama! 207
Sam looks at the dead, brown twilight, below the lowering cloud.
Sam : It must be getting late.
Frodo : No, ... no it isn't. It isn't midday yet.
The days are growing darker. The ground suddenly quivers, as
a rolling, rumbling noise echoes down the valley.
Gollum : Come on, must go, no time ...
Sam : Not before Mr Frodo's had something to eat.
Gollum : ... No time to lose, silly.
A plume of dust comes into frame. The dust is from
a truck, orange and white and violet, with "FedEx"
blazoned across the side.
The truck turns into a collection of ramshackle World
War II era Quonset huts and outbuildings. Around the
outbuildings are large sculptures of wood and metal.
The door is opened by a woman in her late twenties.
Hair pulled back, casual, an artist. She hands the driver
a FedEx box which is decorated with a drawing of two
angel wings. The driver has a hand-held computer; a
portable printer dangles from his belt.
The driver scans the package with his hand-held
computer, prints out a label and sticks it on the box,
ready to go. But something on the box catches her eye.
She wants it back. He glances at his watch. She draws
rings around the wings, uniting them. She gives the box
to the driver, then hands him a cup of coffee. They've
done this before.
He takes a sip of the coffee, then runs for the truck.
He jumps in and heads back onto the plains.
Activity 5 In groups, act out the drama in front of the class.
Then, invite the other students to give comment on
your performance.
Activity 6 Practice the following movie script from The Lord of
the Ring: Return to the King.
Activity 7 Read the following movie script from Cast Away. Pay
attention to the situations and the language used.
208 Developing English Competencies for Grade XI of Language Programme
1. The truck turns into a collection of ramshackle World
War II.
2. Decorated with a drawing of two angel wings.
3. Something on the box catches her eye.
4. Hands him a cup of coffee.
5. He takes a sip of the coffee.
6. Jumps in and heads back onto the plains.
Short S tory
A short story is a prose story which usually
describes a single main event, has a limited number
of characters, and is much shorter than a novel. It is
fi ctional work depicting one character's inner confl ict
or confl ict with others, usually having one thematic
focus. Short stories generally produce a single, focused
emotional and intellectual response in the reader.
Taken from The World Book Dictionary, 1995;
Microsoft R Encarta R Reference Library, 2008
Reading
In this section, you will learn how to:
. identify words or sentences from a short story;
. fi nd detailed information from a short story;
. conclude a short story.
1. What do you know about short stories?
2. Do you like reading short stories?
3. Do you fi nd that reading short stories is fun?
4. Can you mention one short story that makes you
impressed? What is it about?
Activity 8 Explain the following sentences and phrases taken
from movie script in Activity 7 orally.
Activity 1 Answer the following questions orally.
Activity 2 Study the following explanation.
LetŒs Perform a Drama! 209
The Necklace
by Guy de Maupassant
She was one of those pretty,
delightful girls who, apparently by
some error of Fate, get them selves
born the daughters of very minor
civil servants. She had no dowry, no
expectations, no means of meeting
some rich, important man who would
understand, love, and marry her. So
she went along with a proposal made
by a junior clerk in the Ministry of
Education.
She dressed simply, being unable
to afford anything better, but she was
every hit as un happy as any daughter
of good family who has come down in
the world. Women have neither rank
nor class, and their beauty, grace, and
charm do service for birthright and
connections. Natural guile, instinctive
elegance, and adapta bility are what
determine their place in the hierarchy,
and a girl of no birth to speak of may
easily be the equal of any society
lady.
She was unhappy all the time,
for she felt that she was intended for
a life of refi nement and luxury. She
was made unhappy by the run-down
apartment they lived in, the peeling
walls, the battered chairs, and the ugly
curtains. Now all this, which any other
woman of her station might never even
have noticed, was torture to her and
made her very angry. The spectacle
of the young Breton peasant girl who
did the household chores stirred sad
regrets and impossible fancies. She
dreamed of silent antechambers hung
with oriental tapestries, lit by tall,
bronze candelabras, and of two tall
footmen in liveried breeches asleep
in the huge armchairs, dozing in the
heavy heat of a stove. She dreamed of
great drawing-rooms dressed with old
silk, fi lled with fi ne furniture which
showed off trinkets beyond price, and
of pretty little parlours, filled with
perfumes and just made for intimate
talk at fi ve in the afternoon with one's
closest friends who would be the most
famous and sought-after men of the day
whose attentions were much coveted
and desired by all women.
When she sat down to dinner at
the round table spread with a three.
day.old cloth, facing her husband who
always lifted the lid of the soup-tureen
and declared delightedly: "Ah! Stew!
Splendid! There's nothing I like better
than a nice stewc," she dreamed of
elegant dinners, gleaming silverware,
and tapestries which peopled the
walls with mythical characters and
strange birds in enchanted forests; she
dreamed of exquisite dishes served
on fabulous china plates, of pretty
compliments whispered into willing
ears and received with Sphinx-like
Activity 3 Comment on the following short story. Share it with
your friends.
210 Developing English Competencies for Grade XI of Language Programme
smiles over the pink fl esh of a trout or
the wings of a hazel hen.
She had no fi ne dresses, no jewellery,
nothing. And that was all she cared
about; she felt that God had made
her for such things. She would have
given anything to be popular, envied,
attractive, and in demand.
She had a friend who was rich,
a friend from her convent days, on
whom she never called now, for she
was always so unhappy afterwards.
Sometimes, for days on end, she would
weep tears of sorrow, regret, despair,
and anguish.
One evening her husband came
home looking highly pleased with
himself. In his hand he brandished a
large envelope.
"Look," he said, "I've got something
for you."
She tore the paper fl ap eagerly and
extrac ted a printed card bearing these
words:
"The Minister of Education and
Madame Georges Ramponneau
request the pleasure of the company
of Monsieur and Madame Loisel at the
Ministry Buildings on the evening of
18 January."
Instead of being delighted as her
husband had hoped, she tossed the
invitation peevishly onto the table and
muttered: "What earthly use is that to
me?"
"But, darling, I thought you'd be
happy. You never go anywhere and it's
an opportunity, a splendid opportunity!
I had the dickens of a job getting hold
of an invite. Everybody's after them;
they're very much in demand and not
many are handed out to us clerks. You'll
be able to see all the big nobs there."
She looked at him irritably and said
shortly: "And what am I supposed to
wear if I do go?"
He had not thought of that. He
blustered: "What about the dress you
wear for the theatre? It looks all right to
me...." The words died in his throat. He
was totally disconcerted and dismayed
by the sight of his wife who had begun
to cry. Two large tears rolled slowly
out of the corners of her eyes and down
towards the sides of her mouth.
"What's up?" he stammered. "What's
the matter?"
Making a supreme effort, she
controlled her sorrows and, wiping
her damp cheeks, replied quite calmly:
"Nothing. It's just that I haven't got
anything to wear and consequently I
shan't be going to any reception. Give
the invite to one of your colleagues
with a wife who is better off for clothes
than I am."
He was devastated. He went on:
"Oh come on, Mathilde. Look, what
could it cost to get something suitable
that would do for other occasions,
something fairly simple?"
She thought for a few moments,
working out her sums but also
wondering how much she could
decently ask for without drawing
an immediate refusal and pained
protests from her husband who was
careful with his money. Finally, after
some hesitation, she said: "I can't say
precisely, but I daresay I could get by
on four hundred francs."
LetŒs Perform a Drama! 211
He turned slightly pale, for he had
been setting aside just that amount to
buy a gun and fi nance hunting trips the
following summer in the fl at landscape
around Nanterre with a few friends
who went shooting larks there on
Sundays. But he said: "Very well. I'll
give you your four hundred francs. But
do try and get a decent dress."
The day of the reception drew near
and Madame Loisel appeared sad,
worried, anxious. Yet all her clothes
were ready. One evening her husband
said: "What's up? You haven't half been
acting funny these last few days."
She replied: "It vexes me that I
haven't got a single piece of jewellery,
not one stone, that I can put on. I'll look
like a church mouse. I'd almost as soon
not go to the reception."
"Wear a posy," he said. "It's all the
rage this year. You could get two or
three magnifi cent roses for ten francs."
She was not convinced. "No.c
There's nothing so humiliating as to
look poor when you're with women
who are rich."
But her husband exclaimed: "You
aren't half silly! Look, go and see your
friend, Madame Forestier, and ask her
to lend you some jewellery. You know
her well enough for that."
She gave a delighted cry: "You're
right! I never thought of that!"
The next day she called on her
friend and told her all about her
problem. Madame Forestier went over
to a mirror-fronted wardrobe, took out
a large casket, brought it over, unlocked
it, and said to Madame Loisel: "Choose
whatever you like."
At fi rst she saw bracelets, then a
rope of pearls and a Venetian cross
made of gold and diamonds admirably
fashioned. She tried on the necklaces
in the mirror, and could hardly bear to
take them off and give them back. She
kept asking: "Have you got anything
else?"
"Yes, of course. Just look. I can't say
what sort of thing you'll like best."
All of a sudden, in a black satinwood
case, she found a magnifi cent diamond
necklace, and her heart began to beat
with immoderate desire. Her hands
shook as she picked it up. She fastened
it around her throat over her
high-necked dress and sat looking at
herself in rapture. Then, diffi dently,
apprehensively, she asked: "Can you
lend me this? Nothing else. Just this."
"But of course."
She threw her arms around her
friend, kissed her extravagantly, and
then ran home, taking her treasure
with her.
The day of the reception arrived.
Madame Loisel was a success. She was
the prettiest woman there, elegant,
graceful, radiant, and wonderfully
happy. All the men looked at her,
enquired who she was, and asked to be
intro duced. All the cabinet secretaries
and under-secretaries wanted to waltz
with her. She was even noticed by the
Minister himself.
She danced ecstatically, wildly,
intoxicated with pleasure, giving no
thought to anything else, swept along
on her victorious beauty and glorious
success, and floating on a cloud of
212 Developing English Competencies for Grade XI of Language Programme
happiness composed of the homage,
admiration, and desire she evoked and
the kind of complete and utter triumph
which is so sweet to a woman's heart.
She left at about four in the morning.
Since midnight her husband had been
dozing in a small, empty side-room
with three other men whose wives were
having an enjoyable time.
He helped her on with her coat
which he had fetched when it was
time to go, a modest, everyday coat,
a commonplace coat violently at odds
with the elegance of her dress. It brought
her down to earth, and she would have
preferred to slip away quietly and avoid
being noticed by the other women who
were being arrayed in rich furs. But
Loisel grabbed her by the arm: "Wait
a sec. You'll catch cold outside. I'll go
and get a cab."
But she refused to listen and ran
quickly down the stairs. When they
were outside in the street, there was no
cab in sight. They began looking for one,
hailing all the cabbies they saw driving
by in the distance.
They walked down to the Seine in
despera tion, shivering with cold. There,
on the embank ment, they at last found
one of those aged nocturnal hackney cabs
which only emerge in Paris after dusk, as
if ashamed to parade their poverty in the
full light of day. It bore them back to their
front door in the rue des Martyrs, and
they walked sadly up to their apartment.
For her it was all over, while he was
thinking that he would have to be at the
Ministry at ten.
Standing in front of the mirror, she
took off the coat she had been wearing
over her shoulders, to get a last look at
herself in all her glory. Suddenly she
gave a cry. The necklace was no longer
round her throat!
Her husband, who was already half
un dressed, asked: "What's up?"
She turned to him in a panic: "I...
I... Madame Forestier's necklace... I
haven't got it!"
He straightened up as if thunderstruck:
"What?... But... You can't have
lost it!"
They looked in the pleats of her
dress, in the folds of her coat, and in
her pockets. They looked everywhere.
They did not fi nd it.
"Are you sure you still had it when
you left the ballroom?" he asked.
"Yes, I remember fi ngering it in the
entrance hall."
"But if you'd lost it in the street,
we'd have heard it fall. So it must be
in the cab."
