Developing English Skills for Senior High Students

Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi Undang-undang

Hak Cipta Buku ini dibeli oleh Departemen Pendidikan Nasional
dari Penerbit Setia Purna Invest

Developing English Competencies
for Grade X
Senior High School (SMA/MA)

Writers : 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 : Documentation of Setia Purna Inves

Book Size : 17.6 × 25 cm

420.07
DOD DODDY, Achmad
d Developing english competencies 1: for Senior High School (SMA/MA)
grade X/Achmad Doddy, Ahmad Sugeng, Effendi; editor Team of Setia
Purna Inves. – Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.
viii, 184 hlm.:ilus.: 25 Cm.

Bibliograﬁ: hlm. 162-162
Indeks
ISBN 979-462-973-1

1. Bahasa Inggris- Studi dan Pengajaran I. Judul
II. Sugeng, Ahmad III. Effendi

Diterbitkan oleh Pusat Perbukuan
Departemen Pendidikan Nasional
Tahun 2008

Diperbanyak oleh ...

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 sebaik-baiknya.
Kami menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena
itu, saran dan kritik sangat kami harapkan.

Jakarta, Juli 2008
Kepala Pusat Perbukuan

iii

Preface

Developing English Competencies for Grade X is designed to facilitate you, students
of senior high school (SMA/MA), to communicate in English according to the context
of the language use.
Developing English Competencies for Grade X enables you to access information of
various ﬁelds of science to prepare you to go to university.
English learning in Developing English Competencies for Grade X is based on literacy
based approach so you can get many learning experiences by considering the aspects
of interpretation, convention, collaboration, cultural knowledge, problem solving,
reﬂection and language use.
In Developing English Competencies for Grade X, there are many activities available
for you to do individually or with other students. These activities explore your
creativity. You are expected to be skillful in doing the exercises, acting out dialogues,
constructing sentences or texts and the other activities that facilitate you to be skillful
in using English in communication.
Last but not least, the writers are very grateful to all people who have helped
and given their input, support and encouragement. We would like to thank PT Setia
Purna Inves, especially the editors and team, for facilitating us to publish our work.
Hopefully, this book will help you learn English in a communicative way.

Bandung, July 2008

Writers

iv

An Overview of This Book

Developing English Competencies for Grade X comprises 6 chapters and 2 reviews.
Each chapter consists four language skills, i.e. Listening, Speaking, Reading and
Writing.
Below are the characteristics featured in Developing English Competencies for
Grade X
1. Title introduces the theme of the chapter.
2. Chapter Photo represents the theme of the chapter.
3. In This Chapter gives a concise summary of the language functions and
themes that will be learned in the chapter.
4. Text presents a genre related to the theme of the chapter.
5. Genre Structure shows you the generic structure of related genre.
6. Grammar Review focuses on a grammar structure in texts of a certain genre.
7. Dialogue presents natural language set in authentic situations you can relate to.
8. What to Say provides a number of expressions that you can use in certain
situations.
9. Pronunciation Practice provides list of words to be pronounced and practiced
several times until you can pronounce them correctly.
10. Englishclub.com gives some information from the Internet and encouraging
you to know more.
11. New Horizon features extra information related to the theme.
12. Your Project encourages you to perform a project to enhance your lifeskill.
13. UN Shot provides some exercises taken from Ujian Nasional materials.
14. Chapter Summary summarises the material learned in each chapter.
15. Learning Reﬂection presents what you have learned and what you are
expected to be able to.
16. Review provides a number of exercises from the previous chapters.
17. Glossary provides a list of terms and words from the learning materials in
alphabetical order.
18. Index provides a list of subject and names (authors) in alphabetical order.

v

Contents
Kata Sambutan ______________________________________________________ iii
Preface _____________________________________________________________ iv
An Overview of This Book ___________________________________________ v
Chapter 1
It's Nice to See You ___________________________________________________ 1
Listening ___________________________________________________________________________ 2
Responding to expressions of greeting introducing, and parting _________________________ 3
Responding to recount texts ________________________________________________________ 5
Speaking ____________________________________________________________________________ 7
Using expressions of greeting and parting ____________________________________________ 8
Introducing oneself and others ______________________________________________________ 9
Performing a monologue of a recount text ____________________________________________ 11
Reading _____________________________________________________________________________ 13
Identifying the structure of a recount text _____________________________________________ 15
Reading and understanding recount texts _____________________________________________ 16
Writing _____________________________________________________________________________ 18
Writing diary _____________________________________________________________________ 18
Writing recount texts ______________________________________________________________ 22
Chapter Summary ____________________________________________________________________ 24
Learning Reﬂection___________________________________________________________________ 24

Chapter 2
I'm Sorry to Hear That ________________________________________________ 25
Listening ____________________________________________________________________________ 26
Responding to expressions of happiness _____________________________________________ 27
Responding to expressions of sympathy and showing affection _________________________ 28
Responding to narrative texts _______________________________________________________ 30
Speaking ____________________________________________________________________________ 31
Using expressions of happiness _____________________________________________________ 32
Using expressions of sympathy and showing affection _________________________________ 34
Performing a monologue of a narrative text ___________________________________________ 35
Reading _____________________________________________________________________________ 37
Identifying meanings and information in a narrative text _______________________________ 40
Reading narrative texts ____________________________________________________________ 42
Writing _____________________________________________________________________________ 46
Developing a paragraph of narrative texts ____________________________________________ 47
Writing narrative texts _____________________________________________________________ 49
Chapter Summary ____________________________________________________________________ 50
Learning Reﬂection __________________________________________________________________ 50

vi

Chapter 3
Would You Like to Come?_____________________________________________ 51
Listening ____________________________________________________________________________ 52
Responding to expressions of making, accepting and declining an invitation ______________ 53
Responding to expressions of making and cancelling an appointment ____________________ 54
Responding to instructions _________________________________________________________ 56
Speaking ____________________________________________________________________________ 58
Using expressions of making, accepting and declining an invitation _____________________ 59
Using expressions of making and cancelling an appointment ____________________________ 60
Performing a monologue of a procedure text __________________________________________ 63
Reading _____________________________________________________________________________ 65
Identifying the structure of a procedure text __________________________________________ 66
Reading procedure texts ___________________________________________________________ 68
Writing _____________________________________________________________________________ 71
Writing short instructions __________________________________________________________ 72
Writing procedure texts ____________________________________________________________ 73
Chapter Summary ____________________________________________________________________ 74

