ENGLISH MODULE LINTAS MINAT GRADE XI

Emodul Bahasa Inggris XI IPA dan IPS Lintas Minat | 1

ENGLISH MODULE

LINTAS MINAT GRADE XI

ACADEMIC YEAR 2021/ 2022

Compiled by

VERONIKA HASTIN SEJATI, S.S.

Untuk Kalangan Sendiri

2021


PREFACE

Praise to the Almighty God who has given His bless to me for finishing the English Module

for students of Grade XI (Lintas Minat Program). It presents with enhancement both its

content and structure in order to make it easier for students during the learning process. This

module can be used as a means of learning process.

I also wish to express my deep and sincere gratitude for those who have guided me in

completing this module.

This English module contains some explanation, example, and exercises of English that can

help the students to improve their English.

By means of this module, the students are expected to be able to take part in learning process

and they can achieve their best ability and fully developed both the dimensions of their

knowledge, skills, and spiritual as well as humanity.

I realized this module is not perfect. But I hope it can be useful for us. Critics and suggestion

are needed here to make this module be better.


CONCEPT MAP

EXPRESSING SUGGESTION

- Social function: maintaining interpersonal relationship

- Giving suggestion structure to do or not to do something

- Language features

Expressions of giving suggestion to or not to do something

Modal and semi-modal verbs for suggestions

- Skills: Using expressions of giving suggestion to do or not to do

something in speaking, reading, and writing.

- Social function: explaining, persuading, guiding, promising

- Structure: stating completed actions in the past, present, and future

Language features: Past perfect tense, Present perfect tense, Future

perfect tense

- Skills: Using perfect tenses in speaking, reading, and writing.

EXPRESSING A PERFECT ACTION

EXPRESSING FUTURE

PLAN

- Social function: building relationship with surroundings

- Structure: asking for and giving information about future plans with

certain conditions

- Language features

First conditionals (if + present tense)

- Skills: Using first conditionals to state future plans with certain

condition in speaking, reading, and writing.

WRITING POEMS


- Social function: building relationship with surroundings

- Structure: poems (Line, Syllables, Stanza)

- Language features: Word choice, Symbol, Tone and mood,

Imagery, Figurative language or figure of speech, Rhythm

- Skills: Reading poems, Telling poems in speaking, Writing

poems

TELLING STORIES

Social Function: Amusing and entertaining the readers with a story and

teaching moral value through a story.

Structure: Orientation, rising action, climax, falling action, resolution

Language features: past tense, present tense, action verbs, etc.

Skills: understanding short story in reading, speaking and writing.

MAKING A PHONE CALL

Social function: Building good relationship between the caller and

the receiver.

Structure: making an appointment and reservation

Language features: expressions used in making and receiving a

phone call

Skills: using expressions of making and receiving a phone to make

appointment and reservation in speaking, reading, and writing.


BROCHURE, LEAFLET,

BANNER, AND PAMPHLET

Social function: promoting events, activities, persons, etc. and attracting public

attention.

Structure: brochures, leaflets, pamphlets and banners

Language features: vocabulary used in brochures, leaflets, pamphlets and

banners

Skills: talking about brochures, leaflets, pamphlets and banners in reading,

speaking, and writing.

GIVING EXAMPLE

Social Function: giving explanation, explaining information

Structure: explanation/ information + example

Language features: the use of for example and such as

Skills: using expressions of giving examples in reading, speaking

and writing.

HORTATORY EXPOSITION

Social function: persuading the readers

Structure: thesis, arguments, recommendation

Language features: simple present tense, conditional sentences, modals

Skills: understanding hortatory exposition in reading, speaking and writing.


TABLE OF CONTENT

Preface

Concept Map

Table of content

Unit 1 Expressing Suggestion

A. Introduction

B. Giving Suggestion to Do or Mot to Do Something

C. Modal and Semi-Modal Verb for Suggestion

D. Speaking Skill

E. Writing Skill

F. Daily Assessment

Unit 2 Expressing a Perfect Action

A. Introduction

B. Completed Action in the Past (Past Perfect Tense)

C. Completed Action in the Present (Present Perfect Tense)

D. Completed Action in the Future (Future Perfect Tense)

E. Speaking Skill

F. Writing Skill

G. Daily Assessment

Unit 3 Expressing Future Plan

A. Introduction

B. Future Plans with Certain Conditions

C. First Conditionals (if + present tense)

D. Speaking Skill

E. Writing Skill

F. Daily Assessment

Unit 4 Writing Poems

A. Introduction

B. Poems

C. Speaking Skill

D. Writing Skill

E. Daily Assessment

Unit 5 Telling Stories


A. Introduction

B. Narrative Text: Short Story

C. Language Features of Short Story

D. Speaking Skill

E. Writing Skill

F. Daily Assessment

Unit 6 Making a Phone Call

A. Introduction

B. Telephone Conversation in English

C. Making Appointment

D. Making Reservation

E. Language Features

F. Expressions used in Making and Receiving a Phone Call

G. Speaking Skill

H. Writing Skill

I. Daily Assessment

Unit 7 Brochures, Leaflets, Banner, and Pamphlets

A. Introduction

B. Brochures, Leaflets, Banners, and Pamphlets

C. Language Features of Brochures, Leaflets, Banners, and Pamphlets

D. Speaking Skill

E. Writing Skill

F. Daily Assessment

Final Semester Test

Bibliography

Glossary


CHAPTER I

EXPRESSING SUGGESTION

Kompetensi Dasar

3.1 Menerapkan fungsi social, struktur teks, dan unsur kebahasaan teks interaksi

interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan

atau tidak melakukan sesuatu dengan penjelasan, serta meresponnya sesuai dengan

konteks penggunaannya.

4.1 Menyusun teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan

menyarankan untuk melakukan atau tidak melakukan sesuatu dengan penjelasan, dan

meresponnya dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan

yang benar dan sesuai konteks.

Tujuan Pembelajaran:

Pada akhir pembelajaran peserta didik dapat:

Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan

atau tidak melakukan sesuatu.

Mengidentifikasi berbagai cara meminta saran dan menyarankan untuk melakukan atau

tidak melakukan sesuatu dengan penjelasan beserta responnya.

Menentukan saran yang tepat berdasarkan situasi yang diberikan.

Membuat teks interaksi interpersonal lisan dan tulis tentang tindakan menyarankan

untuk melakukan atau tidak melakukan sesuatu dengan penjelasan dengan

memperhatikan fungsi social, struktur dan unsur kebahasaan serta konteksnya.

Mempraktikkan tindakan menyarankan untuk melakukan atau tidak melakukan sesuatu

dengan penjelasan serta meresponnya.

A. Introduction

Exercise 1

Look at the pictures below!

Identify the problems and give suggestions to the problems above orally!

Exercise 2

Read the following suggestions! Then match them with the problems!


1. (…) Do more exercises. A. There are many flies.

2. (…) Don‘t eat much spicy food! B. Getting bad score in math.

3. (…) Join a math course! C. Having a stomachache

4. (…) Clean your surrounding regularly! D. The plants almost die.

5. (…) Fertilize and water the plants! E. Having too fat body

B. Giving suggestion to do or not to do something

A suggestion or recommendation is another good way of giving advice that isn‘t to direct.

Suggestion means a plan or idea or action put forward for consideration. In this chapter, we

are going to discuss about giving suggestions to do something or not to do something.

Giving suggestion to do something

We can use should, had better, ought to, let’s, why don’t you…, etc.

Example: You should study harder for the next test.

Why don‘t you check your health to the hospital?

Giving suggestion not to do something

We can use shouldn’t and had better not

Example: You should not go home late. Your parents will be angry.

You had better not sleep late every night.

1. Social function of giving suggestion

a. To maintain interpersonal relationship with others.

b. To suggest someone to do something or not to do something

c. To prevent someone from dangers

d. To encourage someone

2. Language features of giving suggestion

The followings are the expressions used to ask for and give suggestion with the responses.

Asking for suggestion Giving suggestion Accepting suggestion Refusing suggestion

- What do you think I

should do?

- What should I do?

- What can I do?

- Do you have any

suggestions?

- What do you

suggest/

recommend?

- I need your

suggestion.

- Should I …?

- Can you recommend

…?

- Give me suggestion,

please!

- You should…

- Why don‘t you …?

- How about …?

- You could …

- I think you should

…

- If I were you, I

would …

- You had better …

- You ought to …

- I suggest …

- Let‘s …

- That‘s a good

suggestion/ idea.

- Alright/ good/

okay

- Right.

- That sounds like a

good suggestion.

- Yes, you‘re right.

- That‘s interesting.

- Sounds good.

- Thanks for the

suggestion.

- I‘ll think about it.

- Why not?

- Yes, I guess I

should.

- Yes, I will.

- No, I don‘t think

so.

- I don‘t think we

should.

- No. Let‘s …

- Oh, I don‘t think

it is necessary.

- I think I can‘t do

that.

3. Structure of Giving suggestion

a. Giving suggestion with explanation


You should join the English course. You can get a good score in your next test. Suggestion explanation

b. Giving suggestion in dialogue

Andro : I always get bad score in Math. ------ > problem

Darren : Why don‘t you join a math course? ------ > giving suggestion

The tutor will help you understand

the lesson.

Andro : You‘re right. ------ > responses (accepting

suggestion)

c. Using a modal verb

Giving suggestion can use modal verbs, such as should, ought to, and could.

1. You + should + (base form of verb) You should study harder.

2. You + shouldn‘t + (base form of verb) You shouldn‘t enter the room.

3. You + ought to + (base form of verb) You ought to study harder.

4. You + could + (base form of verb) You could borrow the book at the

library.

d. Advising with a stronger way

Using had better to suggest someone is stronger than using should.

1. You + had better + infinitive

Example: You had better study harder before the exam starts.

2. You + had better not + infinitive

Example: You had better not eat sweets or you will get toothache.

e. Using a question

Giving suggestion can use questions, such as why don’t you …?, How about…?, what

about …?

1. Why don‘t you + infinitive Why don‘t you study harder?

2. How about + noun/ verb-ing How about joining a study group?

3. What about + noun/ verb-ing What about visiting the museum?

f. Putting in the person‟s position

1. If I were you, I would + infinitive If I were you, I would study harder.

2. If I were you, I would not + infinitive If I were you, I wouldn‘t cheat in the

test.

g. Other ways

1. I + suggest + that (clause)

2. I + suggest + noun

3. We + recommend + that (clause)

4. I = advise + that (clause)

Exercise 1: Reading Comprehension

Read the following dialogue! Then answer the questions!

Carine : Why are you sad, Thea?

Thea : Someone said that I am smelly, am I?

Carine : Do you want me to say honestly or not?

Thea : Tell me the truth! I won‘t be angry.

Carine : Well, that‘s true, Thea. You are a little bit smelly.

Thea : Oh no. What should I do?


Carine : Why don‘t you use body odor powder? It is helpful for smelly body.

Thea : I use perfume everyday, but it can‘t stand for a long time.

Carine : Perhaps, you have a problem with your sweat.

Thea : You‘re right. I have a lot of sweat even though I do nothing.

Carine : Do you take a bath twice a day?

Thea : Of course.

Carine : Do you apply a bar of soap on your body?

Thea : Yes, but sometimes I forget it. Soap makes my body dry. I don‘t like it.

Carine : You should a bar of soap or a body wash product with moisturizer and perfume.

Perhaps it can help.

Thea : Okay. I‘ll try it later.

Carine : You had better pay attention to the food you consume, too. Some food make the sweat

smell.

Thea : Thanks for the suggestion, Carine.

Carine : You‘re welcome.

Questions:

1. What is Thea‘s problem?

______________________________________________________________

2. What is the social function of the dialogue?

______________________________________________________________

3. What are Carine‘s suggestions?

______________________________________________________________

4. Which expressions show suggesting someone do something with explanation?

______________________________________________________________

5. Which expression shows asking for a suggestion?

______________________________________________________________

Exercise 2: Suggestions with Explanations

Match the following expressions of suggesting or advising with explanations or reasons!

1. (…) If I were you, I would like to save my pocket money to buy a laptop.

2. (…) I think you should apologize to your brother.

3. (…) You had better meet Mr. Liem as soon as possible.

4. (…) You‘d better spare your time by going picnic with your family.

5. (…) I don‘t think you should buy the dictionary.

a. He will go to Bali tomorrow for a meeting.

b. Our parents will not object to us if we will buy it.

c. You can borrow it at the library if you don‘t have much money to buy it.

d. It‘s not good to have a bad relationship with our sibling.

e. You have worked hard for this year. You need to take a rest for a while.


Exercise 3: Completing a Dialogue

Complete the following dialogue with the suitable words in the box.

a. Healthy f. were

b. Say g. gardener

c. Shouldn‘t h. help

d. Habit i. cleans

e. Throw j. pick

Exercise 4: Identifying Expressions

Identify the expressions below and fill in the table!

No. Suggestions Structures Problems

e.g. You shouldn‘t pack too many clothes. You

only go vacation for three days.

You shouldn‘t …. Going vacation

1. You should drink eight glasses of water every

day. It won‘t make you dehydrated.

2. You had better join an extracurricular Exercise.

It teaches you about leadership.

3. You ought to eat more vegetables and fruit.

Your digestion system will get better.

4. If I were you, I would go to bed early. You

will not wake up late on the following day.

5. I recommend you to see your doctor about

Your problem. He is the one who can help

you.

Exercise 5: Suggesting Someone

Read the suggestions below! Write ―C‖ for suggesting about camping, ―T‖ for the test, and ―P‖

for patient at the hospital!

1. (…) You should prepare your stationary. You may not borrow your friend‘s.

Darren : Are they your trash? (Pointing trash under the bench) Sean : Yes. Why? Darren : You …1) throw the trash here. There is a rubbish bin. Why don’t you

…2) them there? Sean : Someone will …3) them up later. Darren : Do you mean Mr. Toto, our …4)? Sean : Yes. He always …5) this area after we take a break. Darren : If I …6) you, I would keep our environment clean. It means we help

Mr. Toto. Furthermore, keeping our environment clean makes us …7)

Sean : All right. I’ll throw them into the rubbish bin. Darren : Good. Don’t litter here! It’s not a good …8) Sean : Mr. Toto is paid to clean this school. Darren : That’s right. Why don’t we …9) him? Cleaning is a tiring job. You

shouldn’t …10) that. Sean : I’m sorry.


2. (…) You should take your medicine regularly. You will get better soon.

3. (…) Why don‘t you bring a torch? You will need it in dark area.

4. (…) You had better bring your own medicines. Perhaps you will need them there.

5. (…) You ought to take vitamins. They will make you fresh.

6. (…) You shouldn‘t bring a laptop. It will be useless there because of no signal.

7. (…) you had better read the questions carefully. Don‘t make mistakes!

8. (…) Why don‘t you make a note? It can help you to remember the materials.

9. (…) How about porridge? It is good for your stomach when you are sick.

10. (…) Why don‘t we rent a tent? It will be expensive if we buy it.

C. Modal and Semi-Modal Verbs for Suggestions

There are some modals which can be used for giving suggestions. Here are the modal verbs

based on the suggestion scale.

Pattern: (+) Modal + base form of verb

(-) Modal + not + base form of verb

Scales Modal and semi-modal verbs Examples

Stronger

↑

↓

weaker

Must

Have to

Had better

Ought to

Should

Can/ could

You must study harder. You want to pass the

exam, right?

You have to go home now. It‘s going to rain.

You had better obey the rules. It is important.

You ought to call your parents more often.

They miss you.

You shouldn‘t drink too much coffee. It‘s

not good fro your health.

You could take a taxi. The hotel is far from

here.

From the table above, we can conclude that the modal and semi-modal verbs that are usually

used in giving suggestions are had better, ought to, should, and can/ could. Must and have to are

usually used for obligation. Should and ought to are usually used for general advice, while had

better can be used for very strong advice and warnings.

Note:

1. Should not is much more common than ought not to. Ought to is more formal than should.

2. Should can also be used in passive voice.

Example: The book should be covered if you don‘t want it dirty.

Exercise 1: Using Modals for Suggestions

Based on the following situations, make suggestions with should, ought to, or had better!

1. Susan has some pimples on her face.

______________________________________

2. Brian always wears wrinkles clothes to school.

______________________________________

3. Tasya cannot do her math homework.

______________________________________

4. Della doesn‘t like vegetables.

_____________________________________

5. Leo can repair laptop and computer

_____________________________________

Exercise 2: Making Suggestions


Based on the conditions, rewrite the sentences with should and had better in negative forms

with explanation!

Example: Don‘t eat junk food everyday!

a. You shouldn‘t eat junk food every day. It is not good for your health.

b. You had better not eat junk food every day. It is not nutritious.

1. Don‘t do panic buying.

__________________________________________________________

2. Don‘t go out during the pandemic.

__________________________________________________________

3. Don‘t chew the gum in the classroom.

__________________________________________________________

4. Don‘t use your cell phone during the teacher‘s explanation.

__________________________________________________________

5. Don‘t disturb your friends when studying.

__________________________________________________________

D. Speaking Skill

Have you ever given suggestions? In this part, you are going to be tested how well you speak in

English, especially in giving suggestions to someone to do or not to do something. Pay attention

to the social function, structure, and language features.

Exercise 1: Making Dialogues

Work in pairs. Make dialogues use the words for suggestions as the example below.

Example: using why don’t you…?

Dio : Hi, how are you, Ryan?

Ryan : I‘m not feeling well.

Dio : what‘s wrong with you?

Ryan : I have stomachache.

Dio : Why don’t you drink some medicine for that?

1. Should

2. Shouldn‘t

3. Ought to

4. Had better

5. How about..?

Exercise 2: Making Suggestions

Pay attention to your classmates. Choose five classmates whom you know very much. Think of

their bad habits, and then give suggestions to them.

No. Name Habits Suggestions

e.g. Tom Being messy You should try to tidy your room neatly and

well.

1.

2.

3.

4.

5.


E. Writing Skill

In this part you are going to be tested how well you write in English, especially in giving

suggestions. Pay attention to the social function, structure, and features of giving suggestions.

Exercise 1: Writing a Conversation

Write a conversation among four persons about giving suggestions to do or not to do something.

Exercise 2: Writing an Essay

Think of the world situation with the covid 19 pandemic. According to your opinion, why does it

happen and how to solve the problems? Write an essay about the suggestions of the problems.

DAILY ASSESSMENT

A. Choose the right answer between a, b, c, or d!

1. Hey Siti, ______ go star gazing tonight?

A. are you

B. how about

C. shall them

D. Do you

E. would you like to

2. Sam : ―Would you like to go watch a movie this weekend? ―

Carly: ―I can't, I am low on cash right now.‖

_____ stay at home and watch TV instead.

A. How about

B. Let's

C. What about

D. I think

E. It‘s better

3. What shall we do today?_____ we go to the library.

A. Shall I

B. Let's

C. Why don't

D. Would you

E. Let us

4. _____ like a cup of coffee?

A. Can I

B. I'll do

C. Would you

D. Should I

E. Shall I

6. _____ the washing , if you like.

A. Can I

B. Would you

C. I'll do

D. Let's

E. Let us


6. Edo : ―I have a lot of work to finish; I don't know how I will manage. ―

Sam: ______ half of it if you want.

A. Would you

B. I think

C. Why don't

D. I will help you with

E. Can you do

7. Carly: ―I submitted my essay to the teacher few days ago, but I haven't received any

response from her.‖

Edo :_____ go and ask her?

A. Shall us

B. I'll do

C. Why don't you

D. I propose

E. I think you should

8. ______ get you a drink?

A. Would you

B. Why don't you

C. Can I

D. I'll do

E. Would I

9. Aisya: ― I am so thirsty.‖

Annie: ______ get you something to drink?

A. How about

B. What about

C. Why don't

D. Can I

E. Why don‘t I

10. ______ like me to clean your car?

A. How about

B. Let's

C. Would you

D. I think

E. Can you

B. Complete the conversations. Circle the correct words.

1. A : I sent my résumé in for a job a few weeks ago, but I haven‘t had any response.

B : You could / Why don‘t you call the company.

2. A : I have an interview next week, and I‘m worried about getting there on time. Traffic

is so bad.

B : You might / Why not schedule the interview for the middle of the day, when traffic

isn‘t as bad?

3. A : I can‘t find a job in my field. I really need some work, any work!


B : You why not / might want to look for temporary work. That‘s often easier to find.

4. A : I have an interview tomorrow, but I don‘t know a lot about the company.

B : You might want to / Why don‘t you do some research online. I‘ll help you.

5. A : I‘m nervous about my interview on Monday. I don‘t know what they‘ll ask me.

B : Well, we could / why not practice together. I can ask you questions.

6. A : I‘m going to dress casually for my interview tomorrow. It‘s a very informal

company.

B : You could not / might not want to dress too casually. It‘s still a job interview.

7. A : I have to drive to my interview tomorrow, and I always get lost when I drive.

B : You might want to / Why don‘t you print out directions or use a GPS.

8. A : I just had a good interview, and I‘m really interested in the job.

B : Why don‘t / Why not you follow up with a thank-you note? It‘s always a good idea.

C. Make suggestions based on the following pictures.

1.

2.


3.

4.

5.


CHAPTER 2

EXPRESSING A PERFECT ACTION

Kompetensi Dasar

3.2 Menerapkan fungsi social, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informsi

terkait tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/ terjadi dikaitkan dengan

satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang, sesuai dengan

konteks penggunaannya. (Perhatikan unsur kebahasaan past perfect, present perfect,

future perfect)

3.3 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi

dan meminta informsi terkait tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/

terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan

datang, dengan memperhatikan fungsi social, struktur teks, dan unsur kebahasaan yang

benar dan sesuai konteks.

Tujuan Pembelajaran


menyimak dan menirukan interaksi yang melibatkan tindakan member dan meminta

informasi terkait tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/ terjadi

dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang.

mengidentifikasi fungsi social, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan memberi dan meminta informsi

terkait tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/ terjadi dikaitkan dengan

satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang.

membaca teks teks interaksi transaksional lisan dan tulis yang melibatkan tindakan

memberi dan meminta informsi terkait tindakan/ kegiatan/ kejadian yang sudah/ telah

dilakukan/ terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu

yang akan datang dengan lafal dan intonasi yang tepat.

memahami penggunaan past perfect, present perfect, future perfect tense dalam

menyampaikan tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/ terjadi

dikaitkan dengan satu titik waktu di waktu lampau, saat ini, dan waktu yang akan datang.

membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan antara beberapa

tindakan memberi dan meminta informasi terkait tindakan/ kegiatan/ kejadian yang

sudah/ telah dilakukan/ terjadi dikaitkan dengan satu titik waktu di waktu lampau, saat

ini, dan waktu yang akan datang.

menggunakan past perfect, present perfect, future perfect tense dalam menyampaikan

tindakan/ kegiatan/ kejadian yang sudah/ telah dilakukan/ terjadi dikaitkan dengan satu


titik waktu di waktu lampau, saat ini, dan waktu yang akan datang secara lisan dan

tertulis.

A. Introduction

What have you achieved in your life? An achievement is something which someone has

succeeded in doing, especially after a lot of effort. Have you ever won something? Had you done

something amazing before you entered senior high school? What will have you done in 2025?

In this chapter we are going to discuss more about actions/ activities/ events which are completed

in the past, present, and future. To describe actions/ activities/ events which are completed in the

past, present, and future, we need to learn past tenses.

Look at the following dialogue.

The underlined sentences in the dialogue above use perfect tenses. They describe completed

actions in the past, present, and future.

The social functions of asking for and giving information about actions/ activities/ events

which are completed in the past, present, and future are to explain about information,

convince someone, guide something, and promise something.

Perfect tenses show the time an action or state of being begins and is completed (perfected).

In other words, the perfect tenses are used to talk about actions that completed at the time of

speaking. The perfect tense is used to connect past time with present time. It describes actions

that have begun in the past and are continuing and/ or have an effect now.

There are three forms of the perfect tenses. They are past perfect tense, present perfect tense,

and future perfect tense. The perfect tenses are formed by putting has, have, or had before the

past participle form of the verb.

Exercise: Identifying Situations

Read the dialogues and identify the situations.

1. John : What have you done to make your parents proud of you?

Jack : I have won badminton competitions twice.

John : That‘s great.

__________________________________________________________________

Linda : Did you meet Andy yesterday?

Vera : No. I didn‘t. Andy and his family had left their house when I went there.

__________________________________________________________________

Sarah : What will you have done in the next ten years?

Dio : By the year 2030, I will have been a director in my own company.

__________________________________________________________________

Fay : Did you tell Fonny about a study group in Ryan‘s house?

James : Yes. I had told her before I came here.

Fay : Good. What is that in your hand?

James : Oh, this is my novel.

Fay : That‘s 5 cm. I have read that novel twice. It‘s very funny. I like it. Is that yours?

James : No. I have just borrowed at the library. I will have finished reading it by next

Monday.


Completed Actions in the Past (Past Perfect Tense)

Look at the following dialogue.

Joe : You met Linda yesterday, but you didn‘t recognize her.

Jack : That‘s true. I didn‘t recognize her because she had cut her long hair.

From the dialogue above, we know that Jack explains the completed actions in the past. The

underlined sentence uses past perfect tense.

Past perfect tense describes an action that took place in the past before another past action. In

the past perfect tense, the situation was completed by the time another past event occurred.

The past perfect tense can be thought of as a previous past. When a sentence describes two

past events, the past perfect tense indicates what happened first.

Pattern:

(+) subject + had + past participle (verb 3)

(-) subject + had not (hadn‘t) + past participle (verb 3)

(?) had + Subject + past participle (verb 3)?

Function of the past perfect tense

Functions Examples

To describe a past action happened before

another past action.

When I arrived at home, my children had

slept.

To describe a past action happened before a

started time in the past.

I had lived in Jakarta for three years before I

moved here.

To describe an event that was only a short

time earlier than before now.

Tom had just left the room when his parents

arrived.

To describe the result at a moment in the past

of something that took place before that

moment.

The goalkeeper had injured his leg, and could

not play.


Read the following dialogue, then answer the questions.

Questions:

1. What are they talking about?

Jodhi : Hi, Anita. How was your vacation? Anita : It was fun, but a lot of things happened. Jodhi : Tell me, please. Anita : Before we departed, my father hadn’t packed his bag. Therefore, we arrived

late at the beach. Then, we got off the car, the parking area had been crowded, so we found another place to park.

