Bahasa Inggris · Chapter 1 I Think the Cendrawasih Is Beautiful

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Chapter 1 I Think the Cendrawasih Is Beautiful Chapter 2 Stories That I Like Chapter 3 Care about the environment Chapter 4 Valuable Stories Chapter 5 What a Funny Story Chapter 6 What Education should be

Halaman

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Senior High School (SMA/MA)

Writers :

Achmad Doddy

Ahmad Sugeng

Effendi

Editors : Izzudin Irsam Mujib

Bukky Suwarno

Winda Ariningsih

Layouters : Regie Alvian

Ginansah Munggaran

Rohaendi

Illustrator : Jemi Edijayadi

Cover Designer

: Mastika Indasari

Hak Cipta pada Departemen Pendidikan Nasional

Dilindungi Undang-undang

Ukuran Buku

: 17,6 x 25 cm

Hak Cipta Buku Ini dibeli Departemen Pendidikan Nasional

dari Penerbit PT. Setia Purna Inves.

Diterbitkan oleh Pusat Perbukuan

Departemen Pendidikan Nasional

Tahun 2009

Diperbanyak oleh ....

420.7

ACH ACHMAD Doddy

d Developing English Competencies 2 : For Senior High School (SMA/MA)

Grade XI of Natural and Social Science Programmes / Writers, Achmad Doddy,

Achmad Sugeng, Effendi ; editors, Izzudin Irsan Mujib, Bukky Suwarno ;

ilustrator, Jemi Edijayadi. -- Jakarta : Pusat Perbukuan, Departemen Pendidikan

Nasional, 2009.

viii, 194 hlm. : ilus 25 cm.

Bibliografi : hlm. 169-170

Indeks

ISBN 978-979-068-077-7 (no. jilid lengkap)

ISBN 978-979-068-079-1

1. Bahasa Inggris-Studi dan Pengajaran I. Judul II. Achmad Sugeng

III. Effendi IV. Izzudin Irsan Mujib V. Bukky Suwarno VI. Jemi Edijayadi

iii

Kata Sambutan

Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan karunia-

Nya, Pemerintah, dalam hal ini, Departemen Pendidikan Nasional, pada tahun

2008, telah membeli hak cipta buku teks pelajaran ini dari penulis/penerbit untuk

disebarluaskan kepada masyarakat melalui situs internet (website) Jaringan

Pendidikan Nasional.

Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional

Pendidikan dan telah ditetapkan sebagai buku teks pelajaran yang memenuhi

syarat kelayakan untuk digunakan dalam proses pembelajaran melalui Peraturan

Menteri Pendidikan Nasional Nomor 69 Tahun 2008.

Kami menyampaikan penghargaan yang setinggi-tingginya kepada para

penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada

Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa

dan guru di seluruh Indonesia.

Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada

Departemen Pendidikan Nasional ini, dapat diunduh (down load), digandakan,

dicetak, dialihmediakan, atau difotokopi oleh masyarakat. Namun, untuk peng-

gandaan yang bersifat komersial harga penjualannya harus memenuhi ketentuan

yang ditetapkan oleh Pemerintah. Diharapkan bahwa buku teks pelajaran ini akan

lebih mudah diakses sehingga siswa dan guru di seluruh Indonesia maupun

sekolah Indonesia yang berada di luar negeri dapat memanfaatkan sumber belajar

ini.

Kami berharap, semua pihak dapat mendukung kebijakan ini. Kepada para

siswa kami ucapkan selamat belajar dan manfaatkanlah buku ini sebaik-baiknya.

Kami menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena

itu, saran dan kritik sangat kami harapkan.

Jakarta, Februari 2009

Kepala Pusat Perbukuan

Preface

Developing English Competencies for Grade XI of Natural and Social Science

Programmes

is designed to facilitate you, students of senior high school (SMA/MA),

to communicate in English according to the context of the language use.

Developing English Competencies for Grade XI of Natural and Social Science

Programmes

enables you to access information of various

elds of science to prepare

you to go to university.