Review 1 ____________________________________________________________ 75

Chapter 4
Congratulations! You Did It Very Well _________________________________ 79
Listening ____________________________________________________________________________ 80
Responding to expressions of congratulating and complimenting ________________________ 81
Responding to narrative texts _______________________________________________________ 83
Speaking ____________________________________________________________________________ 85
Congratulating and complimenting __________________________________________________ 86
Performing a monologue of a narrative text ___________________________________________ 89
Reading _____________________________________________________________________________ 91
Identifying meanings and information in a narrative text _______________________________ 92
Reading narrative texts ____________________________________________________________ 93
Writing _____________________________________________________________________________ 98
Developing a paragraph of a narrative text based on the pictures ________________________ 99
Writing narrative texts _____________________________________________________________ 100
Chapter Summary ____________________________________________________________________ 102
Chapter 5
I'm Very Grateful to You _____________________________________________ 103
Listening ___________________________________________________________________________ 104
Responding to expressions of gratitude _______________________________________________ 104
Responding to invitation ___________________________________________________________ 105

vii

Responding to a monologue of a descriptive text ______________________________________ 106
Speaking ___________________________________________________________________________ 107
Expressing gratitude ______________________________________________________________ 108
Performing a monologue of a descriptive text _________________________________________ 110
Reading ____________________________________________________________________________ 115
Identifying the structure and information in a descriptive text ___________________________ 116
Reading descriptive texts ___________________________________________________________ 119
Writing _____________________________________________________________________________ 122
Writing short descriptions and announcement ________________________________________ 125
Writing descriptive texts ___________________________________________________________ 126
Chapter Summary ____________________________________________________________________ 128

Chapter 6
Headline News ______________________________________________________ 129
Listening ___________________________________________________________________________ 130
Responding to expressions of surprise and amazement _________________________________ 131
Responding to news item texts ______________________________________________________ 132
Speaking ___________________________________________________________________________ 134
Expressing surprise and amazement _________________________________________________ 135
Performing a monologue of news item texts ___________________________________________ 137
Reading _____________________________________________________________________________ 140
Identifying meanings and information in news item texts ______________________________ 141
Reading news item texts ___________________________________________________________ 142
Writing _____________________________________________________________________________ 148
Developing paragraph of news item texts _____________________________________________ 150
Writing news item texts ____________________________________________________________ 151
Chapter Summary ____________________________________________________________________ 152

Review 2 ____________________________________________________________ 153
Bibliography ________________________________________________________ 161
Photo Credits ________________________________________________________ 163
Glossary ____________________________________________________________ 164
Index _______________________________________________________________ 168
Tapescripts _________________________________________________________ 169
Answer Key _________________________________________________________ 178

Source: Publisher's Documentation

viii

Chapter 1

Sourc
e: Pub
lisher's
Docum
entatio
n

It's Nice to See You

In This Chapter

Listening:
• Responding to expressions of greeting, introducing and
parting
• Responding to recount texts
Speaking:
• Using expressions of greeting, introducing and parting
• Performing a monologue of recount texts
Reading:
• Identifying meanings and information of a recount text
• Reading recount texts
Writing:
• Writing a recount text
• Writing short diaries

1

Listening

In this section, you will learn how to:
• respond to expressions of greeting, introducing and parting;
• respond to recount texts.

Activity 1 Look at the picture and answer the following questions.

Source: Publisher's Documentation

1. What are they doing?
2. Do you think they know each other?
3. What do you say when you meet someone you didn't
know before?
4. Do you ask her/his name?
5. How do you introduce yourself?
6. What do you say when you need to leave the person
you're talking to?

Activity 2 Listen to the tape. Then repeat the following words and
expressions.

No. Words Expressions
1. Introduce Good morning
2. Introducing How are you
3. Greeting My name is
4. Meeting How do you do
5. Parting Nice to meet you
6. Farewell See you later

2 Developing English Competencies for Grade X

Listen to the tape and complete the dialogue. Pay
Activity 3 attention to the responses of greeting, introducing
and parting expressions.
Today is the first day at school for Dian. She meets Rian. Then,
they introduce each other.
Dian : 1 .2 .3 .
Rian : 4
. 5
. 6
.
Dian : 7 . We are in the same class, right?
I saw your name in the students' list of my
class.
Rian : Yeah, right. By the way, what book is that?
Dian : This is a book about cooking, Mari Memasak
Sendiri.
Rian : Oh, so you like cooking? I like cooking too.
Dian : Really? Good, so I have a friend to share with.
Anyway, 8 . Bye.
Rian : 9
. 10
.

Activity 4 Listen to the tape carefully and choose the correct
responses to the expressions you heard.

For example:
You will hear: Hello, I'm Cut Nia. I'm your neighbour.
What's your name?
Englishclub.com The correct response for the expression is ....
a. Hello, Cut Nia. Nice to meet you.
Want to meet new b. Hi, Cut Nia. My name is Edo. Nice to meet you.
people and improve
your social and business
The correct response is (b) Hi, Cut Nia. My name is Edo.
graces? You can visit Nice to meet you.
the website in www.
ivillage.com. You can 1. a. Good morning. What's your name?
find how to make b. Good morning. I'm Deni.
proper introductions 2. a. How do you do?
at business functions,
parties, dinners and
b. Hi, Desi. How are you?
other social situations. 3. a. I'm just fine.
b. Good morning. My name is Risa.
4. a. What's your name?
b. Hi, Rudi. Nice to see you.
5. a. Good bye. Nice to meet you.
b. Glad to meet you, too.

It's Nice to See You 3

Listen to another dialogue and answer the following
Activity 5 questions while you are listening.

1. Where does the dialogue take place?
2. How many persons are involved in the dialogue?
3. What does the girl do while waiting for her friend?
4. What does Lina say to a girl at ﬁrst?
5. How does the girl respond to Lina's introduction?
6. How does Fanny introduce Lina to Santi?
7. What does Lina say at the end of the dialogue?

Activity 6 Work in pairs and make a dialogue based on the following
situations. Use the expressions and responses you have
learned.

1. You introduce yourself to a new neighbour and ask
him/her to come to your house.
2. You meet a new classmate at school. Ask his/her
name, hometown and address.
3. You introduce yourself to a new English teacher in
the classroom.
4. Your brother/sister brings his/her friends to the
house. Introduce yourself to them.
5. When you are going shopping with your father, you
meet your father's friend. Introduce yourself to him/
her.

Activity 7 Answer these questions. You can add any information
related to the questions.

1. Where did you go on your last holiday?
2. What did you do on your last holiday?
3. Did you have unforgettable experiences on your
holiday? Tell it brieﬂy.
4. How did you feel on your holiday?


Listen carefully to the following dialogue and study
Activity 8 it. Then practise it with your friend.

