Materi Bahasa Inggris Untuk Kelas XII

ENGLISH MATERIALS FOR SEMESTER I Class/Program Year I.

: XII/ SCIENCE, SOCIAL, LANGUAGE

: 2013/2014 LISTENING A. EXPRESSIONS 1. Asking and Giving Suggestion 2. Expressing Request 3. Giving Complaint 4. Expressing Possibility or Capability on Doing Something 5. Giving Instruction 6. Making Promise 7. Expressing view 8. Admitting a Fault 9. Blaming 10.Expressing 10.Expressing Curiosity 11.Expressing 11.Expressing Attitude B. SHORT FUNCTIONAL TEXTS (poster, pamphlet, banner, etc.) C. MONOLOG TEXTS ( Narrative, Explanation, Discussion)

II.

SPEAKING : See LISTENING

III.

READING A. SHORT FUNCTIONAL TEXTS B. NARRATIVE TEXTS C. EXPLANATION TEXTS D. DISCUSSION TEXTS

IV.

WRITING : See READING

A.EXPRESSIONS 1. Asking and Giving Suggestion (pp. 163-164) SB p. 33

1.1. Listening Activity

A. Read the following dialogs Dialog 1

Elang : Hey you look sick. Let’s go to the sick bay. Ms. Yuyun will give you a treatment. Eka Elang

: No … no … I’m really fine : O come on. You look pale. Don’t let something worse happen

Eka

: You could be right. O.K. let’s go there. there .

Dialog 2 Joy

: Let’s think what we will write for our final assignment.

Eraz

: What if we write about acid rain? I don’t think everyone knows about it.

Joy

: Good idea. Any better ideas? ideas?

Gendhis : Don’t take a difficult topic . Eraz’s

idea is

hard to do. Why not writing about how tsunami happens? I have a book on it. Besides, it is a hot topic lately. Joy : What do you think, Eraz? Eraz

: It’s a good suggestion

Gendhis: O.K. I’ll bring my book book tomorrow. Joy and Eraz,  please find some more information on the Internet or newspaper. And Ratna, please bring your laptop.

Joy

: Consider it done.

Ratna

: I will. Don’t worry. worry.

B. Your teacher will ask you some questions about the dialogs in Task A. Listen to him/her carefully and answer the questions q uestions

C.Listen to the cassette and write down the expressions you have heard ! 1.

Let’s get inside

2.

Don’t be in a hurry

3.

You’d better go early

4.

Get your uncle a cup of tea, please

5.

 we take a rest now What if  we

6.

Turn off the television and go to bed

7.

Call 911 when you are in trouble

8.

Perhaps you need to go on vacation

9.

I think we should prepare ourselves now

10. How about  asking  asking Mr. Garin about this math Problem 11.

Study the following expressions Giving a suggestion Responding We’d better have a break for lunch now It’s a good suggestion Why don’t you ask your friend about the assignment? That’s a good idea I think you should take a taxi to the seminar You are right We’d better make an English conversation club I think so Why don’t you ask your friend to do the task Good idea together? Great! I think you should take a private course Perhaps you need to repair your motorcycle tomorrow Why not asking Ms Vivi to check our work? How about going to McArthur Monument? It has an amazing view 

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Instructing Someone Responding Read the text thoroughly so Yes, thanks you can answer the questions Don’t litter! It will clog the No, I won’t drainage Spend your time effectively to O.K. Dad. I will prepare the national exam. Please, stop here! I want to Sure buy some drink 

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1.2. Speaking Activity (XII IPA 4: 31 Juli 2012) perform on 7 August 2012

Make dialogs based on the following situation!

1. You study hard for the coming mid-term test. Your books are scattered around in your room. It’s really a mess. Your father/mother asks you to clean it up. She/He suggests you to put the books which you don’t use on the shelf. How would the conversation go? 2. Your pen-pal is going to visit you for three days. You plan to take her around your city, like to the museum, the shopping mall and the souvenir market. Your mother suggests you to take her to the beach. The place is not far from your house. She also suggests you to bring the raincoats because the weather is unpredictable. How would the conversation go? 3. Reading Activity Activity 1 Summary of Explanation Text An explanation text is a kind of genre that explains each step of process (the how) and to give reasons (the why) of something happens/occurs in scientific and technical fields.