"That's right. That's probably it. Did
you get his number?"
"No. Did you happen to notice
it?"
"No."
They looked at each other in
dismay. Finally Loisel got dressed
again. "I'm going to go back the way
we came," he said, "to see if I can fi nd
it." He went out. She remained as she
was, still wearing her evening gown,
not having the strength to go to bed,
sitting disconsolately on a chair by the
empty grate, her mind a blank.
Her husband returned at about
seven o'clock. He had found nothing.
He went to the police station,
called at newspaper offices where
LetŒs Perform a Drama! 213
he advertised a reward, toured the
cab companies, and tried anywhere
where the faintest of hopes led him.
She waited for him all day long in the
same distracted condition, thinking of
the appalling catastrophe which had
befallen them.
Loisel came back that evening,
hollow-cheeked and very pale. He had
not come up with anything.
"Look," he said, "you'll have to
write to your friend and say you broke
the catch on her necklace and you are
getting it repaired. That'll give us time
to work out what we'll have to do."
She wrote to his dictation.
A week later they had lost all hope.
Loisel, who had aged fi ve years,
said: "We'll have to start thinking about
replacing the necklace."
The next day they took the case in
which it had come and called on the
jeweller whose name was inside. He
looked through his order book.
"It wasn't me that sold the actual
necklace. I only supplied the case."
After this, they trailed round
jeweller's shops, looking for a necklace
just like the other one, trying to
remember it, and both ill with worry
and anxiety.
In a shop in the Palais Royal they
found a diamond collar which they
thought was identical to the one they
were looking for. It cost forty thousand
francs. The jeweller was prepared to let
them have it for thirty-six.
They asked him not to sell it for
three days. And they got him to agree
to take it back for thirty-four thousand
if the one that had been lost turned up
before the end of February.
Loisel had eighteen thousand francs
which his father had left him. He would
have to borrow the rest.
He borrowed the money, a
thousand francs here, five hundred
there, sometimes a hundred and as
little as sixty. He signed notes, agreed
to pay exorbitant rates of interest,
resorted to usurers and the whole tribe
of moneylenders. He mortgaged the
rest of his life, signed papers without
knowing if he would ever be able to
honour his commitments, and then, sick
with worry about the future, the grim
poverty which stood ready to pounce,
and the prospect of all the physical
privation and mental torture ahead,
he went round to the jeweller's to get
the new necklace with the thirty-six
thousand francs which he put on the
counter.
When Madame Loisel took it round,
Madame Forestier said in a huff: "You
ought really to have brought it back
sooner. I might have needed it."
She did not open the case, as her
friend had feared she might. If she
had noticed the substitution, what
would she have thought? What would
she have said? Would she not have
concluded she was a thief?
Then began for Madame Loisel
the grin dingly horrible life of the very
poor. But quickly and heroically, she
resigned herself to what she could not
alter: their appalling debt would have to
214 Developing English Competencies for Grade XI of Language Programme
be repaid. She was determined to pay.
They dismissed the maid. They moved
out of their apartment and rented an
attic room.
She became used to heavy domestic
work and all kinds of ghastly kitchen
chores. She washed dishes, wearing
down her pink nails on the greasy
pots and saucepans. She washed the
dirty sheets, shirts, and floorcloths
by hand and hung them up to dry
on a line; each morning she took the
rubbish down to the street and carried
the water up, pausing for breath on
each landing. And, dressed like any
working-class woman, she shopped
at the fruiterer's, the grocer's, and the
butcher's, with a basket over her arm,
haggling, frequently abused and always
counting every penny.
Each month they had to settle some
accounts, renew others, and bargain
for time.
Her husband worked in the evenings
doing accounts for a shopkeeper and
quite frequently sat up into the early
hours doing copying work at fi ve sous
a page.
They lived like this for ten years.
By the time ten years had gone by,
they had repaid everything, with not
a penny out standing, in spite of the
extortionate conditions and including
the accumulated interest.
Madame Loisel looked old now.
She had turned into the battling, hard,
uncouth house wife who rules workingclass
homes. Her hair was untidy, her
skirts were askew, and her hands were
red. She spoke in a gruff voice and
scrubbed fl oors on her hands and knees.
But sometimes, when her husband had
gone to the offi ce, she would sit by the
window and think of that evening long
ago when she had been so beautiful and
so admired.
What might not have happened had
she not lost the necklace? Who could
tell? Who could possibly tell? Life is so
strange, so fi ckle! How little is needed
to make or break us!
One Sunday, needing a break
from her heavy working week, she
went out for a stroll on the Champs-
Elysees. Suddenly she caught sight of
a woman pushing a child in a pram. It
was Madame Forestier, still young, still
beautiful, and still attractive.
Madame Loisel felt apprehensive.
Should she speak to her? Yes, why
not? Now that she had paid in full, she
would tell her everything. Why not? She
went up to her.
"Hello, Jeanne."
The friend did not recognize her
and was taken aback at being addressed
so familiarly by a common woman in
the street. She stam mered: "But... I'm
sorry ... I don't know .... There's some
mistake."
"No mistake. I'm Mathilde Loisel."
Her friend gave a cry: "But my poor
Mathilde, how you've changed!"
"Yes, I've been through some hard
times since I saw you, very hard times.
And it was all on your account."
LetŒs Perform a Drama! 215
"On my account? Whatever do you
mean?"
"Do you remember that diamond
necklace you lent me to go to the
reception at the Ministry?"
"Yes. What about it?"
"Well I lost it."
"Lost it? But you returned it to
me."
"No, I returned another one just
like it. And we've been paying for
it these past ten years. You know, it
wasn't easy for us. We had nothing ....
But it's over and done with now, and
I'm glad."
Madame Forestier stopped. "You
mean you bought a diamond necklace
to replace mine?"
"Yes. And you never noticed the
difference, did you? They were exactly
alike." And she smiled a proud, innocent
smile.
Madame Forestier looked very
upset and, taking both her hands in
hers, said:
"Oh, my poor Mathilde! But it was
only an imitation necklace. It couldn't
have been worth much more than fi ve
hundred francs!..."
Taken from Microsoft R Encarta R Reference Library 2008
1. What is the theme of this short story?
2. Can you describe in detail the characteristics of the
follow ing c haracters?
a. Madame Loisel
b. Monsieur Loisel
c. Madame Forestier
3. Can you mention the textual evidence supporting
your answer in no. 2?
4. From the names used in the short story, where did
the story take place?
5. What is your comment on what happens to Madame
Loisel?
6. What lesson do you get from this short story?
Your Project
Find a script of a movie
or a drama. Then make
a group. Present it in
front of the class. Each
person must know each
of the characters.
Activity 4 Answer the following questions.
216 Developing English Competencies for Grade XI of Language Programme
One beautiful summer's day, a duck
decided to go to the river for a picnic.
She took a lot of food with her, and was
really looking forward to eating it. She
sat down on the river bank and spread
the food out in front of her.
"You're not going to eat all that food
yourself, are you?" said a small voice.
She looked up and saw a frog
sitting at the water's edge.
"Please give me some of it. I am very
poor and very hungry, " pleaded the
frog, wiping a tear from his eye.
She gave him a sandwich. To her
surprise he did not eat it, but simply put
it on the ground beside him.
"Won't you give me something else?
After all, my need is greater than yours."
Bit by bit, the kind-hearted duck
handed over most of her food: cakes
and biscuits, apples and sweets. Soon,
the frog had a huge pile of food next to
him. With an effort he picked it all up,
put it on his back, and started to swim
away across the river. But the food was
so heavy that he sank like a stone, and
the duck never saw him again.
Taken from Cassell's Student's English Grammar
The Kind Duck and the Poor Frog
Writing
In this section, you will learn how to:
. write the main ideas of a short story;
. develop the main ideas;
. rewrite a story with or without changing the setting of time and place.
1. Do you like writing stories?
2. What kind of stories do you like to write?
3. What about changing an original story into your own
words?
Activity 1 Answer the following questions orally.
Activity 2 Read the following story carefully.
LetŒs Perform a Drama! 217
Grammar Review
Subject Object Separate
Possessive
adjective
Possessive
pronoun
Refl exive
emphatic
I
you
we
he
she
it
they
me
you
us
him
her
it
them
me!
you!
us!
him!
her!
it!
them!
my car
your
car
our car
his car
her car
its car
their
car
mine
yours
ours
his
hers
(its)
theirs
myself
yourself/
-ves
ourselves
himself
herself
itself
themselves
third person
Pronouns are used to replace a noun already referred to, that is,
we use them instead of repeating the noun:
e.g. The Duck decided to go to the river. She took a lot of food
with her.
... the frog had a huge pile of food. He picked it all up ...
This house will go to the children. It will be theirs after my
death.
The pronoun it is used in some impersonal expressions.
e.g. It was a beautiful summer's day.
It is raining.
We distinguish three persons to which pronouns refer
The persons speaking: I and we (fi rst person)
The persons speaking to: you (second person)
The persons spoken about: he/she and they
The things spoken about: it and they
Activity 3 Determine the ideas of each paragraph.
Activity 4 You have got 7 main ideas of the text. Then develop
each main ideas into a paragraph by using your own
words.
218 Developing English Competencies for Grade XI of Language Programme
Datu Panggana was a famous
sculptor. When he got an order, he went
to the forest to look for the most suitable
wood. One day he got an inspiration to
craft some wood he had found ( just for
his own desire), and in his workshop
he carved the wood to be the statue of
a beautiful woman.
Then a merchant named Bao
Partigatiga passed by, and he decorated
the statue with stunning clothes
and jewels. Then those items were
permanently attached to the statue.
Bao Partigatiga, angry that his
trading items were sticked to a statue,
ordered Datu Panggana to destroy the
statue so that he could get his clothes
and jewels back. Datu Panggana
refused, so Bao Partigatiga walked out
in rage.
Datu Panggana, however, was also
unable to move the statue from its place.
He also left the statue in sadness.
Then a druid named Datu Partoar
saw the statue, and he prayed to God.
Later the statue became alive, and Datu
Partoar embraced his newly existed
daughter. His wife named their step
daughter as Nai Manggale.
The news about Nai Manggale's
spread rapidly. She honestly told the
villagers that she was actually a statue
which became a living woman by the
grace of God. Datu Panggana went after
Datu Partoar to claim his own creation,
Nai Manggale. And Bao Partigatiga
also claimed his right for the living
statue.
A village elder, Aji Bahir, solved
the dispute between those three men
and made an agreement about the
relationship of those three men and Nai
Manggale: Datu Partoar is the father,
Datu Panggana is the uncle, and Bao
Partigatiga is the brother.
Taken from www.st.rim.or.jp
Nai Manggale
Activity 5 Now fi nd as many pronouns as you can from the text
in Activity 2.
Activity 6 Read the following story carefully. Then rewrite it
based on your own imagination.
LetŒs Perform a Drama! 219
New Horizon
Dramatic elements
consist of:
1. confl ict
2. climax
3. contrast
4. mood
5. rhythm
6. sound
7. space
8. symbol
9. timing
10. tension
11. focus
Note:
The folklore of Nai Manggale came from the Tapanuli tribe, who
live in the province of North Sumatra. Generally people in North
Sumatra are referred as Batakese.
Datu Panggana
Datu is "Lord." This title is also used in other parts of Sumatra
Island as well in Malaysia.
Bao Partigatiga
Tiga is Indonesian for three. Note that Tiga in Indonesian, Three
in English, Tri in Sanskrit, and Trio is really similar.
Batakese God
Ancient Batakese God is also believed as the father of all
Batakese.
Nai Manggale
'Nai' can be a variation of 'Nyai' title which is used in Java
Island.
Chapter Summary
. Drama
Drama is a story. The emphasis is very much on what is revealed in conversation,
on characters and interpersonal relations. The story is dramatic so the elements of
action and confl ict are dominant. The story of a drama is written to be performed.
Therefore, everything must be conveyed through what can be said or acted out.