Mirna : Hi, Toni, nice to meet you again after long
holiday.
Toni : Hello. Mirna, nice to meet you too.
Mirna : Anyway, where did you go on the last holiday?
UN Shot Toni : Well. I went to Bali. It's a wonderful place with
beautiful beaches and sceneries.
Mitha :
Good morning, Sir. Mirna : Wow. It sounds great. What did you do there?
Toni : My family and I spent four nights there in a
Mr. Harry :
Good morning Mit, sit bungalow in Kuta beach. I had a great vacation
down. This is Mr. Johny. there. I swam and surfed on the beach. I also
He is one of the judges played football and sand with my brother.
in the speech contest
attended last week. Mirna : What else did you do there?
Toni : The next morning I visited another small island
Mitha :
Oh, I see. How do you around Bali on a boat. It was a great experience
do Mr. Johny? to see many beautiful places and have a talk
Mr. Johny : ...., Mitha with tourists there.
a. How are you
Mirna : What did you do before you left Bali?
b. Good morning Toni : On the last day, I went to the merchandise
c. How do you do shops and bought some stuffs there. I bought
d. You're welcome
shirts, shorts, and also traditional clothes.
d. It's all right
Unfortunately I couldn't afford to buy a surﬁng
(UAN 2004)
board because it was too expensive.
Mirna : Well, it's nice to hear your story. I hope that I
can also visit Bali someday.

Activity 9 Listen to these past tense verbs taken from the dialogue
and repeat after your teacher.

1. was /wəz/
2. did /dɪd/
3. had /həd/
4. went /went/
5. left /left/
6. swam /swæm/
7. bought /bɔ:t/
8. surfed /sɜ:fd/
9. played /pleɪd/
10. visited /vɪzɪtɪd/


Listen to the tape carefully. Correct the words in the
Activity 10 brackets based on what you heard.

Yogyakarta
April, 1st 2008

Dear Evi and Andi,
Just a note to let you know that we (have) a wonderful
holiday in Bali. It was a really great place. The people are
friendly, the food's great, and the weather's a lot better (as/
than) at home. Can you (believe) it?
Most days were pretty (lazy/lazily). I (swim) two or
three times a day, but my brother Fachri just (spend) all his
time lying on the beach with his eyes closed.
Last Saturday I (get) on the bus and (go) to the north
and of the island, It was much (quiet) there than here–very
beautiful, but no tourists. The next day we (go) across to
the east coast (see) some of the old villages.
I (learn) Balinese–I still can't (say) much, but it was
fun to try. Fachri actually (speak) it quite well, but he was
afraid to open his mouth, so I was the one who talked to
people.
Love to your parents. See you soon, I (hope).

Aisha

Activity 11 Listen to the tape and ﬁll in the following form based
on the text you heard.

Event 1:

Event 2:


Speaking
• introduce yourself and others;
• say greetings and partings;
• perform a monologue of recount texts.

Activity 1 Answer these questions orally.

1. What will you say when you have to introduce
yourself to someone you didn't know before?
2. Is it alright if you ask his/her name after introducing
yourself?
3. Is it alright to ask his/her age?

Study the following dialogues. Act them out with your
Activity 2 friends'.

Dialogue 1
New Horizon Today is the commemoration of National Education Day. Every
province in Indonesia sends their representatives to attend
If the person you are outstanding students gathering in Jakarta.
introducing has a Asep : Hello, let me introduce myself. My name is Ali.
specific relationship
to you, make the I study at SMAN 19 Bandung.
relationship clear by Denias : Hi, I'm Denias, I'm from Papua. Nice to meet
adding a phrase such
as 'my boss', 'my wife'
you.
or 'my uncle'. In the Asep : Nice to meet you too. Let's go to the crowd.
case of unmarried
couples who are living Denias and Asep go to the crowd and they meet a girl.
together, 'companion' Sri : Hi, Asep. How are you?
and 'partner' are good Asep : I'm fine. How about you?
choices.
Sri : I'm fine too. Thank you.
Source: www.ivillage.com
Asep : Elvi, this is Denias, my new friend.
Denias : Hi. How do you do? Pleased to meet you.
Sri : How do you do? Pleased to meet you too.
Denias : By the way, what is your hobby?
Sri : I like cooking very much. I can spend my
whole day for cooking.


Denias : Wow, great. My hobby is cooking too. Will
you tell me how to cook special foods from
your province? I'd like to know them.
Asep : Alright my friends, let's talk about cooking
later. We should go to the palace to meet the
President of Indonesia.
Denias and Sri : Let's go. We can talk about cooking
UN Shot
later.
Jack : Rita , ....
Rita : Pleased to meet Dialogue 2
you. Cipto waiting for Andi and Yani, his new colleague at the
Don : Pleased to meet
you too.
airport.
a. Don is my friend Andi : Excuse me. Are you Henri?
b. Don wants to meet
Cipto : Yes. I'm Cipto Susanto.
you
c. Don't you know Don Andi : How do you do, Cipto? I'm Andi from
is my friend
University of Jakarta.
d. I'd like you to meet
my friend Don Cipto : How do you do, Cipto. Nice to see you.
e. Please introduce Andi : Nice to meet you, too. Did you have a good
your self to Don
(UN 2003/2004)
journey?
Cipto : Yes. It was ﬁne, thanks.
Andi : Let me help you to bring your suitcase.
Cipto : That's very kind of you.
Andi : Not at all. Let me introduce you to my friend
Yani this is Cipto. Cipto this is Yani.
Yani : Hello, Cipto. Nice to meet you.
Cipto : Pleased to meet you, too. How's the trip?
Yani : Well, It's nice and exciting.
Cipto : Great, then. You must be tired. I'll take you to
the Hotel ﬁrst.
Andi : OK. Thanks, Cipto.

Activity 3 Read the dialogues once again. Can you identify the
expressions of greetings, introducing, meeting and
parting?


What to Say
Study the following expressions of greetings, introducing, meeting
and parting.

Greetings Responses
• Good morning. • Good morning.
More Formal
• Good afternoon. • Good afternoon.
• Good evening. • Good evening.
• How nice to see you • Yes, it's been so nice.
• Hello. Hello.
• How are you? • Fine, thanks.
• How do you do? • How do you do?
• How're you doing? • Not bad.
Less Formal • Hi! • Hi!

Partings Responses

More Formal
• Good night. • Good night.
• Goodbye. • Goodbye.
• See you later. • See you.
Less Formal • Bye. • Bye.