Jodhi : Did you try snorkeling there? Anita : No I didn’t. all of the equipments had been rented. Then I decided to take a

stroll. It was okay for me. Jodhi : Poor you. Did you buy me something? Anita : I’m sorry, Jodhi. I didn’t buy you something. Why didn’t you tell me before if

you wanted me to buy something for you? Jodhi : You had departed when I knew that you had vacation with your family. I

went to your house, but your neighbor told me that you had left.


__________________________________________________________________

2. What made Anita and her family arrived late at the beach?

__________________________________________________________________

3. Why did Anita‘s father find another place to park?

__________________________________________________________________

4. When did Jodhi know that Anita had vacation with her family?

__________________________________________________________________

5. Mention the expressions showing completed action in the past!

________________________________________________________________________

Exercise 2: Completing Sentences

Complete the following sentences with the suitable form of verbs.

1. Lionel (run) in several marathons before he finished in the first place.

2. Vinna was tired because she (walk) for three kilometers.

3. When Dean finished his test, all of his classmates (go) to the canteen.

4. Mr. James (own) the house for twenty years before he sold it.

5. We discovered that someone (break) into our house last night.

Exercise 3: Combining Sentences

Combine the sentences below in the past perfect tense.

Example: I rode the bicycle for five years. It was broken. (before)

I had ridden the bicycle for five years before it was broken.

1. The fire already reached the roof. The firefighters arrived. (when)

________________________________________________________________

2. The bank clerk called the police. The robbers left. (when)

________________________________________________________________

3. Sarah suddenly realized. She spent all her money. (that)

________________________________________________________________

4. Jean tried five dresses. She finally chose he yellow one. (after)

________________________________________________________________

5. The workshop started. We entered the room. (by the time)

________________________________________________________________


Read the following text. Then answer the questions.

Questions:

1. What does the text tell about?

______________________________________________________________

2. What had Jane and Celine sung in the competition?

______________________________________________________________

3. How long had Jane and Celine practiced for the competition?

Last week Jane and Celine participated in a singing competition. They sang a pop song.

They had practiced for five months before they sang in the competition. They performed

well. The audience liked them. Jane‘s parents were in the audience. Before that competition,

they had never seen their daughter sing on the stage. They were nervous. After the

participants had sung, one of the judges announced the winner. Jane and Celine won. Jane‘s

parents were surprised. Jane‘s father said, ‖They had practiced so hard, so they could win

the competition.‖


______________________________________________________________

4. Why were Jane‘s parents nervous?

______________________________________________________________

5. What made Jane and Celine win?

______________________________________________________________

B. Completed Actions in the Present (Present Perfect Tense)

Read the dialogue below.

Carla : Have you eaten, Dave?

Dave : Not yet. I haven‘t eaten anything since this morning.

The dialogue shows completed actions happened in the present. It is uses present perfect

tense. Present perfect tense describes an action that happened at an indefinite time in the past

or that began in the past and continues in the present. We use the present perfect tense to

show a connection between the past and the present, to show that the past action relevant at

the time of speaking. In the present perfect tense, a situation exists up to now (the present).

Pattern:

(+) Subject + have/ has + past participle (verb 3)

(-) Subject + haven‘t/ hasn‘t + past participle (verb 3)

(?) Have/ has + past participle (verb 3)?

Functions of Present Perfect Tense

Function Examples Adverb of Time

To describe an action or

situation that started in the

past and continues in the

present. The action is

completed but we don‘t know

exactly when it finished.

- I have worked in Bekasi

since 1998.

- Sean has learnt Japanese

for six months.

Since, for

To describe an unfinished

time word. The period of

time is still continuing.

- I haven‘t seen Don

today.

- She has visited me twice

this week.

Today, this week, this month,

this year

To describe a repeated action

in the past and it might occur

again.

- I have watched the

movie three times.

- They have reported the

news many times.

Twice, three times, many

times

To describe an action that

recently finished.

- I have just read two

novels.

- The students have

already collected their

reports.

Just, already, recently, yet

To describe a finished action

with a result in the present

(focus on result)

- I have lost my wallet, so

I can‘t buy anything.

- She has bought some

food, so she can have

dinner.

Just, already, recently, yet


To describe a life experience.

We usually don‘t give a

specific time when the past

event/ action occurred.

- She has never been to

Bali.

- He has been to Jakarta.

Ever, never

Present perfect tense usually uses signal words, such as ever, never, for, since, yet, already,

several times, so far.


Read the following dialogue. Then, answer the questions.

Rod : Do you know Miss Patrice?

Steward : Yes, I know her. She has lived near my house since 2000.

Rod : Is she a famous person?

Steward : Yes, she is. She is a famous designer.

Rod : What kind of designer is she?

Steward : She is a fashion designer. She has designed many dresses for some actresses.

She has just designed a wedding dress for Jessica Iskandar.

Rod : Has she ever made a fashion show from her fashion designs?

Steward : Yes, she has. She made it last month.

Rod : Does she have a boutique?

Steward : Absolutely. She has two as far as I know.

Rod : Have you ever gone there?

Steward : Not yet. Sometime I will go there.

Questions:


______________________________________________________________

2. What is Miss Patrice‘s profession?

______________________________________________________________

3. It is 2020. How long has Miss Patrice become Steward‘s neighbor?

______________________________________________________________

4. Has Steward ever visited Miss Patrice‘s boutique?

______________________________________________________________

5. Has Miss Patrice designed dresses for some actresses?

______________________________________________________________


Complete the following sentences with the suitable forms of verbs.

1. John (sleep) late since he was in senior high school.

2. Since last month, Mr. Jack (feel) happy with his new work.

3. I (not eat) Japanese food before. I want to try it.

4. Mr. Ryan (drive) 200 miles in the past two days.

5. Friska (be) a model since 2011.

Exercise 3: Making Sentences

Write sentences in the present perfect tense with the following words.

1. Ray / join / the motorcycle club / since 2010

______________________________________________________________

2. I / never / watch / action movies


______________________________________________________________

3. Tom and Tim / ever / visit / Denpasar / together / three times

______________________________________________________________

4. Everybody / accept / the invitation / to gather / in the field /?

______________________________________________________________

5. What kind of / novel / you / read /?

______________________________________________________________

Exercise 4

Fill in the gaps with the right forms of the verbs in brackets to complete the following

English sentences in Present Perfect Tense.

1. The man London this month. (leave)

2. He a lot of English novels. (bring)

3. She me about it. (tell)

4. I a long letter from father this week. (get)

5. She (just) ; she will speak to you in a minute. (come)

6. I to Garden City. (be)

7. I think the doctor the town. (leave)

8. I my office. (paint)

9. I her since she arrived to this city. (know)

10. I your name. (forget)

C. Completed Action in the Future (Future Perfect Tense)

Future perfect tense refers to a completed action in the future. In other words, the future

perfect tense describes an action or state of being that we are predicting for a time in the

future. When we use this tense we are projecting ourselves forward into the future and

looking back at an action that will be completed sometime later than now. It is most often

used with a time expression.

Pattern:

(+) Subject + will + have + past participle (verb 3)

(-) Subject + will not (won‘t) + have + past participle (verb 3)

(?) Will + Subject + have + past participle (verb 3)?

Functions of Future Perfect Tense

Functions Examples

To express an action that will be completed,

ended, or achieved by a particular point in the

future.

By the time she reads the letter, I will have

left this town.

To express prediction I will have finished the proposal by the end

of this week.


Read the following dialogue. Then answer the questions.


Lionel : Hi, Messy.

Messy : Hi, Lionel. Glad to see you here.

Lionel : What‘s up?

Messy : Shall we have finished our school assignment before I go?

Lionel : Sure. When will you go?

Messy : On Sunday. I will visit my grandmother in Lampung.

Lionel : We still have three days. We will have finished our assignment on Saturday.

Messy : We need to tell our friends to finish it as soon as possible. I‘m afraid we won‘t

have finished before Saturday.

Lionel : How long will you go?

Messy : A week. I will have arrived here on Saturday next week.

Lionel : Well, don‘t worry. We will have finished our assignment before you go. Now,

let‘s tell our friends to gather at my house and do the assignment.

Messy : All right.

Questions:


___________________________________________________________

2. Why does Messy want to finish their school assignment as soon as possible?

___________________________________________________________

3. What is Lionel‘s prediction about their assignment?

___________________________________________________________

4. When will Messy have returned from Lampung?

___________________________________________________________

5. Mention the expressions showing completed actions in the future.

___________________________________________________________


Fill in the gaps with the words at the very end of the sentences in Future Perfect Tense.

1. When you arrive I probably the job. (start)

2. They dinner by the time we get there. (have)

3. A few centuries from now wars, I hope, a thing of the past. (become)

4. In a year's time he to some more serious sort of job. (take)

5. You a lot of your work by the end of this month. (do)

6. By November all the leaves . (fall)

7. If he doesn't hurry, they before he comes. (leave)

8. I am sure that tomorrow you all these rules. (forget)

9. Be quick! The child before you rescue it. (drown)

10. She old before she learns the use of prepositions. (grow)

Exercise 3: Complete the sentences using present future perfect tense


1. She (buy) a new dress before the wedding takes place next week.

2. She (clean) the house by the time she leaves the house.

3. His wife (cook) lunch by the time he comes back home.

4. By the time they move to the new house, he (finish) painting that

house.

5. She (leave) the house before they arrive.

6. He (find) a vacant seat by the time she gets on the train.

7. She (finish) her homework before her parents arrive home.

8. They (reply) all the questions by 8.00 in the evening.

9. My dear, I hope you (sleep) well by tomorrow.

10. Tomorrow, I (stay) at my mother's place for 3 months.

Exercise 4: Making Sentences

Write sentences in future perfect tense with the following adverb of time.

Example: by 2020 By 2020 I will have graduated from senior high school.

1. By next December __________________________________________

2. By tomorrow __________________________________________

3. By the end of this year __________________________________________

4. Before the school begins ________________________________________

5. By ten o‘clock __________________________________________

D. Speaking Skill

We have learnt how to express completed actions happened in the past, present, and future.

Now you are going to be tested how well you speak in English especially in using perfect

tenses based on the context.

Exercise 1: Answering Questions

Answer the following questions orally with present perfect tense, past perfect tense, or

future perfect tense.

1. How much money have you spent today?

2. What have you done for your parents?

3. Have you joined any courses?

4. What will you have been in 2025?

5. What had you achieved before you entered senior high school?

Exercise 2: Making Dialogue

Work in pairs. Make dialogues using the following topics. Remember, use the appropriate

perfect tenses.


1. Recent events

2. Repeated actions

3. Prediction

E. Writing Skill

We have learnt about social function, structure, and language features of completed actions in

the past, present, and future. In this part, you are going to be tested how well you write in

English, especially in using perfect tenses.

Exercise 1: Using Perfect Tenses

Complete the following sentences with the suitable verbs in present perfect tense, past

perfect tense, or future perfect tense.

1. I … anything today. (not eat)

2. How many tourist destination …? (ever, visit)

3. Next September my father … dead for one year. (be)

4. By the time the show is over, Jim … for 30 minutes. (sleep)

5. We … for dance competition for three months. (practice)

6. I … almost all of the videos before the lamp went out. (watch)

7. Do you think the restaurant … enough food for all of us? (cook)

8. I don‘t know John‘s decision. He … on his project by this afternoon. (decide)

9. As I was introduced to Mr. Gavin, I realized that I … him before. (meet)

10. Mr. Jack can design a building in two months, so in September he … two buildings.

(design)

Exercise 2: Writing a Story

Write a story based on your own imagination. Use present perfect tense, past perfect tense,

or future perfect tense. Pay attention to the social function, structure, and language features

of completed actions in the past, present, and future. Do it on a piece of paper. Underline the

perfect tense sentences.

Daily Test

A. Use Present, Past, and Future Perfect Verb for the following sentences.

1. She ________ to Africa many times.

A. was going

B. has gone

C. will have gone

2. By the time the troops arrived, the war ________.

A. had ended

B. has ended

C. will have ended

3. Women ________ in US presidential elections since 1921.

A. vote

B. have voted


C. had voted

4. By the time help arrives, the refugees ________ many weeks.

A. waited

B. have waited

C. will have waited

5. The bus ________ by the time I got to the bus stop.

A. has already left

B. had already left

C. will have already left

6. The plane ________ by the time we get through this traffic.

A. has left

B. will have left

C. was leaving

7. My parents ________ on King Street for 50 years and they‘re still there.

A. live

B. have lived

C. will have lived

8. As soon as I saw her face, I knew I ________ her before.

A. had met

B. have met

C. was meeting

9. By this time tomorrow, he ________ his exams.

A. finished

B. had finished

C. will have finished

10. In July this year, they ________ 10 years.

A. are married

B. have been married

C. will have been married

11. I ________ for hours for Li to reply, and I‘m still waiting!

A. have waited

B. had waited

C. am waiting

12. He didn‘t realize that he ________ his keys until he got home.

A. has lost

B. had lost

C. will have lost

B. Write if the verb tense is past perfect, present perfect or future perfect. future perfect

1. She will have studied in France in college. ______________

2. He has eaten chicken every day for a month. ______________


3. My cat, Whiskers, has slept the entire day. ______________

4. Eric and Susie have wanted to get a dog since they were little. ______________

5. The students had worked hard in class so they earned a pizza party. ______________

6. My principal will have earned another degree from a nearby university. ______________

7. The family will have traveled to thirty different states. ______________

8. We had gone to the store to buy some flowers for my mom. ______________

C. Complete the sentence with the correct perfect tense of the verb.

1. After this play ends, we will have acted (act) in thirty performances for our school.

2. My mom ______________ (drive) three hours already on our way to Florida.

3. We ______________ (study) a lot for the test before we finally took it yesterday.

4. When I am in sixth grade, I ______________ (attend) every year of school in the same

city.


CHAPTER 3

EXPRESSING FUTURE PLAN

Kompetensi Dasar

3.3 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan member dan meminta informasi

terkait rencana yang akan datang dengan kondisi tertentu, sesuai dengan konteks

penggunaannya. (perhatikan unsure kebahasaan if dalam present tense)

4.3 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan member

dan meminta informasi terkait rencana yang akan datang dengan kondisi tertentu,

dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar

dan sesuai konteks.

Tujuan Pembelajaran


mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan tindakan member dan meminta informasi

terkait rencana yang akan datang.

membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan antara beberapa

rencana yang akan datang dengan kondisi tertentu, dalam konteks yang berbeda.

menggunakan unsur kebahasaan if dalam present tense (first conditional) untuk

menyatakan rencana yang akan datang.

secara lisan dan tertulis, menyampaikan rencana yang akan datang dengan kondisi

tertentu sesuai dengan konteks.

A. Introduction

A future plan is an intention or decision about what someone is going to do in the future.

Now, think about your future. What are your plans? What are you going to do after you

graduate? What will you do next weekend? In this chapter, we are going to discuss about

future plans with certain conditionals.

B. Future with Certain Conditions

A future plan is intention or decision about what someone is going to do in the future. An

intention means something that you want or plan to do. Sometimes people ask us about our

future plans. We can do the future plan with a condition.


1. Social function of asking for and giving information about future plans.

To explain the future plans.

2. Structure of asking for and giving information about future plans.

a. Asking for information stating future plans

b. Giving information responding

Pay attention to the following table.

Asking for information about future plans Giving information about future plans

- What will you do?

- What are you going to do?

- Do you have a plan?

- What is your intention?

- What is your plan?

- What are you planning to do?

- What do you want to do?

- What would you rather do?

- I will visit Tom if I go to Denpasar.

- I‘m going to buy some novels.

- Yes. I plan to take an English course.

- My intention is to work and get more

money.

- I‘m planning to get a better job.

- I want to be a soldier.

- I would rather work in a library than

work in an office.

3. Language features of asking for and giving information about future plans.

There are many ways to state future plans.

a. Will

We use will to talk about plans decided at the moment of speaking.

Example: I will be a doctor.

b. Be going to

We use be going to t o talk about plans decided before the moment of speaking. Be

going to can be used to express future plans, particularly if they are likely to happen

soon.

Example: I‟m going to study math for the test tomorrow.

c. Present Continuous Tense

We usually use present continuous tense to state future plan when the plan is an

arrangement – more than one person is involved and we know the time and place.

Example: I am visiting my grandparents this weekend.

d. First Conditional

We can use first conditional or type 1 conditional to state future plans with certain

conditions.

Example: I will buy some food if I am hungry. Future plan certain condition


Read the following text. Then, answer the questions.

My name is Rivozanov. I have a lot of dreams. When I was a kid my dream is to be a pilot,

and as the time goes by, I have other dreams, sometimes; I want to be a president, an army,

doctor and other interesting dreams. But now I have grown up, now I know what I want to

be.

Now, I almost finish my studies in university. I will obtain Bachelor of Science Information.

After I graduate, I want to work in one of the biggest oil company such as Chevron, Petronas,

Exxon, etc. I want to be the staff manager or manager at least. I prefer working offshore


because it gives me challenge to work over there plus they will pay me higher than work in

the office.

All of this is just the beginning of my dreams. After I work for 4 or 5 years, I will have a lot

of money by that time, I will quit my job and start a business. I will buy 3 or 4 shops and run

my shops and have another business such as food court or restaurant and anything that have a

good prospect. By that way I will make more money comparing than I work in the company.

After I run my business, I am going to marry a beautiful woman. I will start to make a family

and planned to have 2 children which are a boy and a girl. I will live in a big house which

having a garden outside or maybe a pool so my children can play inside my yard because, if

my children play outside, it will be a little risky. I just don‘t want anything bad to happen to

my family.

I think that is all I can say about my dreams. It is just a simple dream for a simple man like

me.

http://successful5.blogspot.com/2009/05/essay-about-future-plan.html Questions:

1. What is the writer?

___________________________________________________________________

2. What does he want to be at first?

___________________________________________________________________

3. What does he want to do after he graduates?

___________________________________________________________________

4. Why does he want to quit his job and start a business?

___________________________________________________________________

5. What condition does the writer plan to get married and have a family?

___________________________________________________________________


Based on the text in Exercise 1, identify the expressions of stating future plans.

Underline them.

C. First Conditionals (if + present tense)

Look at the following expressions of stating future plans.

- I will study French if I have enough money

- If it rains, I will stay at home.

The expressions above use the first conditionals. The if-clauses show certain conditions, and

the main clauses show the future plans. It is called future real condition. The future real

condition describes what you think you will do in a specific situation in the future. A

condition is set and then met in the future.

Conditional sentences tell us an action depends on another condition. They have an if-clause

that is called the conditional clause and a main (independent) clause that is sometimes called

a consequence clause. Future real condition is also called the first conditional.

http://successful5.blogspot.com/2009/05/essay-about-future-plan.html


The first conditional (type 1 conditional) is used to talk about real possibilities of facts. It

refers to a possible condition and its probable result. These sentences are based on facts, and

they are used to make sentences about the real world, and about particular situations. In other

words, we use it when we talk about possibilities in the present or in the future.

The meaning of first conditional sentence is to predict what (according to the speaker or

writer) will happen in the future if something else happens. That is something will probably

happen in the condition is fulfilled.

1. Functions of First Conditionals

a. Expressing future plans

Example: If I get a driving license, I will drive to work.

b. Warning someone

Example: If you drive carelessly, you will get an accident.

c. Advising someone

Example: If you prepare for the test well, you will pass it easily.

d. Promising

Example: If I pass the math test, I will buy you a bowl of chicken noodle.

e. Making arrangement

Example: If you book the hotel, I will book the flight.

f. Making offers

Example: If you come to my house I will help you do the math assignment.

g. Expressing general truth

Example: If you don’t eat anything, you will get sick.

However, we usually express general truth with zero conditionals.

Example: If it rains, the grass is wet.

2. Form

If-clause (condition) Main clause (result)

If + simple present tense Simple future tense

If + S + Verb1/ Verb1-s/ -es S + will + base verb

If I go to Bali next month for work I will visit Ubud

(if this thing happens) (that thing will happen)

We use comma (,) to join the clauses. For example: If I go to Bali next month for

work, I will visit Ubud.

The clause order can be reversed with no change in the sentence meaning. We do not

use comma when we reverse the order. For example, I will visit Ubud if I go to Bali

next month for work.

3. Use of unless, provided (that), as long as, and when

a. Unless

A part from it, we can also use unless to express future plans. It means ‗if not‘ it is

for negative conditions. We use unless if the verb in the if-clause is negative. We

use unless with a positive present tense verb and the simple future tense with will

in the main clause when we state a condition before an action can take place.

Form

Unless + simple present tense, simple future tense

Simple future tense, unless + simple present tense


Example:

If I have time, I will come.

Unless I have time, I won‘t come.

It is similar with If I don’t have time, I won’t come.

b. Provided (that)

We use Provided (that) to imply a threat.

Form: Provided (that) + simple present tense, simple future tense.

Example: Provided (that) you listen to her carefully, nothing will happen to you.

c. As long as

As long as means ―if, but only if‖. We use it to imply a threat too.

Form: As long as + simple present tense, simple future tense.

Example: As long as you give me the money back, I will lend it to you again

d. When

We sometimes are confused to use if or when. We use when for things which are

sure to happen. It is used in time clauses and general conditional clauses, not in

the first conditional clauses. Remember, use if (not when) for things which will

possibly happen.

Example: When I go vacation, I will buy some souvenirs.

In conclusion, we can see the first conditionals to express future plans. We use if or

unless to state the future plans.

Notes:

Sometimes, we are confused about future real conditional sentences and present

unreal conditional sentences. Future real conditional sentences are type 1 conditionals,

while present unreal conditional sentences are type 2 conditional. Future real

conditionals (first conditionals) are used to talk about what you think you will do in a

specific situation in the future, while present unreal conditionals are used to talk about

what you would generally do in imaginary situations.


Read the following dialogue. Then answer the questions.

Questions:


__________________________________________________________________

2. What is John‘s plan?

__________________________________________________________________

3. What is Lea‘s plan?

__________________________________________________________________

Lea : Hi, John. How are you? John : Hi, Lea. I’m fine, thanks. How about you? Lea : I’m good, too. By the way, do you have any plan for the weekend? John : If it doesn’t rain, I will go to the beach with my brother. Lea : sounds good. How about if it rains? John : If it rains, I will stay at home and watch TV. How about you? Lea : Well, if my parents are ok, I will visit my grandmother with them. I miss her

very much. John : Why don’t you go there alone? Lea : My grandmother lives faraway from here. I can’t go there alone. When I

have a driving license, I will drive alone to go there.


4. What condition makes John stay at home on weekend?

__________________________________________________________________

5. Mention the expressions of stating future plans in first conditionals.

__________________________________________________________________

Exercise 2: Matching Condition and Future Plans

Match the conditions below with the future plans.

1. If Vina has time in the afternoon, _______________________________________

2. If they have any problem, _____________________________________________

3. If I get a bonus this month, ____________________________________________

4. If we go out tonight, _________________________________________________

5. If Mr. Jack gets a cheap flight, _________________________________________

6. If Uncle John gets a new job, __________________________________________

7. If she has much money, _______________________________________________

8. If he studies harder, __________________________________________________

9. If my father arrives at home earlier tonight, _______________________________

10. If mother cooks for dinner, ____________________________________________

a. We won‘t go to a restaurant

b. He will go to Sydney

c. I will ask him to help me do the math assignment

d. She will go to a mall

e. I will buy a new laptop

f. We will buy you some food

g. He will be able to support his family

h. She will give some to the poor

i. I will pass the test very well

j. They will come here to ask help

Exercise 3; Using Unless

Change the following sentences with unless as the example.

Example: I will call you tonight if I don‘t get there too late.

I will call you tonight unless I get there too late.

1. I will not go if you don‘t pick me up.

__________________________________________________________________

2. I will be back tomorrow if there isn‘t a plane strike.

__________________________________________________________________

3. I will take that job if the salary is not too low.

__________________________________________________________________

4. I will pass the test if I am not t too lazy to study.

__________________________________________________________________

5. My sister will visit me if she is not too busy.

__________________________________________________________________

Exercise 4: If or Unless

Complete the following sentences with „if‟ or „unless‟

1. … the car is in good condition, we will go by public transportation.

2. … I have enough time tomorrow, I will come and see my grandparents.

3. … it rains hard, I will go to the cinema with you.

4. … I meet Tom, I will tell him the whole truth.

5. … I can swim, I will swim in the beautiful beach.


6. … I am very sleepy, I won‘t sleep.

7. … she has no money, she will go shopping.

8. … she gets a cheap flight, she won‘t go home.

9. … his health is in good condition, he will not keep working.

10. … he gets a new job, he can‘t support his family.

Exercise 5: Meaning of Future Real Conditionals

Write the meaning as the example below.

Examples:

- If I go to the beach on next Sunday, I will rent a surfing board.

Meaning: I‘m not sure if I go to the beach or not. Or, I‘m thinking of going to the

beach.

- If the weather is nice, I will go to the beach.

Meaning: It depends on the weather.

- If I have time, I will visit my cousin.

Meaning: I have to wait until I have time.

1. I will go to the new restaurant near my school if I want to eat out.

____________________________________________________________________

2. If the holidays come, I will go abroad.

____________________________________________________________________

3. If I visit my grandmother at the village, I will learn about gardening.

____________________________________________________________________

4. I will join the computer course if I have my own computer.

____________________________________________________________________

5. If I feel bored tomorrow, I will go fishing with my friends.

____________________________________________________________________

Speaking Skills

We have learnt social function, structure, and language features of asking for and giving

information about future plans with conditions. Now, it‘s time for you to test your ability in

speaking, especially in stating future plans with conditions.

Exercise 1: Stating Future Plans

Answer the following questions orally.

1. What will you do if you feel bored today?

2. If you have a lot of money now, what will you do?

3. If you are hungry at the middle of the night, what will you do?

4. What will you do if you have long holidays?

5. If you have a chance to study overseas, which country will you choose?

Exercise 2: Making Dialogues

Work in pairs. Make a dialogue about future plans with the following adverbs of time. Then

present the dialogues in front of your friends.

1. Tomorrow

2. Next Sunday

3. Next month

4. This year

5. After you graduate

Writing skills


Exercise 1: write a dialogue about future plans with if and unless. Do it on a piece of

paper.

Exercise 2: My Future Plans

Make a list of possible future plans for this year, next year, five years from now, or even ten

years from now. Write also the steps that you are going to take for each plan. Then decide if

the plan is short-term or long-term. Do as the example below.

No. Future plans Steps to reach the plan Time Short-term or long-term

e.g. Study abroad 1. Improve my English

2. Collect a lot of

money

3. Make a passport

In the next five

years

Long-term

Exercise 3: Writing Essay about Future Plans

Based on one of your future plans in Exercise 2, write an essay. Do it on a piece of paper and

submit it to your teacher.