. Short
story is a prose story which usually describes a single main event, has a limited
number of characters, and is much shorter than a novel. It is a fi ctional work depicting
one character's inner confl ict or confl ict with others, usually having one thematic
focus. Short stories generally produce a single, focused emotional and intellectual
response in the reader.
220 Developing English Competencies for Grade XI of Language Programme
Learning Refl ection
After learning the lesson in this chapter, you are expected to be able to:
1. understand and respond to fi lm and contemporary drama;
2. perform literary works such as fi lm and contemporary drama;
3. respond the meanings in a short story;
4. recreate a simplifi ed story with or without changing the setting of time and place.
Now, answer the questions:
1. What lesson can you get from your favourite movie?
2. What do you do before performing a drama?
3. How do you recreate a story on your own?
If you fi nd some diffi culties, consult your teacher or discuss with your friends.
221
Review 2
You are going to listen to some short
dialogues. Questions 1.3 are based
on the dialogues. Choose the best
response to the expression you hear.
1. a. It's rriitating.
b. It's embarrassing.
c. I'm not satisfi ed with it.
d. I'm very pleased with it.
2. a. I'm osrry.
b. Don't worry about it.
c. I donŒt think it's a big deal.
d. You may not have such a feeling.
3. a. It's amazing.
b. What a nuisance!
c. That's embarrassing.
d. I'm glad to hear that.
Questions 4.8 are based on the listening
text you are going to hear.
4. Where was the landowner from?
a. Beijing.
b. The countryside.
c. Seoul.
d. Tokyo.
5. Who was shouting?
a. The landowner.
b. The farmer's oldest son.
c. The landowner's youngest son.
d. The farmer's youngest son.
6. How did the landowner tell the
farmer that he had enough food?
a. Rudely.
b. Politely.
c. Harshly.
d. Angrily.
7. 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.
8. 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
clean.
A. Listening
Listen carefully to answer the questions.
222 Developing English Competencies for Grade XI of Language Programme
Questions 9.13 are based on the follow ing text.
In the past days and weeks schools
across Indonesia have been opening up
their doors again to receive students
entering the new school year. Naturally
enough, this has been a time of many
trials and tribulations as existing
students join new classrooms and new
students try to fi nd their way around a
new school.
Such times would be difficult
enough for even adults. In adult life
we need time to adapt to new settings
and fi nd our footing and direction to
settle in and come to terms with what
lies ahead. This kind of experience,
difficult enough in adulthood, can
prove extremely challenging for the, as
yet, still young and forming hearts and
minds of school-age children.
During the fi rst days back at school
great opportunities exist to try to
develop a sense of community that
will help students settle in and have
a fi rm foundation on which to build
their studies during the coming year.
There are almost constant complaints
Students' First Days in School
Need to Be Made Constructive
that there is too much to study for
school students and yet time is, every
year, wasted on negative and useless
orientation day pranks and fooling
around. Surely, when time pressures
are of such a concern and teachers
complain that they have too much
to teach from the curriculum, the
fi rst days of school would be a great
time to help students prepare for the
challenges ahead. Constructive teambuilding
and guidance towards much
needed study skills would serve these
students far better than nonsense tasks
and ridicule.
Schools should design these
days carefully and not let them be so
negligently and dangerously wasted.
The benefi ts of good early learning experiences
can be considerable and the
duty that schools should exercise to
consider a child's psychological welfare
really have to leave little room in the
fi rst days of school for such waste and
ridiculousness.
Taken from The Jakarta Post, July 31, 2004
9. The main idea of paragraph 3 is
.
a. The needs of constructive teambuilding
and guidance.
b. Complaint of the use of time
offi rst days.
c. Teachers' complaint.
d. Pressure of time.
10. The word in paragraph 3 which has the
meaning mischievous trick is .
a. complaint
b. orientation
c. pressure
d. prank
11. The phonetic symbols for the word
constant are .
B. Reading
Answer the questions by choosing the best answer.
Review 2 223
a. /.k.nst.nt/
b. /k.n.st.:nt/
c. /k.nst.nt/
d. /k.ns.t.nt/
12. The synonyms of the word settle
(para graph 3) are as follows, except
.
a. inhabit
b. steady
c. reside
d. set
13. Which of these statements is not true
according to the text?
a. First day is the time for trials and
tribulation.
b. Schools all over Indonesia had
opened registration many days
before the fi rst day.
c. A sense of community can be
deve loped during the fi rst days
back to school.
d. Constructive team-building and
guidance for students are better
than meaningless tasks and
ridicule.
Find the most appropriate expressions
to fi ll in the blanks.
14. Mirna : Don't talk so much when
I'm reading. It makes me
angry, you know.
Nuri : . I just want to tell
you my story. Thanks for
listening to me.
a. I agree
b. I like it
c. Shut up!
d. IŒm sorry
15. Widi : I am so embarrassed because
I can't speak English fl uently.
Nina : . Let's learn and
prac tise it more together.
a. That's good
b. Don't be scared
c. Sorry about that
d. I don't think itŒs a big deal
16. Toni : . Why should it
happen? It's out of our plan.
Beni : Calm down. We should
evaluate it fi rst.
a. Oh dear!
b. I'm ashamed
c. Oh, that's good
d. I'm shy to say so
17. Nita : Which shoes will you buy?
Nani : I'll buy the blue .
I like it.
a. one
b. ones
c. there
d. as well
18. Teni : The music is too loud. I am
read ing n ow. .
Dewi : I'm sorry. IŒll turn it down.
a. Take it easy
b. It's embarrassing
c. I am very pleased
d. I canŒt take this anymore
19. Daughter : Mom, thanks for
everything you do for
me. Nothing compares
to you in my life. I love
you, Mom.
Mother : , my dear.
a. I am glad you like it
b. I love you too
c. Don't be sad
d. Take it easy
20. She was watching a comedy
she was doing her English
assignments.
a. before
b. when
224 Developing English Competencies for Grade XI of Language Programme
c. while
d. after
21. he entered his private
room, the girl was coming.
a. Before
b. After
c. While
d. When
22. We should make a draft
writing an essay completely.
a. when
b. while
c. after
d. before
23. Our president had a
prestigious position in a reputable
state university. But now, our
president is an economist.
a. former
b. recent
c. latter
d. new
24. who pay attention to the
poor are allowed to attend the
seminar entitled "It's Time to Give
Our Hands to Them".
a. These
b. Those
c. Other
d. Everyone
25. preparing breakfast for
the guests, they have to clean the
bedrooms.
a. Besides
b. Therefore
c. Nevertheless
d. Furthermore
26. She wants to live with her father.
her mother doesn't allow to
do so.
a. Therefore
b. As a result
c. Nevertheless
d. In addition to
27. good looking woman was
standing in front of my house when
I arrived at home.
a. A
b. The
c. This
d. Those
28. A very glamorous man came to the
stage to give a speech. man
showed his expensive coat off.
a. A
b. The
c. These
d. Those
29. The phonetic symbol for the word
patient is .
a. /.pe.nt/
b. /pe...nt/
c. /.pe..nt/
d. /pe..nt/
30. The phonetic symbols /Į.:t/ belongs
to the word .
a. taught
b. thought
c. though
d. tough
C. Writing
Using your own words, write one of the following stories.
1. Malin Kundang
2. The Legend of Tangkuban Parahu
3. The Legend of Gunung Batur
225
Bibliography
Books
Abbs, Brian, et al. 2001. Take Off. Essex: Pearson Education Limited.
Badan Standar Nasional Pendidikan. 2006. Standar Isi. Jakarta: Departemen
Pendidikan Nasional.
Baxter, Nicola. 2000. My Treasury of Five Minute Stories. Leicester: Armadillo
Books.
Blanchard, Karen and Christine Root. 2003. Ready to Write. New York: Pearson
Education.
Cain, Joyce S.. 2002. Eye on Editing 1. New York: Pearson Education.
Cain, Joyce S.. 2003. Eye on Editing 2. New York: Pearson Education, Inc.
Calandra, Angelo and Grace Ciavarella. 2000. SOSE: Studies of Society & Environment.
Milton: John Wiley & Sons Australia.
Childcraft Team. 1993. Nature in Danger: Volume 4. Chicago: World Book Inc.
Conrad, Joseph. 1997. Selected Short Story. Hertfordshire: Wordsworth Editions
Ltd.
Cunningham, Sarah and Peter Moor. 2003. Cutting Edge. Essex: Pierson Books.
Davis, Colin. Exploring Poetry: Workbook 2. Singapore: Federal Publication.
Duff, Allan and Maley Alan. 2003. Literature. New York: Oxford University Press.
Ellis, Rod, et al. 2001. High Impact. Quarry Bay: Pearson Education North Asia.
Frank, Steven. 2000. Public Speaking. Massachusetts: Adams Media Corporation.
Haris, M., dkk. 2001. Opportunities. Essex: Pearson Education.
Ibrahim, Farida J. and Beatrice TiyagaRajah. 1990. English Form 4. Kuala Lumpur:
Mutiara Cemerlang.
Klarer, Mario. 1998. An Introduction to Literary Studies. London: Routledge.
Littlejohn, Andrew and Diana Hicks. 2000. Cambridge English for Schools: StudentŒs
Book Three. Cambridge: Cambridge University Press.
Maurer, Jay and Irene E. Schoenberg. 1998. True Colors: An EFL Course for Real
Communication 1. New York: Addison Wesley Longman.
Mickie, Anne. 2002. 50 Bedtime Stories. North Parade: Grandreams Books.
Pickett, William P.. 1997. The Chicken Smells Good. New York: Prentice Hall
Regents.
Rahim. 2002. Tales of Wisdom. Delhi: Rohan Book Company.
Randle, Damian. 1993. Natural Resources. New York: Thomson Learning.
Sun, Ruth Q.. 1998. The Asian Animal Zodiac. Tokyo: Charles E. Tuttle Publishing.
The World Book Encyclopedia. 2007. London: World Book.
The World Book Student Discovery Encyclopedia. 2006. Chicago: World Book.
Vurnkes, Claudia. 1999. As a Matter of Fact: Nonfi ction Reading Comprehension.
Michigan: Instructional Fair Publishing Group.
Walker, Michael. 1990. Addison.Wesley Kids 4: An English Course. Reading: Addison.
Wesley.