Introducing yourself Introducing someone

More Formal • First let me introduce • I would like to
myself. introduce you to ....
• My name is .... • Let me introduce you
• Allow me to introduce to ...
my self. • This ...
• I'm ... • Allow me to
• Excuse me my name's introduce ....
... • I'd like you to meet ...
• How do you do? My • Do you know ...
name is .... • Oh look, here's Peter.
• Hi! I'm ... • Peter–Jeny, Jeny–
• Hello! My name is ... Peter
• Good morning. My
Less Formal
name's ...


v
Pronunciation Practice

Pronounce these words after your teacher.
Some words have plural forms ending in an /s/ sound.
Some have plural forms ending in a /z/ sound.
/s/ /z/
• book-books /bʊks/ • day-days /deɪz/
• group-groups /gruːps/ • flag-flags /flægz/
• shout-shouts /∫aʊts/ • leaf-leaves /li:vz/
• chief-chiefs /t∫iːfs/ • dog-dogs /dɔgz/
• state-states /steɪts/ • wife-wives /waɪfz/

Activity 4 Work in pairs and complete the dialogue. Then practise
it with your partner.

Budi introduces himself to Rendi on the way home from the
school.
Budi : 1 . Haven't we met before?
Rendi : I don't think so.
Budi : Anyway, 2 Budi.
Rendi : 3 Reni.
Budi : Do you somehow stay around here?
Rendi : Yeah. I stay in the Uptown Apartment on fifth
Avenue.
Budi : That's great. I also stay there on eleventh
floor.
Rendi : Mine's on tenth floor. Sorry, I have to get going.
4
.
Rendi : See you then. Goodbye.
Budi : 5 .

Activity 5 Work in groups and perform a dialogue based on the
following situations.

1. You introduce yourself to Mr Hutagalung and he
responds to the introduction.
2. Wayan is your friend. He introduces Sofyan, his
brother, to you.
3. In the classroom, Dewi, your friend, introduces you
to Tini, her sister.
4. At a meeting, you introduce Mr Lubis, your English
teacher, to your father.


Ask your partner and say what you did last weekend.
Activity 6 Look at the following example.

For example:
1. You : What did you do on your last weekend?
Your friend : It was alright. I didn't do anything
special.
2. You : Did you have a good weekend?
Your friend : Yes. It was great. I had a lovely time. I
went to theatre and I watched a great
movie.

Activity 7 Ask other students about their weekend and their
special experiences. Then complete the following
table with different names.

No. Name Activities Time/When? Special Events
1. Deni Played football Sunday afternoon He made a goal.
2.
3.
4.
5.

Activity 8 Read aloud the following text. Pay attention to your
pronunciation and intonation. Study the events.

Last weekend, my friends and afternoon we went to the river and
I went camping. We reached the caught some fish for supper. At night,
camping ground after we walked for we held a fire camp night. We sang,
about one and a half hour from the danced, read poetry, played magic
parking lot. We built the camp next to tricks, and even some of us performed
a small river. It was getting darker and a standing comedy.
colder, so we built a fire camp. On Monday, we packed our bags
The next day, we spent our time and got ready to go home.
observing plantation and insects while
Text by Agus Molgana
the girls were preparing meals. In the


Activity 9 Answer these questions based on the text in Activity 8.

1. What did we do last weekend?
2. How long did we reach the camping ground?
3. When did we build the camp?
4. What did we do on the next day?
5. What activities did we do at the night of a ﬁre camp
night?

Activity 10 Work in pairs and match the following time line with
its activities.

Saturday 6.30 a.m accompanied my mother to shop
1 pm had Padang food for dinner
4 p.m attended an extracurricular activity
7 p.m helped my uncle water the ﬂowers
9 p.m tidied my bedroom
Sunday 5 a.m went swimming
10 a.m watched TV and ate snacks
12.30 p.m prepared shoes for jogging
3.30 p.m visited my grandma's house
6 p.m did homework and watched TV

Activity 11 After setting the timeline into a good order in Activity
10, in groups make your oral recount by referring to
the activity in each time.

Activity 12 Now make your own timeline on last your last weekend
and present it to the class.


Reading
• identify the structure of recount texts;
• read and understand recount texts.

Activity 1 Answer these following questions.

1. Do you have any interesting experience to tell?
2. Can you recall it?
3. Will you tell your experience to your friend?

Activity 2 Read the following text about someone's experience.

Meeting a Star
On Saturday morning at 9:30, I was I thought it was money. I said 'no' at
walking down Sunda Street, looking ﬁrst, but he really wanted me to have
for a record store. A man stopped me it, so I took it.
and asked me the way to the Hyatt I found the record store and listened
Hotel. I wasn't sure exactly where it to a few records. D' Masive had a new
was, but I walked with him to the end record that was number two in the top
of Sunda Street. He was very friendly, twenty. I decided to buy it. I looked
and his face looked so familiar. Then I in my bag for my wallet and found a
remembered where the Hyatt was and piece of paper the man gave me. It was
told him how to get there. He thanked a photo. I was so surprised! He was a
me and tried to give me something. singer in D' Masive!
Adapted from New Horizons in English 4, 2002

Answer these following questions based on the text in
Activity 3 Activity 2.

1. Where was the writer?
2. What was he doing?
3. What did the man ask the writer?
4. How was the man's character?
5. Did the writer help the man?
6. What did the writer decide to buy?
7. What did he ﬁnd in his wallet? Explain.
8. How was he when he knew who the man was?


Read the text and choose the correct answer to the
Activity 4 following questions.

My Day
I had a terrible day yesterday. First, Next, I ran out of the house trying
I woke up an hour late because my to get the 9:30 bus, but of course I
alarm clock didn't go off. Then, I was missed it. I wanted to take a taxi, but I
in such a hurry that I burned my hand didn't have enough money.
when I was making breakfast. After Finally, I walked the three miles to
breakfast, I got dressed so quickly that my school only to discover that it was
I forgot to wear socks. Sunday! I hope I never have a day as
the one I had yesterday.
Taken from Ready to Write, 2003

1. What happened to the writer yesterday?
New Horizon a. He has a terrible day.
b. He gets a terrible day.
When writing c. He had a terrible day.
recounts you should:
d. He got a terrible day.
- focus on individual
people ie use the 2. Why did he wake up an hour late?
words, I or we a. Because he didn't set alarm clock.
- use words which
indicate when (eg after b. Because his alarm clock didn't go off.
lunch) and where the c. Because he didn't see alarm clock.
events took place (eg in d. Because his alarm clock didn't work.
the shed)
- write in the past tense 3. What did he do after having breakfast?
eg had, visited a. He got dressed so quickly that he forgot to wear
- use action words eg socks.
helped, crutched.
b. He wear socks so quickly that he forgot to get
Source: www.lmpc.edu.au. dressed.
c. He ran out of the house trying to get the 9:30 bus.
d. He burned his hand when he was making
breakfast.
4. How far did the writer walk?
a. He walked for two miles.
b. He walked for three miles.
c. He walked for four miles.
d. He walked for ﬁve miles.