DAILY ASSESSMENT

A. Choose the correct answer.

1. If I ___ time tonight, I will finish the novel that I am reading.

A. will have

B. am having

C. have

D. has

2. If he calls me "lazy" again, I ___ help him when he is in trouble.

A. won't

B. am

C. don't

D. can't

3. If David ___ answer my phone this time I ___ call him again.

A. won't / doesn't

B. doesn't / won't

C. won't / don't

E. isn't / won't

4. Choose the correct sentence.

A. If you won't try harder, you will fail.

B. You are late if you won't leave now.

C. If the game is good, I am playing it.

D. If the sun shines, I will go swimming.

5. Put the words into the correct order. "If, her mother, exams, happy, be, Jane, passes,

will, her,

A. If her mother be happy Jane will pass her exams.

B. If Jane will be happy her mother passes her exams.

C. If Jane passes her exams, her mother will be happy.


D. If Jane will pass her exams her mother are happy.

6. If you eat too much junk food you ___ fatter.

A. will become

B. become

C. are becoming

D. became

7. I will stay in bad If I ___ well tomorrow.

A. won't feel

B. felt

C. don't feel

D. not feel

8. If you ___ by plane it ___ 2 hours.

A. are going / will take

B. go / will take

C. will go / take

D. won't go / don't take

9. What is wrong with this sentence? "My uncle will buy a car if he have enough

money."

A. "will buy" must be "buy"

B. "have" must be "has"

C. "have" must be "will have"

D. "will buy" must be "buys"

10. I will leave early ___.

A. if I will finish my work

B. if I am finish my work

C. if I finish my work

D. if I won't finish my work

11. I will go to the cinema if I ___ well in my English test.

A. will do

B. doing

C. do

D. did

12. What ___ if you don't do well in the test?

A. will happen

B. happened

C. happens

D. is happen

13. If it ___ a comedy, I won't watch the film.

A. doesn't

B. isn't

C. won't / doesn't be

D. isn't / won't be


14. If you ___ carefully, you ___ have an accident.

A. will drive / don't

B. drive / aren't

C. will drive / not

D. drive / won't

15. Choose the correct conditional sentence according to this sentence: "I must run faster

or I will lose the race."

A. If I must run faster, I will lose the race.

B. If I run faster, I will lose the race.

C. If I run faster, I will win the race.

D. If I don't run faster, I will win the race.

16. If I ___ clean the garage, my father ___ give me any money.

A. don't / won't

B. am / will

C. won't / doesn't

D. am not / isn't

17. If your dad's old games ___ work on your new computer, what ___ you do?

A. doesn't / will

B. won't / do

C. aren't / will

D. don't / will

18. My parents will help me if they ___ too busy.

A. aren't

B. won't be

C. aren't be

D. don't

19. If Jenny is free tonight, I ___ ask her to come the cinema.

A. am

B. will

C. don't

D. will be

20. If there ____ any milk in the fridge I ___ and buy some.

A. is / go

B. be / will go

C. isn't / will go

D. isn't / don't go

21. She will go with you …

A. if you study hard.

B. if you like to chat.

C. if you have facebook.

D. if you invite her.

22. If he doesn´t take his medicine, …

A. he will die.

B. he will be happy.

C. he will work a lot.


D. he will swim in the pool.

23. They will buy the new iphone …

A. if they have money.

B. if they write the report.

C. if the secretary makes coffee.

D. if they are on vacation.

24. If we find a cheap car for sale, …

A. we will take a bus.

B. we will see you on Friday

C. we will buy it immediately.

D. we will go to the movies.

25. If I have problems with the new software, …

A. I will call the computer programmer.

B. I will steal a computer.

C. I will drive my car.

D. I will take vitamins.

26. If you don't eat breakfast, …

A. you will be hungry soon.

B. you will win the game.

C. you will die.

D. you will study for the exam.

27. My friends will go on vacations …

A. if it rains in the morning

B. if they don't have problems in school.

C. if they see the doctor.

D. if I play video games.

28. She will cry …

A. if she watches the comedy show.

B. if she doesn't clean the room.

C. if she cooks lunch.

D. if she loses her dog.

29. We will cancel the baseball game …

A. if you sell your call.

B. if it rains today.

C. if you come to school.

D. if you break the window.

30. My mom won't give me permission to go to the party …

A. if I don't finish my homework.

B. if I read the Bible.

C. if I clean my room.

D. if I am happy.

31. You will smell terrible …

A. if you don't take a shower today.


B. if you call the police.

C. if you do exercise.

D. if you buy lunch at school.

32. The police officer will arrest you …

A. if you steal this cell phone.

B. if you sell your book.

C. if you send me flowers.

D. if you write a love song.

33. If I have time today, …

A. I won't eat vegetables.

B. I will visit you.

C. I will die.

D. I won't go to school.

34. Your mom will be sad …

A. if you buy a beautiful house.

B. if you find a good job.

C. if you forget her birthday.

D. if you give me a hug.

35. If you finish this Exercise soon, …

A. you will be rich.

B. you will swim in the canal.

C. you won't have more time to sleep in class.

D. you will have time to check your facebook.

B. Use "Unless or as long as..." to complete the sentences.

1. You can borrow my car … you promise not to drive too fast.

2. I'm playing tennis tomorrow … it rains.

3. I'm playing tennis tomorrow … it doesn't rain.

4. I don't mind if you come home late … you come in quietly.

5. I'm going now … you want me to stay.

6. I don't watch TV … I've got nothing else to do.

7. Children are allowed to use the swimming pool … they are with an adult.

8. … they are with an adult, children are not allowed to use the swimming pool.

9. We can sit here in the corner … you'd rather sit over there by the window.

10. You won't pass the exam … you try a bit harder.


CHAPTER 4

WRITING POEMS

Kompetensi Dasar

3.4 Menafsirkan fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam

bentuk poem, lisan dan tulis dengan member dan meminta informasi terkait

kehidupan remaja, sesuai dengan konteks penggunaannya.

4.4 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan teks khusus dalam bentuk poem terkait kehidupan remaja.

Tujuan Pembelajaran

Menyimak dan menirukan beberapa model teks dalam bentuk poem.

Membaca teks khusus dalam bentuk poem dengan intonasi, ucapan, dan ejaan yang

benar.

Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan dari teks khusus

dalam bentuk poem.

Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks khusus

dalam bentuk poem.

Menganalisis isi poem.

A. Introduction

Look at the picture below.


What is the man doing? Do you know him? The man is reading a poem. The man in the

picture is a poet.

Sometimes we are confused about poem and poetry. They have differences. A poem is the

arrangement of these words, while poetry is the use of words and language to evoke the

writer‘s feelings and thoughts. A poem is the end result of this process of creating a literary

piece using metaphor, symbols and ambiguity.

In this chapter we are going to learn about social function, structure and language features of

poem.

Exercise 1: My Knowledge

Answer the following questions based on your own knowledge.

1. Have you ever read a poem?

2. What poem have you ever read?

3. Is the poem beautiful?

4. Can you read a poem? Is it difficult or not?

5. Can you understand a poem easily? Why?

B. Poems

Poetry has a long history. Thousands of years ago, when most people couldn‘t read or write,

poets told stories about the adventures of men and women in the form of poems. Poetry is

still popular today and what‘s so great about it is that anyone can write it. Poems can be about

people, objects, animals, the weather, and feelings. In fact, they can be about anything.

A poem is a piece of writing in which the words are chosen for their beauty and sound and

are carefully arranged, often in short lines with rhyme. A poem is comprised of a particular

rhythmic and metrical pattern. Poetry is a way to communicate experiences, emotions, ideas,

and thoughts using rhyme, rhythm, sound patterns, and imagery. Poets use words, sounds,

and imagery to paint word pictures.

1. Social function of poems

a. To give pleasure

b. To entertain

c. To give value of life


d. As a way to express feelings and emotions

Based on T.S. Eliot, poetry functions to preserve language and influence people at a

universal level. Its contribution to improvement of language affects the people‘s

communication in a society and polishes their artistic sensibilities.

2. Structure of poems

Poems come in many sizes and shapes. A prose has sentences, but a poem has poetic

lines. Poets decide how long each line is going to be and where it will break off.

Poetry is written in stanzas and lines that use rhythm to express feelings and ideas. Poets

will pay particular attention to the length, placement, and grouping of lines and stanzas.

This is called form. Lines or stanzas can be rearranged in order to create a specific effect

on the reader.

Beside stanzas and lines, another aspect of the structures of poems is rhythm, which is the

beat of the poem. This is usually measured in meters, which are sets of stressed and

unstressed syllables. Poets often arrange words according to meter in order to create

specific sounds or beats.

In conclusion, here are the structures of poem or poetry and the definition.

a. Line a word or a row of words. It is the basic unit of poetry.

b. Stanza a group of lines in a poem. It is often called verse.

c. Rhyme scheme

Rhyme is a pattern of words that contain similar sounds. Rhyme scheme is the pattern

that end rhymes form in a stanza or poem. Rhyme scheme is designated by the

assignment of a different letter of the alphabet to each new rhyme, for example,

AABB, AAAA, ABAB.

d. Meter the rhythmic structure of a poem. Sometimes you can feel the meter or

rhythm by tapping for each syllable.

e. Line Break where a line of poetry ends. It causes the reader to pause and will

determine how the poem is read.

3. Types of Poems

a. There are four types of poems based on he line number.

1. Couplet consists of two lines

2. Tercet consists of three lines

3. Quatrain consists of four lines

4. Sestet consists of six lines

5. Octave consists of eight lines

b. There are some main types of poems.

1. Lyric poem: poetry that expresses a speaker‘s personal thoughts or feelings. Lyric

poems are short and descriptive.

2. Narrative poem: a poem that tells a story. Narrative poems are a little longer.

3. Epic poem: book-length works that tell a story important to an entire nation or

culture. They are often anonymous.

c. The following are other types of poems.

1. Ode : a long, serious lyric poem that is elevated in tone and style. Some

odes celebrate a person, an event, or event a power or object.

2. Haiku : a traditional, nature-inspired Japanese form of poetry that has 3 limes

and 17 syllables. Lines one and three are five syllables each. Line

two is seven syllables.

3. Sonnet : a lyric poem of 14 lines, typically written in iambic pentameter and

following strict patterns of stanza division and rhyme.


4. Quintain : five lines with meter and end rhyme.

5. Cinquain : five lines, unrhymed (2, 4, 6, 8, and 12 syllables)

6. Diamante : it is similar to cinquain, but it has seven lines. Diamante poems have

the shape of a diamond.

7. Acrostic : a poem that is written around a word. The first letter of each line

spells out that word.

8. Limericks : a five-line witty poem with a distinctive rhythm. The first, second

and fifth lines, the longer lines, rhyme. The third and fourth shorter

lines rhyme. (A-A-B-B-A)

9. Concrete : a visual poem printed in a shape suggesting its subject.

10. Free verse : poetry that has no fixed pattern or meter, rhyme, line length, or

stanza arrangement.

4. Language features of poems

The following are some language features of poems. They are called poetic devices.

a. Word choice

Word choice is the writer‘s selection of words as determined by a number of factors,

including meaning (both denotative and connotative), specificity, level of diction,

tone, and audience. Word choice will make the poetry good and effective. For

example, rather than use small, in poem you can use tiny, petite, little, etc.

b. Symbol

A symbol is an event or a physical object (a thing, a person, a place) that represent

something non-physical such as an idea, a value, or an emotion. For example, a ring is

symbolic of unity and marriage; a budding tree in spring might symbolize life and

fertility; a leafless tree in the winter could be a symbol for death.

c. Tone and Mood

Mood is a characteristic state of feeling. Tone is the distinctive property of a complex

sound. These are ways which a poet reveals attitudes and feelings, in the style of

language or expression of thought used to develop the subject. Certain tones include

not only irony and satire, but may be loving, condescending, bitter, pitying, fanciful,

solemn, and a host of other emotions and attitudes. Tone can also refer to the overall

mood of the poem itself, in the sense of a pervading atmosphere intended to influence

the readers‘ emotional response and foster expectations of the conclusion.

d. Imagery

Imagery is the use of vivid language to generate ideas and/ or evoke mental images,

not only of the visual sense, but of sensation and emotion as well. There are some

kinds of imagery, such as visual imagery, auditory imagery, gustatory imagery,

olfactory imagery, and kinesthetic imagery (temperature, feeling, movement, touch).

For example, The noise of your eyes/ it’s far too loud/ and thus I look away (auditory

imagery)

e. Figurative Language or Figures of Speech

Figurative language is language that uses words or expressions with a meaning that is

different from the literal interpretation. A figure of speech is a word or phrase that has

a meaning other than the literal meaning. Figurative language is the use of multiple

types of language, including ‗figures of speech‘, to make language more colorful and

descriptive.

1. Onomatopoeia

It is the use or format of words whose sounds imitate their meanings (e.g. buzz,

honk, boom). The word phonetically imitates, resembles, or suggests the sound

that it describes. They sound like the objects or actions to which they refer.

2. Simile


Simile is a figure of speech expressing a resemblance between things. The

comparison uses the words like or as. For example, My love is like a red rose.

3. Personification

Personification is a figure of speech where human qualities are given to animals,

objects, or ideas. For example, The days crept by slowly, sorrowfully.

4. Hyperbole

Hyperbole is the use of exaggeration as a rhetorical device or figure of speech. For

example, I am dying of a shame.

5. Metaphor

Metaphor is a comparison made between things which are essentially not alike.

For example, War is the mother of all battles.

f. Rhythm

Rhythm is the beat or regular pattern of sounds found in some poems. This is the beat

of the line emphasis of words. For example, One two, buckle my shoe / Three, four,

shut the door.

g. Repetition

Repetition is the use of the same words or phrases over and over. It is the purposeful

reuse of words and phrases for an effect. Sometimes, especially with longer phrases

that contain a different key word each time, this is called parallelism. For example, I

was glad; so very, very glad.

h. Alliteration

Alliteration is the use of the same consonant at the beginning of each word. In other

words, alliteration is the repetition of the first consonants in a phrase. For example,

Big blue basketball bet.

i. Assonance

Assonance is the figurative term used to refer to the repetition of a vowel sound in a

line of text or poetry. In other words, assonance is the repetition of vowels in a phrase.

For example, Go slow over the road. (repetition of the long ‗o‘ sound)

j. Rhyme

Rhyme is a pattern of words that contain similar sounds. Poems often rhyme, but they

don‘t have to. Rhyme can be one-syllable words, for example, moon, spoon, June.

Rhyming words can also be more than one syllable, as long as the last syllable

rhymes, for example, balloon, lagoon, etc.

5. How to analyze a Poem

It answers the questions: What is the poet saying? And how does the poet say?

a. Identify the subject matter and theme

What is the poem about? What ideas is the poet expressing? What images/ words,

symbols, does the poet use to convey and reinforce his/ her ideas?

b. Identify the technique

How does the poet communicate his/ her ideas? It includes:

1) The structure (number of stanzas)

2) The tone (the voice or sound of the poem), for example, serious, humorous , etc.

3) The mood (feeling and atmosphere created), for example, peaceful, eerie, etc.

4) The imagery (personification, hyperbole, etc.)

5) The language (rhythm-repetition (alliteration-assonance))

6) The rhyme (sound of words. What sound repeat)


Read the following poem and answer the questions.

A Time to Talk


(By Robert Frost)

When a friend calls to me from the road

And slows his horse to a meaning walk,

I don‘t stand still and look around

On all the hills I haven‘t hoed,

And shout from where I am, ‗What is it?‘

No, not as there is a time to talk.

I thrust my hoe in the mellow ground,

Blade-end up and five feet tall‘

And plod: I go up to the stone wall

For a friendly visit.

Questions:

1. Find the meaning of the following word.

a. A mean walk

b. Hoe (V)

c. Mellow (adj)

d. Thrust (V)

e. Blade (N)

f. Plod (V)

2. What is the title of the poem?

__________________________________________________________________

3. Who is the author of the poem?

__________________________________________________________________

4. What is the theme of the poem above?

__________________________________________________________________

5. How many lines does the poem have?

__________________________________________________________________

6. Robert Frost uses imagery. Write the line and show the imagery.

__________________________________________________________________

7. Robert Frost uses interesting dictions in this poem. He used denotations and

connotations. Write the connotations found in the poem above.

__________________________________________________________________

8. Read line 1 to 6. What can you understand from these lines?

__________________________________________________________________

9. Read line 7 to 10. What can you understand from these lines?

__________________________________________________________________

10. What message can we learn from the poem above?

__________________________________________________________________

Exercise 2: Identifying Structure

Read the following poem and identify the structure.

Dream

(By Langston Hughes)

Hold fast to dreams

For if dreams die

Life is a broken-winged bird

That cannot fly

Hold fast to dreams

For when dreams go


Questions:

1. How many stanzas are there?

__________________________________________________

2. How many lines does a stanza consist of?

__________________________________________________

3. How does the poet rhyme?

__________________________________________________

4. How is the rhyme scheme of this poem?

__________________________________________________

5. How is the line break?

__________________________________________________

Exercise 3: Identifying Language Features

Read the following poem and identify the language features.

Poem 1

Poem 2

Hope is the Thing with Feathers (By Emily Dickinson) Hope is the Thing with Feathers That perches in the soul, And sings the tune without the words, And never stops at all. And the sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I’ve heard it in the chilliest land, And on the strangest sea; Yet, never, in extremity, It asked a crumb of me.

Northern Winters (By Tricia Windowmaker)

A fresh smell blows upon the wind

Moisture touches your skin


Questions:

1. Do you find a metaphor in the poem? If yes, what is it?

___________________________________________________________________

2. Can you find imagery there? Mention!

___________________________________________________________________

3. How is the tone?

___________________________________________________________________

4. Mention the alliteration found in the poem.

___________________________________________________________________

5. Do you find personification in the poem? Mention!

___________________________________________________________________

6. Do you find assonance in the poem? Write the words!

___________________________________________________________________

Exercise 4: Analyzing a Poem

Read the following poem and analyze it. Two are done for you.

I Remember, I Remember title

(By Thomas Hood) author


I remember, I remember,

The house where I was born,

The title window where the sun

Came peeping in at morn;

He never came a wink too soon,

Nor brought too long a day,

But now, I often wish the night

Had borne my breath away!


The roses, red and white,

The vi‘lets, and the lily-cups,

Those flowers made of light!

The lilacs where the robin built,

And where my brother set

The laburnum on his birthday,

The tree is living yet!


Where I was used to swing,

And thought the air must rush as fresh

To swallows on the wing;

My spirit flew in feathers then,

That is so heavy now,

And summer pools could hardly cool

The fever on my brow!


The fir-trees dark and high;

I used to think their slender tops

Were close against the sky:

It was a childish ignorance,

But now ‗tis little joy

To know I‘m farther off from heav‘n

Than when I was a boy.

C. Speaking Skill

We have learnt poems in this chapter. Now, it‘s time for you to test your speaking skill by

reading a poem and telling your opinion about poems. Pay attention to your pronunciation,

intonation, and spelling!

Here are some ways to read poem.

1. Read the poem slowly.

2. Read in a normal, relaxed tone of voice.

3. Obviously, poems come in lines, but pausing at the end of every line will create a

choppy effect and interrupt the flow of the poem‘s sense.

4. Use a dictionary to look up unfamiliar words and hard-to-pronounce words.

Exercise 1: Analyzing Dictions

Work in pairs. Read the following poem and articulate the words carefully. Does this poem

use poetic words? Show, tell the meaning, and explain your reason.


A Fairy Song

(By William Shakespeare)

Over hill, over dale,

Thorough bush, thorough brier,

Over park, over pale,

Thorough flood, thorough fire!

I do wander everywhere,

Swifter than the moon‘s sphere;

And I serve the Fairy Queen,

To dew her orbs upon the green;

The cowslips tall her pensioners be;

In their hold coats spots you see;

Those be rubies, fairy favours;

In those freckles live their savours;

I must go seek some dewdrops here,

And hang a pearl in every cowslip‘s ear.

Exercise 2: Speak Your Feeling

How do you feel today? Make a verse of poem about your feeling today.

D. Writing Skill

Exercise 1: Poetic Devices

Find examples of the following poetic devices. Then write them on a piece of paper.

Example:

Imagery

And I saw the flash of a white throat,

And a double row of white teeth,

And eyes of metallic grey,

Hard and narrow and slit. (The Shark, by Edwin John Pratt)

1. Onomatopoeia

2. Hyperbole

3. Repetition

4. Metaphor

5. Simile

Exercise 2: Paraphrasing a Poem

Do the following instructions.

1. Find three English poems. Don‘t forget to write the authors and his/ her short

biography.

2. Choose one poem that you like. Then paraphrase it. Find the theme and the message.

3. After that, analyze the structure and language features used in the poem.

Exercise 3: Writing a Poem

Write an acrostic poem as the example below on a piece of paper.


She was a beautiful, lonely girl,

No one could see how beautiful she was.

Only the seven dwarves knew

Where she lived,

Why were

Her friends taking care of her

In the little house in the forest?

The witch was trying to

End her life

Source: Writing Simple Poem: Pattern Poetry for Language

Acquisition

Daily Assessment

CHOOSE THE CORRECT ANSWER

1. Read the first lines of the poem "Because I could not stop for Death."

Poem 1

Because I could not stop for Death

He kindly stopped for me.

What type of figurative language does Death represent in these lines?

A. personification

B. allusion

C. imagery

D. idiom

Poem 2

There once was a man from Peru,

Who dreamed of eating his shoe,

He awoke with a fright,

In the middle of the night,

And found that his dream had come true!

2. What type of poem is this?

A. Limerick

B. Couplet

C. Haiku

D. Acrostic

3.What literacy device is the word "snicker-snack" an example of?

A. Alliteration

B. Onomatopoeia

C. Rhythm

D. Symbolism


Poem 3

In Flanders there was once a company

Of youngsters wedded to such sin and folly

As gaming, dicing, brothels, and taverns,

Where, night and day, with harps, lutes, and cithers,

They spend their time in dicing and in dancing,

Eating and drinking more than they can carry;

And with these abominable excesses

They offer up the vilest sacrifices . . .

4. Which word best characterizes the young people in this passage?

A. humble

B. nervous

C. sensitive

D. immoral

5.Identify the figurative language in the following line of poetry:

―The tropical storm slept for two days.‖

A. personification

B. simile

C. idiom

D. metaphor

6. Identify the type of poetry:

The mountain frames the sky

As a shadow of an eagle flies by.

With clouds hanging at its edge

A climber proves his courage on its rocky ledge.

A. Cinquain

B. Acrostic

C. Quatrain

D. Haiku

7. When a poem's lines end with words that sound the same

A. Arhythm

B. Brhyme

C. poem

D. Dalliteration

8. When rhyme occurs in the same line

A. Beginning rhyme

B. End rhyme

C. External rhyme

D. Internal rhyme


9. Compares two things using like or as

A. metaphor

B. alliteration

C. personification

D. simile

10. Describes something non-human with human qualities

A. personification

B. alliteration

C. assonance

D. Poem

11. An exaggerated statement

A. hyperbole

B. metaphor

C. personification

D. alliteration

12. Compares two different things using the word is

A. simile

B. metaphor

C. alliteration

D. rhyme

13. Repeats the beginning consonant sounds in words

A. alliteration

B. hyperbole

C. rhyme

D. assonance

14. the repetition of two or more of the same vowel sounds in a line

A. allusion

B. onomatopoeia

C. alliteration

D. assonance

15. A word that sounds like the noise it describes.

A. allusion

B. onomatopoeia

C. alliteration

D. rhyme


16. A reference that is made indirectly, subtly suggested, or implied to somebody or

something using only a word or two.

A. Rhyme

B. Allusion

C. Assonance

D. Alliteration

17. A poem developed by the litters of a word or name, which are used to begin the first word

in each line of the poem.

A. Acrostic

B. Limerick

C. Ballad

D. Lyric

18. Any poem that tells a story

A. Sonnet

B. Narrative

C. Acrostic

D. Elegy

19. Paints a picture with words using literary devices. It often has a musical quality and

expresses personal emotions or thoughts.

A. Lyric

B. Acrostic

C. Ballad

D. Narrative

20. A combination of lyric and narrative poems usually put to music

A. Ballad

B. Elegy

C. Narrative

D. Lyric

21. A poem about death or dying

A. Narrative

B. Elegy

C. Ballad

D. Lyric

22. A 14-line poem with a specific rhyme scheme

A. Narrative

B. Sonnet


C. Ballad

D. Lyric

23. A five line poem with a definite rhyme scheme and rhythm. Lines 1, 2, and 5 rhyme.

Lines 3, 4 rhyme.

A. Limerick

B. Elegy

C. Sonnet

D. Ballad

24. A poem that does not follow a specific rhythm or rhyme scheme

A. Sonnet

B. Acrostic

C. Elegy

D. Free verse

25. Look at the lines below.

It‘s a jazz affair, drum crashes and cornet razzes.

The trombone pony neighs and the tuba jackass snorts.

The banjo tickles and titters too awful. (Honky Tonk in Cleveland, Ohio, by Carl Sandburg)

The lines above are the example of poem which uses ….

A. Alliteration

B. Repetition

C. Simile

D. Hyperbole

E. Onomatopoeia

B. Answer the following questions clearly and correctly.

1. What is the definition of a poem?

_______________________________________________________________________

1. What do you know about line and stanza?

_____________________________________________________________________

__

2. Mention and explain three main types of poems?

_____________________________________________________________________

__

3. Write a short poem (four lines) about friendship.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_________


CHAPTER 5

TELLING STORIES

Kompetensi Dasar

3.5 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif

lisan dan tulis dengan member dan meminta informasi terkait cerita pendek, sesuai

dengan konteks penggunaannya.

4.5 menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan

unsur kebahasaan teks naratif, lisan dan tulis, terkait cerita pendek.

Tujuan Pembelajaran

Pada akhir pembelajaran, peserta didik dapat:

Membaca cerita pendek secara bermakna, dengan intonasi, ucapan, dan tekanan kata yang

benar.

Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan cerita pendek.

Menganalisis isi cerita pendek.

Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif

berbentuk cerita pendek.

Menceritakan kembali teks naratif berbentuk cerita pendek yang telah dibaca

menggunakan bahasa yang sederhana.

A. Introduction

Before learning more about short stories, work in pairs and answer the following questions.