In other words, it tells how or why something

happens/occurs. Some examples of explanation texts are:  How something happens  Why something occurs  Why things are alike or different  How to solve a problem  How something works

The structure of an explanation text is as follows: 1.General 1. General statement : state the phenomenon to be explained

2.Sequence 2. Sequence of explanation

: a series of paragraphs that

tell the how or why (explanation) something happens 3.Conclusion 3. Conclusion Common grammatical features in an explanation text include: 1.Use 1. Use simple present tense 2.Use 2. Use passive Voice 3.Conjunctions 3. Conjunctions of time and cause 4.Use 4. Use complex sentence Grammar Focus 1. Passive Sentences Look at the sentences below A

: Do you know the cycle of water?

B

: Yes, I do. It has been explained by Mam Sineri.

The sentence “ It has been explained by Mam Sineri ” uses passive form.

A verb is in the passive voice when its form shows that something is done to the person or thing denoted denoted by the subject. subject. We use Past Participle

(V3). Look at the sentences:  Liana waters the flowers every day. (Active sentence)  The flowers are watered by Liana every day. (Passive sentence)

In the first sentence, who does something (the agent = Liana) becomes the SUBJECT of the sentence. Meanwhile, in the second sentence, the agent becomes the object of the sentence. Note the change of active sentences into the passive ones as follows:

Tense

Active Voice

Passive Voice (V3)

Simple Present Present continuous Present Perfect Simple Past

eat/eats(V1/V1+-s/es) am/are/is eating

am/are/is eaten (V3) am/are/is being eaten

Have/has eaten

Have/has been eaten

Ate (V2)

was/were eaten

Past Continuous Past perfect Simple future Modal

was/were eating

was/were being eaten

had eaten Will eat

Had been eaten Will be eaten

Can/may/must/should Can/may/must/should eat be eaten

Activity 2

Determine the active form of the following passive voices 1. Passive : John is called by Andi. Active

: Andi calls calls John  John

2. Passive : The apples are being peeled by Tika. Active

: Tika is peeling the apples.

3. Passive : The motorcycle has been repaired by father. Active

: Father has repaired the motorcycle

4. Passive : The suitcase was kept by Cintya on the cupboard. Active

: Cintya kept kept the  the suitcase on the cupboard

5. Passive : The house was being built by the men. Active 6. Active

: The men were building the house :The paintings should be exhibited in public place.

Passive :The painters should exhibit the paintings in public place 7. Passive : The explanation text is written in simple present tense. Active

: The writer writes writes   the explanation text in simple present tense

8. Passive : The flight will be taken off at nine in the morning Active

: The pilot will take off the flight at nine in the morning

9. The meals had been finished when we came. =They had finished the meals when we came 10. The test will be done next week. =The students will do the test next week

Remedy task

Determine

the

active

form

of

the

following

sentences! 1. Mr. Numberi has been promoted as a General Manager. 2. Last night accident will be put in the morning news. 3. Tom and Jerry were caught last week. 4. My aunty is examined at hospital every two weeks. 5. The message is being sent through internet. Hendi is sending the message through internet. 2. Gerund Pay attention to the following dialog: A: What do you like doing in your spare time? B: I like gardening. What about you? A: Playing football is my favorite. The words ‘doing’ and ‘gardening’ in those sentences are

gerunds. They function as the object  of a verb. Meanwhile the word ‘playing’ in the sentence is also gerund. It functions

as the subject of a verb. a. Gerund as a subject Examples: 1. Smoking is prohibited in this room. 2. Writing poem is her hobby. b. Gerund as an Object Examples: 1. Please keep on trying although you often fail. 2. I don’t mind picking you up at the bus station A gerund is used:

1. After some main verbs Certain verbs followed by a gerund are: Admit Feel Involve Put off Detest Enjoy Deny dislike

appreciate like mention recommend give up imagine face

consider finish mind resent practice prefer escape

delay forgive miss risk understand suggest postpone

Examples:  We have finished presenting our paper  If you want to master English well, you should

practice speaking every day. 2. after an adjective , verb or noun followed by a preposition Examples:  Vita is really good at singing.  Tomy apologized for arriving late.

3. In some fixed expressions Examples:  I can’t bear listening to the long speech.  I can’t help feeling that I hate the boy.

Now compare the uses of the  –  ing form in the following sentences: 

Joining an extracurricular activity is good for students. (The word joining is a gerund)

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Dewi and Maria are joining English club. (The word joining is a present participle used in simple present continuous tense).

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Listening to a long speech is a boring activity. (The word  listening is a gerund, boring is a present participle used as an adjective).