226 Developing English Competencies for Grade XI of Language Programme
Periodicals
Hello Bali, 2000
ReaderŒs Digest, July 2000
ReaderŒs Digest, July 2004
The Jakarta Post, October 30, 2003
The Jakarta Post, July 5, 2004
The Jakarta Post, July 31, 2004
The Jakarta Post, September 1, 2004
The Jakarta Post, December 11, 2004
The Jakarta Post, December 18, 2004
The Jakarta Post, March 3, 2008
The Jakarta Post, March 9, 2008
The Jakarta Post, March 28, 2008
Websites
en.wikipedia.org
http://www.pitt.edu/
www.rd.com
www.jokestogo.com
www.metrolyrics.com
www.hundland.com
www.st.rim.or.jp
www.conferenceleaders.com
www.fcps.edu
227
Photo Credits
Chapter 1
page 1 upload.wikimedia.org
page 5 www.telegraph.co.uk
page 11 www.toursoperatorindia.com
img.dailymail.co.uk
The World Book Encyclopedi:
Volume 3, 1996
page 12 animals.nationalgeographic.com
page 14 www.astrosurf.com
page 18 The Jakarta Post, March 3, 2008
page 19 The Jakarta Post, March 9, 2008
CD Image
walpaperez.net
page 20 en.wikipedia.org
page 21 www.solarnavigator.net
www.chrisbrunskill.co.uk
Chapter 2
page 23 www.thefeltsource.com
page 27 50 Bedtime Stories,2002
page 43 Story a Day, 1983
Chapter 3
page 45 www.hickerphoto.com
page 48 practicalaction.org
page 53 www.womensaid.org.uk
page 63 www.fareham.gov.uk
Chapter 4
page 65 www.kapanlagi.com
page 66 www.kapanlagi.com
page 69 www.fl ickr.com
page 75 www.fl ickr.com
i47.photobucket.com
www.goa-maroons-kwt.org
lh3.google.com
Chapter 5
page 85 www.james-chau.com
page 86 www.fl ickr.com
page 88 bp1.blogger.com
page 90 img297.imageshack.us
Chapter 6
page 111 www.thefeltsource.com
page 118 Story a Day, 1983
Chapter 7
page 133 www.tropicalisland.de
Chapter 8
page 153 www.sutton.gov.uk
page 172 The Jakarta Post, March 9, 2008
Chapter 9
page 177 dwottawa.fi les.wordpress.com
page 178 www.amild.com
www.ottawahakka.com
page 179 www.imageshack.com
page 180 dwottawa.fi les.wordpress.com
page 182 img.timeinc.net
page 188 www.100xr.com
page 191 image20.webshots.com
spectator.stuy.edu
www.ulm.edu
usa.ural.ru
page 194 www.media.wmg-is.com
Chapter 10
page 199 www.hku.hk
page 200 www.agdesktop
static.fl ickr.com
page 201 gunawanprasetyo.fi les.wordpress
www.keluargabroto.com
228 Developing English Competencies for Grade XI of Language Programme
Glossary
abandon /..band.n/ (v): go away from
completely
agitate /.ad..te.t/ (v): make anxious
alter /..:lt./ (v): become different; change
amass /..mas/ (v): gather together or collect in
large quantities
amuse /..mju:z/ (v): make somebody laugh or
smile
approve /..pru:v/ (v): agree to something
formally
ascend /..send/ (v): go up (something)
batch /bat./ (n): group of things or people
bland /bland/ (adj): showing strong feeling
bustle /.b.s.l/ (v): move busily and
energetically
captivate /.kapt.ve.t/ (v): fascinate
chase /t.e.s/ (v): run after somebody in order
to catch or drive away
clash /kla./ (v): strike together with a loud
harsh noise
clench /klent./ (v): close tightly
clog /kl.g/ (v): (cause to) become blocked
conceit /k.n.si:t/ (n): too high and opinion of
oneself
consent /k.n.sent/ ( n): agreement; p ermission
convenient /k.n.vi:nj.nt/ (adj): fi tting in well
with needs; suitable
courage /.k.r.d./ (n): ability, to control oneŒs
fear when facing danger, pain, etc
cunning /k.n../ (n): skill in deceiving
decline /d..kla.n/ (v): say enoŒ to something;
refuse
descendant /d..send.nt/ (n): person or animal
that is descended from another
dig /d.g/(v): break up and move (earth) with a
spade, etc
diminutive /d..m.nj.t.v/ (adj): very small
disentangle /d.s.n.ta.g.l/ (v): to free
somebody/something from something that has
become twisted around it
disdain /d.s.de.n/ (n): feeling that somebody/
some thing is not good enough to deserve
respect
drag /drag/ (v): to pull somebody or
something along with effort and diffi culty
duckling /d.kl../ (n): young duck
elements /.el.m.nts/ (n): parts of a whole
embarrassed /.m.bar.st/ (adj): feeling selfconscious,
ashamed or awkward
emerge /..m.:d./(v): emerge
enchanting /.n.t..:nt../ (adj): delightful
encounter /.nka. nt./ (v): meet someone/
something unexpectedly
enlighten /.n.la.tn/ (v): give more knowledge
or understanding to somebody
enormous /..n.:m.s/ (adj): very large
evidence /.ev.d.ns/ (n): anything that gives
a reason for believing something or prove
something
evoke /..v.. k/ (v): produce (a memory,
feeling, etc)
excessive /.k.ses.v/ (adj): too much
expatriate /eks.patr..t/ (n): (person) living
outside his/her own country
expense /.k.spens/(n): money used for a
particular purpose
extortionate /.k.st.:.n.t/ (adj): (of demands or
prices) much too high
fee /fi:/ (n): money paid for professional
service
ferocious /f..r....s/(adj.): fi erce, violent,
savage
fi end /fi:nd/ (n): a very cruel or unpleasant
person
fi erce /f..s/ (adj): intense; strong
fl uffy /.fl.f./ (adj): soft and light
foolish /.fu:l../ (adj): silly
frenzy /.frenz./(n): violent excitement
fussy /.f.s./(adj): too concerned about
unimportant details
gale /ge.l/(n): a very strong wind; a storm at
sea
gaze /ge.z/(v): look long and steadily
giggle /g.g.l/(v): laugh lightly in a silly way
grab /grab/ (v): take something suddenly or
roughly
grief /gri:f/ (n): great sorrow
grove gr.. v/ (n): group of trees
grumble /gr.mb.l/(v): complain
harsh /h.:./(adj): unpleasantly rough or sharp
hatch /hat./ (v): (cause to) come out of an egg
hazard /.haz.d/(n): danger; risk
haze /he.z/ (n): thin mist
heap /hi:p/ (v): put in a large pile
hence /hens/(adv): for this reason
229
howl/ha l/ (v): make a long loud cry
huge /hju:d./(adj): very large
humble /.h.mb.l/ (adj): low in rank,
unimportant
hurtle /.h.:tl/(v): move violently or quickly
imbue /.m.bju:/(v): fi ll with a feeling
impecunious /.mp..kju:nj.s/(adj): having little
or no money
implicit /.m.pl.s.t/ (adj): implied, but not
expressed
imply /.m.pla./ (v): suggest that (something) is
true without actually saying it
infl ict /.n.fl.kt/(v): to make somebody suffer
something
irritable /..r.t.b.l/(adj): easily annoyed
lean /li:n/ (v): be in a sloping position; bend
leap /li:p/ (v): jump
lush /l../ (adj): (of plants, trees, etc) growing
thickly and strongly
myriad /.m.r..d/ (n): extremely large number
nest /nest/ (n): place by a bird for its eggs
nod off /n.d .f/(v): fall asleep
obstacle /..bst.k.l/ (n): something that stops
progress or makes it diffi cult
pacify /.pas.fa./ (v): make (somebody who is
angry) calm
piety /.pa..t./ (n): strong religious beliefs and
behaviour
plantation /plan.te..n/ (n): area of land
planted with trees or crops
plot /pl.t/ (n): events in the story of fi lm,
novel, etc.
praiseworthy /.pre.zw.:d./ (adj): deserving
praise
prone pr.. n/ (adj): likely to be affected by
something
pursuit /p..sju:t/ (n): act of pursuing
reckon /.rek.n/ (v): think; consider
reed /ri:d/(n): a type of tall grass with a hollow
slem growing near water
representative /.repr..zent.t.v/(n): person who
represents somebody or a group of people
revenge /r..vend./ (n): punishment or injury
done in return for harm that one has suffered
ridiculous /r..d.kj .l.s/ (adj.) foolish
rough /r.f/ (adj): stormy
rush /r../ (v): (cause to) go or come or do
something quickly
rustle /.r.s.l/(v): (cause to) make a gentle light
sound (like dry leaves blown by the wind)
sarcastic /s.:.kast.k/ (adj): using bitter,
especially ironic, remarks intended to wound
someoneŒs feeling
scenery /.si:n.r./ (n): natural features of an
area, e.g. mountains
scenic /.si:n.k/ (adj): having beautiful natural
scenery
scorn /sk.:n/(v): feel that a person or thing
deserves no respect
secluded /s..klu:d.d/(adj): not visited by many
people; isolation
secure /s..kj ../(v): succeed in getting
sensible /.sens.b.l/ (adj): having or showing
good sense
severe /s..v../(adj): very bad, diffi cult, intense,
etc
shovel /...v.l/(n): tool like a spade, used for
moving coal, sand, etc
sigh /sa./(v): take a deep breath, expressing
sad ness, t iredness, relief, et c
sob /s.b/(v): draw in the breath in short
irregular bursts when crying
splendid /.splend.d/ (adj): magnifi cent;
excellent
spooky /.spu:k./(adj): frightening
stem /stem/(v): stop (the fl ow of liquid, etc)
squirm /skw.:m/ (v): to move by twisting the
body ab out
stumble /.st.mb.l/ (v): hit the foot against
something and (almost) fall
symptom /.s.mpt.m/ (n): change in the body
that is a sign of illness
taunt /.t.:nt/ (v): say unkind or insulting
words to (somebody) in order to upset him/her
temper /.temp./ (n): state of the mind
terrain /te.re.n/ (n): area of land
terrestrial /t..restr..l/ (adj): of the earth
terrifi c /t..r.f.k/ (adj): very great; wonderful
theme /Įi:m/ (n): subject of a talk, book, etc.
timber /.t.mb./ (n): wood prepared for use in
buil ding, et c
touch up /t.t. .p/ (v): improve something by
making small changes
tough /t.f/ (adj): able to endure hardship;
strong
twig /tw.g/(n): small; thin piece of a branch of
a bush or tree
valley /.val./ (n): the land through which a
river fl ows
vast /v.:st/ (adj): extremely large
vegetation /.ved...te..n/ (n): plants in general
view /vju:/ (n): personal opinion
voracious /v..re...s/ (adj): very eager for
knowledge, information, etc
Glossary
230 Developing English Competencies for Grade XI of Language Programme
Index
Index of Subjects
A
adjectives 123, 124
advertisements 111
agreement 145, 150, 153, 176, 228
annoyance 153, 154
B
banner 5, 12
body 81, 127, 149, 150, 184, 185, 189, 229, 231,
232, 236, 240, 239
C
character 114, 131, 120, 197, 202, 203, 206, 208,
219
classifi cation 131
conjunctions 146, 147
conjunctives 171, 197
D
description 12, 14, 87, 92, 234
disagreement 1, 59, 111, 112, 115, 117, 132
dissatisfaction 1, 2, 4, 6, 8, 22
E
embarrassment 4, 34, 41, 77, 81, 153, 160, 176
end 44, 175, 209, 231, 234, 236
evaluation 128
events 229, 243
F
fulfi lling request 50
G
giving opinion 111, 112, 115, 132
H
hortatory exposition 153, 154, 158, 165, 172, 176
I
introduction 80, 225
L
love 94, 133, 134, 135, 136, 137, 138, 139, 140,
151, 152, 158, 182, 183, 185, 192, 193, 209,
223, 232, 236, 239 243, 244, 246
M
MC 66, 67, 68, 69, 70, 71, 73, 75, 76, 77, 78
N
narrative 23, 24, 28, 34, 38, 39, 41, 44, 111, 112,
115, 120, 128,132
O
orientation 38, 44, 128, 150, 222
P
pain 45, 46, 48, 49, 50, 64, 144, 189, 196, 228
pamphlet 18, 17, 20, 21, 64
point of view 128, 131
poster 16, 17, 20, 21, 59, 63, 64
R
recommendation 167, 173, 175, 176
relief 15, 21, 22, 173, 229, 233, 239
report text 15, 17, 21, 22
S
sadness 133, 134, 136, 137, 138, 139, 151, 152,
218, 229
satisfaction 2, 4, 6, 8, 22, 29
spelling 192, 194, 198
spoof 193, 245
T
thesis 27, 176
V
vowel 114
W
warning 24, 28, 130, 232
Index of Authors
Alexander, Carla 185
Baxter, Nicola 40.41
Blanchard, Karen and Christine Root 148
Bosley, Keith 184
Bronte, Emily 191-192
Calandra, Angelo and Grace
Ciavarella 54.55
Carew, T. 193
Crapo, Tanessa 149
Digiovanna, Tina M. 145
Duff, Allan and Maley Alan 187
Ibrahim, Farida J. and Beatrice TiyagaRajah
203-206
Maendel, Christine 186
Maupassant, Guy de 209.215
Mickie, Anne 27, 38
Payne, Bernadette 144
Peebless, Lane D. 150
Rahim 121-122
Randle, Damian 53
Rosita, Evaries 165-167
Rossetti, Christina 181
Slot, Matt 142
Sun, Ruth Q. 35-36
Walker, Michael 33
Wieczorek, Ardell 141
231
Chapter 1
I Think the Cendrawasih Is Beautiful
Activity 2
The instructors of the English club, Niluh, Joko and
Hani are talking about quality improvement in their
English club. Now they are in the classroom.