1. What do short stories belong to? Fiction or non fiction?

2. Do short stories entertain you?

3. Can short stories teach or inform you something?

4. Is a short story longer than a novel?

5. What do you know about fables, fairy tales, folktales, legends and myths?

B. Narrative Text: Short Story

Narrative text is a story with complication or problematic events and it tries to find the

resolutions to solve the problems. One of narrative texts is a short story. A short story is a

short work of fiction. Fiction, as you know, is prose writing about imagined events and

characters. A short story is fictional prose composition. It can usually be read in one sitting

and it can be any length. According to Collins Dictionary, a short story is a prose narrative of

shorter length than the novel, especially one that concentrates on a single theme. In

conclusion, the definition of a short story is a piece of fiction that has a limited number of

words, only a few characters and one theme.

The short story is one of the oldest types of literature, and it has existed in many forms,

including myths, fairy tales, ballads, and parables. The modern short story, in an improved

form, originated in the first quarter of the nineteenth century is the first in the United States of

America. Before the short story came into existence different genres of literature had been

popular in different periods.

The short story took a long time to reach its modern form. It was very much influenced by the

novel because it is a miniature form of that art of prose fiction. Unlike a novel, which might

be read over several days or weeks, a short story is usually read in one burst. A novel can

tackle multiple plots and themes, with a variety of prominent characters. This makes it a more

condensed text and one needing closer reading.


1. Social function of short story

a. To amuse or entertain the readers with a story

b. To teach a moral lesson through a story

c. To provide unique literary experience through reading specific artistic genres

d. To provide a path to understand human experience and brings in rich insights to

one self and to others who have a special contribution of art to civilization.

2. Structures of short story

Short stories belong to narrative texts, so they have similar structure as the following:

a. Orientation. It introduces the characters, setting, and the situations. It is the

background information.

b. Rising action. This includes the events leading up to the main problem or conflict.

c. Climax. This is when the problem reaches a high point. The story reaches a crucial

moment. The tension that is building reaches a peak.

d. Falling action. This is when the characters work to solve the problem or conflict.

It is sometimes called the denouement. This part of the story explores the

consequences of the climax. The tension in the story begins to ease.

e. Resolution. This is how things end up the story. The story‘s central problem is

finally solved, leaving the reader with a sense of completion.

3. Elements of short story

There are some elements of short story.

1. Characters.

Characters are defined into two.

a. Characters are the individuals that the story is about, or the persons in the

story.

b. Characters are the characteristics of a person.

2. Setting.

Setting is the time and location in which a story takes place.

3. Plot.

The plot is how the author arranges events to develop his basic idea; it is the

sequence of events in a story or play. The plot is a planned, logical series of events

having a beginning, middle, and end. The short story usually has one plot, so it

can be read in one sitting.

4. Conflict.

Conflict is essential to plot. Without conflict, there is no plot. It is the opposition

of force which ties one incident to another and makes the plot move. Every story

has a conflict to solve. The plot is centered on this conflict and the ways in which

the characters attempt to resolve the problem.

5. Point of view.

Point of view is the angle from which the story is told. There are four types of

point of view:

- First person point of view (using ―I‖ to tell the story)

- Second person point of view (the story is told to ―you‖)

- Third person point of view, limited (the story is about ―he‖ or ―she‖)

- Third person point of view, omniscient (the story is still about ―he‖ or ―she‖,

but the narrator has a full access to the thoughts and experiences of all

characters in the story)

6. Theme


Theme is the main idea that weaves the story together, the why, the underlying

ideas of what happens in the piece of literature, often a statement about society or

human nature. The theme in a piece of fiction is its controlling idea or its central

insight. It is the author‘s underlying meaning or main idea that he is trying to

convey. The theme may be the author‘s thoughts about a topic or view of human

nature.

4. Characteristics of short story

a. It can be read in one sitting. Edgar Allan Poe, in his essay ―The Philosophy of

Composition‖ said that a short story should be read in one sitting, anywhere from

a half hour to two hours. In contemporary fiction, a short story can range from

1,000 to 20,000 words.

b. It contains little or no dialogue, but it may also be made up of dialogue while the

description is brief.

c. A modern short story describes all kinds of problems. Some short stories end by

explaining what has been going on – possibly in a surprising way. Others end by

leaving the reader asking questions sometimes in a disturbing way. A successful

ending leaves the reader wanting to know more but having to read the story again

to make sure they have not missed anything the first time.

d. It has a single setting and one central theme. The story has to keep the reader

focused throughout in case they miss something.

e. It has one main character with a few additional minor characters. The writer has to

establish character and setting very quickly to allow the development of the short

story.

f. It doesn‘t have so many complications in the plot. Because of the shorter length, a

short story usually focuses on one plot.


Read the text and answer the questions.

The Smartest Parrot

Once upon time, a man had a wonderful parrot. There was no other parrot like it.

The parrot could say every word, except one word. The parrot would not say the name of

the place where it was born. The name of the place was Catano.

The man felt excited having the smartest parrot but he could not understand why the

parrot would not say Catano. The man tried to teach the bird to say Catano however the

bird kept not saying the word.

At the first, the man was very nice to the bird but then he got very angry. ―You

stupid bird!‖ pointed the man to the parrot. ―Why can‘t you say the word? Say Catano! Or

I will kill you‖ the man said angrily. Although he tried hard to teach, the parrot would not

say it. Then the man got so angry and shouted to the bird over and over; ―Say Catano or

I‘ll kill you‖. The bird kept not to say the word of Catano.

One day after he had been trying so many times to make the bird say Catano, the

man really got very angry. He could not bear it. He picked the parrot and threw it into the

chicken house. There were four old chickens for next dinner ―You are as stupid as the

chickens. Just stay with them‖ Said the man angrily. Then he continued to humble; ―You

know, I will cut the chicken for my meal. Next it will be your turn, I will eat you too,

stupid parrot‖. After that he left the chicken house.

The next day, the man came back to the chicken house. He opened the door and was

very surprised. He could not believe what he saw at the chicken house. There were three

http://understandingtext.blogspot.com/2008/12/example-of-narrative-text-smartest.html


death chickens on the floor. At the moment, the parrot was standing proudly and

screaming at the last old chicken; ―Say Catano or I‘ll kill you‖.

1. What is the story about? _____________________________________________________________________

2. What is the word that the parrot cannot say? _____________________________________________________________________

3. How often did the owner teach the bird how to say the word? _____________________________________________________________________

4. What does the man do to the bird when the bird cannot say the name of a place?

_____________________________________________________________________

5. What can you learn from the text? ______________________________________________________________________

Exercise 2: Identifying a short story

Based on the short story above, identify the following elements.

No. Element Details

1. Theme

2. Setting

3. Plot Orientation : …………………………………………

………………………………………………………...

Rising action : …………………………………………

………………………………………………………….

Climax : …………………………………………

…………………………………………………………

Falling action: …………………………………………

…………………………………………………………

Resolution : …………………………………………

…………………………………………………………

4. Conflict

5. Point of view

Exercise 3: Reading Comprehension of Modern Short Story

Read the following text and find the meaning of the bolded words. Then, answer the

questions.

Best Left Silent Robert Rae, England, United Kingdom

First published October 1, 2005


There‘s a screaming inside my head. I know it‘s me, but of course that doesn‘t change

anything. It‘s funny, how people always talk of that dry, analytical part of you that just

watches while your world caves in. Always the writers and the poets and the psychologists

can say that to you in their smiling voices, honey rubbed along a wound, but they don‘t know

that even the ones who watch can scream. Oh, God, but they can scream so loud that nobody

hears them.

Once upon a time, I woke up in bed, and saw a crack of morning coming through my

curtains. Two hours later, it‘s impossible to summon the fascination that a chink of light can

throw you into, especially when those hours have seen you burn your reserves of goodwill for

the day. After all, smiling takes so many less muscles, doesn‘t it? It‘s far easier on the face;

not even painful compared to trying to look neutral when it‘s facing you across the kitchen

table as if the sunlight means something. Nobody really notices a rictus when you‘re drinking

coffee.

School isn‘t bad as these things go, which they do. The corners of your eyes get a lot of work,

naturally, and you can spend a pleasant period spying out a teacher‘s sad smile: that mouth-

up-eyes-down flicker that manages to lose itself on any other wayward charge. It‘s not

limited to the masters and matrons of wisdom, heaven knows; you know the look social

services have perfected, the one that wants to help you, child, but stops just short of moving

the body in any meaningful way. As long as she knows you care, you‘re allowed to comfort

yourself with thoughts that a girl doesn‘t make her real friends ‘till university anyway, and a

cup of tea can solve all her problems. Bags, though, not tea leaves – too bitter for children

and adults alike.

The vastly superior Garden wins a battle with the television to hold sway over time and

inattention, though each one clamours in it‘s own way. After all, one could watch gardening

on TV, but there‘s always the chance of your father coming in, and laughing at the fat smiling

men leaning on spades and talking about how to sow seeds in your own back yard. He has a

very loud laugh, my father, and very strong. It makes his stomach wobble up and down, as if

he were breathing very fast, or hard. Or both.

Trees and bushes offer shade to fit the mood and a paradise for the scuttling beetles and

centipedes, chased in and out of sight by every innocent child you can still summon to mind.

Most of them look the same, though none of them look like me anymore. It‘s surprising how

sad that can feel. Hemlock and nightshade grow up against the far wall, lustrous green and

purple providing too fine a trap for many a poor cat, intent on stroking their lithe, slender

bodies though every patch of the poison they can find. It‘ll make them sick eventually, of

course, but for now they look healthy enough.

The sun slides away taking the sunset with it, and a million yellow street lights spring up for

those of us defenseless enough to miss her. They can‘t quite make the dust motes dance the

same way, but they shed enough light to cast faint shadows on the walls, until a real shadow

comes to close the curtains, and leave them that way. I used to be afraid of the dark, like most

children, but I had a father who would stay beside me for a while, until I discovered how

misplaced my fear had been. I outgrew it, but he‘s always been there when he needed me.

I‘m not afraid of the dark, anymore, and I‘m not afraid of the nightmares, it‘s the waking up

from them I don‘t like. Screaming out in the dark used to bring them running, but I don‘t do

that anymore, not even when he‘s already there. After all, why would you make life more


complicated than it already is, when you can scream inside your head for hours and hours and

be sure that you will never have to stop, that you will never have to breathe hard or fast or

smell the hot humid air all around you, no-one will ever see, no-one will ever hear. No one

will ever know. You can try and sit vigil by the streetlights until the sun saves you again, but

not even they are witness to the things that bump against your life in the night. Cry for me, if

you feel like, if you think your empathy can bring me some pity I don‘t need, but don‘t leave

the light on. No one will ever know. Don‘t leave the light on. No one will ever know.

Goodnight.

Questions:

1. Who are the characters in the story?

____________________________________________________________________

2. What is the theme of the story?

____________________________________________________________________

3. What is the conflict of the story?

____________________________________________________________________

4. How is the main character?

____________________________________________________________________

5. What is the moral value of the story?

____________________________________________________________________

C. Language Features of Short Story

The following are language features of short story.

1. Use of specific noun as pronoun of person or animal in the story.

2. Use of past tense

Past tense is used in writing short stories, which is basically a narrative of human

experience. Past tenses include simple past tense, past continuous tense, and past

perfect tense.

3. Use of present tense

You can write a story in present tense whenever you decide to do it. The immediacy

of presenting scenes in ―real time‖ can grab a reader‘s attention better than an account

of some past scene where time already separates the reader mentally from the scene.

Present tenses which include simple present tense, present continuous tense, and

present perfect tense are usually used in direct speech and orientation of the story.

4. Use of either first person singular or third person singular. It may e a mixture of both.

5. Use of action verbs, for example, played, ran, etc.

6. Use of adjective, for example, lovely, beautiful, smart, etc.

7. Use of saying verbs, for example, asked, said, answered, etc.

8. Use of adverb of time, for example, every afternoon, one winter morning, etc.

9. Use of adverb of place, for example, in the Giant’s garden, in a small village, etc.

10. Use of time connectives and conjunctions, for example, next, after, before, when, etc.


Read the following story. Then, answer the questions.

THE TWO BROTHERS Leo Tolstoy Public


Two brothers set out on a journey together. At noon they lay down in a forest to rest. When they woke up, they saw a stone lying next to them. There was something written on the stone, and they tried to make out what it was. "Whoever find this stone," they read, "let him go straight into the forest at sunrise. In the forest a river will appear; let him swim across the river to the other side. There he will find a she-bear and her cubs. Let him take the cubs from her and run up the mountain with them, without once looking back. On the top of the mountain he will see a house, and in that house, he will find happiness." When they had read what was written on the stone, the younger brother said: "Let us go together. We can swim across the river, carry off the bear cubs, take them to the house on the mountain, and together find happiness. "I am not going into the forest after bear cubs," said the elder brother, "and I advise you not to go. In the first place, no one can know whether what is written on this stone is the truth --perhaps it was written in jest. It is even possible that we have not read it correctly. In the second place, even if what is written here is the truth -- suppose we go into the forest and night comes, and we cannot find the river. We shall be lost. And if we do find the river, how are we going to swim across it? It may be broad and swift. In the third place, even if we swim across the river, do you think it is an easy thing to take her cubs away from the she-bear? She will seize us, and, instead of finding happiness, we shall perish, and all for nothing. In the fourth place, even if we succeeded in carrying off the bear cubs, we could not run up a mountain without stopping to rest. And, most important of all, the stone does not tell us what kind of happiness we should find in that house. it may be that the happiness awaiting us there is not at all the sort of happiness we would want." "In my opinion," said the younger brother, "you are wrong. What is written on the stone could not have been put there without reason. And it is all perfectly clear. In the first place, no harm will come to us if we try. In the second place, if we do not go, someone else will read the inscription on the stone and find happiness, and we shall have lost it all. In the third place, if you do not make an effort and try hard, nothing in the world will succeed. In the fourth place, I should not want it thought that I was afraid of anything." The elder brother answered him by saying, "The proverb says: 'In seeking great happiness small pleasures may be lost.’ And also: ‘A bird in the hand is worth two in the bush.’" The younger brother replied, "I have heard: ‘He who is afraid of the leaves must not go into the forest.’ And also: ‘Beneath a stone no water flows. The younger brother set off, and the elder remained behind. No sooner had the younger brother gone into the forest, than he found the river, swam across it, and there on the other side was the she-bear, fast asleep. He took her cubs, and ran up the mountain without looking back. When he reached the top of the mountain the people came out to meet him with a carriage to take him into the city, where they made him their king. He ruled for five years. In the sixth year, another king, who was stronger than he, waged war against him. The city was conquered, and he was driven out. Again the younger brother became a wanderer, and he arrived one day at the house of the elder brother. The elder brother was living in a village and had grown neither rich nor poor. The two brothers rejoiced at seeing each other, and at once began telling of all that had happened to them. "You see, said the elder brother, "I was right. Here I have lived quietly and well, while you, though you may have been a king, have seen a great deal of trouble," "I do not regret having gone into the


forest and up the mountain,’ replied the younger brother. "I may have nothing now, but I shall always have something to remember, while you have no memories at all."

Questions:

1. Mention the specific nouns used in the story.

_____________________________________________________________________

_

2. What tenses are used in the story?

_____________________________________________________________________

3. Why does the story use simple present tense?

_____________________________________________________________________

4. Does the story use the first person singular?

_____________________________________________________________________

_

5. Mention five action verbs found in the story.

_____________________________________________________________________

_

6. Write five adjectives found in the story.

_____________________________________________________________________

_

7. Mention two saying verbs used in the story.

_____________________________________________________________________

__

8. Can you find adverb of time in the story? If yes, mention them.

_____________________________________________________________________

_

9. Mention three adverbs of place found in the story.

_____________________________________________________________________

__

10. Do you find time connectives and conjunctions? If yes, write them.

_____________________________________________________________________

__

Exercise 2: Using Past Tenses and Present Tenses

Complete the following story with the correct forms of verbs.

1. Yesterday he (avoid) me and seemed to wish I would not talk to him.

2. ―What beacon is it that (help) us at our need?‖ asked Vernon.

3. When the doctors came they said she (die) of heart disease.

4. Florence (work) 20 hours a day to make the army hospital a cleaner and safer place.

5. There were patches of blue sky showing here and there through the clouds that had

met and (pile) one above the other in the west facing her window.

6. One day, there was a big storm. Lightning struck a mountain and a huge rock (roll)

onto the train line.

7. I (never, see) a tiger before, but I knew them in a minute by the stripes.

8. Once upon a time, there was a brave knight called George. George (have) lots of

adventures as he travelled by horse across many lands.

9. In the centre of the grass-plot (stand) a beautiful Rose-tree, and when she saw it she

flew over to it, and lit upon a spray.

10. The young student was still lying on the grass, where she (leave) him, and the tears

were not yet dry in his beautiful eyes.


D. Speaking Skill

Exercise 1: Discussing About Short Story

Discuss these questions with your friends.

1. What is the title of short story you have ever read?

2. Where can you find the short story?

3. What is the short story about?

4. How does the author convey the story?

5. What do you think of the short story?

Exercise 2: Retelling Short Story

Choose one of the short stories and retell the short story by using your own words in front of

the class. Pay attention to the structures.

E. Writing Skill

Exercise 1: analyzing a Short Story

Find a short story and answer the following questions based on the story you have chosen.

1. What are the story‘s strengths and weaknesses?

2. Does the author use dialogues?

3. How does the author show the characters and the setting?

4. How does the setting foreshadow the story‘s mood or the character‘s conflict?

5. Does the author focus on the problem?

6. How is the ending of the story?

Exercise 2: Rewriting a Short Story

There are many popular authors of classic short stories, for example, O‘ Henry, Ernest

Hemingway, Nathaniel Hawthorne, Mark Twain, Oscar Wilde, etc. Find a classic story that

you like and rewrite it by using your own words. Pay attention to the social function,

structure, and language features. Rewrite it beautifully and read it in front of the class.

Daily Assessment

The following text is for questions 1 to 3. Once upon a time there lived as neighbours, a bear and a rabbit. The rabbit was a good short,

and the bear, being very clumsy, could not use the arrow to good advantage. The bear would

call over the rabbit and asked the rabbit to take his bow and arrows and came with the bear to

the other side of the hill. The rabbit, fearing to arouse the bear's anger by refusing, consented

and went with the bear and shot enough buffalo to satisfy the hungry family. Indeed, he shot

and killed so many that there was lots of meat left after the bear and his family had loaded

themselves, and packed all they could carry home. The bear was very gluttonous and did not

want the rabbit to get any of the meat, so the poor rabbit could not even taste the blood from

the butchering, as the bear would throw earth on the blood and dry it up. Poor rabbit would

have to go home hungry after his hard day's work.

The bear was the father of five children. The youngest child was very kind to the rabbit. The


mother bear, knowing that her youngest child was very hearty eater, always gave him an

extra large piece of meat, but the youngest child didn't eat. He would take it outside with him

and pretend to play ball with it, kicking it toward the rabbit's house, and when he got close to

the door he would give the meat with such a great kick, that it would fly into the rabbit's

house and in this way the poor rabbit would get his meal unknown to the papa bear.

1. The poor rabbit didn't taste any of the meat because ....

A. They are already given to the butcher

B. They are eaten by the youngest bear

C. The bear carried all the meat home

D. They are already dried up

E. The bear ate all the meat

2. Which statement is NOT TRUE according to the text ....

A. The papa bear was not very kind to the rabbit

B. The rabbit got nothing from his shooting

C. The mother bear always gives her youngest extra meat

D. The papa bear didn't like giving the rabbit some meat

E. The papa bear knew that his youngest child gave the rabbit some

3. The story teach us that ....

A. Poverty makes people suffer

B. We must keep our promise

C. Being greedy makes other people happy

D. People should love each other

E. We must keep our relationship with others

The following text is for questions 4 to 7.

A farmer came across a bird with a broken wing. He picked it up, took it home and looked

after it lovingly, even though his wife complained bitterly about his wasting too much time

on the creature.

After some time, the wing mended and, because the bird did not want the farmer to have kept

on arguing with his wife all the time, it decided to go back to its nest.

When the farmer discovered that the bird was gone, he was so upset that he went out to look

for it. Eventually, he found it again, and was greeted happily by the whole family of the bird.

As a sign of their thanks for his care and attention, the birds gave him a little box, and told

him not to open it until he got home.


To his surprise, the farmer found the box full of precious stones. When his wife saw them,

she decided that she too deserved a reward, and she went to see the birds. The birds give her a

little casket, but this one was full of devils. The devils jumped on her as soon as she opened

the casket and chased her away.

Left alone, the farmer went to live near his friend, the bird. There he built a hut of perfumed

wood, and the birds decorated it with flowers of every kind.

4. Which of the following statements do you agree with?

A. The farmer chased his wife away

B. The farmer lived happily with his wife

C. The farmer’s wife took care of the bird

D. The bird was very thankful to the farmer

E. The farmer’s wife was a very kind woman

5. The farmer’s new hut was ....

A. Well furnished

B. Built by the birds

C. A gift from the bird

D. Decorated luxuriously

E. Built of perfumed wood

6. What do we learn from the text?

A. A gift shows kindness

B. Sufferings bring happiness

C. Arguing makes you distressed

D. A good deed deserves a reward

E. Having no heart makes you isolated

7. What is the main information discussed the third paragraph?

A. The bird left the farmer

B. The birds welcomed the farmer

C. The farmer got a little casket from the birds

D. The farmer was so angry and went out to find the bird

E. The farmer was happy having got a box of precious stones

The following text is for questions 8 and 9.


Once, a cap seller was passing through a jungle. He was dead tired and needed to rest. Then,

he stopped spread a cloth under a tree. He placed his bag of caps near him and lay down with

his cap on his head.

The cap seller had a sound sleep for one hour. When he got up, the first thing he did was to

look into his bag. He was startled when he found all his caps were not there. He was

wondering where they could have gone. Indeed, he was greatly puzzled.

When he looked up sky, he was very surprised to see monkeys sitting on the branches of a

tree, each wearing a cap on his head. They had evidently done it to imitate him.

He decided to get his caps back by making a humble request to the monkeys. In return, the

monkeys only made faces of him. When he began to make gestures, even when he raised his

fi st towards them to threaten them, they also imitated him.

At last he hit upon a clever idea. ―Monkeys are a great imitator,‖ he thought. So he took off

his own cap and threw it down on the ground. As he had expected, all the monkeys took off

the caps threw them down on the ground. Quickly he stood up and collected the caps, put

them back into his bag and went away.

8. Why was each monkey wearing a cap on their head?

A. They liked them

B. They liked wearing caps

C. They were imitating the cap seller

D. They were teasing the cap seller

E. They had stolen the caps

9. What is the moral value of the text?

A. Monkeys are clever animals

B. Put your belongings in a safe place

C. Kindness must be possessed by everyone

D. Foolishness is a source of faulty

E. You have to know who you are talking to

Read the following text to answer questions number 10 to12.

Once, a man sold his well to a farmer. Next day when a farmer went to draw the water from

that well, the man did not allow him to draw the water from it. He said, ―I have sold you the

well, not the water, so you cannot draw the water from the well.‖

The farmer became very sad and came to the Emperor‘s court. He described everything to the


Emperor and asked for the justice. The Emperor called Birbal and handed over this case to

him. Birbal called the man who sold the well to the farmer. Birbal asked, ―Why don‘t you let

him use the water of the well. You have sold the well to the farmer.‖ The man replied,

―Birbal, I have sold the well to the farmer, not the water. He has no right to draw the water

from the well.‖

Then Birbal smiled and said to him, ―Good, but look, since you have sold the well to this

farmer, and you claim that water is yours, then you have no right to keep your water in the

farmer‘s well. Either you pay rent to the farmer to keep your water in his well, or you take

that out of his well immediately.‖

The man understood, that his trick has failed. Birbal has outwitted him.

10. What is the text about?

A. A farmer and witty Birbal

B. A smart man and a farmer

C. An emperor and a witty Birbal

D. Farmer‘s well and witty Birbal

E. A farmer and an emperor

11. Why didn‘t the man let the farmer use the water from the well?

A. Because the man needed the water for himself

B. Because there was no water in the well

C. Because the man obeyed what the emperor said

D. Because water in the well was not included in the sales agreement they

made before

E. Because the man thought that he had sold the well but the water was not

involved


A. Stealing is not a good thing, you can always use your brain and ease out of

the difficult situations.

B. Don‘t try to cheat because you will end up paying for it regardless of how

smart you think you are.

C. One who desires more, loses all. One should remain satisfied with what one

gets

D. There is no substitute for hard work because dreams cannot be fulfilled

without hard work

E. Do not just blindly walk in to anything without thinking

Read the following text to answer questions number 13 to 15.

Once upon a time Sammy and his sister Marie visited their grandparents at their farm.

Sammy picked up a slingshot to play with out in the woods. He practiced in the woods but he

could never hit the target. Getting a little discouraged, he headed back for the lunch. As he

was walking back he saw Grandma‘s pet duck.

Just out of impulse, he let the slingshot fly which hit the duck square in the head and killed it.


He was shocked and grieved. In a panic, he hid the dead duck in the pile of woods. Marie had

seen it all from the window but she said nothing. After the lunch, the next day Grandma said,

―Marie, let‘s wash the dishes.‖ Marie said, ―But Grandma, Sammy told me he wanted to help

in the kitchen.‖

Then she whispered to Sammy, ―Remember the duck?‖ Sammy got nervous knowing his

sister knew about the duck and if he doesn‘t obey, she may tell his grandparents about it. So

without saying anything he did the dishes.

Later that day, Grandpa asked if the children wanted to go fishing but Grandma said, ―I‘m

sorry but I need Marie to help make a supper.‖ Marie just smiled and said, ―Well that‘s all

right because Sammy told me he wanted to help.‖

She whispered again to Johnny, ―Remember the duck?‖ So Marie went fishing and Sammy

stayed to help. After several days of Marie taking advantage of Sammy, he finally couldn‘t

stand it any longer. He came to Grandma and confessed that he had killed the duck.

Grandma knelt down, gave him a hug and said, ―Sweetheart, I know. I was standing at the

window and I saw the whole thing but because I love you, I forgave you. I was just

wondering how long you would let Marie take advantage of you.‖

13. What does the text mainly talk about?

A. A little boy and a duck

B. A little boy in a slingshot

C. A reckless little boy

D. A brave little boy

E. A humble little boy

14. Why didn‘t Sammy tell to his grandmother that he had killed the duck?

Because ….