2.1. LISTENING ACTIVITY

Complete the dialog based on what you have heard! Harry : The The path path seems seems unfamiliar for me. Louisa : (1)………………………….? (1)………………………….? Harry : Please, be calm. Let us just try the path on the right. Louisa : O.K.  A moment later …………………… ……………………… … Louisa : Why do you stop here? Harry : Sorry …. From here I forget the way to our grandma’s house. Louisa : (Crying) It is your mistake. Why did you ask me (2) ……………. Harry :(3) ……………….You ………………. You always complain about (4) …………. Running away and going to grandma’s house are the best things we can do to escape from her. Louisa : Yeah, I know. But we could could have gone in the afternoon, not at night like this. We can’t see everything clearly. Moreover (5) …………….. Harry : Stop it. It’s no use blaming each other. Now (6) …………………….. We should sleep here in the forest. Then, we can continue our journey tomorrow.

Louisa

Harry

: But sleeping here is quite dangerous. What if there was (7) …………. I think it’s better for us to go to a nearby house and (8) ……………… : You’re right. O.K. Let’s go

Study the following expressions

1.

Making Complaints  I want to complain about ……  (Well), this is the most unsatisfactory  (I’m afraid), …. It just isn’t good enough  …. Just won’t do  Can you do anything about …..  I’m sorry to say this, but ……….  Honestly, I’m fed up with …..  Really, I’m fed up with …..

2.

Blaming someone

 How could you do such a foolish thing?  I hope you are sorry  What on earth were you thinking?  I think you are the one to blame  Are you out of your mind?  It serves you right  I think you are the only person who could have

done it  Its your fault for (doing something)

3.Reading 3. Reading Activity THE SMARTEST PARROT

Once upon a 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 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 the bird kept not saying the word. At the first, the man was very nice to the bird but then he got very angry. angry. “You’re stupid bird!” pointed the man to the parrot. “Why can’t you say the word? Say Catano! Or I will kill you, you ,” the t he 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 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 ver y surprised. He could not believe what he saw at the chicken house. There were three 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”. (Taken

from:

www.narrative.com )

Activity 6. State T if the statement is true and F if the statement is false.

1.The parrot was born in Catano 2.The parrot could say every word 3. The man felt excited having the smartest parrot 4. There were five old chickens 5. The man tried to teach the bird to say Catano.

Activity 7. Read the fable of “The Smartest Parrot” again. Write down the direct speech found in the text. Then, change it into indirect speech. See the examples given. Direct Speech 1. “You’re stupid bird!”  pointed the man to the  parrot 2. The man tried to teach the  bird, “Say Catano!” 3. “Say Catano! Or I will kill

Indirect Speech 1. The man pointed to the parrot that it was stupid bird 2. The man tried to teach the bird to say Catano 3. The man said angrily to the  bird to say Catano or he would kill it. you,” the man said angrily. 4. __________________  _________________________  _______  4. __________________  ______________________  ____   _________  5. __________________  ________  _________________________  _______   ______________________  ____   _________  5. __________________  ________

NARRATIVE TEXT

The social function/purpose/aim/goal : IS USED TO ENTERTAIN, TO TEACH and TO INFORM which is gain and hold the reader’s interest in a story. CAN BE IMAGINARY (fairy tales, fables, and legends, myth, folktale, horror, etc.)

Generic structure/Organization of the text ORIENTATION :sets the scene (when & where) and Introduces participants/character (who) COMPLICATION : a crisis arises, something happened unexpectedly : the crisis is resolved, for better RESOLUTION or for worse RE-ORIENTATION : closing to the narrative (optional)

Notes: unexpectedly : tidak terduga arise : muncul/timbul resolve : menyelesaikan masalah/ menemukan jalan keluar worse : makin buruk/jelek

Notes on Narrative Text

It is important to know that the social function of the narrative text is to inform and entertain. Narrative text will

tell the story with amusing way. It provides an esthetic literary experience to the reader. Narrative text is written  based on life experience. In literary term, experience is what we do, feel, hear, read, even what we dream.  Narrative text is organized focusing at character oriented. It is built using descriptive familiar language and dialogue. There are some genres of literary text which fit to be classified as the narrative text. Some of them the m are: 