5. What does the writer hope?
a. The writer hopes to discover that it was Sunday.
b. The writer hopes to take a taxi.
c. The writer hopes he never had a day like
yesterday.
d. The writer hopes that yesterday will be better.

Activity 5 Read the words taken from the text and ﬁnd their
synonyms.

1. wanted /wɒntɪd/
2. ran out /rʌn aʊt/
3. walked /wɔ:kd/
4. forgot /fə'gɒt/
5. missed /mɪsd/
6. burned /bɜ:nd/
7. woke up /wɒk ʌp/
8. hurry /hʌrɪ/
9. terrible /'terəbl/
10. quickly /kwiklɪ/

Activity 6 Read and study the text structure of the recount text in
Activity 4.

Paragraph Generic Structure
• I had a terrible day yesterday. First, • Orientation: provides the setting and
I woke up an hour late because my introduces participants.
alarm clock didn't go off (paragraph 1)
• Next, I ran out of the house trying to • Events: tell what happened, in what
get the 9:30 bus, but of course I missed sequence.
it. I wanted to take a taxi, but I didn't
have enough money (paragraph 2)
• Finally, I walked the three miles to • Re-orientation: optional closure of
my school only to discover that it was events.
Sunday! I hope I never have a day as
the one I had yesterday (paragraph 3)


Activity 7 Read the following text and identify its text structure.
Work in pairs.

I woke up at about five o'clock remembered all my lines. I wrapped
yesterday. It wasn't a regular day, my works and got ready to pick her up
because I was about to propose a girl. and of course proposed her.
After praying and taking a bath, I met her at four o'clock, took a
I had my early breakfast. At about little walk and went to a movie. At
nine o'clock I was in my office but seven, we had a romantic dinner. I
my soul wasn't there. I was thinking thought it was the perfect time to ask
about the lines that I had to say to her to be my wife. Then I said the lines
her. At one o'clock, I had my lunch that I practiced the whole afternoon.
but I wasn't enjoying it either. So, I She smiled. I reached my pocket to
practiced the lines to almost all girls I get a ring and put it around her ﬁnger.
met at my lunch. Yes, I was a little bit Then she said "Yes." After driven her
crazy. Finally, it was three o'clock. I home I went back to my house.
Taken from New Horizons in English, 2002

Grammar Review
Using Prepositions of Time
It is important to use correct prepositions to show
time relationship.
Study the prepositions of time and the example.

• Use at with speciﬁc times: at 5:00/at 7:30/at noon/
at midnight
• Use from and to with a span of time: from 6:00 to
9:00/from 1941 to 1945
• Use in with other parts of the day: in the afternoon/
in the morning/in the evening (exception: at night)
• Use in with months: in August/in June
• Use in with years: in 19999/in 2001
• Use in with seasons: in the spring/in the summer/
in the winter


• Use on with days of the week: on Sunday/on
Tuesday/ on Friday
• Use on with speciﬁc dates: on June 30 on April
21, 2001/on New Year's Eve

Activity 8 Complete the sentences with the correct prepositions.

1. I lived in Jakarta 1995 1998.
2. Linda was born 1952.
3. She was born October 31, 4:00
the afternoon.
4. I'll meet you for lunch Tuesday
noon.
5. Rudi goes to Singapore every weekend. She takes the
train Saturday 9.00 the
morning and arrives in Singapore 10:45.

Activity 9 Read the following text and identify the prepositions of
time in the text.

My mother got me ready for school then I had to
wait for her to brush my hair and place every strand
in just the perfect position. I had to show her my shoes
that I had cleaned the night before and my school bag
had to be neatly put on my shoulder before I could
get near the door. Only after my mother was totally
satisﬁed would I be allowed to rush out of the front
door.
I would leave home at 8 am on the dot and make
my way down the lane. After a walk of about 700
metres I would be able to see the tall steeple of the
school.
The playground would be full in the summer and
the noise would make me want to rush into the yard
and get into a good game of football before the bell
went.
Adapted from www.lmpc.edu.au


Writing

• arrange recount texts;
• write recount texts.

Activity 1 Answer the following questions.

1. Do you have a diary?
2. What do people usually write in it?
3. What sort of advantages can people get from writing it?
4. Have you ever written your past experience in a diary?
5. If yes, what was it about?

Activity 2 Pay attention to the following diary. Answer the questions
that follow.

March, 28th 2008
08.00 p.m.

This morning Andika called me. I was surprised. I
wondered from whom he got my cell phone number.
Your Project Confuse. Happy. Speechless. My heart beat faster when I
heard his voice.
You might have an
interesting experience Lovely
lately. Write it in your
diary. It will be so much
fun when you read what
Luna
you have written a few
years later. Text by Apel

1. When did Luna write her diary above?
2. Who called her?
3. How did she feel when Andika called her?
4. Did she know where Andika got her number?
5. How is Luna's feeling for Andika? Do you think she
likes him?


Arrange the following sentences into the correct order.
Activity 3 Arrange them so they follow a logical time order. Then
use all the sentences to write the paragraph.

Deri saved his money and spent two months travelling
around the world. He wrote his journey in his diary.
I spent a week in New York and then flew to
London and enjoyed several weeks in Europe.
When I had seen the sights in Europe, I took a train
to Istanbul and visited many places in Asia.
First, I flew from his home in Mexico City to New
York City.
After through Asia, I went to south America and
finally back home to Indonesia.

Activity 4 Study the following schedule. Write a paragraph that
telling past events based on the schedule. Remember
to begin with topic sentences.

Tuesday 08.30-9.00 greet new students
9.00-10.30 give test to new students
10.30-11.30 order new text books
11.30-12.00 make phone calls
12.00-1.00 have lunch with teachers
1.00-3.00 observe classes

For example:
Last week I had a busy schedule in my class. At 08.30, I
came in to the class and greeted the students. ....


Punctuate and capitalise the following text. Rewrite
Activity 5 it using your own words.

r a kartini
every april 21 people in indonesia in november 12 1903 she married
commemorate the kartini day. it is adipati djoyodiningrat, the head of
beautiful day for the woman because rembang regency. according to javanese
we celebrate the birth of great lady ra. tradition kartini had to follow her
kartini. everyone knows who kartini is. husband. then she moved to rembang.
she is our national heroine and a great in september 13 1904 she gave a birth to
lady with the bright idea her son. his name was singgih. but after
kartini was born in 1879 april 21 in giving birth to a son, her condition was
mayong jepara. her father was rmaa. getting worse and she finally passed
sosroningrat wedana (assistant of head away on september 17 1904 on her 25
of regency) in mayong. her mother, ma years old
ngasirah was a girl from teluk awur now kartini has gone. but her spirit
village in jepara as the daughter of a and dream will always be in our heart.
noble family, she felt luck because she nowadays indonesian women progress
got more than the ordinary people got. is influenced by kartini's spirit stated on
she got better education than other collection of letter habis gelap terbitlah
children terang from the dusk to the dawn
Adapted from www.recount.peperonity.com

Activity 6 Read this story. As you read the text, decide the
conclusion at each stage. Write it in your workbook.