Niluh : Our headmaster wanted us to improve
and increase the quality of our English
club. 1 What do you think, Joko?
Joko : Well. I think so. We should be able to
do that.
Niluh : So what should we do?
Joko : I think that 2 we have to improve our
syllabus. It must be more relevant to
English.
Hani : That's a great idea. But don't forget. I
think 3 it is not only that. We should also
know the students needs, because we
handle different levels and wishes.
Niluh : Yes, I know that. Thank you. And then
do we need new instructors here?
Joko : 4I donft think so. It is not necessary. Why
don't you ask the qualifi ed ones among
us. Or are you still doubtful about
us?
Niluh : Oh, of course not. I believe that we
are still able to show our quality and
capability, in fact from time to time
many people from different levels
want to learn English here. It means
that they are satisfi ed.
Hani : Are you going to accept children to
study here?
Niluh : Why not? As long as we are still trusted
and able to handle them we will open
new classes. So should we recruit new
instructors? I myself heard statements
from some consumers that 5they feel
satisfi ed with our teaching methods.
Joko : Alright. If so we need new ones. Err ...
I have no objection.
Niluh : How about you, Hani?
Hani : Well 6I am with him. I support him.
Niluh : Thank you all. So we can conclude that
fi rstly, the syllabus should be analysed
and improved if needed. Secondly we
will recruit new instructors to handle
children classes.
Tapescripts
Activity 4
1. Pocut : The book we read just now
is the newest publication.
What do you think?
Ucok : Yes, I think itfs great. It was
printed two months ago.
2. Andi : Experience is the best
teacher. What do you think?
Tengku : I agree. Because what we
have seen and done can give
us lesson and knowledge.
3. Ledina : Excuse me, Mafam. Here is
my poetry.
Mrs Yenni : Wow, how interesting it is. I
am pleased with your work.
4. Mia : The ending of the fi lm made
me sad.
Joko : Thatfs true. Ifm with you.
From the beginning to the
end I never saw the actors
found happiness.
5. Bram : Violence on TV should
be censored. Whatfs your
opinion?
Linda : I think it depends on the
purpose. The publication
of tragedy in Jatinangor or
in Jakarta will be able to
stop the bad behaviour. The
victims in Jatinangor will
increase if the violence is not
made known.
Activity 5
Honey is the sweet, thick fluid made by
bees from fl ower nectar. Nectar is a thin, watery
liquid. Bees sip it from the blossoms and carry it
to their hives. Each worker bee has a pouch in its
body, called a honey stomach where the nectar
is stored. In the pouch, the sugar and nectar are
broken down by a process called inversion into
two simple sugars, fructose and glucose. After
bees deposit the nectar in the hive, they allow most
of the water to evaporate and the liquid thickens.
They also add enzyme that enhance the fl avour.
232 Developing English Competencies for Grade XI of Language Programme
advised me not to go out
tonight.
3. Linda : Did you hear that Rinto had
been warned by Mrs Tuti for
using bad language?
Abdul : Yes, I often remind him to use
polite and good language.
4. Mother : You should take a rest. It
is already 11 p.m. You've
studied for 3 hours.
Bambang : Yes, thank you. I've fi nished
reading.
5. Rini : Daddy, it is said that you'll
have a meeting at 8 o'clock
and it is 7 now. You have to
go now.
Father : Okay, Dear. Thanks. See you
Activity 5
Liu-Always-in-a-Hurry
In China long ago, there was a farmer named
Liu. He was not a patient man. He was very
impatient. He was always in a hurry. He rushed
through breakfast. He rushed through lunch. He
rushed through his work. He wanted to be fi rst in
every thing. He didnft worry about being careful in
his work. He just wanted to fi nish it quickly.
One day, Liu was in the village. Some farmers
were talking about their rice.
"My rice is doing very well,h said one farmer.
gIt is almost three inches high.h
"My rice is already three inches high,h said
another farmer.
Liu hurried home. He measured his rice. The
plants were strong and healthy. But they were
only two inches high.
Liu decided to hurry his plants along. He
pulled each plant up from the ground until it was
over three inches high. gNow my rice is higher
than anyonefs.h he thought. gTomorrow it will
be even higher!h
The next morning. Liu hurried out to his rice
fi eld. The little rice plants were dead.
The people of the village soon heard about
Liufs rice. They laughed and shook their heads.
They said, gFoolish Liu always-in-a-hurry!
Thatfs what happens when you donft have any
patience.h
This story happened long ago. But today in
China, people have a saying for someone who is
not patient or careful: gDonft be a rice puller!h
Taken from Addison-Wesley Kids, 1990
Activity 7
Cookie Dolls
The children baked a batch of cookies and
left them on the kitchen table overnight.
Honey is an excellent energy food because
it contains simple sugars that can be used quickly
by the body. It differs chemically from cane sugar,
which is also an energy food. Honey contains
mineral salts and other materials needed by the
body. It is the only form of sugar food that does not
need to be refi ned.
Taken from The World Book Encyclopedia, 1996
Activity 7
1. sweat /swet/ 4. cane /ke.n/
sweet /swi:t/ crane /kre.n/
2. hectare /.hekte.(r)/ 5. food /fu:d/
nectar /.nekt.(r)/ foot /f.t/
3. hive /ha.v/
hip /h.p/
Chapter 2
Stories That I Like
Activity 2
Rita and her uncle are in the air.conditioned room. Rita
warns her uncle not to smoke in the air conditioned
room.
Uncle : Wow! How comfortable this room is.
Rita : Yes, sure. This is an air-conditioned
room. Everyone should stay here
before seeing a doctor. But sorry,
look at the warning on the wall. You
are warned of the danger of smoking
cigarette in this room.
Uncle : Thanks a lot, dear. I didn't see it. Rita,
your cellular phone is still on. It must
not be active.
Rita : Oh, no. There is no prohibition of
turning on our cellphone. But ....
Uncle : But, why don't you use vibration? The
sound can disturb others.
Rita : Thank you, Uncle. I'll change the
sound to vibration.
Uncle : By the way, how long should we wait
our turn? We have been here for half
an hour.
Rita : Be patient, please. We have our turn
after that lady.
Activity 4
1. Mrs Nuke : Dino, come here.
Dino : Yes, Mom. What's the
matter?
Mrs Nuke : Your mark is still low. Why
don't you study hard?
Dino : Alright. I'll try to do the best.
Mrs Nuke : Okay. Good luck.
2. Ling Ling : How about going out to night?
Bram : I'd love to, but my mother
Tapescripts 233
Dialogue 2
Rita : Budi, have you found your left wallet
in your classroom?
Budi : You know, fotunately it was still under
the chair.
Dialogue 3
Mother : John, what's wrong with you?
You look so pale today?
Can you follow the test today?
John : Mom, I couldn't sleep well last
night because I had toothache.
Dialogue 4
Bram : Lisa, Raka is a director in a company.
Lisa : I'm happy to hear that.
Bram : So am I.
Activity 3
Sinta doesnft go to school because she is sick. She is
consulting a doctor about her sickness.
Sinta : Good morning, Sir.
Doctor : Good morning. What can I do for
you?
Sinta : Yes, doctor. I couldn't sleep well.
Could you examine me?
Doctor : Yes certainly. Okay. Open your
mouth!
When did you feel that you have a
problem with your sleeping?
Sinta : About two days ago, and then I also
had a cough.
Doctor : Okay. Do you feel painful joints?
Sinta : Yes, but it sometimes happens.
Doctor : Err'... you just have a fever. Don't
worry.
Sinta : Thank goodness.
Doc. May I go to join a test
tomorrow?
Doctor : Why not? You are not seriously ill.
Now take a rest and take a lot of
nutritious meals and drinks. Don't
forget to drink these medicines after
meals.
Sinta : Alright, Then It's a relief to know that
I'm not seriously sick. Thank you.
Doctor : You're welcome. Get better soon.
Activity 5
Rubbish
Lakes and rivers are often polluted because
drains from towns and factories empty into them.
And factories sometimes dump very harmful
chemicals into the water. The chemicals poison the
water. Wildlife cannot easily survive in it.
Ocean.going tankers sometimes empty
tankfuls of oily water into the sea. When this
When the family had gone to bed, the
Wooden Spoon People came out of their drawer
to take a look around the kitchen.
"You're all very plain!" said one of the wooden
spoons, as he stared hard at the cookies.
"You would look plain too if you only had
two currants for eyes and half a cherry for a nose,"
sighed a cookie quite sadly.
"So sorry," the wooden spoon apologised. "I
didn't mean to sound so rude."
And with that, he leapt back into the kitchen
drawer, and rummaged until he found what he
was looking for.
"May I introduce you to my friend the icing
pump?" asked the wooden spoon, as the two came
over to the astonished cookies. "He's the fellow
you need!"
In no time at all, the wooden spoons grabbed
mixing bowls and icing sugar and all kinds of
pretty decorations.
The icing pump got busy and made every
different pattern he could think of, with icing in
all colours of the rainbow.
"We all look so beautiful," smiled a cookie
who was covered in every shade of pink. "We
look good enough to eat!".
Taken from 50 Bedtime Stories, 2002
Activity 8 and 9
Attention All Students!
Story telling Competition.
SMU Mandalawangi is organizing a story telling
competition in 15 September 2008. All students in
Grade X, XI, and XII of the school are invited to
take part in this competition.
Here are the titles of the stories to choose.
1. The Tortoise and the Hare
2. Ali Baba and the Forty Thieves
3. The Jealous Crow
4. The Cock and the Millipede
5. A Story about Red
Prizes will be given to the fi rst three winners of
the best performance.
Be a good story-teller
For further information:
Contact Iin 081234567890
Chapter 3
Care about the Environment
Activity 2
Dialogue 1
Mrs Yully : Could you give me a chance to
continue my study?
Headmaster : Yes, of course. I'm really happy
with your spirit.
234 Developing English Competencies for Grade XI of Language Programme
happens, great patches of oil are left fl oating on
the sea's surface. If fi sh swallow the oil, or if their
gills become clogged up, they die. Birds land on
the sea and the oil clogs up their feathers so that
they cannot fl y. Unless the oil is cleaned off the
birds will die.
Electricity for your home is made in buildings
called power plants. Power plants usually use
coal, oil, or gas to make electricity. But some plants
use nuclear energy.
To make nuclear energy, uranium is needed.
And uranium is radioactive, which means it
gives off rays which are very dangerous to any
living thing. People working in nuclear power
plants wear special clothing and masks to protect
themselves.
After the uranium has been used there
is some dangerous waste, or rubbish, left.
Scientists haven't yet found out how to make the
rubbish completely safe. So it is sealed in huge
concrete containers and buried at sea, or deep
underground.
Some people are worried that the radioactivity
might escape and poison living things. And this
rubbish remains dangerous for thousands of
years.
In short, our environment has been contaminated
by chemicals. And there's human's role
beyond the pollution.
Taken from Nature in Danger, 1993
Chapter 4
Ifm a Master of Ceremonies
Activity 2, 3 and 4
Welcome, my name is Dicky Siregar and I am
the host of this event tonight. I want to thank you
for taking time out of your busy day to participate
in our Night of the Notables. Tonight you will
have an opportunity to meet many famous people
and ask them about their lives. They will share
their wonderful experience to let us know them
more.
Give a big applause for this night guest stars.
Please welcome to Sandra Dewi, Ucok Baba, and
Dorce Gamalama.
Activity 5
1. Welcome, my name is Hasna Chaniago.
2. I am the host of todayfs ceremony.
3. I would like to welcome you all to this
ceremony.