Folktales, it includes fables, legend, myth, or realistic tales

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Mysteries, fantasy, science or realistic fiction Commonly, narrative text is organized by the story of

grammar. It will be beginning, middle and end of the story. To build this story grammar, narrative text need plot. This  plot will determine the quality of the story. Plot is a series of episodes which holds the reader’s reader’ s attention while they are reading the story. Conflict is the main important element of the plot. This conflict among the characters will drive the story progress. In this conflict, readers will be shown how the characters face the problem and how they have ability to handle that  problem Analysis the Generic Structure Orientation: It sets the scene and introduces the

 participants/characters. In that parrot story, the first  paragraph is the orientation where reader finds time and  place set up and also the participant as the background of the story. A man and his parrot took place once time. Complication: It explores the conflict in the story. It will

show the crisis, rising crisis and climax of the story. In the  parrot story, paragraph 2, 3, 4 are describing describing the complication. Readers will find that the man face a problem pr oblem of why the parrot cannot say Catano. To fix this problem, the man attempted to teach the bird. How hard he tried to teach the bird is the excitement element of the complication. Resolution: It shows the situation which the problems have

 been resolved. It must be our note that “resolved” “resolved” means accomplished whether succeed or fail. In the last paragraph of the smartest parrot story, readers see the problem is finished. The parrot could talk the word which the man wanted. The parrot said the word with higher degree than the man taught the word to it. That was the smartest parrot. Note: In the middle of the story you can use; next, after that, then, afterward, meanwhile, so, subsequently, second, third, etc.

Activity 3. Read the text carefully. Then, answer the following questions.

Towjatuwa and a Crocodile

Towjatuwa lived in the inland of Papua. He really loved his wife who was being pregnant. He hoped that his child would be a great hunter in the future. One day his wife was ready to deliver the baby. Towjatuwa had an elder of the village help his wife. But, the expected baby could could not be delivered

by

his

mother.

“Towjatuwa, it seems that

your

wife can’t deliver the baby as

usual,

we need something sharp and

clean

to bring out the baby from the womb” said womb” said the elder. Towjatuwa then went to Tami river. Although he already searched for awhile, he have not found any sharp and clean stones. Towjatuwa started to be panic. When steping up on rocks, he heard a moan from around the rocks and when he searched for the sound, he saw a crocodile whose tail is stucked with a stone. He moved the stone and the the crocodile could move freely. The crocodile then moved and yawned. Towjutuwa then saw that the crodile has a big body and sharp sharp teeth. He was afraid. “Don’t be afraid, I will not attack you!” the crocidile said. sai d. Towjatuwa was amazed  because the crocodile could speak. “My name is Watuwe. I am the one who have an authority here in Tami river. I really appreciate your help over me. What are you looking for here

in the river, hey the man?” The crocodile asked. “I am am looking for a sharp stone in order to help my wife to deliver the baby. But, I haven’t found one.” Said the man. “I will help you. To night, I will come to your house. Now, go home!” Towjatuwa then went home happily. He hope that the crocodile who had the authority over Tami river would help him. The crocodile fulfilled his promise. At night, Watuwe came to Towjatuwa’s house. He saw Towjatuwa’s wife was really sick. With his sharp teeth, they cut off Towjatuwa’s wife’s stomach. Short after, the baby was  was  delivered safely. Watuwe then went back to the river. Towjatuwa was really happy because his wife and the  baby saved. From the time on, he promised before his baby and his descents that they would never hunt and consume the flesh of the crocodile. (Taken from Dancow Story Book, translated by Yusuf Sawaki). Questions:

1. 2. 3. 4. 5. 6.

What does the text talk about? Who are the characters? Where did it happen? When did it happen? What happened to the main characters? How was the ending of the story? Happy/ sad?

Grammar Focus 1. so/too/either/neither Read the following sentences: so was  was the Queen.  Snow White was beautiful and so S1

to be compl.

to be S2

too..  Snow White was beautiful and the Queen was too The sentences mean: 

Snow White was beautiful

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The Queen was beautiful.

To avoid repetition we can use ‘so ‘ so’’ and ‘too ‘too’’ with the patterns: S1 + to be/Verb + O/Compl. + and + so + aux. + S2 S1 + to be/Verb + O/Compl. + and + S2 + aux. + too

Combine the sentences below using ‘so’ and ‘too’ 1. My father is at home. My mother is at home.  My father is at home and so is my mother  My father is at home and my mother is too.

2. My family went to the beach last Sunday. Mr. Korwa’s family went to the beach last Sunday  My family went to the beach last Sunday and so did Mr.

Korwa’s.  My family went to the beach last Sunday and Mr. Korwa’s

did too. 3. We have done the test. She has done the test.  We have done the test and so has she. 