A. He was relieved that he could hit the target

B. He waited for his sister tell his grandparents about it

C. He was afraid of saying about the duck

D. He did not want to tell about it

E. He wanted to tell about the truth later


A. Practice makes perfect

B. What is bad in one case may be good in another

C. Don‘t trust people easily

D. You should confess of your mistakes

E. Keep going and do the best


Once upon a time there was a traveler who went to a distant town. It‘s almost midnight when

he got the town. He came to an inn but the inn was locked. He tried to knock at the door.

―Who are you? What do you want?‖ asked a voice from inside the inn. ―The door cannot be


unlocked at such an odd hour.‖

The traveler needed a rest, food and shelter. He begged, ― Please, unlock the door. How cold

it is outside.‖

The innkeeper replied,‖ it‘s strange lock and can be opened only with a silver key.‖

Because of his needs and the terrible condition outside, the traveler finally obeyed about what

innkeeper said and passed a silver coin through a slit in the door. Then he got the door

unlocked and entered into the inn.

―I have left one of my bags outside‖said the traveler.‖ Will you please bring it in?‖

No sooner the inkeeper had gone out and the traveler locked the door from inside. The greedy

inkeeper was outside and shut on. He requested to unlock the door to the traveler.

The traveler replied, ― I‘m helpless, it‘s a strange lock and can be opened only with a silver

key.‖

The inkeeper was required to push a silver coin though the slit. The traveler got back his

silver coin and unlock the door.

16. What is the story about?

A. A traveler going to a distant town

B. A wicked traveler and a helpless traveler

C. A silver key which is used to unlock the door‘s inn

D. A greedy inkeeper and a smart traveler

E. A traveler who came from a distant town

17. It can be referred from the text that ….

A. Inn was unlocked when the traveler came

B. The innkeeper summoned the traveler to go inside because of his poor

condition

C. The traveler finally got back his silver coin from the innkeeper

D. The traveler brought all of his bags inside

E. The silver coin was given after the door opened

18. What is the moral value of the story above?

A. Revenge is a bad thing to apply in every condition

B. We should prepare well when we travel

C. Don‘t underestimate to someone

D. Smart person always beats greedy person

E. We should avoid bribery in our life

19. The traveler finally obeyed about what innkeeper said and passed a silver

coin through a slit in the door.... his needs and the terrible condition outside.

A. Because

B. Since

C. As

D. For

E. Due to



The old witch locked Hansel in a cage and set Gretel to clean the house. She planned to eat

them both. Each night the children cried and begged the witch to let them go.

Meanwhile, at home, their stepmother was beginning to wish she had never tried to get rid of

the children. ―I must find them,‖ she said and set off into the forest.

Many hours later, when her feet were tired from walking and her lips were dry from thirst,

she came to the cottage belonging to the witch. The stepmother peeped through the window.

Her heart cried out when she saw the two children.

She picked up the broom leaning against the door and crept inside. The witch was putting

some stew in the oven when the stepmother gave her an almighty push. The witch fell into

the oven and the stepmother shut the door.

‗Children, I have come to save you,‘ she said hugging them tightly. I have done a dreadful

thing.

I hope in time you will forgive me. Let me take you home and become a family again. They

returned to their home and the stepmother became the best mother anyone could wish to

have, and of course they lived happily ever after!

20. The story is about….

A. Two children went to school for the first time

B. A witch who is really kind

C. A father who begged a witch for money

D. A stepmother who saved her children from a witch

E. Two children saved their stepmother from a witch

21. Which statement is FALSE about the witch?

A. She locked Hansel in a cage

B. She planned to eat Hansel & Gretel

C. She fell into the ocean

D. She hated the children

E. She set Gretel to clean the house

22. ―The witch fell into the oven and the stepmother shut the door.‖

(Paragraph 4)

The underlined word can be replaced by the word…

A. Marked

B. Painted

C. Opened

D. Polished

E. Closed

A long time ago, there lived on the island of Bali a giant-like creature named Kbo Iwo. The

people of Bali used to say that Kbo Iwo was everything, a destroyer as well as a creator. He

was satisfied with the meal, but this meant for the Balinese people enough food for a


thousand men.

Difficulties arose when for the first time the barns were almost empty and the new harvest

was still a long way off. This made Kbo Iwo wild with great anger. In his hunger, he

destroyed all the houses and even all the temples. It made the Balinese turn to rage.

So, they came together to plan steps to oppose this powerful giant by using his

stupidity. They asked Kbo Iwo to build them a very deep well, and rebuild all the houses and

temples he had destroyed. After they fed Kbo Iwo, he began to dig a deep hole.

One day he had eaten too much, he fell asleep in the hole. The oldest man in the village gave

a sign, and the villagers began to throw the limestone they had collected before into the

hole. The limestone made the water inside the hole boiling . Kbo Iwo was buried

alive. Then the water in the well rose higher and higher until at last it overflowed and formed

Lake Batur. The mound of earth dug from the well by Kbo Iwo is known as Mount Batur.

23. Which the following fact is true about Kbo Iwo?

A. Kbo Iwo ate a little amount of meat

B. Kbo Iwo is a destroyer that cannot make anything

C. Kbo Iwo was angry because his food was stolen by Balinese people

D. Kbo Iwo destroyed all the house but not the temple

E. Kbo eat food was equal for food of thousand people

24. Why did Kbo Iwo feel angry to the Balinese people?

A. Because Balinese people ate his meal

B. Because Balinese people took his food so his barns was empty

C. Because Balinese people didn‟t give him food

D. Because Balinese people were in hunger

E. Because Balinese people turned to rage

25. According to the story, if Kbo Iwa is never existed in Bali Island, what do you think will

happen?

A. There will be no Bali island

B. Bali People will never be angry

C. All Bali people will live in a prosperous way

D. We are not able see the beauty of Lake Batur

E. Mount Batur will not be a sacred place now


CHAPTER 6

MAKING A PHONE CALL

Kompetensi Dasar

3.6 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi transaksional

lisan dan tulis yang melibatkan tindakan memberi dan meminta informasi melalui telepon

terkait acara, tawaran, janji, dan reservasi, sesuai dengan konteks penggunaannya.

4.6 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan tindakan memberi

dan meminta informasi melalui telepon terkait acara, tawaran, janji, dan reservasi, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai

konteks.

Tujuan Pembelajaran


menyimak dan menirukan percakapan untuk menelepon dan menerima telepon terkait

acara, tawaran, janji, dan reservasi sesuai dengan konteks penggunaannya.

mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan

dalam percakapan untuk menelepon dan menerima telepon terkait acara, tawaran,

janji, dan reservasi.

membaca dengan cermat beberapa percakapan tentang menelepon dan menerima

telepon terkait acara, tawaran, janji, dan reservasi.

membandingkan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa

percakapan menelepon dan menerima telepon terkait acara, tawaran, janji, dan

reservasi.

secara lisan dan tertulis, melakukan tindakan komunikatif memberi dan meminta

informasi dalam menelepon dan menerima telepon terkait acara, tawaran, janji, dan

reservasi sesuai dengan konteks yang berbeda.

A. Introduction

A : Good afternoon. This is Mrs. Tracy calling from home. Is Mr. Tracy happening to be in

the office right now?

B : Good afternoon, Ma‘am. I‘m sorry but he‘s not in right now. He left an hour ago for

lunch.


A : Oh, that‘s a shame. I was about to go there and brought his lunch. Alright then, thank

you for the information. Please let him know that I called.

B : I will, Ma‘am. Have a nice day.

Can you explain the situation of the dialogue above?

Telephone is a useful device for communication. Communicative skill is needed for

communicating on the phone. It is because the person we are speaking to cannot see our face

expression or our body language.

Communicative skill relies on what we are saying and how we are speaking to understand us

fully. We should learn the proper way on communicating on the phone.

Here, we are going to discuss about conversation on the phone related to making appointment

about an event or a program, and making reservation and offer.

Telephone Conversation in English

Answering the phone: Good morning/Good afternoon/ Good evening/ Hello!

England PC Services. (This is ) Sarah speaking.

Sarah speaking.


How can/could/may I help you?

Asking for the caller‟s name: Who’s calling, please?

Could I take your name, please?

Hello, caller. Could/May I have your name, please?

Introducing yourself: Hello! This is Kevin Jelf calling.

Hello, this is Kevin Jelf from Friend Technology Firm.

My name is Kevin Jelf from England PC Services.

Asking for someone or something: Could/May/Can I speak to Charles Steven, please?

I’d like to speak to Charles Steven, please.

Could you put me through to Charles Steven, please?

Could I speak to someone who …

I am just calling to say…

Asking the person who is being called for the phone call: If the person who is about to receive the call is available, you can ask;

Mr. Steven? I’ve got a Mr. Kevin Jelf on the line for you from Friend Technology Firm.

Will you take the call?”

And the person can reply your question like this;

The person‟s answering for the phone call: If the person who is about to receive the call is available, you can ask;

Yes, please put him though. / I’m not available right now.

Connecting someone: One moment (Just a second or moment), please.

I’ll see if he is in or if Mr. Steven is available.

Please hold on. I will get you through him.

Could you hold the line, please?

Please, hold the line.

Certainly, Mr. KevinJelf. I’ll just put you through.

Of course, Mr. Jelf. I’ll just see if he’s available.

Mr. Jelf? Thank you for holding. I’m just putting you through to Mr. Steven.

I’ll put you through.

I’ll connect you.

I’m connecting you now.

Explaining absence: I’m afraid Mr. Steven isn’t in at the moment.

I’m sorry, he’s in a meeting at the moment.

I’m afraid he’s on another line at the moment.

I’m sorry but Mr. Steven is away on business until Thursday.

I am sorry you have dialed a wrong number.


He is not in office now.

Taking a message: I am sorry, Mr. Steven is out/ busy at the moment.

Can I ask who is calling?

Can I take a message?

Would you like to leave a message?

Can I give him/her a message?

I will let him know you called.

Is there anyone else you would like to speak to?

I’ll tell Mr. Steven that you called.

I’ll ask him to call you as soon as possible.

If you’d like to give me your number, I’ll ask her to call you back.

Could you call again after 2 hours?

Leaving a message with someone: Yes, it is Kevin Jelf here. Could you ask him to call me when he is available?

My number is…

No, that is okay. I will call back later.

Could you tell her that her friend Kevin called?

No, that’s all, thank you.

Thank you very much, you’ve been very helpful.

Problems/Making special request: I’m sorry, I don’t understand. Could you repeat that, please?

I’m sorry, I can’t hear you very well.

Could you speak up a little, please?

I’m afraid you’ve got the wrong number.

I’ve tried to get through several times but it’s always engaged.

Could you spell that, please?

Sorry, my English is not good. Could you speak a little slower?

Could I ask you to spell your surname for me, please?

I’m so sorry. The line is very bad this end.

Could I ask you to repeat your name, please?

Sorry, I didn’t quite catch that. Could you say your name again, please?

Confirming information: Let me repeat that just to make sure.

Finishing a conversation: Thanks for calling. Bye for now.

I need to hang up now.

I’ll talk to you soon. Bye.

Thank you for calling, Mr. Steven. Good bye.

Thank you for calling Friend Technology Firm. Have a nice day!

B. Making appointment

An appointment is an arrangement to meet someone at a particular time and place.

Making an appointment can be difficult if the two people are very busy. Therefore, one of


them should find a time that is convenient for the both persons. People usually make

appointment through phone.

Structure:

Tom : Good morning. This is Tom. May I help you? offering assistance

Jack : Good morning. I‘d like to make an appointment making appointment

with the doctor tomorrow.

Tom : Wait a moment, please. I‘ll check his schedule.

Is 11 o‘clock okay? giving offer about

time Jack : Perfect. Thank you. accepting

appointment Tom : You‘re welcome.

Language Features:

The following are the expressions used to make an appointment.

a. Making appointment:

- Can we meet tomorrow?

- Are you available at 7 tonight?

- Are you free this afternoon?

- Would Thursday suit you?

- Is next week convenient for you?

- What about sometime next week?

- How does Friday sound to you?

b. Responding appointment:

- Yes. Sunday is fine.

- Friday would be fine.

- Next Friday suits me.

- Thursday would be fine.

- I‘m afraid I can‘t. What about tomorrow at two o‘clock?

- I‘m sorry I will be busy on Monday.

- I really don‘t think I can on Monday. Can we meet on Friday?

c. Cancelling appointment:

- Would it be possible to arrange another time later in this week?

- Unfortunately, due to an urgent meeting, I will be unable to keep appointment for

tomorrow morning.

- I‘m afraid that I‘m not going to be able to meet you this evening. Can we fix

another time?


Practice the following dialogue! Then answer the questions!

A : Good morning, this is Ray speaking. Is Lee in?

B : Hi, Ray. This is Lee.

A : Good morning, Lee. How is it going with you today?

B : Things are wonderful. What can I help you with?

A : Are you available today? I would like to discuss the new project with you.

B : Today? I‘m afraid I can‘t. I have another appointment today?

A : I see. Could we meet for lunch tomorrow?

B : That would be great. What restaurant did you have in mind?

A : We could go to Lozano's downtown.


B : That would be perfect. It's a nice quiet place to meet.

A : I'll see you there around twelve then.

B : I am looking forward to meeting with you. See you then.

Questions:

1. What is the relationship between Ray and Lee?

______________________________________________________________________

_

2. Why does Ray call Lee?

______________________________________________________________________

_

3. When will they meet?

______________________________________________________________________

_

4. Where will they meet?

______________________________________________________________________

_

5. Mention the expressions of making appointment found in the dialogue!

______________________________________________________________________

_

Exercise 2: Identifying Structure

Practice the following conversation! Then do the instructions!

Receptionist : Good morning, Hair Design. Can I help you?

Kate : Can I make an appointment with Michelle, please?

Receptionist : Is it for a haircut?

Kate : Yes.

Receptionist : When do you want to come in?

Kate : Do you have something on Saturday afternoon?

Receptionist : Yes, is 4pm ok?

Kate : Yes, that‘s fine.

Receptionist : What‘s your name, please?

Kate : It‘s Kate Smith.

Receptionist : Ok Kate, we‘ll see you at 4pm on Saturday.

Kate : Thanks. Bye.

Instructions:

1. Underline the expressions of making appointment!

2. Circle the responses!

Exercise 3: Cloze Passage

Complete the following dialogue with the suitable expressions!

Secretary : Good morning. Victory Company. 1) ________________

Ms. Tiff : Good morning. 2) _______________


Secretary : I‘m sorry, Miss. He has a meeting today. The meeting will last at 11.

Ms. Tiff : 3) _______________

Secretary : I‘m Elvita, Mr. John‘s secretary.

Ms. Tiff : 4) _______________ Is it possible for me to see him this week?

Secretary : Just a moment, please. I‘ll check his schedule first. Well, he is free

tomorrow morning, Miss.

Ms. Tiff : alright. 5) _______________

Secretary : Yes, Tuesday morning at 9 o‘clock at our office.

Ms. Tiff : That‘s perfect. Thank you very much.

Secretary : You‘re welcome.

a. I‘d like to make an appointment to see Mr. Ray.

b. Can I speak to Mr. Ray?

c. Would tomorrow at 9 a.m. be okay?

d. May I help you?

e. Well, who‘s speaking?

C. Making Reservation

According to the dictionary, there are many definitions of reservation.

1. The act of reserving (a piece or passage) or engaging the services of (a person or

group)

2. Something reserved in advance (as a hotel accommodation or a seat on a plane, etc.)

3. An arrangement in which something such as a seat on an aircraft or a table at a

restaurant is kept for you.

Structure:

Receptionist: Hello… Good Morning. ABC Restaurant. May I help you? (offering assistance)

Caller: Hello ABC Restaurant… I would like to make reservation for three people.

(making a reservation)

Receptionist: For which day and what time would you like the reservation?

Caller: Tomorrow please, at 6:00 PM

Receptionist: Sorry Sir, unfortunately there is no table left on that time. Is it OK to have it at

7:00 PM? (giving offer about time)

Caller: No problem. 7:00 PM would be OK. (conforming a reservation)

Receptionist: Would you like to order the menu also?

Caller: What menu do you recommend?

Receptionist: We recommend satay padang, with original sauces. This dish is from Indonesia.

(giving offer about menu)

Caller: It looks delicious. But I think I will order later.


Receptionist: No problem Sir. And can I have your name Sir?

Caller: John. James John.

Receptionist: OK Mr. James John. See you tomorrow on 7:00 PM. Thank you for your

reservation.

Caller: Thank you. See you.

Language Features:

MAKING RESERVATION

I would like to reserve A ticket

Business class

Day flight

Could

Can

May

I reserve a table for two for dinner tomorrow?

I Would like

Am going

want

To book a single for

tomorrow.

TAKING RESERVATION

Opening conversation of Receptionist - Yes. Sir/ Miss/ Ma‘am can I help you?

- Good morning. Can I help you?

- Lestari Hotel, could I help you?

Hotel reservation: - What kind of room do you need?

- Would you like single or double bed?

- How long will you stay, Sir/ Ma‘am?

Ticket reservation: - What ticket do you want?

- When will you fly, Sir/ Ma‘am?

- When will you arrive?

Refusing reservation: - I‘m sorry to inform you that all rooms/ seats/ tickets/ tables have been reserved

- I‘m really sorry, I‘m afraid we cannot make any reservations for you

- All rooms/ seats/ tickets/ tables have been reserved

Source: Kurniawan, Eri. (2008). Communication Builder. Jakarta: Depdiknas

MAKING RESERVATIONS HANDLING/ TAKING RESERVATIONS

RESTAURANT · I‘d like to book/ reserve a table for 2 for

8 pm tonight

· I‘d like to make reservation under the

name ―Elisa‖

· Can we have a non-smoking table?

· How many people is the booking for?

· Under whose name the reservation should be

made?

· Can you spell your name?


HOTEL · I‘d like to book a double room for two

nights for the next week

· Does it include breakfast?

· Is there a gym?

· What time can I check in?

· What time do I have to check out?

· How long you will be staying?

· What kind of room would you like?

FLIGHT · I‘d like to a flight from Jakarta to

Yogyakarta on November 21

· How much is the baggage allowance?

· Can I have your name please?

· Can I have your credit card number?


Practice the following dialogue! Then answer the questions!

Receptionist : Good morning. Welcome to The Grand Woodward Hotel.

Client : Hi, good morning. I'd like to make a reservation for the third weekend in

September. Do you have any vacancies?

Receptionist : Yes sir, we have several rooms available for that particular weekend. And

what is the exact date of your arrival?

Client : The 24th.

Receptionist : How long will you be staying?

Client : I'll be staying for two nights.

Receptionist : How many people is the reservation for?

Client : There will be two of us.

Receptionist : And would you like a room with twin beds or a double bed?

Client : A double bed, please.

Receptionist : Great. And would you prefer to have a room with a view of the ocean?

Client : If that type of room is available, I would love to have an ocean view.

What's the rate for the room?

Receptionist : Your room is five hundred and ninety dollars per night. Now what name

will the reservation be listed under?

Client : Charles Hannighan.

Receptionist : Could you spell your last name for me, please?

Client : Sure. H-A-N-N-I-G-H-A-N

Receptionist : And is there a phone number where you can be contacted?

Client : Yes, my cell phone number is 555-26386.

Receptionist : Great. Now I'll need your credit card information to reserve the room for

you. What type of card is it?

Client : Visa. The number is 987654321.

Receptionist : And what is the name of the cardholder?

Client : Charles H. Hannighan.

Receptionist : Alright, Mr. Hannighan, your reservation has been made for the twenty-

fourth of September for a room with a double bed and view of the ocean. Check-in is at 2

o'clock. If you have any other questions, please do not hesitate to call us.

Client : Great, thank you so much.

Receptionist : My pleasure. We'll see you in September, Mr. Hannighan. Have a nice

day.

Questions:


1. What is the dialogue about?

_____________________________________________________________________

__

2. Why does the guest reserve a room?

_____________________________________________________________________

__

3. What kind of room does the guest want?

_____________________________________________________________________

__

4. Does the guest get the room? How much is it?

_____________________________________________________________________

__

5. How many days does the guest need the rooms?

_____________________________________________________________________

__

Exercise 2: Using the suitable Words

Complete the following sentences with the suitable words in the box!

A : I'd like ..1.. a hotel room.

B : That should be no problem. May I have your full name, please?

A : My name is John Sandals.

B : Hello, Mr. Sandals. My name is Michelle. What days do you need that reservation,

sir?

A : I'm planning to visit New York from Friday, April 14 until Monday, April 17.

B : Our room rates ..2.. went up. Is that okay with you, Mr. Sandals?

A : How much per night are we talking about?

B : Each night will be $308.

A : That price is perfectly ..3...

B : Wonderful! Do you ..4.. a smoking or nonsmoking room?

A : Nonsmoking, please.

B : Next question: Is a queen-size bed okay?

A : ..5...

B : Okay, Mr. Sandals. ..6.. is in our computer. All we need now is a phone number.

A : ...7... My phone number is 626-555-1739.

B : Thank you, Mr. Sandals. We ..8.. to seeing you in New York!

a. Your reservation

b. Acceptable

c. To reserve

d. Look forward

e. Recently

f. Prefer

g. Certainly

h. That sounds fine


Identify the expressions whether they are said by the hotel receptionist (R) or guest (G)!

1. (…) Could you tell me when you need the room?

2. (…) That sounds fine to me.

3. (…) Do you find that acceptable?


4. (…) Your reservation is all set except for your phone number.

5. (…) That's a reasonable price.

6. (…) All rooms are fully equipped with satellite TV, air conditioning, and internet

connection.

7. (…) We don‘t have any double rooms left, but I can offer you a suite.

8. (…) I‘d like to book a double room for three nights, please.

9. (…) I‘d like a quiet room with a balcony overlooking the sea.

10. (…) A single room with shower or bath is $30, with breakfast included.

D. Expressions used in Making and Receiving a Phone Call

When we make a call, we probably use formal or informal language. The first thing we do is

checking who is answering the phone, or ask for his/ her name. we can also say our own

name if he/ she doesn‘t immediately recognize our voice. We can then make some general

comments, asking how he/ she is, before we move on to the reason for calling. Finally, we

say goodbye.

A. Making Phone Calls

Introducing yourself

- Good morning/afternoon/evening. This is Mike at (company name)/Mike

from (department name). Could I speak to (person you‘re calling for)?

- Good morning/afternoon/evening. This is Mike at (company name)/Mike

from (department name). I‘m calling about/because…

When the person you want to speak to is unavailable

- Can I leave a message for him/her?

- Could you tell him/her that I called, please?

- Could you ask him/her to call me back, please?

- Okay, thanks. I‘ll call back later.

Dealing with bad connections

- I think we have a bad connection. Can I call you back?

- I‘m sorry, we have a bad connection. Could you speak a little louder, please?

- I‘m sorry, could you repeat that please?

Ending the call

- Thank you very much. Have a good day.

- Thanks for your help. Have a good day.

Receiving Phone Calls

Answering the phone

Company ABC, this is Mike. How may I help you?

Good morning/afternoon, Company ABC. How may I help you?


Purchasing department, Frank speaking.

Note: If we are taking an external call and talking to a customer, ―How may I help you?‖ is

common. If we are taking an internal call, we normally do not say ―How may I help you?‖

For internal calls, saying your name and your department is usually sufficient.

Getting the name of the caller if he/she doesn‟t give it to you

May I have your name please?

Who am I speaking with?

May I ask who‘s calling?

Responding to a caller‟s request

Sure, let me check on that.

Let me see if she‘s available.

Sure, one moment please.

Asking someone to wait on the line

Can I put you on hold for a minute?

Do you mind holding while I check on that? (or ―handle that for you,‖ ―check to see if he‘s

available,‖ etc.)

Taking a message

He‘s/she‘s not available at the moment. Would you like to leave a message?

He‘s/she‘s out of the office right now. Can I take a message?

Dealing with bad connections/wrong numbers

I‘m sorry, we have a bad connection. Could you give me your number and I‘ll call you right

back?

I think we have a bad connection. Could you speak a little louder, please?

I‘m sorry, could you repeat that?

I‘m sorry, you have the wrong number.

Ending the call

Is there anything else I can help you with?…Okay, thanks for calling. Have a great day.

Is there anything else I can do for you?…Okay, have a good day.

Making phone calls required good communication skills. Here are some guidelines.

1. Greet the speaker politely.

2. Identify yourself clearly.

3. Ask for the person you want to speak to you by his or her first name and surname.

4. Jot down a few ideas so that you know what you want to say.


Identify the functions of the expressions in the table based on the dialogue below!


You : Hello.

Will : Hi! Can I speak to Rob, please?

You : Sorry, he isn't here. Who's calling?

Will : It's Will.

You : Do you want to leave a message, Will?

Will : Yes, please. Can you ask him to call me back?

You : What's your number?

Will : My number's 0191 4980783.

You : That's 0191 4980783. OK. Bye.

NO. FUNCTIONS EXPRESSIONS

1. Starting a phone call

2. Accepting a phone call

3. Getting the name of the caller

4. Getting to the point

5. When the person you want to speak to is

unavailable

6. Ending the call

Exercise 2: making a summary of a phone call

Read the following dialogue.

Ms. Anderson : sales representative Jewels and Things Mr. Smith : Secretary

Ms. Anderson : ring ring...ring ring...ring ring...

Mr. Smith : Hello, Diamonds Galore, this is Peter speaking.

How may I be of help to you today?

Ms. Anderson : Yes, this is Ms. Janice Anderson calling. May I speak to Mr. Franks,

please?

Mr. Smith : I'm afraid Mr. Franks is out of the office at the moment.

Would you like me to take a message?

Ms. Anderson : Uhm...actually, this call is rather urgent.

We spoke yesterday about a delivery problem that Mr. Franks

mentioned. Did he leave any information with you?

Mr. Smith : As a matter of fact, he did.

He said that a representative from your company might be calling.

He also asked me to ask you a few questions...


Ms. Anderson : Great, I'd love to see this problem resolved as quickly as possible.

Mr. Smith : Well, we still haven't received the shipment of earrings that was

supposed

to arrive last Tuesday.

Ms. Anderson : Yes, I'm terribly sorry about that.

In the meantime, I've spoken with our delivery department and they

assured

me that the earrings will be delivered by tomorrow morning.

Mr. Smith : Excellent, I'm sure Mr. Franks will be pleased to hear that.

Ms. Anderson : Yes, the shipment was delayed from France. We weren't able to send it

along until this morning.

Mr. Smith : I see. Mr. Franks also wanted to schedule a meeting with you later this

week.

Ms. Anderson : Certainly, what is he doing on Thursday afternoon?