4. Our speaker for this night is Mr Supriatna.
5. I want to welcome you to this special occasion.
6. Mrs Lidyana will talk about prospective
business of today.
7. We have had a fascinating talk about
gDeveloping Indonesian Culture in 2009h.
8. Ladies and gentlemen, itfs the end of this
reception.
Chapter 5
News Blitz!
Activities 2 and 3
Just now the accident occured at around 11.00 near
milemarker 124. That's about 12 miles north Kansas
City. All traffi c is being diverted off at exit 132. No
baricade when the accident will be cleared up, but
police offi cer says drivers should expect delayed.
No other information is available right now.
Taken from www.cybercollege.com
Activity 4
Police say Calvin Watson matches
the description of the man seen in
these surveillance photos.
They were taken from an Advance
Auto store and from the Go MArt less than two
weeks ago.
In this recent robbery attempt,
police say Watson shot and killed
Jayesh Brahmbhatt (YAY-esh Bram-bott)
at the One Stop Mart off of Williamson
Road... near the Civic Centre.
He was caught a short time later
on Westwood Boulevard.
People who frequently stop by the food mart
fondly remember Brahmbhatt (BRAM-BOTT)
Activity 5
1. Being a show presenter is fun. You can earn a
lot of money.
2. Being quiz presenter is such a boring job.
3. Being a show presenter enlarges your mind.
4. To become famous and rich, a show presenter
can be your choice.
5. To be a show presenter is very tiring
Activity 6
How to be a good presenter
Requirements :
1. confi dent
2. clear speaking voice
3. A broad general knowledge
4. an interest in current affairs
5. relaxed in front of a television camera
Activity 7
Good afternoon. Welcome to Heart to
Heart Talk Show with me Anne Byrnes. As usual
every Friday, we have a guest star that will be
interviewed about his/her journey to reach what
they have achieved now.
Tapescripts 235
So, here he is... Ian Blackley, the famous
radio announcer at MIX 94.5 FM. He just entered
the broadcasting world but in a short time he
has become a rising star, especially in the teen
world.
Ladies and Gentlemen, give a big applause
to Ian Blackley, the teen icon.
Review 1
For questions numbers 1.5
1. Anita : I really enjoy the novel I rented from
the rental closed to your house.
Widi : What do you think of the book?
Anita : .
2. Dani : I heard that our tuition fees will be
increased.
Dewi : Yeah, I heard that unpleasant news
too. What do you think of this?
Dani : I absolutely disagree with it.
Dewi : .
3. Fani : I think we should go now to the
greengrocer.
Yanti : No, I think we have to go to the
butcher fi rst. We will get no meat
if we come late.
Fani : .
4. Kania : Thanks for your coming to the
dinner.
Vina : Actually that's alright. The food
you served last night was very
wonderful. I was so satisfi ed with
the meal.
Kania : .
5. Yossi : How is the result of your test?
Nina : I didn't get what I expect. I am really
sad now.
Yossi : .
For questions numbers 6.10
The Wolf and the Lamb
Once upon a time a Wolf was lapping at
a spring on a hillside when, looking up, what
should he see but a Lamb just begin ning to drink
a little lower down. "There's my supper," thought
he, "If only I can fi nd some excuse to seize it." Then
he called out to the Lamb, "How dare you muddle
the water from which I am drinking?"
"Nay, master, nay," said Lambikin, "If the
water be muddy up there, I cannot be the cause
of it, for it runs down from you to me."
"Whell, then," said the Wolf, "Why did you
call me bad names this time last year?"
"That cannot be," said the Lamb, "I am only
six months old."
"I don't care," snarled the Wolf; "If it was not
you it was your father," and with that he rushed
upon the poor little Lamb and ..
WARRA WARRA WARRA WARRA
WARRA ..ate her all up. But before she died she
gasped out..
"ANY EXCUSE WILL SERVE A TYRANT."
Taken from http://www.pitt.edu/i
Chapter 6
Valuable Stories
Activity 2
A journalist is interviewing one of the seminar
participants at break time.
Journalist : Excuse me, Sir. Is it okay if I
bother you for a few minutes? I
am from Dialogue Newspaper.
I just want to know about this
seminar.
Participant : Not at all. What can I do for
you?
Journalist : Is it possible for participants to
master the seminar materials
given in one day?
Participant : What do you think?
Journalist : I don't think so. Receiving new
information only is not enough
if there is no any practice or
simulation, is it?
Participant : I don't think so, too. In my
opinion, imitating the wellknown
manager is better than
training.
Journalist : Good. Thank you for the approval.
If so why don't you just stay at
the offi ce?
Participant : Oh ... no ... the participants all
are asked to join it by General
Manager. Therefore, we should
come.
Journalist : Oh ... I see and then do you have
to pay for it by yourself?
Participant : Of course not. Our company
takes charge of it. We all just
participate on it. And this is
compulsory for us because this
is the regular programme at our
company to improve human
resource.
Journalist : Ehm... How is your welfare
here?
Participant : Very good. Welfare is not only
money but improving knowledge
is also important.
236 Developing English Competencies for Grade XI of Language Programme
Activity 10
Famous Reads
Don't miss this great offer!
A set of the most read teenage magazines written
by both local and foreign writers.
Get ten magazines for only Rp99,000.
Available at all bookstores.
Magazines
Good news for bookworms.
Pay only Rp57,000 for a set of magazines in
Indonesia and English.
Written by our very own writers.
If you buy now, you get a 15% discount on your
purchases at selected bookstores.
Chapter 7
What a Funny Story!
Activities 2 and 3
Tia : I love you, Andi!
Andi : I love you too, darling!
Tia : How much do you love me?
Andi : A lot. I am crazy about you.
Tia : Why do you love me so much?
Andi : You are kind, you're pretty. You
understand me.
Tia : Don't stop! Tell me more!
Andi : I... I can't explain it. I just love you.
Tia : And I love you more than anyone in the
world.
Andi : Can I ask you a question?
Tia : Sure.
Andi : Will you marry me?
Tia : Marriage is such big step, honey.
Andi : I know, but we're in love. That's all we
need.
Tia : Will you love me forever?
Andi : Of course.
Tia : Are you absolutely sure?
Andi : Yes, yes! Absolutely!
Tia : Wonderful!
Andi : So, do you agree to marry me, my dear?
Tia : Yes.
Andi : So, let's get married next month.
Tia : No, it can't be. Maybe in June I'll be
ready.
Andi : Why? Isn't it better for us to get married
soon?
Tia : Yeah. But you know, my grandpa had
just passed away. I lost him and I feel
deeply sad.
Andi : I understand your feeling. Do you want
me to tell you a funny story?
Journalist : All right. You are excellent.
Congratulations. Thank you so
much. It is kind of you.
Participant : You're welcome.
Activity 6
A poor woodsman's wife sighed one day
and said, "if only we could have a son, even he
was only as tall as a thumb. Time went by, and in
the end a child was born to her, a little boy who
was exactly as tall as a thumb; so they called him
Tom Thumb.
As the years went by, he remained small,
butt he remained small, but he became a kind
and intelligent boy. One day, it was necessary to
take the cart and go and fetch his father, but his
mother was unable to go. I'll go, said Tom Thumb.
It seemed impossible that someone so small could
hold the reins; but then he climbed into the horse's
ear, so that he could speak and feel it where to
go. When this happen, all the passers-by thought
that the horse must be very intelligent, to be able
to go places by itself. A circus master wanted to
buy it, only then he learned that he wanted to buy
the tiny boy instead. His-father would not have
sold him for all the gold in the world, but Tom
Thumb convinced him, by saying: "You need the
money, don't you? Sell me to the circus and leave
everything up to me."
In fact, as soon as he was able, Tom Thumb
runaway from the circus and since he was so
small, he was able to avoid being recaptured and
make his way back home.
Taken from 366 and More Fairy Tales, 1990
Activity 7
. seem . this . need . me
. speak . be . leave . since
Activity 8
The Mystery of the Sphinx
A long, long time ago, the city of Thebes
was guarded by a sphinx, a creature with the
head of a women, the body of lion and the wings
of an eagle.
She asked the same riddle of every passer-by,
and when they could not answer, she consumed
them.
"What being," the sphinx asked Oedipus,
when he came over her, "has four legs in the
morning, two at midday and three in the
evening?"
Activity 9
"Man," answered Oedipus. "As a child he
crawls on all fours, in his he walks on two legs,
and when he is old he leans on a stick."
Tapescripts 237
Tia : That's a great idea. So, how does your
story begin?
Andi : OK. It's about husband and wife...
Adapted from The Chicken Smells Good, 1997
Activity 6, 7 and 8
It's every airplane passenger's nightmare .
getting stuck near a crying baby. I was manning
the ticket counter at a busy airport when the
sound of a sobbing infant fi lled the air. As the next
passenger stepped up to the desk, he glanced at
the tot and rolled his eyes. "Don't worry," I said
to him cheerily. "Chances are that baby won't be
on your fl ight."
Head shaking, he grimly replied, "Oh, I bet
he will. That's my son."
. Debbie Williams .
Taken from www.rd.com
Chapter 8
What Education Should Be
Activity 2
Mr Effendi : Totok, you look so sad. What's
wrong with you?
Totok : I'm very sorry, Sir. I... I just got
the second prize. I couldn't do
the best in the contest. I'm so
embarrassed right now.
Mr Effendi : So... that's the problem?
Totok : Yes, Sir. You know, my friends
and the teachers trusted me so
much. But I couldn't do it well.
Mr Effendi : Oh, no. Thanks for your effort
to re present our school, anyway.
You've done the best. I am
proud of you.
Totok : You're welcome. But I feel that I
wasn't fl uent. Do you think so?
Mr Effendi : Yeah. Maybe you were nervous.
Totok : Yes, Sir. I lacked of self-confidence.
What would you
suggest?
Mr Effendi : Well, Totok. Keep practising
and reading English books.
Moreover, you should join the
same contest. It was the first
time you had performed in front
of audience, wasn't it?
Totok : Yes. I've never taken a part in
a contest before. Would you
please help me improve my oral
skills?
Mr Effendi : Sure. I will be glad to do so.
Totok : Thank you, Sir.
Mr Effendi : Don't mention it.
Activity 3
Mr Teuku Maulana is waiting for his driver who comes
late to pick him up. He gets angry with the driver
although he has given an apology..
Driver : I'm sorry, Sir. I am late. You
must be waiting for me for a
long time.
Mr Maulana : Yeah. I am annoyed. Why did
you come late? You should have
been here earlier.
Driver : Err... There was a traffi c jam on
the way here. So I couldn't drive
fast. That's the truth, Sir.
Mr Maulana : OK. Haven't you washed this
car? It's very dirty. It's your
duty, isn't it?
Driver : Certainly. Actually I did it two
days ago.
Mr Maulana : You did it two days ago? No
wonder, it's full of dirt.
Driver : I'm very sorry. Should I wash it
now?
Mr Maulana : We're thirty minutes late. Take
me to Hotel Sahid.
Driver : Alright, Sir.
Mr Maulana : Huh...anyway, I'm sorry for
scolding you. I hope you won't
be late again.
Driver : Yes, Sir. I do apologize for this
inconvenience.
Activities 7 and 8
Education vs Capitalism
The battle between education idealism
and capitalism continues. The question is: Does
idealism in the world of education have to clash
with capitalism? Professing a need to secure a
return on capital invested within the shortest
possible time, capitalism has entered education.
Consequently, there are instance of school
principals obliging students to buy particular
textbooks to benefi t from publi sher's bonuses, and
universities opening special enrolment channels in
order to impose high student admission fees.
Meanwhile, various appeals for the pursuit
of educational ideals have been ignored, though
education is the right of all citizens, with or
without access to capital. At present, education
is expected to produce a return on capital for
whoever wishes to invest in the fi eld.
The school of medicine, for instance, charges
high entrance fees and yet lots of new students
238 Developing English Competencies for Grade XI of Language Programme
are still interested to enter. These students, too,
expect a return on investment within a shorter
time than their peers in the school of agriculture
can achieve.