4. My father works at a bank. Their fathers work at a bank.  My father works at a bank and so do theirs/their fathers.  My father works at a bank and their fathers do too.

For Negative sentence we can use ‘either ‘ either or ‘neither neither’’ with the Formula: S1 + V + O + and + S2 + aux. + not + either S1 + V + O + and + neither + aux. + S2

Examples: 1. Nayla doesn’t like pets. Mery doesn’t like pets = Nayla doesn’t like pet and Mery doesn’t either. Or = Nayla doesn’t like pets and neither does Mery. 2. Lina will not see the movie. Agus will not see the movie. = Lina will not see the movie and neither will Agus. Or = Lina will not see the movie and Agus will not n ot either.

2.

Since,, For Since For,, As As :  : Sentence connectors

Study the sentences: 1. The king asked for more gold to the god since he was greedy. 2. The old woman ate much food for she hadn’t eaten for few days.

3. As As   it was going to rain, I decided to bring an umbrella. Since,, for Since for,, as as can  can be used to give the reason for an action or situation (similar to because). As and As  and since since are  are used when the reason is already well-known, or is less important than the rest of the sentence. Since Since is  is a little more formal than as as.. As- and As and since-clauses since-clauses often  often begin the sentences. For-clause never never   come at the beginning of the sentence. Examples: 1. Since Herlince didn’t come to school many times, she is left behind in her study. 2. Many people don’t like him for for   he is an arrogant person. 3. As my sister hasn’t been to Jakarta, I decide to

accompany her to go there.

LISTENING ACTIVITY 3

I. Answer the questions based on what you have heard! 1. What is the dialog about?

2. Why does the girl think that it is possible for everyone to have mobile phone? 3. Does the boy have the same opinion? Why? 4. According to the boy, what makes people in underdeveloped

communities

think

deeper

before buying the mobile phone? 5. The boy says, “You’re right, but have  have   you thought about underdeveloped communities?” What

does

the

phrase

‘underdeveloped

communities’ mean communities’ mean in Indonesian? II. Choose A,B,C,D, or E for the correct answer! 1. What is the dialog about? A. The possibility of passing the examination B. The impossibility of passing the examination C. The preparation for the final examination D. The students’ achievement in the final exam E. The students’ health during the final exam 2. Who are talking in the dialog? A. A teacher and a student B. A brother and a sister C. Two teachers D. Two schoolmates E. Two classmates 3. Where does the dialog happen? A. In a theatre

D. In a TV station

B. In a radio station

E. In a bank

C. In a mall

4. What does the boy do? A. An announcer B. A radio broadcaster C. A television presenter D. A famous actor E. A famous singer 5. The girl says, “Actually, “Actually, I want to know how you can become a talented radio broadcaster.”  broadcaster.”   What does it mean? A. She asks about possibility B. She asks about impossibility C. She expresses her opinion D. She expresses her curiosity E. She expresses her happiness

EXPRESSING CURIOSITY EXPRESSING POSSIBILITY Expressing curiosity Responding I really want to know I am delighted to tell you about how…… it. I am curious about …. Don’t worry. I’ll show you how I wonder why he could is (the process) …. do such a foolish thing. I don’t know. You’d better ask him How can it happen? Let me tell you about it I’m  I’m  interested to So am I. Let’s see it together know….

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Asking Possibilities Responding Is it possible that Ika I ka will come to my party? I think so Do you think we can finish our work on I’m sure

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time? Is there any possibility of going abroad to study for everyone?

SOME EXAMPLES OF SHORT FUNCTIONAL TEXTS

task A. Notice the texts below! Text 1

Text 2

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That’s impossible

Text 3

The texts above are posters. A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either a wholly graphical or wholly text. Posters are designed to be both eye-catching and convey information. Posters may be used for many purposes. They are a frequent tool of advertisers (particularly of

events, musicians or films), propagandists, protestors and other groups trying to communicate a message. Posters are also used for reproductions of artwork, particularly famous works, and are generally low-cost compared to original artwork. Another type of poster is the educational poster, which may be about a particular subject for educational purposes. Task D. Observe the texts above (text 1,2 and 3) What does each text tell us about?