English learning in

Developing English Competencies for Grade XI of Natural and

Social Science Programmes

is based on literacy based approach so you can get many

learning experiences by considering the aspects of interpretation, convention,

collaboration, cultural knowledge, problem solving, re

ection and language use.

Developing English Competencies for Grade XI of Natural and Social Science

Programmes,

there are many activities available for you to do individually or with

other students. These activities explore your creativity. You are expected to be skillful

in doing the exercises, acting out dialogues, constructing sentences or texts and the

other activities that facilitate you to be skillful in using English in communication.

Last but not least, the writers are very grateful to all people who have helped

and given their input, support and encouragement. Hopefully, this book will help

you learn English in a communicative way.

Bandung, July 2008

Writers

Contents

Chapter 1

I Think the Cendrawasih Is Beautiful ____________________ 1

Listening

____________________________________________________________________________ 2

Responding to expressions for giving and asking for opinion ____________________________ 2

Responding to expressions of satisfaction and dissatisfaction ____________________________ 2

Responding to report texts __________________________________________________________ 5

Speaking

____________________________________________________________________________ 6

Expressing giving and asking for opinion ____________________________________________ 6

Expressing satisfaction and dissatisfaction ____________________________________________ 6

Performing a monologue of report text _______________________________________________ 10

Reading

_____________________________________________________________________________ 11

Reading report texts _______________________________________________________________ 12

Identifying banners ________________________________________________________________ 17

Writing

_____________________________________________________________________________ 19

Identifying posters or pamphlets ____________________________________________________ 19

Writing a report text _______________________________________________________________ 22

Chapter Summary

____________________________________________________________________ 24

Learning Re

ection

___________________________________________________________________ 24

Chapter 2

Stories That I Like ______________________________________ 25

Listening

____________________________________________________________________________ 26

Responding to advice and warnings _________________________________________________ 26

Responding to narrative texts _______________________________________________________ 28

Comprehending an announcement __________________________________________________ 30

Speaking

____________________________________________________________________________ 30

Giving advice and warnings ________________________________________________________ 31

Retelling a narrative text ____________________________________________________________ 37

Reading

_____________________________________________________________________________ 38

Reading narrative texts _____________________________________________________________ 39

Writing

_____________________________________________________________________________ 45

Writing a narrative text _____________________________________________________________ 46

Chapter Summary

____________________________________________________________________ 50

Learning Re

ection

___________________________________________________________________ 50

Chapter 3

Care about the Environment _____________________________ 51

Listening

____________________________________________________________________________ 52

Responding to someone ful

lling requests ____________________________________________ 52

Responding to expressions of relief, pain, and pleasure _________________________________ 52

Respond to an analytical exposition text ______________________________________________ 54

Preface

____________________________________________________________________

Kata Sambutan

____________________________________________________________________

iii

Speaking

____________________________________________________________________________ 55

Expressing requests ________________________________________________________________ 55

Expressing relief, pain, and pleasure _________________________________________________ 55

Responding to an analytical exposition text ___________________________________________ 60

Reading

_____________________________________________________________________________ 62

Reading analytical exposition texts __________________________________________________ 63

Identifying a diagram ______________________________________________________________ 68

Identifying a poster ________________________________________________________________ 71

Writing

_____________________________________________________________________________ 72

Writing an analytical exposition text _________________________________________________ 72

Making a poster ___________________________________________________________________ 77

Chapter Summary

____________________________________________________________________ 78

Learning Re

ection

___________________________________________________________________ 78

Review 1 ____________________________________________________________ 79

Chapter 4

Valuable Stories _______________________________________ 85

Listening

____________________________________________________________________________ 86

Responding to someone expressing attitude (giving opinion, agreement and disagreement) _ 86

Responding to the meanings in narrative texts _________________________________________ 87

Speaking

____________________________________________________________________________ 89

Expressing attitude (giving opinion, agreement and disagreement) _______________________ 89

Responding to a monologue of narrative text __________________________________________ 92