Mr. Smith : I'm afraid he's meeting with some clients out of town.

How about Thursday morning?

Ms. Anderson : Unfortunately, I'm seeing someone else on Thursday morning.

Is he doing anything on Friday morning?

Mr. Smith : No, it looks like he's free then.

Ms. Anderson : Great, should I come by at 9?

Mr. Smith : Well, he usually holds a staff meeting at 9.

It only lasts a half-hour or so. How about 10?

Ms. Anderson : Yes, 10 would be great.

Mr. Smith : OK, I'll schedule that. Ms. Anderson at 10, Friday Morning...

Is there anything else I can help you with?

Ms. Anderson : No, I think that's everything. Thank you for your help...Goodbye.

Mr. Smith : Goodbye.

Short Summary of the Telephone Conversation

Review your knowledge by filling in the gaps with the words and phrases below to complete

the summary of the conversation.

Ms. Anderson telephones Diamonds Galore to _____ with Mr. Franks. Mr. Franks is not in

the office, but Henry Smith, the secretary, speaks to Ms. Anderson about a _____ problem

with some earrings. The earrings have not yet _____ at Diamonds Galore. Ms. Anderson tells

Peter that there was a problem with the _____ from France, but that the earrings should arrive

tomorrow morning.

Next, they _____ a meeting between Ms. Anderson and Mr. Franks. Mr. Franks is not able to

_____ with Ms. Anderson on Thursday because he is _____. They finally decide on Friday

morning at 10 o'clock after a _____ that Mr. Owen usually holds on Friday mornings.

E.Speaking Skills

Exercise: Making Dialogue

Work in pairs! Make dialogues based on the following topics! Present the dialogues in front

of the class.

1. Making appointment with a teacher


2. Making appointment with a counselor

3. Booking a concert ticket

4. Booking a table at a restaurant

5. Making a hotel reservation

F. Writing Skill

Exercise 1: Create Dialogue

Write four scripts of dialogues on the phone about the following topics!

1. Talking about an event

2. Offering something

3. Making an appointment to your teacher

4. Booking a train ticket.

Exercise 2: Writing Memo

Based on the telephone call, write a memo.

You : Alexandria Association. Good morning, may I help you?

Mr. John : Yes, I‘d like to speak to Mr. Nehemia.

You : I‘m sorry, Sir. He is not available at the moment.

Mr. John : Is he no present today?

You : No, Sir. He is visiting our branch company in Bandung. Would you like to

leave a message?

Mr. John : Well, please tell him that the meeting tomorrow is cancelled. I have an

urgent business.

You : Alright, Sir. Did you mean the meeting about the new project with the

foreign investor?

Mr. John : Yes. I made an appointment with him last week.

You : Who am I speaking with?

Mr. John : I am John William from Mensana Company. Do you know when he will be

back?

You : I am sorry, Sir. I don‘t know about it. He didn‘t tell me.

Mr. John : Well, please ask him to call me back later.

You : May I know your phone number?

Mr. John : It is 081282090700

You : Alright, Mr. John. Anything else?

Mr. John : no, thank you. Bye

You : You‘re welcome and bye, Sir.

Your memo

TELEPHONE MESSAGE

To : _____________________________________________

Date : _____________________________________________

Time : _____________________________________________

From : _____________________________________________

Phone number : _____________________________________________

Message : _____________________________________________ __________________________________________________


Exercise 3: Reservation Form

Based on the following conversation, fill in the form.

B : Victory Hotel, Good morning. How may I help you?

A : Hi there, I want to reserve a hotel room.

B : No problem at all. Could I have your full name, please?

A : Sure, John Campbell.

B : Hi, Mr. Campbell. I'm Michelle, at your service. When do you need the room?

A : My plans are to be there April 14th to the 17th.

B : We have new room rates, sir. Will that be acceptable to you?

A : It depends on the price, of course. What is it?

B : It's $308 a night.

A : I have no problem with that.

B : Great! Would you prefer smoking or nonsmoking?

A : Definitely nonsmoking. I can't handle that smell.

B : Nonsmoking. Now, is a queen-size bed okay?

A : No problem.

B : Great, Mr. Campbell. Your reservation is confirmed.

Now all I need is your phone number.

A : Of course! It's area code 626-555-1739.

B : We have some special menus for breakfast and dinner if you want to.

I can send you the menus. Do you have an email, Sir?

A : Sure. You send to [email protected]

B : Thank you so much, Mr. Campbell. We look forward to seeing you!

VICTORY HOTEL

Date : ________________________________________________

Person : ________________________________________________

Time : ________________________________________________

Name : ________________________________________________

Phone No. : ________________________________________________

e-mail : ________________________________________________

note : ________________________________________________

________________________________________________


DAILY ASSESSMENT

A. Choose the right answer

1. Which question the person answering the phone may ask you when you call a

company.

A. Where are you calling from?

B. Who‘s calling, please?

C. Why are you calling?

D. Who you are?

E. What‘s this?

2. You say 'hang on':

A. To put an end to a conversation

B. To say you are waiting

C. To mean you are bored

D. To keep a telephone connection open

E. To finish a conversation

3. Please ... and I‘ll put you through.

A. Stop

B. Stay

C. Remain

D. Hold

E. Keep

4. What is the expression used to connect two people on the telephone?

A. I‘m talking you through

B. I‘m putting you through

C. I‘m sending you through

D. I‘m telling you through

E. I‘m making you through

5. Hang on for...

A. A second

B. An hour

C. Sometimes

D. Always

E. Over time

6. Just a second. I... if he is in!

A. Would see

B. Should see

C. Will see

D. Must see

E. Could see

7. Please hold and I'll ... you through

A. Give


B. Let

C. Put

D. Have

E. make

8. Who ... I say is calling?

A. Shall

B. Could

C. Should

D. Can

E. Will

9. You 've ... the Finance Department.

A. Reached

B. Got

C. Had

D. Achieved

E. Made

10. ... I speak to Mrs. O'Neil?

A. Should

B. Can

C. Must

D. Need

E. Will

B. This incomplete text is for number 11 to 14.

Receptionist : Kerr Hotel. Sean speaking. …11…

Caller : Hello, …12… for next week.

Receptionist : What did are you looking for?

Caller : On May 22 and 23.

Receptionist : There are only a few vacancies left.

Caller : …13…

Receptionist : We have one for you, Sir.

Caller : Does the room have a refrigerator?

Receptionist : Yes, Sir.

Caller : Great. I‘ll take it.

Receptionist ; Alright, Sir. …14..

Caller : Sure. I‘m Jay Smith.

Receptionist : Well, Mr. Jay. Your room number is 324. It is on the third floor.

It has a refrigerator. Well, is there anything else, Sir?

Caller : No, thank you.

Receptionist : You‘re welcome, Sir. We are looking …15… for your coming on the 22nd

.

11. A. What‘s wrong?

B. How are you?

C. How can I help you?

D. May I have the menu?

E. Can you help me, Sir?

12. A. I‘d like to book a ticket


B. I‘d like to make a reservation

C. I‘d like to book a table

D. I‘d like to make an appointment

E. I‘d like to meet the manager

13. A. I‘m sorry to keep waiting

B. I will check the reservation

C. I just need a single room

D. I want to book a room

E. I need a flight ticket now.

14. A. May I know you?

B. Can I help you?

C. How do you spell your name?

D. Where do you live?

E. May I know your name?

15. A. for

B. after

C. forward

D. backward

E. at

Answer the following questions clearly and correctly.

1. You have an appointment to meet your friend at a restaurant tomorrow. What should

you say if you want to cancel your appointment?

_____________________________________________________________________

__

2. Why do people like to make reservation if they want to buy a flight ticket?

_____________________________________________________________________

__

3. Write the questions of the following responses.

a. I‘m planning to stay for four days.

_______________________________________________________________

__

b. The standard room is $233, plus tax.

_______________________________________________________________

__

4. Write a short dialogue about making appointment with your friend to go shopping.

_____________________________________________________________________

__

_____________________________________________________________________

__

_____________________________________________________________________

__


CHAPTER 7

BROCHURE, LEAFLET, BANNER, AND PAMPHLET

Kompetensi Dasar

3.7 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks khusus

dalam bentuk brosur, leaflet, banner, dan pamphlet, dengan memberi dan meminta

informasi terkait promosi barang/ jasa/ kegiatan sesuai dengan konteks

penggunaannya.

4.7 Brosur, leaflet, banner, dan pamphlet.

4.7.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan brosur, leaflet, banner, dan pamphlet terkait promosi barang/ jasa/

kegiatan.

4.7.2 Menyusun teks khusus brosur, leaflet, banner, dan pamphlet terkait promosi barang/

jasa/ kegiatan dengan memperhatikan fungsi sosial, struktur teks, dan unsur

kebahasaan, secara benar dan sesuai konteks.

Tujuan Pembelajaran


Menyimak dan menirukan beberapa model teks khusus berbentuk brosur, leaflet,

banner, dan pamphlet.

Membaca dengan cermat teks khusus berbentuk brosur, leaflet, banner, dan pamphlet

dengan intonasi, ucapan, serta ejaan yang benar.

Bertanya serta mempertanyakan hal-hal lain yang belum dipahami terkait fungsi sosial,

struktur teks, dan unsur kebahasaan dari teks khusus yang sedang dipelajari.

Membaca serta menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan

beberapa teks khusus berbentuk brosur, leaflet, banner, dan pamphlet.

Membuat proyek teks brosur, leaflet, banner, dan pamphlet serta memajangnya di

majalah dinding kelas.

A. Introduction

Gambar brosur, leaflet, pamphlet

Those pictures above are usually used by people to promote their products. People may

advertise their products or events by mass media, such as television, radio, newspaper.

In this unit we are going to discuss some functional texts, such as brochure, leaflet,

banner, and pamphlet.

B. Brochures, Leaflets, Banners, and Pamphlets

Advertising design is classified into hanging screens, banners, publicity towers, and

appear in the design of TV commercials, radio commercials, poster commercials, etc.

information appears in the design of brochures, leaflets, pamphlets, and many others.

1. Brochures


A brochure is an informative paper document (often also used for advertising) that

can be folded into a template, pamphlet, or leaflet. A brochure can also be a set of

related unfolded papers put into a pocket folder or packet. Brochures are promotional

documents, primarily used to introduce

a company, organization, products or services and inform prospective customers or

members of the public of the benefits.

A brochure is usually folded and only includes summary information that is

promotional in character. A booklet is usually several sheets of paper with a card

stock cover and bound with staples, string or plastic binding. In contrast, a single

piece of unfolded paper is usually called an insert, flyer or bulletin.

The main purpose of a brochure is to extend the reader's knowledge on one specific

topic in which the brochure centers around.

Catch target audience's eyes at first sight with its astonishingly beautiful visual

design.

Promote your products, agency, or service in an intuitive way.

Build trust between you and your potential clients.

Compared with advertising on TV or in newspapers, brochures seem to be more

cost-effective.

After people get used to splendid online advertisements, a tangible, tactile, and

delicate brochure becomes more precious.

2. Leaflets

A leaflet is a piece of paper that gives you information or advertises something. It is

a single sheet print. People usually print leaflets because of its convenience and

affordability. It is usually given to people for free. It usually contains an

advertisement or notice, usually intended for free distribution.

Functions of leaflets:

- As handouts

- To inform an event

- To advertise local product or service

- To inform a specific campaign

- To announce a new restaurant, etc.

3. Banners

A banner is a long strip of cloth with a message on it. A banner is also defined as a

flag or other piece of cloth bearing a symbol, logo, slogan, or other message. It is

usually installed across or along a street. It is a flag of non-grid material that is

suspended from a rigid arm fixed to a pole or utility pole.

Functions of banners:

- To promote a new institution or a product

- To announce/ inform something publicly

- To advertise a product

- To welcome visitors

4. Pamphlets

A pamphlet is a small, unbound booklet that is used to advertise or provide

information on a single subject. They are mainly used for informing rather than

https://en.wikipedia.org/wiki/Pamphlet

https://en.wikipedia.org/wiki/Folded_leaflet

https://en.wikipedia.org/wiki/Company

https://en.wikipedia.org/wiki/Organization

https://en.wikipedia.org/wiki/Product_(business)

https://en.wikipedia.org/wiki/Service_(economics)

https://en.wikipedia.org/wiki/Flyer_(pamphlet)


direct selling. You'll sometimes hear someone use the term ―leaflet‖ when

describing a pamphlet too.

Pamphlets can vary in the number of pages they have. Some consist of a single sheet

of paper printed on the front and back and folded in half. This arrangement is often

called a leaflet. Other pamphlets may have several pages folded in half and stapled at

the crease to create a booklet.

Pamphlets tend to provide less information than a brochure, but the information is

more focused. This makes them an effective tool for informing readers of a specific

event or service. Pamphlets also tend to be used more to spread awareness than to

sell to the reader directly.

Functions of pamphlets:

- To inform or persuade an audience of something

- To describe instructions for appliances, electronics, etc.

In short, the differences among brochure, leaflet, banner, and pamphlet are the following:

Difference Brochures Leaflets Pamphlets

Purpose of

publication

For commercial use For commercial use For non-commercial

use, educating

customers

Content Product or service

production

Singular product or event Non-commercial,

single subject

information

Folded Yes No. single sheet Yes

Multiple pages Yes No No

Bended Sometimes No No

Distribution - Displaying them on

racks or holders at

banks, hospital

receptionist,

schools, hotels, etc.

- Handing them over to the

concerned audience

- Inserting it in newspaper

- Distributing them in malls,

parking lots

- Stick it at public places so that

people can read it, such as

waiting room

- Leaving them in strategic

places.

Placing them into

pamphlet folders

Brochures, leaflets, banners, and pamphlets have similar function that is to promote

something to publics.

Structure:

1.Aim/ purpose of the text

2.Detailed information about the thing promoted

Exercise 1: Reading Comprehension about Brochure

Read the brochure and answer the questions.


Questions:

1. What is the brochure about?

____________________________________________________________________

2. What information do you get from the front cover?

____________________________________________________________________

3. What information is mentioned in the inside part of the brochure?

____________________________________________________________________

4. What is the purpose of the text?

____________________________________________________________________

Exercise 2: Reading Comprehension about Leaflet

Read the leaflet below and answer the questions.


Questions:

1. Is the leaflet about a service advertisement?

___________________________________________________________________

2. Who made the leaflet?

___________________________________________________________________

3. Which part of the leaflet makes the readers attracted?

___________________________________________________________________

4. Who are probably attracted to the leaflet?

___________________________________________________________________

Exercise 3: Reading Comprehension about Banner

Read the Banner below and answer the questions.


Questions:

1. What does it promote?

____________________________________________________________________


____________________________________________________________________

3. Which part can attract the readers?

____________________________________________________________________

4. Identify the structure of the banner.

____________________________________________________________________

Exercise 4: Reading Comprehension about Pamphlet

Read the Pamphlet below and answer the questions.

Questions:

1. What is the pamphlet about?

__________________________________________________________________

2. What are the purposes of the pamphlet?

__________________________________________________________________

3. What is hoped by this pamphlet?

__________________________________________________________________

4. What does each part of the pamphlet tell about?

__________________________________________________________________

5. According to your opinion, what do you think about the pamphlet?

__________________________________________________________________

C. Language Features of Brochures, Leaflets, Banner, and Pamphlets

Brochures, leaflets, banner, and pamphlets belong to advertising texts. The basic

requirement of advertising texts is to be attractive, readable, memorable, and convincing.


Keep the language simple by avoiding long words. The best words are short and simple.

Leave some space between the writing either as empty white space or as space for logos

or pictures. This makes it easier for people to read.

Exercise 1: Cloze Passage

Complete the following leaflet with the suitable words

Exercise 2: Banners

Identify the taglines of banners below. What do they promote?

1. (…) Come and join the mini concert! A. a store

2. (…) One day sale 20% off. B. a course

3. (…) Stand together support your soccer club. C. a hospital

4. (…) Patient care is our first priority. D. a restaurant

5. (…) Save the world from Covid-19. E. a book fair

6. (…) Reading makes perfect. F. a concert

7. (…) Enjoy your night. G. a hotel

8. (…) It‘s time for school. H. a sport club

9. (…) Get Best Food from Food Lover. I. a school

10. (…) Visit our Book Festival J. good health

D. Speaking Skills

Exercise 1: Sharing

Work in pairs. Then discuss and answer the following questions. Report your answer

in front of the class.

1. Do you like reading brochure, pamphlets, leaflets, or banners? Why?

TRAVELING AT AFFORDABLE PRICES

Low …1… worldwide air tickets Promo this month:

Visa services - Spain $240

Travel …2… - Rome $350

International money transfer - England $520

International courier

Fly away with Amora Travel and Tours. Make your dream is real and

…3… with us. We are one of the best travel agents and tour operators

and all over Asia. We are …4… some exciting travel for worldwide

tourists. We have been operating tour and travel …5… for many

years. We …6…you to pay off best worth for your time and money

invested with us by providing you remarkable tourism services at

competitive …7…. We are also indulged in online hotel booking and

…8… car services through our website for global tourists. Our …9… is

only to make your tours successful and memorable under your

…10…. Interested? Call us now: 021 88829292.

Amora Travel and Tours

Worldwide Travel Services


2. Does your school provide brochure, pamphlets, leaflets, or banners? What are they

about?

3. Does the installation of banners have regulation?

4. Can you tell me the differences of distributing brochure, pamphlets, leaflets, and

banners?

5. Why should people make brochure, pamphlets, leaflets, or banners?

Exercise 2: Role-playing

Work in pairs. Make a dialogue about brochure, pamphlets, leaflets, and banners. Use

expressions of asking for and giving information. Then, present it in front of the class.

E. Writing Skills

After learning about the social function, structure, and language features of brochure,

pamphlets, leaflets, and banners, now show your creativity in making brochure, pamphlets,

leaflets, or banners.

Here are the tips how to make brochure, pamphlets, leaflets, or banners:

1. Create some curiosity

2. Use headlines

3. Address the readers as ―you‖

4. Include a call to action

5. Create urgency

Exercise 1: Making a Banner

Make a banner about an event related to the student‘s activity.

Exercise 2: Making a Leaflet

Make a leaflet about one of your school extra-curricular activities. You may use computer or

use plain paper, writing and drawing materials. Put some photos to make it more attractive.

Then, submit to your teacher.

Exercise 3: Making a brochure or pamphlet

Work in pairs! Do the project together!

My Product

Purpose : to promote

Format : Brochure or pamphlet

Topic : food

Materials: computer or laptop (Microsoft Office Publisher) or plain paper, writing and

drawing materials.

Steps :

1. Discuss important and interesting things about food product.

2. Find a lot of information about it.

3. Take some interesting pictures of it

4. Create a design for your brochure or pamphlet.

5. Put the information clearly and attractively.

6. Proofread or edit your brochure or pamphlet before you submit it.


Daily Assessment

A. Choose the correct answer.

This text is for questions 1 to 5.

1. What is promoted by the text above?

A. How to prevent the sickness

B. How to keep environment healthy

C. How to prevent personality disorder

D. How to do some exercises

E. How to take a rest

2. How to keep our body, mind and spirit healthy?

A. By cycling

B. By swimming

C. By gardening

D. By playing basketball

E. All are correct


A. To make the customers do some exercises.

B. To persuade the customers to prevent personality disorder.

C. To persuade the readers to join sport club.

D. To promote a sport club.

E. To promote a sport program.

4. ―Playing basketball increases your endurance and skills.‖

The word ‗endurance‘ is the same as ….

A. Durability

B. Existence

C. Diligence

D. Intelligence

E. Care


5. ―Try it in places with trees and fresh air‖ (p.1)

The word ‗it‘ refers to ….

A. Swimming

B. Cycling

C. Gardening

D. Playing basketball

E. Doing exercise


It is not just five stars resort that needs …6… - nearly any business can be a travel

destination. …7…are probably the most important part of your travel brochure. The photos

will draw a reader in and help them picture …8… at the travel destination. Be sure to …9.. a

few photos of people having a good time, so it‘s easier for customers to …10… themselves at

your destination.

6. A. leaflets

B. Slogan banners

C. Street banners

D. Health pamphlets

E. Travel brochures

7. A. texts

B. contact number

C. address

D. photos

E. opinions

8. A. themselves

B. yourselves

C. theirselves

D. herself

E. yourself

9. A. involve

B. include

C. insert

D. put

E. apply

10. A. imagine

B. think

C. make

D. work

E. try



11. What is the banner about?

A. Learning process

B. Private course

C. General classes

D. Addition classes

E. Teaching class

12. How to enroll the program?

A. By telling the teachers

B. By going to the office

C. By calling 1234567890 anytime

D. By online

E. By calling 1234567890 today

13. Who are the target members of the banner?

A. Anyone

B. Students

C. Teachers

D. Club members

E. Readers



14. What is the banner about?

A. An institution

B. A hotel

C. A university

D. A product

E. An event


A. To promote an institution

B. To persuade the readers to join a club

C. To persuade the readers to register to a club

D. To persuade the readers to do shopping

E. To persuade the readers to choose a product

B. Answer the following questions clearly and correctly.

1. What do you know about the brochure, leaflet, banner, and pamphlet? Explain in your own

words.

a. Brochure is

_______________________________________________________________

b. Leaflet is

_________________________________________________________________

c. Banner is

_________________________________________________________________

d. Pamphlet is

_______________________________________________________________

2. How do people distribute brochure, leaflet, banner, and pamphlet?

_________________________________________________________________________

_________________________________________________________________________

______

3.Create a simple leaflet about an event.


CHAPTER 8

GIVING EXAMPLE

Kompetensi Dasar

3.8 Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

transaksional lisan dan tulis yang melibatkan Tindakan memberi dan meminta informasi

terkait pemberian contoh, sesuai dengan konteks penggunaannya. (Perhatikan unsur

kebahasaan for example, such as)

4.8 Menyusun teks interaksi transaksional lisan dan tulis yang melibatkan Tindakan

memberi dan meminta informasi terkait pemberian contoh, dengan memperhatikan

fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.

Tujuan Pembelajaran


Menirukan percakapan terkait pemberian contoh sesuai dengan konteks

penggunaannya.

Mengidentifikasi fungsi sosial, struktur teks, dan unsur kebahasaan yang digunakan

dalam percakapan tersebut.

Membaca dengan cermat beberapa percakapan tentang pemberian contoh.

Menggunakan unsur kebahasaan ungkapan pemberian contoh, misalnya for example

dan such as.

Secara lisan dan tulis, melakukan Tindakan komunikatif terkait pemberian contoh

sesuai dengan konteks yang berbeda.

A. Introduction

Writers may give specific examples as evidence to support their general claims or arguments.

Examples can also be used to help the reader or listener understand unfamiliar or difficult

concepts, and they tend to be easier to remember. For this reason, they are often used in

teaching. Finally, students may be required to give examples in their work to demonstrate that

they have understood a complex problem or concept. It is important to note that when

statements are supported with examples, the explicit language signaling this may not always

be used.

Rhetorical functions in academic writing: Giving examples

In academic writing it is common to make generalizations. It is often useful to support these

generalizations with examples. The examples in academic writing are specific. This gives us

points more authority and strengthens our arguments.

B. Giving Examples

Examples are often used in academic writing to support main ideas and claims. Writers

provides examples that illustrate and clarify difficult to understand concepts or ideas. The

example usually appears in the same sentence as the new word or in sentences that come

before or after the word and can help the readers to figure out the meaning of a new word or

concept.

Examples


Look at the way examples are given in the following texts.

The quiet outpouring of lava is characteristic of basaltic lavas with about 50 per cent silica.

The Hawaiian volcanoes are typical examples. On the island of Hawaii, Mauna Loa rises 13,

675 feet above sea level and 20 miles away is Kilauea 4,000 feet high.

Though the authorities do not seem to have been aware of the scale and significance of

capital flows within the sterling area, they were aware that the exchange controls in that area

were not all that London hoped. For example, a major recipient of capital from the UK in this

period, Australia, had notoriously "leaky" controls.

Morgan was not interested in the terms for themselves but in the principles which they

seemed to reveal when they were put together. For example, he would have been interested in

the fact that the English word "uncle" can be used in speaking both of one's mother's brother

and one's father's brother while in Swedish, for instance, two different words are used.

Understanding this religious social consciousness requires some grasp of the traditional

Catholic teaching on the natural order and the good society, and how the nation is to respect

the divine order established by God. An example of this can be taken from the recent

contraception controversy which began in the 1960s.

What socialism there has been among the catholic _ nationalist tradition has always tended to

be allied to republicanism, especially in the period 1913 to 1930 (Rumpf and Hepburn 1977:

13). The trade union movement was a case in point.

This was the situation which Morgan described for the Iroquois when several tribes get

together, not any more on the basis of kinship or marriage, but on the basis of

confederacy. This was exemplified by the league of the Iroquois which Morgan had studied

in detail.

A key experiment shows this. A hole is made in the shell and a small cube of cells is carefully

cut out from the posterior margin containing the polarizing region and grafted into the

anterior margin of the limb bud of another embryo.

The explanation behind that paradox is once again the problem of the two uses of

anthropology in their work. The rhetorical use they made of anthropologists' ideas as a source

for a criticism of the society of their time, especially as a criticism of the way

institutions such as the family, marriage, and the status of women were seen as unchangeable

and eternally fixed, is one which seems totally justified to present-day anthropologists.

Social functions of giving examples

a. To support arguments in situations such as presentations, debates, and academic

writing.


b. To give clarifications

c. To make information clearer

Structures of Giving Examples (for example, for instance, such as, and e.g.)

Phrases of giving examples can be placed in the beginning, in the middle, and in the end of

sentence before the list.

a. An initial phrase

A clause ending in a period or a semicolon comes before the introductory clause.

Place a comma after the introductory phrase for example.

Structures:

Examples:

- I have read many books; for example, the novels, the comics, and the magazines.

- My brother likes doing sports in different gymnasium. For example, yesterday he

went to a gymnasium in another town.

The phrase such as cannot be used as initial phrase to give example.

b. A mid-sentence comments

Structure:

Example: Swimming, for example, has a lot of benefits for our body.

c. A non-identifying detail

Structure:

Examples:

- Fruits, for example, oranges contain vitamin C.

- Some school subjects, such as math need a big effort to learn.

…; for example, (list)

For example, (sentence)

For instance, (sentence)

… for example, …

…, such as …

…, for example, …

… such as …

…, for instance, …

…, such as …


- Fiction books, for instance, novels are interesting to read.

- Tourist destinations such as Yogyakarta and Belitung are very popular for foreigners.