LISTENING A. Write down the expressions you have heard! B. Choose A,B,C,D or E for the correct answer! 1. When does the dialog happen? A. In a final test

D. In a PE lesson

B. In a meeting

E. In a class

C. In an examination 2. What happen to the girl? A. She has got a headache B. She has got a stomachache C. She has got a backache D. She has got a toothache E. She is dizzy 3. Who is the boy? A. An OSIS chairperson B. An OSIS secretary C. A class captain D. A principal E. A teacher 4. What will they do to celebrate the school anniversary? A. Help the victims of earthquake B. Have sports competition C. Have a celebration party D. Have a school bazaar E. Visit an orphanage 5. The boy says, “I think it is a great idea.” What does it mean? A. He make a promise B. He requests something

C. He gives something D. He expresses his view E. He expresses his happiness

GRAMMAR FOCUS Modals (can, may, will, must, have to, should/ought to) Modals Can

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May

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Will

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Must

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Have To

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Should/ Ought to

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Use Ability/possibility Informal permission Informal polite request Impossibility (negative) polite request formal permission less than 50 % certainty 100% certainty Willingness Polite request Strong necessity Prohibition (negative) 95% certainty Necessity Lack of necessity (negative) Advisability 90% certainty

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Examples Rony can run fast You can leave the meeting now Can I come to your house in the evening? It can’t be true May I borrow your laptop? You may pick the roses We don’t see Diana. She may be in the library I will pick you up at four. The phone is ringing. I will pick it up. Will you give me some money mom? The students must go to school on time. People must not use drugs Rendra is not in his classroom. He must have lunch in the canteen. Linda has to make her bed in the morning Tonny doesn’t have to buy new mobile We should/ought to join extracurricular activities Rendy should/ought to finish his work soon

Modal Perfect Read the following dialog: A

: I didn’t see Maya in the farewell party last night.

B

: Really? She might have gone to Bandung.

A

: Why was she in a hurry?

B

: She has to join the university-entrance test soon.

The word ‘might have’ is a modal perfect. A modal perfect is usually followed follo wed by past participle. The functions of modal perfect are as follows:

1. Should have Function: to express the belief that an event or situation are right and desirable. However the event didn’t happen. Example: I’ve got flu. I should not have played football played football in the rain. 2. Could have Function: to show that the subject had the capability or opportunity of doing something, but for some reasons he/she didn’t do it. Example: You could have asked Andy asked Andy to pick you up at the bus station. 3. Must have Function: to express a conclusion about past situation. Example: Yesterday I passed your house, but it seemed that nobody was at home. You and your family must have gone out. 4. Might have Function: to express a possibility in the past. Example: I didn’t meet Rangga in the meeting. He might have been absent.

LISTENING ACTIVITY 4 A. Complete the dialog based on what you have heard! Retno : Yesterday was (1) ………… Adi

: What happened?

Retno : A police officer (2) …………… on my way home Adi

: Did you commit traffic offences?

Retno : (3) ……………………. Adi

: So, what was the problem?

Retno : I didn’t wear the standard helmet! And (4) …………… a steep fine. Adi

: Well, (5) …………………..! I’ve told you a thousand times about your helmet.

Retno : Yeah, (6) ……………….., but why should the penalty be a fine.

Adi

: Of course, if it’s only a warning, people will simply ignore that! So (7) …………………………….

Retno : But take a look at me now. (8) ……………………. Adi

: You wouldn’t have said that if you had bought the helmet soon after they had this new helmet regulation.

Retno : Yeah, you’re right. (9) ……………………. Adi

: So, what are you going to do?

Retno : Well, I intend to buy a standard helmet now, may may be tomorrow. Adi

: O.K. (10) …………………. Shall I take you home then?

Retno : Thanks, you are a good friend sometimes.

B. State True (T) or False (F) for the following statements based on the dialog above! Correct the false ones. 1. ____ 1. ____ Yesterday Retno was was pulled over by the police on on her way home. 2. ____ 2. ____ Adi was fined because he broke the traffic regulation. 3. ____ 3. ____ The penalty for traffic breakers decreases because they ignore the traffic regulation 4. ____ 4. ____ Because of the incident, now Retno Retno is broke. 5. ____ 5. ____ Tomorrow Retno Retno will probably buy a standard helmet.

Study some Expressions below: 1. Expressions of Accusing Someone Read the following dialog: Dani

: Are you looking for me, Ma’am?

Teacher : Yes, please have a seat. Dani

: Thank you. What’s the matter, Ma’am?

Teacher : Dani, one of your classmates told me that you cheated in the test this morning. I’m afraid you did it . That’s why you’ve got a very good mark. Dani

: Absolutely not, Ma’am. I will never do such a thing. Please ask Retno who sat next to me.