Reading

_____________________________________________________________________________ 100

Identifying narrative texts __________________________________________________________ 100

Writing

_____________________________________________________________________________ 109

Writing a narrative text _____________________________________________________________ 109

Chapter Summary

____________________________________________________________________ 112

Learning Re

ection

__________________________________________________________________ 112

Chapter 5

What a Funny Story! ____________________________________ 113

Listening

____________________________________________________________________________ 114

Responding to expressions of love and sadness ________________________________________ 114

Responding to monologue in the form of spoof ________________________________________ 116

Speaking

____________________________________________________________________________ 118

Expressing love and sadness ________________________________________________________ 118

Discussing spoof texts _____________________________________________________________ 122

Retelling a spoof text _______________________________________________________________ 123

Reading

_____________________________________________________________________________ 124

Reading spoof texts ________________________________________________________________ 124

Writing

_____________________________________________________________________________ 130

Writing a spoof text ________________________________________________________________ 130

Chapter Summary

____________________________________________________________________ 136

Learning Re

ection

___________________________________________________________________ 136

Chapter 6

What Education Should Be ______________________________ 137

Listening

____________________________________________________________________________ 138

Responding to expressions of anger, embarrassment and annoyance _____________________ 138

Responding to monologues of hortatory exposition ____________________________________ 140

Speaking

____________________________________________________________________________ 142

Expressing anger, embarrassment and annoyance ______________________________________ 142

Performing monologues of a hortatory exposition ______________________________________ 147

Reading

_____________________________________________________________________________ 148

Reading hortatory exposition texts __________________________________________________ 149

Identifying the structure of a hortatory exposition text _________________________________ 149

Comprehending an advertisement ___________________________________________________ 158

Writing

_____________________________________________________________________________ 159

Writing a hortatory exposition ______________________________________________________ 163

Chapter Summary

____________________________________________________________________ 164

Learning Re

ection

___________________________________________________________________ 164

Review 2 ____________________________________________________________ 165

Bibliography ________________________________________________________ 169

Photo Credits ________________________________________________________ 171

Glossary ____________________________________________________________ 173

Index _______________________________________________________________ 177

Tapescripts __________________________________________________________ 179

Answer Key _________________________________________________________ 187

I Think the Cendrawasih

Is Beautiful

Chapter

Source

upload.wikimedia.org

Listening:

•

Responding to expressions for giving and asking for

opinion

•

Responding to expressions of satisfaction and

dissatisfaction

•

Responding to report texts

Speaking:

•

Expressing giving and asking for opinion

• Expressing satisfaction and dissatisfaction

•

Retelling a report text

Reading:

•

Reading report texts

• Identifying banners

Writing:

•

Writing posters or pamphlets

•

Writing a report text

In This Chapter

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Listening

In this section, you will learn how to:

•

respond to expressions for giving and asking for opinion;

•

respond to expressions of satisfaction and dissatisfaction;

•

respond to report texts.

1. Do you often discuss something with your friends at

school?

2. What do you say when you express your idea?

3. What do you say when asking for someone's

opinion?

4. How do you feel when you work well?

5. How do you feel when the service you get is not

satisfying?

The instructors of the English club, Utami, Krisna and Hani

are talking about quality improvement in their English club.

Now they are in the classroom.

Activity

Answer the following questions.

Activity

Listen carefully to the dialogue and

ll in the blanks.

I Think the Cendrawasih Is Beautiful

Englishclub.com

To learn English

you should listen to

English every day.

Listen to English radio.

Watch English TV

programmes. Go to

English movies. Use

online lessons. Then

you can browse this

site:

www.englishclub.

com

Utami : Our headmaster wanted us to improve and

increase the quality of our English club.

, Krisna?

Krisna : Well, I think so. We should be able to do

that.

Utami : So what should we do?

Krisna : I think that

our syllabus. It must be

more relevant to English.

Hani

: That's a great idea. But, don't forget. I think

. We should also know the student's

needs, because we handle different levels and

wishes.