Blind Date

The phone call His story
Her story Maya is a friend of Galih. He told
Doni got my name from a friend. me that she was really pretty and had
He telephoned me and invited me to a lovely personality, so I rang her and
see a film and I accepted. However asked her for a date. I was delighted
I explained that it was time for my when she agreed but it was really
piano practice, he started talking about difficult talking to her. She wouldn't
himself, and there was no stopping say a word. I had to carry on the whole
him. I couldn't have got in a word conversation myself.
edgewise even if I had wanted to.


The arrival
Her story
When he came to pick me up,
I was getting ready. When I came
to the door and saw the ridiculous
outfit he was wearing, I almost died
of embarrassment. Then he suggested
that we took a bus. I didn't know where
to look.

His story
I got there on time. Her Mom
answered the door and asked me
what I wanted. I explained that I was
Maya's date. I think she was impressed
by my suit, and you should have seen
Maya's face when she first came to the
door! As we walked to the bus stop
she grumbled that Galih always took
her out by car. I told her she looked
lovely!
His story
The movie She let me order the most expensive
Her story dish on the menu and she didn't even
He laughed so loudly that touch a bite. She explained that she
everybody turned round to look at was still full from lunch, but I think
us. I whispered 'be quiet' several she wanted to go somewhere more
times but it had no effect. He also expensive. She's a real snob.
made a loud noise eating his popcorn.
The future
I wanted to crawl into a hole.
Her story
His story Would I go out with him again?
She was a real bore. The film was You must be joking. I never want to
very funny, but she kept muttering see him again. He was so insensitive.
throughout. She refused everything
His story
that I offered her.
I would never call her again. She
The meal behaved terribly, and never apologized.
Her story One date with her was more than
He took me to a cafe, and insisted enough.
on ordering a whole meal for me. It was Adapted from New Horizons in English 4, 2002

awful. I wasn't even hungry.


Look at the pictures and arrange the sentences in the
Activity 7 correct order to form a meaningful paragraph based
on the pictures.

1 2

3 4

5 6

7 8

a. It was an interesting film about a plane which crashed
on a small empty island in the Pacific Ocean.
b. After a few weeks, the passengers were eating raw
fish and meat.
c. Although the passengers were safe, nobody knew
where the plane had crashed.
d. It was an American movie called The Lost Flight.
e. So the passengers had to learn how to hunt for food
in the jungle and how to catch fish from the sea to
eat.


f. My sister and I went to see a film last night.
g. After they had been on the island for two months,
three of the men made a boat and sailed away to find
help.
h. It showed how people can quickly change when they
have to look after themselves in the jungle.
i. But my sister and I enjoyed the film.
j. But their boat sank and they were drowned.
k. The film ended without saying whether the passengers
were rescued or not.

Activity 8 Yesterday, Vicki had a birthday for her friend. She
made a list of things she had to do before the party.
She put the things on her list in time order. Use her
list to write a paragraph about the things she had to
do. Remember to begin with a topic sentence and
use signal words.

• buy food for dinner at supermarket
• pick up birthday cake at bakery
• clean house
• make dinner
• wrap present
• set table

Activity 9 Work in groups of four and everyone should share
his/her unforgettable experience. Decide one that
the group think is the most unforgettable. Then write
a diary and tell it in front of the class.

Activity 10 Now think of your most memorable experience and
write it like a diary entry. Consider the following.

1. What was it?
2. When and where did it happen?
3. Who was involved?
4. How was it memorable? And why?


Chapter Summary
1. Language Functions
a. Introducing
• Hi, I am Deri.
• Hello, my name is Dewi.
b. Greeting
• Hi!
• Hello.
• Good morning.
• Good evening.
c. Parting
• Goodbye.
• See you later.
• Good night.
2. Genre
Recount
Social function : to retell events for the purpose of informing or entertaining
Generic structure
- Orientation : provides the setting and introduces participants
- Events : tell what happened, in what sequence
- Re-orientation : optional-closure of events

Learning Reflection
After learning the lesson in this chapter, you are expected to be able to:
1. respond to the expressions of introducing, meeting and parting;
2. respond to oral instructions;
3. introduce yourself and others;
4. say greetings and goodbye;
5. perform a monologue of recount texts;
6. identify ideational meaning in the recount texts;
7. identify the structure of recount texts;
8. write a recount text.
Now, answer the questions:
1. How do you introduce yourself?
2. What do you say to greet people?
3. What do you say when you need to leave the person you're talking to?
4. Write your last holiday experience and tell it to your friends.
If you find some difficulties, consult your teacher or discuss with your friends.


Chapter 2
Sourc
e: Pub
lisher's
Docum
entatio
n

I'm Sorry to Hear That

In This Chapter

Listening:
• Responding to expression of happiness
• Responding to expressions of sympathy and showing affection
• Responding to narrative texts
Speaking:
• Using expression of happiness
• Using expressions of sympathy and showing affection
• Performing a monologue of narrative texts
Reading:
• Identifying the structure of a narrative text
• Reading narrative texts
Writing:
• Developing a paragraph of a narrative text
• Writing a narrative text

25

Listening
• respond to expression of happiness;
• respond to expressions of sympathy and showing affection;
• respond to narrative texts.

Activity 1 Study the following situations and answer the questions.

• You are informed that your father has just got
promotion in his workplace.
• Your English teacher told you that you score in the
last test is excellent.
• The debate team of your school won the national
debate competition.
• Your friend hurt himself when playing football.
• Your sister slipped and she was in such pain. She
couldn't even stand up because she broke her
ankle.
• Your friend's father suddenly passed away soon
after he got off from the bus.

1. What do you think of the situations? Are there good
news or bad news?
2. What do you feel when you hear a good news?
3. What do you feel when you hear a bad news?
4. How do you respond to someone telling you a good
and a bad news?
5. What will you do or say to show your happiness?
6. What will you do or say to show your sympathy?
7. Will you be surprised especially when hearing the
bad news?


Activity 2 Listen to the tape carefully. Then, repeat the words
and expressions.

No. Words Expressions
1. good news It's really great. I'm so happy.
2. happy I'm delighted to hear that.
3. happiness It gives me satisfaction.
4. bad news I'm very sorry to hear that!
5. sympathy That is a pity/shame!
6. affection Are you OK?
7. terrible What a terrible situation!
8. condolence Please accept my condolences!

Activity 3 Listen to the tape and choose the best response from
the expressions you hear.