Teacher : O.K. I trust you.

The sentence “I’m afraid you did it ” is used to accuse someone. Study some other expressions below: Accusing Someone 

I think you’re the only person who could

Responding 

No, I’m not. Trust me.

You’re probably right

have done it 

No one else would do such a thing but him





You are the one to blame





You did all these, didn’t you?





You have made this floor dirty, haven’t you? Admit it that you often bother me on the



No way. I’ve never done such a thing No, I didn’t do it



No, I have not



But I never do it

phone

2. Admitting Mistakes Read the following dialog: Didi : What have you done with my magazine? How did it get so dirty? Keni : Sorry, it’s my fault . I accidentally dropped it in the puddle. Didi : How come? Keni : I was shocked when I saw a rather deep puddle in front of me. I jumped to avoid the puddle, but the magazine slipped out of my hands. Didi : How terrible. Keni : I’ve tried to clean it but not very successfully. I’m sorry.

Kesya said, “ Sorry, it’s my fault.” Is used to admit that she had made Didi’s magazine dirty. Every time we make mistake or do something wrong, we’d better admit it so people will forgive us. Here are some other expressions: 

You’re right. I’m very responsible for this mess.



I admit what I did was wrong.



I didn’t mean to



Yes, I take the blame



You’re right. I shouldn’t have done it.



I admit what I have done is wrong

3. Expressing Intention Read the dialog: Simon : Rina, what are you doing with these pictures? Rina

: Please help me choose some good pictures. I want to follow a student  photography contest.

The sentence in italicized typed is used to express one’s intention on something. Study some other expressions below! 

I really want to do it.



I’m really longing for ….



I really want to take a part time job.



I plan to spend coming holiday in Bali



I wish I could …………



I intend to continue my study in a medical school



I wish I pass the final exam with satisfying sati sfying marks.



We intend to buy a house rather than renting one.

Grammar Focus Contrastive Conjunction : though, although, in spite of, despite. 1.Although, 1. Although, even though, though The conjunctions are followed by clauses; Pattern:

Although/Even though + Subject + Verb

Examples: 

Even though Nia had studied hard, she failed the test.



The Blacks carry four cats, although they live in small flat.

2.In 2. In spite of/Despite The conjunctions are followed by noun phrases. Patterns: a.

In spite of/despite + (possessive adjective) + Verb-ing

Examples 

In spite of/Despite (his) having a bad cold, Thomas still played tennis.



In spite of/Despite (their) studying hard last night, they didn’t get more than seven.

b.

In spite of/Despite + noun

Examples: 

In spite of/Despite his bad cold , Tony still played tennis.



In spite of/Despite their hard study , they didn’t get more than seven

c.

In spite of/Despite the fact + Subject + Verb

Examples: 

In spite of/Despite the fact Tony had a bad cold, Tony played tennis.



In spite of/Despite the fact they studied hard last night, they didn’t get more than seven.

LISTENING ACTIVITY 6 1. Complete the dialog based on what you have heard. Dialog 1 Virga is going to watch a play. Now she is having a conversation with Denias about the play she is going to watch. Virga

: Denias, you told me that (1) ……. have read or heard the story

before? The title sounds so interesting. Denias : Yeah. My English teacher has told told me the story Virga

: (2) …………………?

Denias : Hey, it’s not going to be interesting if you know the story. Virga

: Come on, Denias. (3) ………….. about the story?

Denias : Trust me! It’s not going to be surprising if I let you know the story. Virga

: But, in fact, you know the story. I think it would be a pity (4) …………

Denias : Virga, I just happened to know the story, and I think (5) …………… Virga

: O.K. May be you’re right.

Study the expressions below! Making Plans 

I’m thinking of taking the subject



I’m certainly going to ….



I’m going to …. That’s for sure.



I’m hoiping to ……..



I thought, I might …….



I’m not going to … if … if I can help it



I’m certainly not going to ……….



I don’t really feel like ……. –ing ….



I’m not really planning it.

Persuading 

Why don’t you ……



I really think you’d do well to …..



Are you really sure you can’t/couldn’t ……



Oh, come on!



Don’t be like that



Just this once



I really think it would be a pity if we didn’t ……



Can’t I persuade you to …..



Are you quite sure you won’t consider …… ?

Preventing/Asking Someone not to do Something 

You mustn’t ….



You can’t …..



You shouldn’t (really) ………….