Utami : Yes, I know that. Thank you. And then do we

need new instructors here?

Krisna :

. It is not necessary. Why don't you

recruit the quali

ed ones among us? Or are

you still doubtful about us?

Utami : Oh, of course not. I believe that we are still

able to show our quality and capability, in fact

from time to time many people from different

levels want to learn English here. It means that

they are satis

ed.

Hani

: Are you going to accept c

hildren to study

here?

Utami : Why not? As long as we are still trusted and

able to handle them, we will open new classes.

So should we recruit new instructors? I myself

heard statements from some participants that

with our teaching methods.

Krisna : Alright. If so we need new ones. Err ... I have

no objection.

Utami : How about you, Hani?

Hani : Well

I agree with him.

Utami : Thank you all. So we can conclude that

rstly,

the syllabus should be analysed and improved

if needed. Secondly we will recruit new

instructors to handle children classes.

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

1. Etty

: The book we

read just now is the newest

publication. What do you think?

Ferry : Yes,

. It was printed two months

ago.

2. Tiara

: Experience is the best teacher.

Sonny

: I agree. Because what we have seen and

done can give us knowledge.

3. Ledina

: Excuse me, Ma'am. Here is my poetry.

Mrs Yenni : Wow, how int

eresting it is. I am pleased

with

4. Mia

: The end story of the film made me

sad.

Joko : That's true

From the beginning

to the end I never saw the actors

happiness.

5. Bram

: Violence on TV should be censored.

Linda

: I think it depends on the purpose. The

publication of tragedy in Jatinangor

or in Jakarta will be able to stop

and to avoid violence in educational

institutions. The victims in Jatinangor

will increase if the violence is not

publicised.

UN Shot

Waiter : What do

you think of

our "honey

roasted

chicken"?

Customer : ... with the

dishes you

served me.

a. I'm extremely

satis

b. I hate

I don't like

d. I prefer

e. I try

(UN 2002/2003)

Activity

Listen to the tape. Complete the dialogues with the

expressions you hear.

Activity

List the expressions you have heard in Activity 3. Then

categorise them into the expressions of asking for

and giving opinion, satisfaction and dissatisfaction.

I Think the Cendrawasih Is Beautiful

Honey is the sweet, thick

uid made by bees from

______. Nectar is a thin, watery liquid. Bees sip it from

the blossoms and carry it to their hives. Each worker bee

has a pouch on its body, called

______ where the nectar

is stored. In the pouch, the sugar and nectar are broken

down by a process called

______ into two simple sugars,

______ and

_____. After bees deposit the nectar in the

______, they allow most of the water to evaporate and

the liquid thickens. They also add

______ that enhance

the

avour.

Honey is an

______ because it contains simple

sugars that can be used quickly by the body. It differs

chemically from

______, which is also an energy food.

Honey contains

______ and other materials needed by

the body. It is the only form of sugar that does not need

to be re

ned.

Taken from

The World Book Encyclopedia

, 2007

1. sweat /

swet

sweet /

swi:t

2. hectare /

ˈhekteə

(

nectar /

ˈnektə

(

3. hive /

haɪv

hip /

hɪp

4. cane /

keɪn

crane /

kreɪn

5. food /

fu:d

foot /

fʊt

Activity

Complete the text while you are listening.

Activity

Listen to the questions and answer them based on

the text in Activity 5.

Activity

Listen to the tape. Which words do you hear?

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Speaking

In this section, you will learn how to:

•

express giving and asking for opinion;

• express satisfaction and dissatisfaction;

•

retell a report text.

1. What do you say if you want to ask your friend's

opinion?

2. What do you say if you want to give an opinion in a

meeting?

3. Do you use the same expression when you are talking

to your teacher and to your classmates?

4. What do you say after you have got what you

want?

Dialogue 1

Karlos, Upik, and Lidya are talking about Karlos' problem at

the canteen.

Karlos :

Dear friends, I have a serious problem now.

But I haven't found the solution yet. I'm

confused. Can you help me?