For example:
You will hear: My sister got a car accident last night.
The best response is ….
a. Oh really? It is nice to hear that.
b. Oh really? I'm sorry to hear that.
The correct response is (b) Oh really? I'm sorry to hear that.
1. a. Oh, that's good news.
b. Oh, that's bad news.
2. a. How terrible!
b. I'm delighted to hear that.
3. a. Is that right? That's too bad.
b. Is that right? How nice! I'm happy with that.
4. a. I'm sorry to hear that.
b. How poor she is.
5. a. Oh really? That's too bad.
b. Oh really? That's great.

I'm Sorry to Hear That 27

Listen to the tape and complete the following dialogues.
Activity 4 Pay attention to the expressions for showing happiness,
sympathy and affection.
Dialogue 1
Hani gets a gift from her mother. She is very happy.
Mother: My dear daughter, your father said that he would
New Horizon take you to the department store.
Hani : Hooray! That's 1 . When do we go there,
What's the difference Mom?
between sympathy and
empathy?
Mother: Perhaps after dinner. Father will buy a new
Sympathy is the act pair of shoes for you. Frankly we both are so
of imagining and 2
for your performance at school.
interpreting the
thoughts, experiences, Hani : Thanks for your praise, Mom. I am also
and perspectives of 3
to have parents like you both.
others from our own
Mother: You are a wonderful daughter for us. I'm so
lens (e.g. our history,
experiences, priorities
4
to be your Mom.
and values). Hani : Thanks Mom.
Empathy the act
of attempting to Dialogue 2
understand the Deni tells Andi bad news. Rudi, his friend, has just got an
thoughts, experiences,
and perspectives of accident.
others from their own Deni : Hi, Andi. 1 that Rudi fell off when he
lens (e.g. their history,
was riding his motorcycles?
experiences, priorities
and values). Andi : Oh really? 2 ! What happened?
Source: www.about.com Deni : He was riding in a big storm. He must have
skidded in the rain.
Andi : Oh 3 . Was he badly injured?
Deni : Sure, he was such in pain.
Andi : He wasn't, was he?
Deni : He was. He couldn't 4 . He broke his
legs.
Andi : 5
. Where is he now? Is he in the
hospital?
Deni : He is still in the Emergency Unit of Sumber Waras
Hospital.
Andi : I'll 6 in the hospital right away.


Listen and study these expressions. Then make the
Activity 5 best response for each expression.

1. Congratulations. You get Rp 10.000 credit bonus.
2. You are excellent and brilliant. You got a great mark
for the final test.
3. Well done. You get a free ticket for this holiday.
4. I've lost my wallet somewhere. It's got Rp. 100,000,-
on it.
5. Did you hear that Mr. Rendy got a serious cancer
disease?
6. I heard that Budi was in jail. He was arrested for
traffic violence.
7. Rendi was knocked down by a car. He was in hospital
for five weeks.
8. Yesterday, on the TV news, I saw a bad thunder
storm in California. Many people died and got serious
injured.

Activity 6 Listen to the following dialogue and answer these
questions based on what you heard.

1. What is the dialogue about?
2. Who are involved in the dialogue?
3. What is Boni looking for?
4. What kind of books does he need?
5. What do you know about folktales?
6. Do you like to read or hear stories?
7. What kind of stories do you like?
8. What is your favourite story?

Activity 7 Listen to the statements and complete the following
table. Number one has been done for you.

No. Name Types of the Story Title of the Story
1. Rani fairy tales Cinderella
2.
3.
4.


Activity 8 Listen to the tape and complete the following story.

The Little Girl and the Wolf
James Thurber

One afternoon, a big wolf 1 When the little girl 5 the
in the dark forest for a little girl to door of her grandmother's house, she
come along carrying 2 to her saw there was somebody in bed with
grandmother. Finally, the little girl a nightcap and 6 . She had
came along and she was carrying a approached no nearer than twenty-ﬁve
basket of food. "Are you carrying feet from the bed when she 7 it
that basket to your grandmother?" was not her grandmother but the wolf,
3
the wolf. The little girl said for even in a nightcap a wolf doesn't
yes she was. So the wolf asked her look anymore like your grandmother
where her grandmother lived and the than 8 lion looks like Calvin
little girl told him and he 4 into Coolidge. So the little girl took an
the woods. automatic out of her basket and shot
the wolf dead.
Taken from Readings to Remember, 2004

Activity 9 Study the following explanation. Then, listen to your
teacher reading another story and complete the table.

Different writers organise their stories in different ways.
However, they usually give their information about:
• the setting (the place, time)
• the characters (the people in the story)
• the events (the conﬂict in the story)
• the outcome (what happened in the end)

Setting Characters Events Outcome


Speaking

• use expression of happiness;
• use expressions of sympathy and showing affection;
• perform a monologue of narrative texts.

Activity 1 Answer these questions orally.

1. What do you usually say when you are pleased or
happy?
2. What do you usually say when you want to attract
someone's attention?
3. Do you have different expressions when showing
your happiness in front of your friends and elderly
people? If yes, what are the expressions?
4. One of your friends had an accident. What do you say
to show your sympathy?
5. Your brother has a problem. He looks sad. What will
you say to show your affection?

Activity 2 Read and practise the following expressions. Pay
attention to your pronunciation and intonation.

1. It's really great. I'm so happy.
2. I'm delighted to hear that.
3. It gives me a great pleasure.
4. What a nice news. It makes me happy.
5. I'm really sorry to hear that!
6. Oh that's awful. What a shame.
7. Are you ﬁne?
8. Oh dear. I know how it feels.
9. Please accept my condolences!
10. What a terrible situation for you.


Activity 3 Read and practise the following dialogues. Then act
them out in front of the class. Pay attention to your
expressions.

Dialogue 1
Retno gets a good news about her job application. She is very
happy.
Retno : Dad, where is mom?
Father : She is back there.
Retno : Mommy, Mommy….
Mother : I'm right here. What's up?
Retno : Mom, you know, I sent a job application to a
UN Shot big international company near the downtown
a couple of days ago and just now I got a phone
X : I haven't met John call from the company that I get accepted. I am
for three days. going to work. It's lovely.
What happened
to him? Mother : Yes, that's wonderful. Come on. Go tell your
Y : He was sent daddy.
to the hospital
because of his
Retno : Yes, I will. I'm so happy right now.
sickness.
Dialogue 2
X : Oh, poor John. I
hope he'll be better Basri shows his sympathy to his friend, Ali.
soon. Basri : Hi, Ivan. You don't look very happy. Is everything
The italicised
sentence is used alright?
to express .... Ali : Well, this week has been so terrible for me.
a. pleasure Basri : Really? I'm sorry to hear that. What actually
b. agreement
c. sympathy happened?
d. expectation Ali : My grandmother passed away on Tuesday.
e. satisfaction
Basri : Was she ill or something before she died?
(UAN 2005) Ali : No, no. She was badly hurt because of a car
accident.
Basri : Oh really? What happened?
Ali : She was driving a car and suddenly a speedy
truck bumped into her car in front. So her death
was really a shock for me and my family. I can't
still believe that she's gone.
Basri : Of course. It's always hard to lose someone you
love. However, I'm pretty sure next week will
be better for you.
Ali : Thanks. I hope so.