You are not (really) supposed to ………..



You’d better not …………….



I don’t really think you should ……….



(For goodness) don’t look!



Stop!/Wait!

Regreting 

I regret to say that ………….



Regretfully, I must say ………..



I’m so sorry for ………



How could it happen?



If I had (hadn’t) ……., I would (wouldn’t) have ………….

3.3. Reading Activity A. Listen to your teacher and complete the text based on what you have heard! How Photosynthesis Works (1)  ___________ is a very complex (2) ____________, and for the sake of (3) ______ and ease of understanding, plant biologists divide it into two (4) ______________. In the first stage, i.e. the light-dependent (5) _______________, the chloroplast traps (6)_____ (6)_____ and converts it into (7) ___________ ___________ contained in nicotinamide adenine dinucleotide phosphate (NADPH) and adenosine triphosphate (ATP), two molecules used (8)_________ of photosynthesis. In the second stage, called the light independent (9) ________ (formerly called the dark reaction, (NADPH) provides the (10) ________ that helps from glucose, and ATP provides the energy for this and other reactions used to (11) _______ These two stages reflect the (12) _________ of the term photosynthesis, to build with (13) _________

SEMESTER II

I.

LISTENING A. Expressions Listen to the cassette. Complete the dialogs based on what you have heard.

Dialog 1

Diane

: Rosie, don’t you forget that tomorrow we’ll have a physics test?

Rosie

: (1) ------------------. ------------------. Thanks for reminding me anyway.

Diane

: (2) --------------------. --------------------. So, have you prepared yourself for it?

Rosie

: I have. How about you?

Diane Rosie

: Me too. But, I’ve got a feeling that (3) --------------------------- than the last one. : That’s why, we should study harder and do our best. (4) ……., right?

Diane

: Definitely! (5) I do hope that we can do the test well

Rosie

: Right.

Dialog 2 Amir

: Hello, Dian. What a coincidence to meet you here!

Dian

: Amir! Hi, how are you? (1) ------------------------------------------------- Where are you now?

Amir

: I’m fine, thanks. Now, I study at SMA 3. And you are at SMA 1, right?

Dian

: You’re right. Anyway, what are you doing here?

Amir

: I am looking for a book about TOEFL preparation actually.

Dian

: TOEFL? (2) Are you planning planning to study study abroad ?

Amir

: Well, today there are many undergraduate scholarships offered by some foreign universities. I think, (3) There’s nothing to lose to try .

Dian

: You’re right. You know, this is what I like from you. (4 ) --------------------------------------------------- and never give up trying.

Amir

: Thanks. So, what about yourself? What will you do after the graduation?

Dian

: (5) I intend to study mass communication.

Amir

: Good choice.

Dian

: Thanks

B. Genre Listen to the cassette. Complete the following text based on what you have heard. I have a new (1) -------------, entitled Planet Earth: An Illustrated History. Do you have it too? Let me tell you about the book. The first thing that you will notice about this book is the (2) -----------------. The Editors of Time have once again brought together pictures that defy the (3) --------------. They capture animals and natural events that seem (4) ------------------------- in their beauty. You could spend hours just soaking in the photos. However, if you close the book after looking at the photography, you will miss the well-written, informative captions and (5) ------------------------------ that accompany the pictures. The coupling of facts with images will open the heart of romantics to t he (6) ------------ and cause the scientist to pause with wonder that is bigger than (7) -------- . Whether you want to learn about the Northern Lights or bees, Planet Earth seems to cover it all. It does not provide long, (8) ---------------- but covers enough trivia to keep readers interested. I (9) ---------------------- Planet Earth as a gift that readers, young and old, can open with (10) --------------------- again and again.

UNIT 4

4.1 Expressions A. Comlplete the dialog based on what you have heard! Donita : Ben, have you read my short story? It is being displayed on the wall magazine. Ben

: Yes, I have.

Donita : (1) …………………… I mean, … is it good enough? Ben

: Yeah. (2) ………………………….

Donita : O, come on. Please tell me the truth. Ben

: That’s true, Donita. Your story is truly very ielonteresting, especially the ending. I love that

part. You know, (3) ……….. Donita : Thank you. Actually, I tried to give the readers surpr ise. Ben

: (4) …………………………. It seems that you experienced it yourself . yourself .

Donita : Um….. I tried to develop my imagination. Ben

: Your imagination is really wonderful. (5)……………………………………… some day.

Donita : I hope so. Thanks, Ben.