Upik

Tell us what it is!

Activity

Answer the following questions.

Activity

Practise the following dialogues. Pay attention to the

situations and the language used.

I Think the Cendrawasih Is Beautiful

Karlos :

Yeah. Next month I must stop my studies

because my father retired three months ago.

So he cannot pay my school fees.

Lidya :

Take it easy. It's not a serious problem.

Karlos :

What? How can I solve the problem?

Lidya :

Okay. I reckon you ask for a letter from

the authority telling that your family can't

afford the school fees. Then you submit

the letter to your school or to the parents'

representative.

Upik

In my opinion you can also request scholarship.

I think you are the best.

Karlos :

Thanks a lot for the suggestions. I'll try to do

that.

Lidya : Good luck.

Dialogue 2

Mr Hartono picks Mrs Meutia up at the railway station at

10 a.m. She must give a general lecture at the university at

11 a.m.

Mr Hartono : Good morning, Mrs Meutia. Welcome

to Cirebon. I'm Hartono. I'm responsible

to meet and to take you to our

institution.

Mrs Meutia : Good morning, Mr Hartono. Thank you.

Mrs Hartono : How was your trip from Jakarta to

Cirebon?

Mrs Meutia : Err..... It was very nice. No trouble. But

I was a little annoyed before leaving

Jakarta.

Mr Hartono : What happened

? Any trouble on the

train?

Mrs Meutia : No. But I was dissatisfied with the

service because the departure was not

on time. So what I had planned before

didn't work well.

Mr Hartono : I am sorry to hear that. By the way, are

you ready to go to our university?

Mrs Meutia : Yes.

Mr Hartono : Alright, Ma'am.

New Horizon

The oldest and most

famous international

scholarships are Rhodes

Scholarships. It is an

award that enables

students from many

countries to study at

Oxford University

in England. The

scholarship pays the

student's tuition fees

and also provides an

allowance to cover

living expenses.

Scholarships are

awarded for two years,

but are sometimes

extended for a third

year.

(

The World Book

Encyclopedia

Volume 16, 2007)

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Dialogue 1

Mrs Wiryawan and her husband are talking about their son,

Budi, in the living room.

Mrs Wiryawan : Budi's teacher told me that Budi

had been absent for 3 days without

information

Frankly, I am embarrassed and

confused.

Mr Wiryawan :

we should ask him then.

Mrs Wiryawan :

Yeah. I am with you. But don't be

angry with him. Just ask him and why

he didn't go to school for 3 days and

where he went.

Mr Wiryawan : Okay then.

Dialogue 2

Mrs Etty, an English teacher is happy when her students passed

the national examination. The principal invited her to his of

to congratulate her.

Principal : Good mo

rning, Mrs Etty. Please have a

seat.

Mrs Etty : Good morning, Sir. Thank you.

Principal : I act

ually want to say "congratulations"

for your serious effort. Our students got

satisfying marks in English.

Mrs Etty : T

hank you. Err ... I am really

with what they have done. They answered

40 questions well. So that none failed in

their English exams. What about another

subject?

Activity

With the same format as in Dialogue 1, change the

setting and problems. Then act it out.

Activity

Now using the format of Dialogue 2, change the name

and expressions used in the dialogue. Then act it out

with your partner.

Activity

Complete the following dialogues with appropriate

expressions and act them out.

I Think the Cendrawasih Is Beautiful

Principal : Mm

.... Five students failed on their

mathematics test. I am worried. Their

parents will express

because

of their children's failure. Probably they

will not trust our school anymore. But

according to the mathematics teacher, the

students never followed the enrichment

programme at school seriously. They were

often absent.

Mrs Etty : I think that is the risk. They

with

what they have done.

What to Say

Giving Opinion

I’m convinced that ....

•

I reckon ....

•

I consider that ....

•

According to the expert, I ....

•

In my opinion, ....

•

I think ....

•

Asking for Opinion

What do you think of ...?

•

What are your views?

•

What is your opinion?