Language Features of Giving Examples

a. Use of the phrases of giving examples

- For example

- Such as

- For instance

- This is illustrated/ shown by ….

- In an instance of this

- This is shown by the following examples

- e.g.

b. expressions used in asking for and giving examples

- could you give me an example?

- Take me for example I have never tried smoking.

- A case in point is Margareth Thatcher.

- By way of illustration, let‘s look at Bali Island.

- In one case, ….

Two common expressions for introducing examples are for example and such as.

1. For example

It can introduce a sentence. It can also introduce a noun or a list of nouns but only if

the noun or list of nouns is part of a sentence.

- For example, restaurants must provide accessible restrooms.

- A good school can provide many kinds of rooms, for example, laboratory, library,

and auditorium.

2. Such as

It can introduce a noun or list of nouns but only if the noun or list of nouns is part of a

sentence. However, it cannot introduce a sentence.

- A good school can provide many kinds of rooms, such as, laboratory, library, and

auditorium. (correct)

- A good school can provide many kinds of rooms, such as it can build laboratory,

library, and auditorium. (incorrect)


Read and practice the following conversation! Then answer the questions!

Briel, Darren, and Sheryl are the main committee of school Kartini Day. They hold a small

meeting.

Briel : has anyone got any good ideas about what we can do for celebrating the

kartini day?

Darren : What about a fashion show?

Sheryl : we did that last year.

Briel : That‘s true. Let‘s do something different.

Darren : I know. What about a band festival?

Briel : A band festival?

Darren : Yes. There are four bands at our school, such The Minions, Skaa, Skulgirls,

and Maniacs. I‘m sure they would do a show if we asked them.


Sheryl : I like your idea.

Briel : Me, too. It would be brilliant. Let‘s do it.

Darren : Okay, so what tasks do we need to think about?

Briel : Well, someone needs to organize it. Talk to the headmaster, ask the bands, see

if we can use the school field, things like that.

Darren : I‘ll do that. I‘ve got friends in all those bands.

Briel : Okay, so Ratih is in charge of the organization. I‘ll be responsible for the

promotion.

Sheryl : What do you mean?

Briel : well, I‘ll promote the show. For example, I‘ll make posters so people know

about the show, and I‘ll go into the classroom and tell the students about the

show. I will also get tickets printed, that sort of thing.

Sheryl : Good, but what does that leave for me?

Briel : How about security?

Sheryl : Security?

Briel : Yeah. You can make sure there‘s no trouble and that everyone‘s got a ticket.

Sheryl : Okay. Can I sell tickets, too?

Darren : Sure. What do you think we should charge?

Sheryl : For four bands, let‘s say Rp. 50,000.00

Darren : So, if we sell 100 tickets, that is Rp. 5,000,000.00

Briel : That would be fantastic. Can we give the money to the orphans?

Sheryl : Why not? It‘s a charity.

Darren : Fine by me.

Briel : Great. Let‘s do it.

Questions:

1. What are they doing?

__________________________________________________

2. What event do they agree to hold to commemorate the Kartini day?

__________________________________________________

3. What tasks should they do for the event?

__________________________________________________

4. How will Briel promote the event?

__________________________________________________

5. ―For four bands, let‘s say Rp. 50,000.00‖

Is it an expression of giving example? Why do you think so?

__________________________________________________

Exercise 2: Identifying Social Function and Structure

There are some expressions of giving examples found in the conversation in exercise 1.

Identify the function and structure used!

No. Expression of giving example Function Structure

1. There are four bands at our school,

such The Minions, Skaa, Skulgirls,

and Maniacs.

2. Talk to the headmaster, ask the bands,

see if we can use the school field,

things like that.

3. For example, I‘ll make posters so

people know about the show, and I‘ll


go into the classroom and tell the

students about the show.

4. I will also get the tickets printed, that

sort of thing.

Exercise 3: Using Correct Phrases of Giving Example

The following sentences use the phrases in this lesson. State “T” if the use of example is

true, or “F” if false!

1. When I go camping, I bring lots of things. For example, a fishing rod, matches, and a

sleeping bag.

2. There have been many leaders in history who have tried to rule the entire world. For

instance, Julius Caesar and Alexander the Great.

3. Do you have any hobbies, e.g., collecting stamps or baseball cards?

4. Food, such as, pizza and hamburgers are not really junk food; they contain a lot of protein

and vitamins.

5. Heesun has met many famous people. For example: one time she met Jacques Chirac.

6. When I visit Korea, I want to go to many cities such as Seoul and Taegu.

7. Evelyn has taken many psychology classes e.g. Behavior Psychology 102, Child

Psychology 223, and Group Dynamics 301.

8. I love old TV shows, for example, The Twilight Zone and Gilligan's Island.

9. Joyce has studied many Asian languages for instance Korean, Chinese, and Thai.

10. Juan loves rock musicians from the 1970s such as Jimmy Hendrix and Janis Joplin.

Exercise 4: Cloze Text

Complete the following text with for example or such as

Alexa is a smart student. She can speak several languages. 1) …, she is fluent in English dan

French. Her brother can also speak several languages 2) … English, Chinese, Japanese, and

Spanish. Alexa has ever participated in many contests. The national contest 3) … storytelling

contest and debate contest are the most frequent contests that she usually participated in.

alexa got much money from her winning. She wants to buy lots of things, 4) …, shoes,

clothes, and so on. Shoes 5) … flats and sneakers are her favorites.

To improve her ability in speaking many languages, Alexa often goes abroad, 6) … to

London, Paris, Korea, and so on. Besides, she also does other activites, 7) …, she reads

many book, watches many films in different languages, etc.



Read the following text! Then answer the questions!

The term 'arts' is often closely linked to festivals and events, and the arts are seen to be an

integral part of any celebration of a country's history and culture. Traditionally, the arts were

seen to incorporate works and activities such as classical music, opera, theatre, ballet,

painting, and sculpture. However, the arts today include a wider collection of activities such

as contemporary dance, film, popular music, and the various components of the visual arts.

Indeed, the programme of any international arts festival reflects the diversity of the

contemporary arts and its audience base. For example, the 2003 programme for the Perth

International Arts Festival included traditional arts such as theatre, opera, dance, and classical

music along with contemporary arts such as the Lotteries Film Season, International Writers

Festival, Visual Arts Festival, and an Indigenous Arts Showcase.

Taken from: Festival and Events Management: An International Arts

and Culture Perspective

Questions:


____________________________________________________________

2. Rewrite sentences which use example introduction!

____________________________________________________________

3. Mention some words or phrases to introduce examples found in the text!

____________________________________________________________

4. Do the examples make you understand the text? Why do you think so?

____________________________________________________________

5. Based on the text, write another sentence which introduces examples!

___________________________________________________________

Exercise 6: Giving Examples

Complete the following sentences with the phrases provided!

1. A healthy heart is influenced by various factors. For instance, when people get angry,

the heartbeat increases and … increases as well.

2. Medical experts such as heart specialists warn against too much drinking of alcohol

like beer or whisky. In this instance, however, ….

3. To be specific, some doctors say that moderate drinking, such as …, can be a good

influence on the heart.

4. Daily exercise like … exemplifies one influence that most experts agree is positive

for maintaining a healthy heart.

5. Sometimes it is necessary to change our habits. Saving energy is one illustration. If

we can save more energy, such as …, we can help keep the natural environment safe.

6. Saving water, for example, helps ….

7. If we usually take 10-minute showers, in this case we should ….

8. When we go out, … like televisions and computers.

9. Turning off the lights is another example ….

10. In short, remembering to help the environment, such as …, is one of our most

important responsibilities.

http://www.fauxpress.com/kimball/w/v10.htm






A. of saving electricity

B. by saving energy

C. we should remember to shut off electronic

D. one or two beers a day

E. playing tennis

F. water and electricity

G. try to take shorter showers

H. preserve our rivers and reservoirs

I. the chance of clogging the arteries

J. not all experts agree

C. Speaking Skills

Exercise: Making a Conversation

Make a group of four. Create a conversation with the expressions of giving examples.

Practice the conversation in front of the class.

D. Writing skills

Exercise 1: Making sentences

Write sentences using the following phrases!

1. For example

2. Such as

3. For instance

4. e,g,

5. like

Exercise 2: writing an Essay

Write an essay about the following topics. Choose one of the topics given and use the

phrases of giving examples.

1. Activities to keep good health

2. Tourism objects to visit

3. Good books to read

DAILY ASSESSMENT

CHOOSE THE CORRECT ANSWER.

1. Car companies … Toyota and Ford manufacture their automobiles in many different

countries around the world.

A. for example

B. for instance

C. such as

D. namely




2. Children should eat less junk food. …, they should avoid eating burgers and chips.

A. For Instance

B. For Example

C. Such as

D. That is

E. Namely

3. Children should avoid eating junk food … burgers and chips.

A. Such as

B. Namely

C. Like

D. For instance

4. When should we use "for example"?

A. After topic sentence

B. in the middle

C. beside the topic sentence

D. below the topic sentence

E. At the first sentence

5. Where is the location of "such as"

A. at the top of sentence

B. at the middle of sentence

C. at the last sentence

D. at the first sentence

6. e.g refers to ….

A. For example

B. For instance

C. such as

D. namely

7. The inner city has narrow streets. …, two motorcycles can pass by each other, but two

cars can't.

A. for instance

B. for example

C. such as

D. namely

8. Vegetables … spinach contain calcium.

A. that is

B. namely

C. such as

D. for example

E. e.g.


9. Calcium is in green leafy vegetables. …, broccoli, kale, arugula, and spinach.

A. for example

B. for instance

C. such as

D. namely

E. that are

10. Many of Champagne's health benefits are due to its trace minerals … magnesium,

potassium, zinc, and lithium

A. such as

B. for example

C. for instance

D. that are

11. The abbreviation ―e.g.‖ comes from?

A. sansekerta

B. latin

C. English

D. Japan

12. There are many popular and interesting places in Bedugul. For example, is Lake

Bratan (Beratan) Bedugul Bali.

A. Topic

B. Topic sentence

C. Concluding sentence

D. Example/content

13. Those are the places that are owned by Bedugul. Many tourists and local visitors said

that Bedugul is one of the enjoyable places for having fun with family.

A. Concluding sentence "Feeling"

B. Concluding sentence "Taste"

C. Concluding sentence "Smell"

D. Concluding sentence "touch"

14. There are several expression that can be used to give examples, except.

A. Such as

B. Namely

C. For example

D. For except

15. Can you see the topic sentence of this paragraph?

It is apparent that when a person desires to learn a second language, he must study

and use that language outside of the formal classroom setting. If he does not use his

new mode of communication, he will never truly progress to a proficient level. He

must seek as many opportunities as possible to employ that new language in "real"

situations. There are many things a student can do to supplement his learning and

second language acquisition. For example, students can attend churches where the

target language is spoken. They can make many friends and attend numerous


gatherings for free. Through these interactions, students are guaranteed opportunities

to learn and practice the new language.

A. It is apparent that when a person desires to learn a second language

B. There are many things a student can do to supplement his learning and second

language acquisition

C. If he does not use his new mode of communication, he will never truly progress

to a proficient level.

D. He must seek as many opportunities as possible to employ that new language in

"real" situations.

16. The Ubud Art Market, locally referred to as 'Pasar Seni Ubud' is located opposite the

the Puri Saren Royal Ubud Palace and is open daily. There are several things that can

be found … beautiful silk scarves, lightweight shirts, handmade woven bags, baskets

or hats; statues, kites and many other hand-crafted goods.

A. For example

B. such as

C. namely

D. that is

17. Heesun has met many famous people. __________ one time she met Jacques Chirac.

A. Namely

B. for example

C. that is

D. such as

18. There have been many leaders in history who have tried to rule the entire world.

____________, Julius Caesar and Alexander, the Great.

A. Such as

B. Namely

C. That is

D. For instance

19. When I visit Korea, I want to go to many cities_______ Seoul and Taegu

A. That is

B. namely

C. for example

D. such as

20. Elizabeth loves rock musicians from the 1970s________Jimmy Hendrix and Janis

Joplin.

A. For example

B. For instance

C. Namely

D. Such as

21. There are many popular and interesting places in Bedugul.

This statement belongs to?

A. Topic

B. Topic sentence


C. Example

D. Concluding sentence

22. Those are the places that are owned by Bedugul. Many tourist and local visitors said

that Bedugul is one of the enjoyable places for having fun with family. This statement

belongs to?

A. Example

B. Topic

C. Concluding sentence

D. Topic sentence

23. Bedugul market offers various kind of fresh product … plenty of fresh vegetables,

fruits, and ornamental plants.

A. Such as

B. for example

C. For instance

D. Namely

24. The use of ―such as”, is put … of a sentence.

A. in the middle

B. in the beginning

C. in the closing

D. in the last

25. The use of ―For example” and “For instance” are put … of a sentence.

A. in the beginning

B. in the middle

C. in the las

D. in the first


CHAPTER 9

HORTATORY EXPOSITION

Kompetensi Dasar

3.9 Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks hortatory

exposition lisan dan tulis dengan memberi dan meminta informasi terkait pandangan/

pendapat mengenai topik yang hangat dibicarakan umum, argumentasi pendukung, serta

saran, sesuai dengan konteks penggunaannya.

4.9 Hortatory exposition

4.9.1 Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks hortatory exposition lisan dan tulis, terkait isu actual.

4.9.2 Menyusun teks hortatory exposition lisan dan tulis terkait isu actual, dengan

memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan

sesuai konteks.

A. Hortatory Exposition

Hortatory exposition is a kind of text which represents the attempt of the writer to have the

addressee do something or act in a certain way. The followings are the examples of

exposition text.

- Essays

- Book reviews

- Speeches

- Pamphlets

- Debates

- Advertisements

- Editorials

1. Social functions of Hortatory Exposition

a. To persuade the readers or listeners that something should or should not be the case

b. To persuade the readers to do something and it possesses some characteristics of oral

languages

c. To persuade the audience of their point of view or position in the argument.

2. General Structure of Hortatory Exposition

a. Thesis

The writer‘s point of view about the topic discussed.


b. Arguments

The series of arguments which strengthen the thesis stated before.

c. Recommendation

The writer gives recommendation to the readers.

Example:

Why Exercise Is Important

Title

The majority of us claim that we do not have time for exercise. We

feel too busy to do that. However, many experts say that exercise

has great role in making our body healthy.

Thesis

Being physically active offers many advantages. In physical

reward, exercise can help reducing body weight and making our

body fitter. Exercise is also believed to reduce stress levels,

improve sleep patterns, and reduce the risk of heart disease,

diabetes, and some forms of cancer. Beside physical advantage,

exercise also brings good effects mentally. Due to the fitter body,

exercise can make us feel refreshed and happy, increasing our life

and expectancy.

Argument 1

How can we exercise while we are busy? Such question is

commonly found among us. Actually, exercise can be done in

simple ways. We can go walking while shopping. We can take the

stairs rather than the lift at the office. Or, we can go cycling while

enjoying our leisure time.

Argument 2

After all, doing exercise is difficult in a busy life, but a little

exercise will help us feel better.

Recommendation

Sometime we are difficult to differentiate between hortatory exposition and analytical

exposition. They are different. The last paragraph of hortatory exposition makes different

from analytical exposition. The analytical exposition ends the paragraph with the restatement

of the writer‘s thesis. Hortatory exposition will be ended with a strong recommendation.



Read the following text, then answer the questions!

Questions:

1. What does the text mostly talk about?

_______________________________________________

2. Give a situation of littering.

_______________________________________________

3. What is the main idea of the second paragraph?

_______________________________________________

4. Why can litter make us sick?

_______________________________________________

5. What recommendation does the writer give through the text?

_______________________________________________

Exercise 2: Identifying structure

Identify the structure of the text above.

Paragraph 1: ________________________________________

Paragraph 2: ________________________________________

We should stop littering

Litter comes from different sources, and different people. For instance, it may be intentional

litter by people throwing things from their car, pedestrians dropping litter on the ground, or if

someone aims for a garbage can, misses and leaves it. It is called littering. Another source of

litter may be unintentional. For example, uncovered loads and can easily be blown out of

trucks, cars and trailers. There is rubbish from the wind, and rubbish which animals carry

from sites that are not properly secured. Littering has many effects for our environment and

health. That‘s why we should stop littering.

Litter can be harmful to people, animals and the natural environment, as it can threaten their

existence and evolution. Litter can be very dirty. Not only does it not look nice, but it may

carry germs. Some animals such as flies and rats can pick up the germs and become carriers

for diseases that may make people sick. Litter can become hazardous when found

accidentally by animals. Litter is bad for the environment because it wastes our natural

resources. Furthermore, litter directly and indirectly affects the tourism industry and our

quality life.

The reason that why humans are littering is that most of them are lazy to throw their rubbish

in the trashcan. If we stop littering, our ecosystem will be clean and we will no longer need

to worry about environment. As students, we believe that one small change can change the

world. In the future if everyone has stopped littering, the world could be more pleasant to


Paragraph 3: ________________________________________

Exercise 3: Complete the following text with the suitable words in the box.

Sometimes schools fail to …1… students from exposure to health hazards, such as pollution,

toxic substances, noise and fumes, or may place them in …2… environments that

compromise their health.

Good health and proper nutrition are prerequisites for effective learning. Research …3… that

healthy, well-nourished students learn better, and school health and nutrition programming is

recognized as a means of …4… students‘ nutritional status, learning achievement, and

general well-being.

School buildings must be …5… of hazards such as lead, asbestos or indoor air pollution, and

the school compound and classrooms should be kept clean and free of …6… waste material.

…7… toilet facilities should be provided for girls and boys along with …8… water for hand

washing in appropriate facilities. These are all …9… aspects of what student-friendly schools

and learning spaces should offer as part of a …10… protective environment for learning.

a. Improving

b. Safe

c. Protect

d. Harmful

e. Sufficient

f. Shows

g. Unhygienic

h. Important

i. Separate

j. Free


B. Language features of Hortatory Exposition

The following are language features for hortatory exposition.

1. Use of simple present tense

2. Sometimes use of conditional sentences

Example: If schools can do that, the students will be satisfied.

If the government did the program better, people could live better.

If the students had done the test well, they could have passed.

3. Use of modal

There are many modals that we can use in hortatory exposition, such as should, must,

will, etc. a modal verb is a type of auxiliary verb that expresses possibility, necessity,

and obligation. The following are the functions of modals.

A. Advice : should, ought to

B. Suggestion : can, could, shall

C. Obligation : must

D. Prohibition : mustn’t

E. Lack of necessity : needn’t

F. Permission : may, could, can

G. Request : can, could, may

H. Ability : can, could

4. Use of mental processes to state what the writer thinks or feels about the issue.

5. Use of material processes to state what happens.

6. Use of relational processes to state what it should or should not be.

7. Use of connective words, such as next, then, in addition, afterwards, however,

furthermore, firstly, secondly, finally, etc.

8. Use of phrases to give examples, such as for example, for instance.

9. Use of expressions of giving opinion.

a. In my opinion, it is better …

b. I think … should …

c. I think … should be …

d. For those reasons, …

Identifying Language Features

Read the text carefully!

Why Students Should Eat Breakfast Everyday

A lot of people, especially young people, go through the day without having breakfast. Many

people believe that it is not necessary, or they say that they don‘t have time for that, and

begin their day with no meal. I believe that everyone should eat breakfast before going to

their activities. The purpose of this paper is to show the importance of breakfast, especially

for students.


The first reason why you should eat breakfast before going to school is for your health. When

you skip breakfast and go to school, you are looking for a disease because it‘s not healthy to

have an empty stomach all day long. It‘s very important to have a meal and not let your

stomach work empty. All you are going to get is gastritis and a lot of problems with your

health if you don‘t eat breakfast.

Another reason for eating breakfast is because you need food to do well in your classes. Your

body and your brain are not going to function as good as they could because you have no

energy and no strength. When you try to learn something and have nothing in your stomach,

you are going to have a lot of trouble succeeding. A lot of people think that they should not

eat because they are going to feel tired, but that‘s not true. Breakfast is not a very big meal,

and on the contrary, you‘re going to feel tired if you don‘t have breakfast because you have

spent the entire previous night without food.

The last reason to have breakfast every day is because you can avoid diseases if you eat some

breakfast in the morning. If you don‘t eat, you are going to get sick, and these diseases will

have a stronger effect on you because you‘re going to get sick easier than people who have

breakfast every day.

You have to realize that breakfast is the most important meal of the day, and you cannot skip

it without consequences for your health, your school and your defense mechanism. It is better

to wake up earlier and have a good breakfast that run to school without eating anything. It is

time for you to do something for your health, and eating breakfast is the better way to start

your day.

Adapted from: http://britishcourse.com/example-of-hortatory-exposition-why-students-should-eat-breakfast-

everyday.php

Identify the language features by answering the following questions!

1. Does the text use expression of giving opinion? Mention the proof!

_____________________________________________________________

2. Mention modal verbs used in the text!

_____________________________________________________________

3. Can you find conditional sentences in the text? If yes, mention!

_____________________________________________________________

4. Does the text use connective words? Give examples!

_____________________________________________________________

5. Mention the sentence using phrases of giving examples!

_____________________________________________________________

6. Can you see action verbs? What are they?

_____________________________________________________________

7. What tense does the text use?

_____________________________________________________________

8. Can you find conjunctions? Mention!

_____________________________________________________________

http://britishcourse.com/example-of-hortatory-exposition-why-students-should-eat-breakfast-everyday.php

http://britishcourse.com/example-of-hortatory-exposition-why-students-should-eat-breakfast-everyday.php


C. Speaking Skill

In this part, you are going to be tested how well you speak in English, especially in giving

opinion and reasons. Pay attention to the following expressions!

a. Study some words and expressions used in expressing opinions.

Asking opinions Giving opinions

- What do you think of …?

- How do you feel about …?

- What is your opinion of …?

- How about you?

- What do you think about …?

- Well, if you ask me …

- As far as I‘m concerned, …

- I think that …

- In my opinion, …

- What I have in my mind is …

b. Study the words and expressions used in agreeing and disagreeing.

Agreeing Disagreeing

- I think so.

- I agree with you.

- You‘re right.

- That‘s quite right/ true.

- I‘m with you.

- I‘m on your side.

- Certainly.

- I‘ll go along with that.

- I‘m not sure.

- I don‘t think so.

- I am not with you.

- I am not on your side.

- I think that‘s not a good idea.

Exercise 1

Practice the following dialogue with your friend. Then, identify the topic.

Nathan : Hi, Briel. How are you?

Gabriel : Hi, Nathan. You know, I am a bit annoyed.

Nathan : What‘s up? Is it related to the English test you‘ve just had?

Gabriel : Yes, you‘re right.

Nathan : Were there some questions you couldn‘t answer?

Gabriel : No. Actually, I can answer all the question.

Nathan : So, what made you annoyed?

Gabriel : The next-door class was very noisy. We couldn‘t concentrate well.

Nathan : Did the teacher warn them or ask them to be quiet or something that made

them quiet?

Gabriel : No. She said that was okay because that was the nature of performance

classes.

Nathan : I think our school should provide special room for performance classes.

Gabriel : Yes, I agree with you. If performance classes have their own room, there

will be no such a disturbance.

Nathan : And there will be no people annoyed because of such a noise.

Gabriel : Absolutely, there won‘t be any.


Exercise 2: Stating Agreement and Disagreement

Do you agree or disagree with the following statements? Give your reasons.

No. Opinions Agree Disagree

1. We should not eat too much instant food.

2. School must have green areas.

3. Littering must be fined.

4. We should choose a place to eat carefully.

5. We should use internet wisely.

6. School must have music extracurricular

activity.

7. We should spend our spare time for having

picnic.

8. Schools must ban cellphone used at school.

9. Students must be punished if they are late

to school.

10. We should have exercise regularly.

Exercise 3: Making a dialogue

Work in pairs. Choose one of the topics in Exercise 2. Then, make a dialogue

about it. Use expressions of giving opinion.

D. Writing Skill

We have discussed social function, structure, and language features of hortatory

exposition. In this part, you are going to be tested how well you write in English,

especially in writing hortatory exposition.

Exercise 1: Identifying Arguments

Based on the following topics, decide the arguments and recommendations.

1. Learning English has many benefits

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________

Recommendation: __________________________________________

_________________________________________________________

_________________________________________________________

2. Schools should have their own laboratory.

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________


Recommendation: __________________________________________

_________________________________________________________

_________________________________________________________

3. Under 17 should not ride motorcycle to school.

a. ______________________________________________________

b. ______________________________________________________

c. ______________________________________________________

Recommendation: __________________________________________

_________________________________________________________

_________________________________________________________

Exercise 2: Writing a Hortatory Exposition

Write a hortatory exposition based on your own topic. Use the following steps.

1. Choose a topic to write on. Find something you feel strongly about.

2. Plan your writing. Make notes about the main idea for each paragraph you want to

persuade others.

3. Find detailed information related to your main ideas.

4. Write your final thoughts or recommendations.

FINAL SEMESTER TEST

A. CHOOSE THE CORRECT ANSWER.


Rafa: ―I have a serious problem today. I have just lost my driver license.‖

Sifa: ―Don‘t be so sad, my friend, let us search it around the park.‖

Rafa: ―I have looked for it for hours, but I could not find it. Do you have any suggestion?‖

Sifa: ―You should tell the security to announce it to other students.‖

Rafa: ―Yeah, that sounds good. I do hope it helps‖

1. Which sentence that shows asking suggestion?

A. Don‘t be so sad, my friend.

B. I have just lost my driver license.

C. You should tell the security.

D. Do you have any suggestion?

E. That sounds good.


2. Below are sentence of asking suggestion, except….

A. Can you tell me what I should do?

B. Do you have any suggestion for me?

C. What would you do?

D. Would you mind giving me your suggestion?

E. What should I do?

3. What is Rafa‘s problem?

A. He lost a wallet.

B. He lost a bag.

C. He lost a car.

D. He lost his driver license.

E. He lost a pencil.

This text is for questions 4 and 5.

Mother : ―Ali, where are you? Wake up, my dear. It‘s Monday morning.‖

Ali : ―I‘m here, mom, in my bed room.‖

Mother : ―Oh…. there you are. Don‘t you go to school?‖

Ali : ―Mom. I have got a headache.‖

Mother : ―Let me check. You have got a high temperature. You should stay at home.‖

Ali : ―Okay, mom.‖

4. Which sentence shows the giving suggestion?

A. I have got a headache.

B. You should stay at home.

C. Don‘t you go to school?

D. Let me check.

E. It‘s Monday morning.

5. Has Ali got a headache?

A. Yes, he has.

B. Yes, it is.

C. No, he has not.

D. No, it is not.

E. Yes, he does.

6. Bela : ―Steve, what seems to be the problem?‖

James : ―Well, I have a bad cold and the doctor gave me some medicine.‖

Bela : ―Listen! Forget about the medicines. Try this herbal one.‖

James : ―Oh, no, thanks.‖

What does Bela offer?