What to Say
Study the following expressions of showing happiness, sympathy
and affection.

Showing Happiness
More Formal • It's really great. I'm so happy.
• I'm delighted to hear that.
• It gives me a great pleasure.
• Nice news! Or good News! It makes me happy.
• Hooray!
• It's lovely.
Less Formal

Showing Affection (Giving Attention)
More Formal • What should I do to cheer you up?
• I really care about you?
• Don't you worry. I'm with you.
• What's wrong with you?
• Hope you will be ﬁne.
Less Formal
• Are you OK?

Showing Sympathy

More Formal • You have my deepest sympathy.
• What a terrible situation for you.
• I do sympathise (I assure you).
• I'm extremely sorry to hear that.
• I know how it feels
• Oh what a shame ....
• Oh that's awful.
Less Formal
• Oh dear, sorry to hear that.


Activity 4 Work in pairs and complete the dialogues with the
expressions you have learned. Then practise them with
your friends'.

Dialogue 1
Wandi gets a scholarship. He is very happy.
Wandi : Mommy, mommy….
Mother : I'm right here. What's up?
Ranti : Mom, you know what. My teacher told me that
I am one of the students who get a scholarship
from a national University in Jakarta.
Mother : Oh really, that's excellent. I'm for
you.
Ranti : Thanks Mom. I'm so now.
Dialogue 2
Eka asks her boss to have a few days off because her father has
passed away.
Eka : Excuse me, Sir.
Mr Andrew : What can I do for you, Eka?
Eka : Well, I'm afraid I cannot ﬁnish my job at
the moment, Sir.
Mr Andrew : Are you serious? We need to ﬁnish this
project right away.
Eka : I know that Sir, but I have just received a
call from my mother telling me that my
father has passed away.
Mr Andrew : Oh, I'm . You have my sincere
. Take all the time you need.
Don't worry about this project. I'll take
.
Eka : Thank you, Sir.

Activity 5 Now, make dialogues based on the following situations.
Use the expressions you have learned. Then act them
out with your friends'.

1. Your English teacher told you that you score in the
last test is excellent.
2. Your friend's father has passed away. Express your
sympathy in the dialogue.


Activity 6 Answer the following questions.

1. What do you know about storytelling?
2. Did you ever tell a story to your friend?
3. If yes, what was the story about?
4. What can you get from a story?

Read aloud the following story. Do a storytelling to
Activity 7 your friends. Pay attention to your intonation and
expressions.

Blind Listening

father told him that if he had beaten a
drum and danced instead, the people
there would have bought salt from
him.
Then, he went to a village where
there happened to be a fire. Rushing
to the place, he started drumming and
dancing, only to be thrown out by the
people. His father told him that he
should have poured water on the fire
instead, if he wanted to sell salt there.
A stupid man was sent by his In the next place he went to, a
father to sell salt. He first went to a couple were fighting with each other.
mining area but nobody there wanted The foolish man poured a bucketful
his salt. When he returned home, his of water on them, again to be chased
father told him that if he had helped away. His father later told him that he
the miners to dig, they would have should have tried to settle the quarrel,
bought his salt. in which case they would have bought
The man next went to a house salt from him.
where a wedding was taking place. In the final event, the man saw
There he dug a huge hole. This made two bulls fighting with each other. He
the people angry and they chased him stepped in to stop the fight and was
away. When he returned home, his gored to death by angry bulls.
Taken from English Bestseller 12, 2001


Pronunciation Practice
Pronounce these words after your teacher.
1. dug /dʌg/
2. salt /sɔ:lt/
3. pour /pɔ:/
4. chase /tʃeɪs/
5. throw /θrɘʊ/
6. dance /dɑ:ns/
7. death /deθ/
8. stupid /'stju:pɪd/
9. village /'vɪlɪdʒ/
10. quarrel /'kwɒrɘl/

Activity 8 Find a story that you know well. It could be a folk
tale or a legend. Retell it in front of the class. Use the
following steps as your guide.

1. Identify the setting, characters, events and outcome
of the story.
2. Make sure that you fully understand the story.
3. Make the storytelling as interesting as possible.
Example:
Let me tell you something. This is a story of three foolish
sons in northern Taiwan. There was a rich man having
three sons. His house is large and located in the town of
Keelung. As their sons were no longer children, he gave
them much money. Well, its amount is two hundred
dollars for each of his son. Can't you imagine that ....
(Continue your storytelling using your own words.)


Reading

In this section, you will learn to:
• identify the structure of narrative texts;
• identify meanings and information in narrative texts;
• read and understand narrative texts.

Activity 1 Answer these questions.

1. Do you enjoy reading?
2. The following is a list of different types of stories. Use
your dictionary to check new words.
a. fable
b. superhero
c. folk tale
d. adventure
e. science-ﬁction
f. fantasy
g. legend
3. The following is the titles of two books and brief
summaries of them. Decide the types of them.

a
Bear in the Barnyard,
by Sue Robinson;
Englishclub.com illustrated by Tony
Morris
Visit www.grimmfairytales.
com to read fairy tales
from 'The Brothers
Grimm'. Choose one of
your favourites, and retell
it in front of your class.

Source: Publishers Weekly, May 10, 2004

Teddy Bear meets real farm animals. At once curious
and conﬁdent, little Bear explores the farm with all the
wonder and condor of a child. His questions never end
and he wishes he were needed like the animals seem to
be. And so he experiments considerably.


b Under the Bed,
by Paul Bright;
illustrated by Ben Cort

Source: Publishers Weekly, May 10, 2004

The book's crazy collection of worried creatures is
scared–not scary–and your child will know it's true. Hairy
green, spiney red, warty and winged, these monsters flee
the bedroom when they discover the child.

Activity 2 Study the chart below and answer the questions that
follow. It shows you types of fiction read by students
in a class.

What type of fiction do you like most?

Others
Adventure 5%
Superhero
10%
Science-fiction
25%
15% 10

15%
12.5%
10%
7.5%

Folk tale Crime detection
Fantasy
Legend

Total: 100% = 40


Developing English Skills for Senior High Students

Developing English Skills for Senior High Students

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