•

Is it right what I’ve done?

•

What about ...?

•

How about ...?

•

Expressing Satisfaction

I’m satis

ed with ....

•

I’m satis

ed at ....

•

I’m glad with what you’ve done.

•

It’s really satisfying.

•

Everything was satisfying.

•

Study the following expressions of asking for opinion, giving opinion

and expressing satisfaction and dissatisfaction.

Less Formal

More Formal

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

The camel is a large, strong desert

animal. Camels can travel great

distances across hot, dry deserts with

little food or water. They walk easily on

soft sand and carry people and heavy

loads to places that have no roads.

Camels also serve the people of the

desert in many other ways.

The camel carries its own built-in food

supply on its back in the form of a hump.

The hump is a large lump of fat providing

energy if food is hard to

nd.

There are two chief kinds of camels:

(1) the Arabian camel also called

dromedary, which has one hump, and (2)

Bactrian camel, which has two humps.

Taken from

The World Book Encyclopedia: Volume 3

2007

1. You have a serious problem. Tell your friend what

your problem is. Ask for his/her opinion about your

problem and the solution to the problem.

2. Although you couldn't be the first winner in a

speech contest, you're satis

ed with what you've

achieved. Your teachers are also satis

ed with your

achievement.

Expressing Dissatisfaction

I’m not satis

ed with ....

•

It isn’t very nice.

•

It’s really not good enough.

•

I’m dissatis

ed by ....

•

It’s dissatisfying.

•

Oh no.•

Less Formal

More Formal

Activity

With a partner make dialogues based on the following

situations. Then act out the dialogues with your

partner.

Activity

Retell the following report about camel in your own

words. Use the pictures if necessary.

I Think the Cendrawasih Is Beautiful

Reading

In this section, you will learn how to:

•

respond to report texts;

• identify banners.

Your Project

It's a group project.

Collect pictures of

animals. Attach the

pictures to paper. Then

write brief information

about the animal under

its picture.

Country

1. Indonesia

2. ________

3. Australia

4. ________

5. ________

Indigenous Animal

1. Orangutan

2. Panda

3. ________

4. White

elephant

5. Camel

Source:

www.toursoperatorindia.

com; img.dailymail.co.uk; The World Book

Encyclopedia: Volume 3,

2007

Activity

Have you seen a camel? Make a dialogue telling your

opinion about this animal or other animals you like or

have at home.

Activity

Complete the table below with the correct words.

Number one has been done for you.

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

1. Indonesia is located in Southeast Asia.

2. A tiger is an animal.

3. Snakes are reptiles.

4. Vitamins are chemical compounds that

the human body needs.

5. We can

nd kangaroos easily in

Australia.

What Is a Kangaroo?

A kangaroo is an animal found only in Australia,

although it has a smaller relative, called a wallaby,

which lives on the Australian island of Tasmania and

also in New Guinea.

Kangaroos eat grass and plants. They have short

front legs, but very long, and very strong back legs and

a tail. These are used for sitting up and for jumping.

Kangaroos have been known to make forward jumps

of over eight metres, and leap across fences more than

three metres high. They can also run at speeds of over

45 kilometres per hour.

Source:

animals.nationalgeographic.com

General Classi

cation

Description

Activity

Study the following structure of a report text.

Activity

State whether the following statements belong to

“de

nition” (def) or “description” (des) by

lling the

boxes provided.

I Think the Cendrawasih Is Beautiful

Pronounce these words after your teacher.

1. wallaby /

2. plant /pl

:nt/

3. adult /

əˈ

lt/

4. marsupial /m

su:p

ɪə

5. pouch /p

∫

6. tiny /

ɑɪ

7. crawl /kr

:l/

8. weigh /we

Pronunciation

Practice

The largest kangaroos are the Great Grey Kangaroo

and the Red Kangaroo. Adults grow to a length of 1.60

metres and weigh over 90 kilos.

Kangaroos are marsupials. This means that the

female kangaroo has an external pouch on the front of

her body. A baby kangaroo is very tiny when it is born,

and it crawls at once into this pouch where it spends

its

rst

ve months of life.