A. Herbal medicine.

B. Some medicine.

C. Fresh herbal.


D. Cool drink.

E. The doctor.

7. Cinta : ―Why don‘t you take the bus to work? The driving is rushing out and the traffic

is terrible.‖

Johan : ―I would, but I‘m afraid that there won‘t be any seats left for the time the bus

comes to my stop.‖

Why does Johan not want to go by bus?

A. Johan takes the bus to work.

B. Johan wants Cinta to go with him.

C. Cinta prefers driving in the rush hour.

D. Cinta wants to ride to work with Johan.

E. Johan has to stand on the bus if he takes it to work.

8. Teacher : ―What‘s the matter with you?‖

Student : ―I am sorry, ma‘am, I didn‘t know.‖

Teacher : ―I‘m sure you didn‘t study last night. What did you do?‖

Student : ―….‖

How might the student respond to the teacher‘s question?

A. The movie was interesting.

B. I wasn‘t busy last night.

C. I studied too late last night.

D. I watched an interesting movie until late last night.

E. The movie was easy to understand.

9. Andi : ―We went to Bandung yesterday. We spent our time shopping.‖

Cika : ―So, what do you think about Bandung?‖

Andi : ―….‖

What is Andi‘s best responses?

A. I think it is beautiful.

B. I think Bandung Is a beautiful capital.

C. I think it is beautiful view.

D. I think it is not interesting.

E. I think it is not bad.


Why Should Wearing a Helmet when Motorcycling?

We often hear lots of stories from road regarding people taking spill on motorcycle when

they are riding without using helmet. Mostly the riders badly end up in mess. Wearing a fitted

protective helmet offers many benefits which reduces the negative aspect of ridding. First and

the most important is that wearing the correct helmet can save a rider‘s life, physical ability,

family pain, and money. The recommended designs of motorcycle helmets can provide total

protection. They not only protect riders from getting a worse road injured accident but also

from flying bugs, such as rain, sleet, mud and other potential projectiles.

Second, wearing a helmet can gives the riders a matter of style. Helmet can give the


opportunity for rider to express the image they may want to project when riding on they way.

This benefit may not be important to some people, but others, it means a lot and important.

By choosing the most appropriate helmet from all of the various styles, such as beanie,

shorty, German, and many others, wearing a helmet which can projecting an image is an

inherent crucial part of motorcycling and help riders feel more confident when r However,

what most important is wearing helmet when riding is a matter of using it properly. Bikers

should use the helmets on which are fixed to their head. It is really not good if they places

simply the helmets on the head without settling them properly. The bikers should fasten the

helmet correctly to their head in order to get safe and comfort.

10. What is the main function of helmet?

A. Protection.

B. Support system.

C. Stylistic aspect.

D. Efficiency.

E. Effective.

11. Below is not the risk of motorcycle rider besides road accident ….

A. flying bugs

B. rain

C. sleet

D. mud

E. sleepy truck driver

12. ―Helmets give the opportunity for rider to express the image they may want to project

when riding on they way‖

The aspect which can be the helmet‘s function is …. Aspect

A. Protection

B. Support system

C. Stylistic aspect

D. efficiency

E. effective

13. ―By choosing the most appropriate helmet from all of the various styles, such as

beanie, shorty, German, and many others.‖

The antonym of the underline word above is….

A. single

B. several

C. multi

D. serve

E. a lot of


14. The text above shows the expression of….

A. giving a suggestion

B. giving an offer

C. giving the invitation

D. giving the letter

E. surprise expression

15. Ratna : ―I‘m hungry. How about you?‖

Citra : ―Me, too.‖

Ratna : ―….?‖

Citra : ―Sure.‖

A. Shall we go to the library

B. Shall we go to the mosque

C. Shall we go to the canteen

D. Shall we go to the mosque

E. Shall we go to the bank

16. Harry : ―Would you like to go camping with us next?‖

Donny : ―…., but I have to take care my mom. She has been hospitalized for week.‖

A. it‘s sound interesting.

B. Thank you.

C. I don‘t care about it.

D. I am sorry to hear that.

E. Don‘t mention it.

The following letter for number 17 to 19.

17. When will the event be held?

A. March 6th.

B. March 7th.

C. March 8th.

D. March 9th.

E. March 10th.

https://1.bp.blogspot.com/-dxXwhEKVD60/XBeti32drgI/AAAAAAAAFxk/PlRkPqWJVLMXeutw1oCOzBAf8sTlJAVswCLcBGAs/s1600/28.png


18. What kind of letter is it?

A. Invitation letter.

B. Request letter.

C. Shipment letter.

D. Offering letter.

E. Complaint letter.

19. Who is the recipient of the text above?

A. Parents.

B. Four years old kids.

C. Everybody.

D. Elder people.

E. Head of state.

20. Vita : ―…. to Jakarta to find the job?‖

Dewi: ―it‘s nice of you to ask.‖

A. Do you mind my migrating

B. Would you like to go

C. Would you go

D. Do you think I could

E. Do you have

21. Jane : ―Would you like to go a concert on Saturday night?‖

Tia : ―Ehm, yes ….‖

A. Anyway.

B. I‘d like.

C. I‘m busy.

D. I can‘t.

E. I‘d be delighted.

22. Hendra: ―We are going to have a research for many days. Will you join us?‖

Farhan: ―….‖

A. I am convinced

B. There is no doubt

C. I‘m certain

D. I don‘t know about it

E. I can‘t say that for sure

23. Budi : ―It‘s boring. We‘ve got to do something.‖

Dina : ―What about watching film?‖

Budi : ―Wow, cool! ....‖

A. it‘s a pity.

B. Let‘s watch it.

C. You are wrong.

D. I am deeply sorry to hear that.

E. Oh, congratulation.



24. What is the topic of the poster?

A. Safety

B. Art

C. Environment

D. Sport

E. Health

25. What is the meaning of the message in the poster?

A. We have to be careful to step

B. We have to live carelessly to destruct environment

C. We have to watch our step

D. We have to watch our step to destruct environment

E. We have to live carefully to prevent global warming

26. Word ‗you‘ in the poster, refers to…

A. Readers

B. Writer

C. Poster maker

D. Government

E. Children



27. Based on the text above, why Metro is giving discounts? (ind 2)

A. to invite more buyers

B. to celebrate Metro‘s 10th Anniversary

C. to celebrate the first opening day

D. to cheat the people

E. to increase the selling rate

28. How much is Charles and Keith shoes in sale day? (ind 3)

A. Rp. 120.000

B. Rp. 180.000

C. Rp. 200.000

D. Rp. 280.000

E. Rp. 400.000

29. How can you get lucky draw?

A. You go to Metro

B. You are the first 100 shoppers

C. You buy things above Rp. 600.000 in a single receipt

D. You buy Charles and Keith shoes

E. You buy Charles and Keith shoes for over Rp. 400.000




A. An offer to advertise your business

B. An offer to download Facebook APP

C. An offer to make money from Facebook APP

D. An offer to publish your product

E. An offer to use APP free

31. ―Monetize your APP by showing ads from facebook‘s 2 million advertisers‖

The underlined word means ….

A. Break APP

B. Invite someone

C. Gain connection

D. Gain money

E. Sell APP



32. What is the topic of the poster above?

A. How to solve global warming

B. How to be strong

C. Way of life

D. Healthy diet

E. How to life healthy

33. Based on the text above, we can do something in our home to solve global

warming, except…

A. Have a solar water heater

B. Have insulation

C. Turn off the appliances at power point

D. Have a dryer

E. Use clothes line

34. Why does travel by an airplane is bad for the environment?

A. It wastes much money

B. It wastes the time

C. It makes air pollution

D. It makes water pollution

E. It‘s dangerous


35. ―Enjoy the freedom of learning English …‖ Synonym of the uword ―freedom‖ is ….

A. Inability

B. Difficulty

C. Liberty

D. Equality

E. Free

36. Based on the text above, How to learn English online for free?

A. You need to watch the Youtube channel

B. You should download the E-book

C. You must subscribe the website

D. You can visit the site

E. Learning independently



Birthday Boy

By Vachel Lindsay

When I was one

It was so much fun.

When I was two

The world was new.

Then I turned quickly

Into a boy of three.

One year more

And I was four.

Now I‘m happy to say

I‘m a year older today.

And soon you‘ll see

Another birthday party for me

Do you know

How old I‘ll be?

37. What is Poem 2 about?

A. It is about birthday party of boy

B. It is about happy boy

C. It is about numeral

D. It is about new world

E. It is about happiness

38. How old is the boy now?

A. Four years old

B. Five years old

C. Six years old

D. Seven years old

E. eight years old

39. How old will the boy be?

A. He will be six

B. He will be five

C. He will be four

D. He will be seven


Once upon a time Sammy and his sister Marie visited their grandparents at their farm.

Sammy picked up a slingshot to play with out in the woods. He practiced in the woods but he

could never hit the target. Getting a little discouraged, he headed back for the lunch. As he

was walking back he saw Grandma‘s pet duck.

Just out of impulse, he let the slingshot fly which hit the duck square in the head and killed it.

He was shocked and grieved. In a panic, he hid the dead duck in the pile of woods. Marie had

seen it all from the window but she said nothing. After the lunch, the next day Grandma said,


―Marie, let‘s wash the dishes.‖ Marie said, ―But Grandma, Sammy told me he wanted to help

in the kitchen.‖

Then she whispered to Sammy, ―Remember the duck?‖ Sammy got nervous knowing his

sister knew about the duck and if he doesn‘t obey, she may tell his grandparents about it. So

without saying anything he did the dishes.

Later that day, Grandpa asked if the children wanted to go fishing but Grandma said, ―I‘m

sorry but I need Marie to help make a supper.‖ Marie just smiled and said, ―Well that‘s all

right because Sammy told me he wanted to help.‖

She whispered again to Johnny, ―Remember the duck?‖ So Marie went fishing and Sammy

stayed to help. After several days of Marie taking advantage of Sammy, he finally couldn‘t

stand it any longer. He came to Grandma and confessed that he had killed the duck.

Grandma knelt down, gave him a hug and said, ―Sweetheart, I know. I was standing at the

window and I saw the whole thing but because I love you, I forgave you. I was just

wondering how long you would let Marie take advantage of you.‖

40. What does the text mainly talk about?

A. A little boy and a duck

B. A little boy in a slingshot

C. A reckless little boy

D. A brave little boy

E. A humble little boy

41. Why didn‘t Sammy tell to his grandmother that he had killed the duck? Because ….

A. He was relieved that he could hit the target

B. He waited for his sister tell his grandparents about it

C. He was afraid of saying about the duck

D. He did not want to tell about it

E. He wanted to tell about the truth later


A. Practice makes perfect

B. What is bad in one case may be good in another

C. Don‘t trust people easily

D. You should confess of your mistakes

E. Keep going and do the best


Once a man sold his well to a farmer. Next day when a farmer went to draw the water from

that well, the man did not allow him to draw the water from it. He said, ―I have sold you the

well, not the water, so you cannot draw the water from the well.‖


The farmer became very sad and came to the Emperor‘s court. He described everything to the

Emperor and asked for the justice. The Emperor called Birbal and handed over this case to

him. Birbal called the man who sold the well to the farmer. Birbal asked, ―Why don‘t you let

him use the water of the well. You have sold the well to the farmer.‖ The man replied,

―Birbal, I have sold the well to the farmer, not the water. He has no right to draw the water

from the well.‖

Then Birbal smiled and said to him, ―Good, but look, since you have sold the well to this

farmer, and you claim that water is yours, then you have no right to keep your water in the

farmer‘s well. Either you pay rent to the farmer to keep your water in his well, or you take

that out of his well immediately.‖

The man understood, that his trick has failed. Birbal has outwitted him.


A. A farmer and witty birbal

B. A smart man and a farmer

C. An emperor and a witty birbal

D. Farmer‘s well and witty birbal

E. A farmer and an emperor

44. Why didn‘t the man let the farmer use the water from the well?

A. Because the man needed the water for himself

B. Because there was no water in the well

C. Because the man obeyed what the emperor said

D. Because water in the well was not included in the sales agreement they made before

E. Because the man thought that he had sold the well but the water was not involved


A. Stealing is not a good thing; you can always use your brain and ease out of the

difficult situations.

B. Don‘t try to cheat because you will end up paying for it regardless of how smart

you think you are.

C. One who desires more, loses all. One should remain satisfied with what one gets

D. There is no substitute for hard work because dreams cannot be fulfilled without

hard work

E. Do not just blindly walk in to anything without thinking

B. Answer the following questions clearly and correctly

Write a brief dialogue about making appointment with a friend to watch a movie.

What are the similarities of brochure, leaflet, banner, and pamphlet?

Write a poem about environment.


BIBLIOGRAPHY

Kay, Judith and Rosemary Gelshenen, 2009. Discovering Fiction: A Reader of American

Short Stories Student’s Book 2. New York: Cambridge University Press.

Fatma, Gulnas. 2012 A Short History of the Short Story western and Asian Traditions.

Michigan: Modern History Press.

Hewings, Martin. 2013. Advances Grammar in Use. Cambridge: Cambridge University

Press.

Tim Penyusun. Belajar Praktis, Bahasa dan Sastra inggris, Mata Pelajaran Peminatan Ilmu

Bahasa dan Budaya, Untuk SMA/ MA Kelas XI Semester I. Viva Pakarindo.

https://www.k5learning.com/free-grammar-worksheets/fifth-grade-5/verbs/perfect-tense

http://successful5.blogspot.com/2009/05/essay-about-future-plan.html http://neptune.esc.k12.in.us/socratic/resources/THETWOBROTHERS.html http://www.populationme.com/All/Literature/TwoBrothersTolstoyExercise.pdf https://www.thoughtco.com/telephone-conversations-1210222 https://elt.oup.com/student/champions/level01/level01_dialogues/dialogue06?cc=id&selLanguage=id https://www.eslfast.com/robot/topics/hotel/hotel01.htm https://en.wikipedia.org/wiki/Brochure https://www.edrawsoft.com/what-is-brochure.html http://www.rationalsys.com/366may.html

www.Cambrodge.org

www.tolearnenglish.com

www.english-at-home.com

www.englishexercises.org

www.literarydevices.net

www.lietraryterms.net

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http://successful5.blogspot.com/2009/05/essay-about-future-plan.html

http://neptune.esc.k12.in.us/socratic/resources/THETWOBROTHERS.html

http://www.populationme.com/All/Literature/TwoBrothersTolstoyExercise.pdf

https://www.thoughtco.com/telephone-conversations-1210222

https://elt.oup.com/student/champions/level01/level01_dialogues/dialogue06?cc=id&selLanguage=id

https://elt.oup.com/student/champions/level01/level01_dialogues/dialogue06?cc=id&selLanguage=id

https://www.eslfast.com/robot/topics/hotel/hotel01.htm

https://en.wikipedia.org/wiki/Brochure

https://www.edrawsoft.com/what-is-brochure.html

http://www.cambrodge.org/

http://www.tolearnenglish.com/

http://www.english-at-home.com/

http://www.englishexercises.org/


www.english-4U.de

www.english-hilfen.de

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20a0b2cb0b69.png

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srf=

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http://www.uefap.com/writing/function/examples.htm

http://www.myenglishteacher.net/forexample.html


GLOSSARY

Glossary of Poem

Accentual verse: Verse whose meter is determined by the number of stressed (accented)

syllables—regardless of the total number of syllables—in each line.

Accentual-syllabic verse: Verse whose meter is determined by the number and alternation of

its stressed and unstressed syllables, organized into feet. From line to line, the number of

stresses (accents) may vary, but the total number of syllables within each line is fixed

Acrostic: A poem in which the first letter of each line spells out a word, name, or phrase

when read vertically.

Alcaic: A four-line stanza invented by the Classical Greek poet Alcaeus that employs a

specific syllabic count per line and a predominantly dactylic meter.

Allegory: An extended metaphor in which the characters, places, and objects in a narrative

carry figurative meaning. Often an allegory‘s meaning is religious, moral, or historical in

nature.

Alliteration: The repetition of initial stressed, consonant sounds in a series of words within a

phrase or verse line.

Allusion: A brief, intentional reference to a historical, mythic, or literary person, place, event,

or movement

Ambiguity: A word, statement, or situation with two or more possible meanings is said to be

ambiguous

Ballad: A popular narrative song passed down orally. In the English tradition, it usually

follows a form of rhymed (abcb) quatrains alternating four-stress and three-stress lines.

Ballade: An Old French verse form that usually consists of three eight-line stanzas and a

four-line envoy, with a rhyme scheme of ababbcbc bcbc. The last line of the first stanza is

repeated at the end of subsequent stanzas and the envoy.

Beat poets: A national group of poets who emerged from San Francisco‘s literary

counterculture in the 1950s.

Blank verse: Unrhyming iambic pentameter, also called heroic verse.

Glossary of Narrative Terms

https://www.poetryfoundation.org/learn/glossary-terms/accentual-verse

https://www.poetryfoundation.org/learning/glossary-term.html?term=Meter

https://www.poetryfoundation.org/learn/glossary-terms/accentual-syllabic-verse

https://www.poetryfoundation.org/learning/glossary-term.html?term=Meter

https://www.poetryfoundation.org/learning/glossary-term.html?term=Foot

https://www.poetryfoundation.org/learn/glossary-terms/acrostic

https://www.poetryfoundation.org/learn/glossary-terms/alcaic

https://www.poetryfoundation.org/learning/glossary-term.html?term=Dactyl

https://www.poetryfoundation.org/learn/glossary-terms/allegory

https://www.poetryfoundation.org/learning/glossary-term.html?term=Metaphor

https://www.poetryfoundation.org/learn/glossary-terms/alliteration

https://www.poetryfoundation.org/learn/glossary-terms/allusion

https://www.poetryfoundation.org/learn/glossary-terms/ambiguity

https://www.poetryfoundation.org/learn/glossary-terms/ballad

http://www.poetryfoundation.org/resources/learning/glossary-terms/detail/quatrain

https://www.poetryfoundation.org/learn/glossary-terms/ballade

https://www.poetryfoundation.org/learning/glossary-term.html?term=Envoi%20(or%20Envoy)

https://www.poetryfoundation.org/learn/glossary-terms/beat-poets

https://www.poetryfoundation.org/learn/glossary-terms/blank-verse


Adaptation: A work based on a story previously told in a different medium.

Agency: The capacity to act in an environment.

Agon: Ancient Greek term for conflict, particularly the conflict found in tragedy.

Allegory: A story that uses extended symbolism in order to communicate meanings,

generally moral or abstract ideas, beyond the literal meaning of events, environments, and

characters.

Antagonist: A character in the story that opposes the protagonist and struggles to frustrate his

or her goals.

Archetype: A type that has become part of the psychology and culture of a society and

appears in many different story worlds.

Atmosphere: The quality of an environment that reflects meaningful relationships between

things and events or characters.

Biography: A narrative of a person‘s life.

Character: An entity with agency in a story world.

Characterisation: The meaningful arrangement or presentation of the characters of the story.

Chronotope: The configuration of time and space in language and narrative discourse.

Cliché: A figure of speech that has been so overused that it has lost much of its original force

and is perceived in negative terms.

Climax: Stage in the evolution of a plot in which the conflict achieves its maximum intensity

and decisive events take place.

Collaborative fiction: A form of writing where two or more authors share creative control of

the narrative.

Commentary: Any pronouncement of the narrator that goes beyond a description or account

of the existents of the storyworld.

Conceit (also, Farfetched trope): A figure of speech that seems too strange, complex,

awkward, or extreme to be effective, and tends to call attention to itself, often in a negative

way.

Conflict: Clash of two opposing wills or goals, sometimes (but not always) resulting in

violent confrontation.

Dead trope: A figure of speech that has been incorporated into normal language and is no

longer recognised as such.

Description: The textual representation of characters or environments.


Dialogism: The use in narrative of different perspectives or viewpoints, whose interaction or

contradiction is important to the story‘s interpretation.

Dialogue: Representation of verbal or speech interactions between characters, often

accompanied by dialogue or speech tags.

Dialogue tags (also, Speech tags): Narrative indications that often accompany dialogue in

prose fiction to provide information about the speakers, the quality and tone of speech, the

environment, etc.

Discourse: The means through which a narrative is communicated by the implied author to

the implied reader.

Embedded narration: A story that is narrated within another story.

Emplotment: The arrangement of the events of the story into a plot.

Environment: Everything that surrounds the characters in the storyworld.

Epiphany: A sudden and life-changing moment of illumination that provides a new

understanding of the world to the characters.

Event: A change of state occurring in the storyworld, including actions undertaken by

characters and anything that happens to a character or its environment.

Exposition: Initial stage in the evolution of a plot where the setting and the characters are

introduced.

External narrator or narratee: A narrator or narratee who is a figure of discourse but not an

existent of the storyworld.

Falling action: Stage in the evolution of a plot where the conflict unravels and wanes, as it

begins to move towards a resolution.

Farfetched trope: See Conceit.

Fiction: A narrative that represents imagined (or partially imagined) characters, events, and

environments.

Figurative language: See Figure of speech.

Figure of speech (also, Figurative language, Rhetorical device, Trope): The use of language

in ways that deviate from the literal meaning of words and sentences, exploiting connotations

and associations with other words or sounds.

Flashback: The presentation at some point in the plot of a previous event from the story.

Flashforward: The presentation at some point in the plot of a future event from the story.

Focalisation: The perspective or point of view adopted by the narrator when telling the story.


Foregrounding: A set of linguistic features of discourse that deviate from the normal or

ordinary use of language.

Foreshadowing: Anticipation of future events through hints given earlier in the plot.

Genre: Conventional grouping of texts (or other semiotic representations) based on certain

shared features.

Hyperbole: A figure of speech that makes an exaggerated claim in order to emphasise a

certain point or create a strong impression.

Ideology: An interconnected set of beliefs, ideas, values, and norms that structures the

worldview of a person or group.

Implied author: The projection of the real author in the text, as can be inferred by the reader

from the text itself.

Implied reader: The virtual reader to whom the implied author addresses its narrative, and

whose thoughts and attitudes may differ from an actual reader.

Individuation: The ascription of mental, physical, or behavioural properties (characteristics)

to a character.

In medias res: A Latin expression that refers to narratives that begin at some point in the

middle of the plot (‗in the middle of things‘).

Internal narrator or narratee: A narrator or narratee who, besides being a figure of discourse,

is also an existent of the storyworld, particularly a minor or major character.

Inward focalisation: Narration from the subjective perspective or point of view of one or

more focal characters.

Irony: Use of discourse to state something different from, or even opposite to, what is meant.

Ironic narrator: A narrator who makes statements about the characters or events in the story

that mean something very different, even the opposite, of what is being stated.

Lifeworld: The world experienced by writers and readers in their lives.

Limited narrator: A narrator who has only limited knowledge about the internal or

psychological states of one or some of the existents in the storyworld.

Metaphor: A figure of speech that establishes a relationship of resemblance between two

ideas or things by equating or replacing one with the other.

Metonymy: A figure of speech that replaces an idea or thing with another idea or thing, with

which it is somehow connected or related in meaning.

Mise en abyme (from French, ‗placed into an abyss‘): A literary device that embeds self-

reflecting or recursive images to create paradoxical narrations.


Moral: See Thesis.

Motif: An existent that recurs throughout the story and often has a symbolic significance.

Narratee: The figure of discourse to whom a story is told by the narrator.

Narrative: Semiotic representation of a sequence of events, meaningfully connected by time

and cause.

Narratology: The systematic study of narratives in order to understand their structure (how

they work) and function (what they are for).

Narrator: The figure of discourse that tells the story to a narratee.

Nonfiction: A narrative that claims to represent characters, events, and environments drawn

from the lifeworld of writers and readers.

Novel: A fictional narrative of book length, written in prose, and generally intended to be

read in silence.

Novella: A fictional narrative longer than a short story but shorter than a standard novel,

written in prose, and generally intended to be read in silence.

Objective narrator: A narrator who has no knowledge about the internal or psychological

states of any of the characters in the story world and can only report what can be observed

from the outside.

Omniscient narrator: A narrator who knows everything about the existents of the story world,

including the internal or psychological states of all characters and the unfolding of events.

Outward focalization: Narration that avoids taking the subjective perspective or point of view

of any of the characters.

Oxymoron: A figure of speech that connects or combines elements that appear to be

contradictory, but which contain a concealed point or a paradox.

Personification: A figure of speech that attributes personal or human characteristics to a

nonhuman entity, object, or idea.

Plot: The meaningful arrangement or representation of the events in the story in a temporal

and causal sequence.

Polyphony: The inclusion in narrative of a diversity of points of view and voices.

Prose: Written or spoken language without metrical structure.

Protagonist: The main character of a story, the one who struggles to achieve some goal.

Realism: Narrative discourse that aims to construct a storyworld that is an accurate reflection

of the lifeworld (i.e. the ‗real‘ world).


Red herring: Foreshadowing of an event that never takes place in the plot.

Resolution: The action of solving a conflict at the end of the plot.

Rhetoric: The art of crafting effective or persuasive discourse.

Rhetorical device: See Figure of speech.

Rising action: Stage in the evolution of a plot where the conflict becomes complex and

increases in intensity.

Scene: The narrative representation of an environment, set of characters, and sequence of

events in enough detail to create the illusion that the events are unfolding in front of the

narratee (and ultimately, the reader).

Semiotics: Study of meaning-making processes, especially the use of signs and signifying

systems to communicate meanings.

Setting: The meaningful arrangement or representation of the environments in the story.

Short story: A fictional narrative of shorter length than a novel and a novella, written in

prose, and generally intended to be read in silence.

Showing: The direct representation of the events, environments, and characters of a story

without the intervention (or, in the case of narrative showing, with minimal or limited

intervention) of a narrator.

Significant detail: A descriptive detail that reveals meaningful connections between the

existents of the story and helps the reader to recreate the storyworld in her imagination.

Simile: A figure of speech that establishes a relationship of resemblance between two ideas or

things through an explicit comparison using a connector (usually, ‗like‘ or ‗as‘).

Documents

ENGLISH MODULE LINTAS MINAT GRADE XI