A very tough struggle is needed to change
this paradigm because the majority of Indonesians
are under the influence of capitalism. Even
the govern ment, with power under its control,
appears to be helpless and yields to the capitalist
climate, making the excuse of fund limitation.
Trying to make peace with capitalism may be
the proper approach before further compromising
with it, in view of objective realities today. The
next important thing to consider is what steps
should be taken for a post-capitalist society,
because this situation should not be endless.
Taken from The Jakarta Post, September 1, 2004
Activity 10
1. How has capitalism entered education?
2. What did the university open special
enrolment channels for?
3. Why is a very tough struggle needed to
change the paradigm?
4. What may be the proper approach to change
the paradigm of education?
Chapter 9
I Like This Poem
Activity 3
I am unwritten, can't read my mind, I'm
undefi ned
I'm just beginning, the pen's in my hand, ending
unplanned
Staring at the blank page before you
Open up the dirty window
Let the sun illuminate the words that you could
not fi nd
Reaching for something in the distance
So close you can almost taste it
Release your inhibitions
Feel the rain on your skin
No one else can feel it for you
Only you can let it in
No one else, no one else
Can speak the words on your lips
Drench yourself in words unspoken
Live your life with arms wide open
Today is where your book begins
The rest is still unwritten
Oh, oh, oh
I break tradition, sometimes my tries, are outside
the lines
We've been conditioned to not make mistakes, but
I can't live that way
Activity 8
Remember
Remember me when I am gone away,
Gone far away into the silent land;
When you can no more hold me by the hand,
Nor I half turn to go yet turning stay.
Remember me when no more day by day
You tell me of our future that you plann'd:
Only remember me; you understand
It will be late to counsel then or pray.
Yet if you should forget me for a while
And afterwards remember, do not grieve:
For if the darkness and corruption leave
A vestige of the thoughts that once I had,
Better by far you should forget and smile
Than that you should remember and be sad.
Activity 9
1. when 6. thoughts
2. gone 7. yet
3. more 8. tell
4. or 9. than
5. for 10. sad
Activity 10
Meeting and Passing
As I went down the hill along the wall
There was a gate I had leaned at for the view
And had just turned from when I fi rst saw you
As you came up the hill. We met. But all
We did that day was mingle great and small
Foot prints in summer dust as if we drew
The fi gure of our being less than two
But more than one as yet. Your parasol
Pointed the decimal off with one deep thrust.
And all the time we talked you seemed to see
Something down there to smile at in the dust.
(Oh, it was without prejudice to me!)
Afterward I went past what you had passed
Before we met and you what I had passed.
Robert Frost
Chapter 10
Letfs Perform a Drama
Activity 2
Act One
Scene 1. Elsinore Castle. The platform of the
guard.
(Enter Bernardo and Francisco, two Sentinels from
opposite directions.)
Bernardo : Who's there?
Francisco : Nay, answer me. Stand and unfold
yourself.
Tapescripts 239
Bernardo : Long live the King!
Francisco : Bernardo?
Bernardo : He.
Francisco : You come most carefully upon your
hour.
Bernardo : 'Tis now struck twelve. Get thee to
bed, Francisco.
Francisco : For this relief much thanks. 'Tis bitter
cold, And I am sick at heart.
Bernardo : Have you had quiet guard?
Francisco : Not a mouse stirring.
Bernardo : Well, good night.
If you do meet Horatio and
Marcellus,
The rivals of my watch, bid them
make haste.
(Enter Horatio and Marcellus)
Francisco : I think I hear. them. Stand! Who's
there?
Horatio : Friends to this ground.
Marcellus : And liegemen to the Dane.
Francisco : Give you good night.
Marcellus : O, farewell, honest soldier.
Who hath relieved you?
Francisco : Bernando hath my place. Give you
good night.
(He leaves)
Activity 5
Smeagol :
They cursed us. Murderer. Murderer they called
us. They cursed us and drove us away. And we
wept, precious, we wept to be so alone. And we
forgot the taste of bread, the taste of bread, the
softness of the wind ...
We even forgot our own name.
(in a choking cough)
Gollum! Gollum!
Taken from www.hundland.com
Activity 7
River Andvin (Day)
Smeagol and his cousin Deagol sit in a small coracle,
their fi shing lines draped over the side.
Suddenly ... Deagol's fi shing rod bends under the weight
of a large fi sh.
Deagol : (excited) Smeagol, I've got one!
I've got a fi sh, Smeagol!
Smeagol : (excitedly) So on, bull it in.
Deagol bulls on his rod, but is hauled overboard and
disappears underwater with a splash.
Smeagol : (worried) Deagol!
Underwater, River Andvin (day)
Deagol is towed to their river bed by a large fi sh ....
Suddenly he lets go off the line, his eyes fi xed on gold
ring, lying in the silt. He took it. Deagol climbs out of
the water, on to the river bank. Smeagol notices the shiny
ring in Deagol's hand.
Smeagol : Give us that, Deagol my love!
Deagol : Why?
Smeagol : Because it's my birthday, and I want
it.
Deagol : Step over my dead body!!
Smeagol : Okay!
Review 2
For questions numbers 1.3
1. Nina : The facility provided by the
committee on this year seminar is
not as usual.
Fandi : I feel it the best service they can
afford for us. How do you feel?
Nina : .
2. Riki : Don't make any unnecessary noise
in this room.
Wulan : But I want to practise singing.
Riki : That's included to the un necessary
noise.
Wulan : But I justc
Riki : Shut up!
Wulan : .
3. Arif : I see someone like you at the bus
station.
Yana : What did you do then?
Arif : I called him your name loudly. I
was so embarrassed.
Yana : .
For questions numbers 4.8
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
240 Developing English Competencies for Grade XI of Language Programme
Answer Key
Chapter 1
I Think the Cendrawasih Is Beautiful
Listening
Activity 6
1. Flower nectar is a thin, watery liquid in a
fl ower.
2. A pouch in a workerbee's body where the
nectar is stored.
3. The sugar and the nectar are broken down
by a process called inversion into two simple
sugars, fructose and glucose.
4. It contains simple sugars that can be used
quickly by the body.
5. Mineral salts and other materials needed by
the body.
Speaking
Activity 3
1. He had a serious problem and need some
help.
2. Take it easy.
3. Yes, she did. She reckoned Rudi to ask for
identifi cation paper to get scholarship.
4. No, she wasn't. She was a little annoyed
before leaving Jakarta.
5. She was dissatisfi ed with the service in the
train.
Reading
Activity 1
1. Orangutan 4. Thailand
2. China 5. Saudi raAbia
3. Kangaroo
Activity 2
1. Description 4. Defi nition
2. Description 5. Description
3. Description
Activity 4
1. Yes, they are.
2. Very strong back legs and a tail.
3. The Great Grey Kangaroo and the Red
Kangaroo.
4. On the front of her body.
5. A baby kangaroo.
6. A kangaroo is an animal found only in
Australia.
7. The sentences in paragraph 2, 3, and 4.
Activity 5
1. Lightening is a sudden, violent flash of
electricity between a cloud and the ground,
or from cloud to cloud.
2. It occurs in hot, wet storm.
3. A loud blast.
4. Moist air.
Activity 7
1. Airplane or ticket agency
2. Razor
Activity 8
1. Use a razor for a closer shave.
2. Come abroad with us
Writing
Activity 2
Banner : 1
Pamphlet : 2, 3
Poster : 4, 5, 6
Activity 3
1. Pirated ecrordings 4. School
2. Band show 5. Tourist resort
3. Passanger usb 6. Film
Activity 4
3.1.2
Chapter 2
Stories That I Like
Listening
Activity 5
1. In China.
2. He was not a patient man.
3. Because he was always in a hurry.
4. Because he wanted to measure his rice.
5. The plants were strong and healthy.
6. They are only two inches.
7. He pulled each plant up from the ground
until it was three inches high.
8. They were dead.
9. Because they heard about Liu's foolish
deed.
10. A rice puller.
Activity 6
1. d 6. b
2. a 7. f
3. g 8. h
4. e 9. c
5. j 10. i
Answer Key 241
Activity 8
1. Story telling competition.
2. All students in Grade X, XI, and XII of SMU
Mandalawangi.
3. 15 September 2008.
4. In SMU Mandalawangi.
5. Five.
Speaking
Activity 3
1. Because Danu hadn't attended Mrs Etty's
lesson for six times.
2. "Why don't you study with her well?"
3. Danu should ask Mrs Etty to explain the
lesson more slowly.
4. The man had broken the traffi c regulation.
5. "You must not enter this street before 10 a.m."
6. The man was in a hurry.
Activity 4
1. b 4. g 7. f
2. d 5. e
3. a 6. c
Reading
Activity 2
Words
1. ascend
2. dawn
3. heaven
4. hesitation
5. call out
6. deception
Antonyms
descend
sunset
hell
certainty
keep silent
honesty
Synonyms
climb
day break
paradise
reluctance
or doubt
shout
trickery
Activity 4
1. F 2. T 3. T 4. T 5. F
Activity 6
1. Because he lent the horns to the dragon.
2. Because he knew how difficult it was to
ascend to heaven.
3. To help a dragon ascend into heaven.
4. Because he trusted to the millipede.
5. "Give me back my horns!"
6. No, he didn't.
7. No, they weren't.
Activity 8
1. sighed 5. giggled
2. sobbed 6. grumbled
3. gazed 7. grabbed
4. whispered 8. gasped
Activity 9
1. Mr Rahmadi taught German.
2. The students climbed the mountain.
3. Eliza wore a beautiful dress.
4. Mr Krisna opened the secret.
5. Regita read the novel.
6. Yuni cut the grass in the yard.
7. Leoni studied English with her brother.
8. Mr Dede bought a lot of toys for his son.
Writing
Activity 2
1. g 5. i 9. k
2. a 6. c 10. e
3. h 7. j 11. l
4. b 8. d 12. f
Chapter 3
Care about the Environment
Listening
Activity 2
Dialogue 1
1. Yes, he did.
2. He fulfi lled Mrs Yuli's request.
Dialogue 2
1. His mother, Mrs Emma.
2. No, he wasn't.
Dialogue 3
1. His mother, Mrs Emma.
2. No, he wasn't.
Dialogue 4
1. I'm happy to hear that.
2. It means that he was happy to hear that
too.
Speaking
Activity 2
Dialogue 1
1. Yes, she does.
2. Because the money is important for Krisna.
Dialogue 3
1. Because he was suffering from a relapse.
2. "I'm sorry to hear that."
Activity 3
1. g 3. d 5. i 7. j 9. h
f 2. 4. a 6. e 8. c 10. b
Reading
Activity 3
1. Paragraph 1 5. Paragraph 4
2. Paragraph 2 6. Paragraph 6
3. Paragraph 2 7. Paragraph 6
4. Paragraph 3 8. Paragraph 7
242 Developing English Competencies for Grade XI of Language Programme
Activity 4
1. F 3. T 5. T 7. T 9. T
2. T 4. F 6. F 8. F 10. T
Activity 5
1. Rainforests
2. Containing the richest source of plants and
animals.
3. Leaves and moses.
4. Releasing the water over time into streams
and rivers.
Activity 6
1. F 2. T 3. F 4. T 5. T
Activity 7
1. have started 6. has provided
2. has grown 7. have destroyed
3. have done 8. have used
4. have cut down
5. have involved
Writing
Activity 1
3-1-5-2-4
Activity 5
1. Recycling
2. To hold all rubbish that can be recycled.
3. Cereal boxes, corrugated card and greetings
cards.
4. Squash all containers and remove the lids if
possible.
5. To promote recycling the rubbish that can be
recycled.
Chapter 4
Ifm a Master of Ceremonies
Listening
Activity 2
welcome, master, ceremony, participate, notable,
applause, experience
Activity 3
1. b
2. c
3. c
4. b
5. a
6. b
7. c
8. b
Speaking
Activity 3
1. sponsored 5. sophomore
2. syndicated 6. earned
3. society 7. columnist
4. author 8. award
Reading
Activity 2
1. have to do 6. don't have to do
2. have to do 7. don't have to do
3. have to do 8. don't have to do
4. don't have to do 9. don't have to do
5. don't have to do 10. don't have to do
Activity 4
1. session 6. allowed
2. exchange 7. venue
3. concludes 8. aware
4. reception 9. mark
5. resume 10. honoured
Activity 5
1. In the evening.
2. Cross Cultural Organisation (CCO).
3. Professor Wahid Hidayat.
4. From Jakarta.
5. . speech
. question.and.answer session
6. By 8:30
7. For one week.
8. Delivering a speech.
Activity 9
1. Shall I buy this jacket?
2. Shall we take an umbrella?
3. Shall I give to Nungki?
4. Shall we go for holiday?
5. How shall we go?
6. What shall we have for dinner?
7. Whom shall I ask for advice?
8. What shall I do to turn it on?
Writing
Activity 3
1. Welcoming audience to the event.
2. The programme including the name and the
purposes; the speaker (s).
3. His/her activities and achievement.
4. Review of the programme; Thank the
audience and the speaker (s).
5. Audience and speaker (s).
Answer Key 243
Chapter 5
News Blitz!
Listening
Activity 4
1. b 3. b 5. b 7. b
2. a 4. c 6. c
Speaking
Activity 6
1. Confident, well spoken, have a vocal
talent.
2. News bulletins through sports events.
3. Popularity, money and wide knowledge.
4. Make community announcements, read news
bulletins, do voice overs for commercials,
conduct interviews.
5. To be a successful media presenter.
Activity 8
1. F 3. F 5. T 7. F 9. F
2. F 4. F 6. F 8. T 10. F
Reading
Activity 2
1. e 3. d 5. c
2. a 4. b 6. f
Activity 4
1. Deadly explosion.
2. Near the LA airport.
3. It happened when an underground vault
exploded, near LAX.
4. Two fi re fi ghters.
5. A gas leak.
Activity 5
1. deadly 3. investigate
2. blasts 4. notice
Activity 6
1. deadly 5. fi refi ghters
2. blasts 6. dislodged
3. critical 7. investigate
4. vault 8. leak
Activity 7
1. protesters 4. environment
2. station 5. treats
3. angry
Activity 8
1. c 2. d 3. b 4. e 5. a
Activity 11
1. b 2. c 3. c 4. c 5. c
Writing
Activity 3
1. interview 6. enjoy
2. correct 7. attention
3. count 8. coming
4. standing 9. return
5. notable 10. cafeteria
Review 1
1. c 11. c 21. b 31. c
2. c 12. b 22. d 32. d
3. d 13. a 23. d 33. a
4. a 14. c 24. d 34. c
5. d 15. d 25. c 35. b
6. d 16. b 26. a
7. c 17. d 27. a
8. c 18. b 28. c
9. c 19. d 29. b
10. a 20. c 30. b
Chapter 6
Valuable Stories
Listening
Activity 5
1. A poor woodsman's wife, the woodsman,
Tom Thumb, a circus master.
2. Because he was exactly as tall as a thumb.
3. Loving his parents.
4. Wise, patient.
5. Because they need money.
6. He was able to escape because he was so
small.
7. At a circus.
8. It is important to love and obey our
parents.
Activity 6
1. c 2. d 3. a 4. e 5. b
Activity 7
/i:/ seem, speak, need, leave
/./ this, be, me, since
Activity 10
Famous reads: Rp99,000.; all bookstores
Magazine: a set; very own writer
Speaking
Activity 3
1. She thinks itŒs amazing.
2. Yes, she does.
3. Informal.
4. They still have to make some improvements.
5. Mr GateŒs opinion.
244 Developing English Competencies for Grade XI of Language Programme
6. Yes, it is.
7. Participants, place, topic, sex, etc
Activity 8
1. snapped 5. triplets
2. croaked 6. tickle
3. disguise 7. miser
4. bolts 8. suspicious
Activity 9
1. Money isnŒt everything.
2. Six characters.
3. StudentŒs answers.
4. At Uncle ScroogeŒs house.
5. Uncle Scrooge realised his mistake.
6. Uncle Scrooge was always afraid of being
robbed.
7. Buying medicine for our health is far more
impor tant than merely keep the money.
Reading
Activity 2
1. group of trees
2. very large
3. extremely
4. sending out
5. greatly
6. fascinated
7. unpleasantly rough
8. great sorrow
9. delightful
10. made calm
Activity 4
1. F 2. F 3. F 4. T 5. T
Writing
Activity 2
1. fairy 5. dissuade
2. frugal 6. decent
3. bow 7. chuckle
4. vanish 8. gully
Activity 4
1. By selling fi rewood.
2. Into the sky.
3. A kindly looking, white-haired old man.
4. The biggest money bag which was round and
bulging.
5. Because he wanted to build a big brick
house.
6. Because it was the fourth time he opened the
bag.
7. Husband: greedy.
Wife: patient.
8. DonŒt be greedy when we have a lot of
money.
Chapter 7
What a Funny Story!
Listening
Activity 2
1. About marriage.
2. 23 and 25 years old.
3. In a park.
Activity 4
1. I love you too, darling.
2. He is crazy about her/He loves her very
much.
3. Because she is pretty and she under stands
him.
4. Because Andi assures her that he will love her
forever.
5. Her grandfather had just passed away and
she feels deeply sad.
6. It is postponed until June.
7. By telling a funny story.
Activity 6
1. In an airport.
2. Because it's very annoying.
3. Manning the ticket counter.
4. Ticket counter attendant.
5. Because the baby is the manŒs son.
Activity 7
1. airplane 4. cheerily
2. counter 5. chances
3. rolled 6. replied
Activity 8
1. getting 5. infant
2. stuck 6. cheerily
3. counter 7. fl ight
4. sobbing 8. chances
Speaking
Activity 2
1. He should fi nish his monthly report soon at
his offi ce.
2. My dear; I love you so much.
3. No, she wasnft.
4. Yes they do
5. Various answer
6. Yes, I can. My dear; Honey; I love you so
much.
7. Yes, I can. I just leave me alone; How sorrowful
my life will be.
Activity 7
Text 1
1. For a check-up.
2. He is a turkey hunter.
3. Yes, it is. He turkey hunted with the man that
morning.
4. Getting up before daylight, chasing turkeys
up and down mountains.
Answer Key 245
5. He might mean that the parent is not good
looking.
5. His grandfather has already got married
or perhaps, he got married for any other
reasons.
6. Yes, I do./No, I donŒt.
Text 2
1. For the baby's fi rst checkup.
2. Yes, he was.
3. Yes, he was.
4. Yes, he did.
5. He might mean that the parent is not good
looking.
Reading
Activity 2
1. d 3. b 5. a 7. i 9. j
2. e 4. c 6. h 8. g 10. f
Activity 4
1. Because her husband tends to snore.
2. Without sleep.
3. The writer/the wife.
4. The husband, John.
5. Yes, he is.
6. Some medication.
7. He fell into a deep sleep.
8. He just wanted to tell his wife that the drugs
had worn out and he couldnŒt sleep.
9. Yes, she was.
10. Oh, no. I just wanted you to know.
Activity 6
1. Tina M. Digiovanna.
2. At a resort.
3. On a recent holiday.
4. At the pool.
5. A brand of ice-chest.
6. Because he thought that gplaymateh is a
girl.
7. Answer may vary..
Writing
Activity 2
Text 1: c. descriptive
Text 2: d. spoof
Text 3: b. report
Text 4: a. news
Chapter 8
What Education Should Be
Listening
Activity 9
1. d 3. h 5. a 7. c
2. f 4. g 6. b 8. e
Activity 10
1. There is a need to secure a return on capital
invested within the shortest possible time.
2. To impose high student admission fees.
3. Because the majority of Indonesians are under
the infl uence of capitalism.
4. Trying to make peace with capitalism.
Speaking
Activity 2
5 . 7 . 3 . 6 . 8 . 10 . 9 . 4 . 1 . 2
Activity 8
1. thieve 5. breath 9. bother
2. thirsty 6. then 10. breathe
3. there 7. moth
4. rather 8. throw
Activity 11
1. effi ciency 4. inner
2. expose 5. imply
3. precious 6. behave
Reading
Activity 5
1. d 3. e 5. c 7. g
2. a 4. b 6. f 8. h
Activity 6
1. Yes, she does.
2. Their determination for the best edu cation for
their children that will give the children good
prospects for their future careers.
3. That the best education couldnŒt be
accommodated and provided by the
Indonesian schooling system.
4. Yes, there are.
5. Expatriate community.
6. Yes, it does.
7. No, it isnŒt.
8. The campus site, the curriculum and teaching
staff.
9. The more parents pay, the more likely they
are to get something good.
10. From home.
Activity 7
1. the two children
2. parentŒs care
3. parents
4. label international
5. International institutes and educators
Activity 8
1. T 2. F 3. T 4. T 5. T
Activity 9
1. as well/too
2. Furthermore,/Besides, c.
3. In addition to/Besides
4. also
5. However
Writing
Activity 1
2 . 4 . 1 . 3 . 5 . 7 . 6 . 8 . 9
246 Developing English Competencies for Grade XI of Language Programme
Activity 2
1. Wearing school uniform.
2. Yes, he/she does.
3. Uniform is cheaper and wearing uniform
saves money.
4. Yes, she does.
5. Students should not be uncomfortable
wearing a uniform.
Chapter 9
I Like This Poem
Listening
Activity 2
1. b 3. f 5. a 7. e
2. d 4. g 6. c
Activity 8
1. away 8. pray
2. land 9. a while
3. hand 10. grieve
4. stay 11. leave
5. day 12. had
6. plann'd 13. smile
7. understand 14. sad
Activity 9
1. when 6. or
2. gone 7. sure
3. more 8. thoughts
4. yet 9. than
5. tell 10. sad
Speaking
Activity 8
1. In Poem 1, peace is symbolised as the dawn,
as fair as the moon, as bright as the sun, love
and the season of song.
In Poem 2, peace is symbolised as the light.
2. In Iraq.
3. Peace: sun, love, season of song.
War: wrong, destruction, rubble, fi ghting,
darkest night.
Reading
Activity 5
1. on 6. during
2. at/for 7. on, for
3. at 8. throughout, ithw
4. in 9. on
5. at 10. among
Activity 8
1. garland 3. wreath
2. sheen 4. scent
5. briar 7. deck
6. blights 8. scorn
Writing
Activity 3
Answers may vary. Here are the examples.
1. The meaning of true beauty.
2. Unidentifi ed speaker.
3. Stanza 1: loving a girl only because of her
outer beauty.
Stanza 2: loving a girl because of her inner
beauty.
4. Yes, I do.
5. A girl should not only beautify her face but
also her thought, heart, and the way she
behaves.
Chapter 10
Letfs Perform a Drama
Listening
Activity 2
1. Elsinore Castle.
2. Four characters.
3. Bernardo, Francisco, Horatio and
Marcellus.
4. In the evening.
5. Yes, they do.
6. Taking a rest. (alternative answer)
Activity 3
1. b 2. d 3. a 4. c
Activity 6
1. c 2. c 3. a
Activity 7
1. Smeagol and Deagol.
2. In the bank of River Andvin.
3. Yes, they are. Smeagol and Deagol are
cousins.
4. A ring.
5. Because he wants it as his birthday gift.
6. Smeagol is greedy. Deagol is nice. We can
notice it from their dialogue. Smeagol took
Deagol's ring.
Review 2
1. d 11. b 21. d
2. a 12. b 22. d
3. c 13. a 23. a
4. c 14. d 24. b
5. c 15. d 25. a
6. b 16. a 26. c
7. d 17. b 27. c
8. a 18. d 28. b
9. a 19. b 29. c
10. d 20. c 30. b