Taken from

Peter Haddock Ltd.,

Ref.083

Description

Report

Social function: to describe the way t

hings are, with

reference to a range of natural, man-

made and social phenomena in our

environment.

Generic structure:

General classi

cation : introducing the thing that will be

talked about.

Description

: elaborating and reporting on the

subject in detail.

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

What Are Thunder and Lightning?

Lightning is a sudden, violent

ash of electricity between a cloud and

the ground, or from cloud to cloud. A

lightning

ash, or bolt, can be several

miles long. It is so hot, with an average

temperature of 34,000° Centigrade, that

the air around it suddenly expands

with a loud blast. This is the thunder

we hear.

Lightning occurs in hot, wet storms.

Moist air is driven up to a great height.

It forms a type of cloud called cumulo-

nimbus. When the cloud rises high

enough, the moisture freezes and ice

crystals and snow

akes are formed.

These begin to fall, turning to rain on the

way down. This rain meets more moist

air rising, and it is the friction between

them which produces static electricity.

When a cloud is fully charged with this

electricity, it discharges it as a lightning

ash.

Taken from

Peter Haddock Ltd.,

Ref.083

Source:

www.astrosurf.com

1. Are kangaroos and wallabies indigenous animals of

Australia?

2. What does the word "these" in paragraph 2 refer to?

3. What do people call the largest kangaroos?

4. Where do you find the pouch of the female

kangaroo?

5. What does the word "it" in sentence

... it crawls at once

...

refer to?

6. Can you

nd the sentence considered the de

nition

of a kangaroo? State it.

7. Which sentences tell you about the description of the

kangaroo's appearance?

Activity

Answer the questions based on the text in Activity 3.

Do it in pairs.

Activity

Read the text and identify the structure of the text.

Then answer the questions.

I Think the Cendrawasih Is Beautiful

1. What is meant by lightning?

2. When does lightning usually happen?

3. Is lightning dangerous?

4. If there are lots of lightning what should you do?

5. What does the word "this" in the last sentence of

paragraph 1 refer to?

6. What does the word "it" in paragraph 2 refer to?

1. Length : ________________________

2. Temperature : ________________________

3. Place of occurrence :

________________________

4. How it happens

________________________

Source:

www.astrosurf.com; www.

moonraker.com.au

Activity

Look at the pictures. Then write the information

about lightning that you

nd in Activity 5. Do it in

pairs.

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Simple Present Tense

Study the following sentences.

1. Lightning

occurs

in hot, wet storms.

2. Whales

are

sea-living mammals.

3. Kangaroos

eat

grass and plants.

4. An iceberg

an enormous piece of ice

oating in the

sea.

5. A tiger

a wild animal. The tiger

eats

meat.

The tense used in a report text is simple present tense.

The simple present tense is used to give general truths,

habitual actions, and to de

ne something.

The sentences above tell you about the general truth:

Verbs that are used in the simple present tense are: to be

(is, am, are) and verb (eat, occurs, etc.).

Verb agreements in simple present tense:

1. Third person

He/she/it + Verb

–s

He/she/it + to be

• He cuts the paper.

• She is a pilot.

2. Uncountable noun

Subject + Verb

–s

Subject + to be

• Water

ows from high places.

• Sugar is sweet.

3. Singular noun

Subject + Verb

–s

Subject + to be

• The table is clean.

• The car hits the tree.

Grammar

Review

I Think the Cendrawasih Is Beautiful

1. A school

is a place where students study with their

teachers.

2. A hospital

3. A snake

4. A president

5. A cow

6. A theatre

7. A cat

8. A house

9. A taxi

10. A bank

Come abroad with us.

To master English, join our club.

Keep your teeth clean after every

meal.

Use a razor for a closer shave.

Activity

Write the de

nitions of the words provided. Number

1 has been done for you.

Activity

Study the following slogans. What is being advertised?

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Our experienced trainers will help you

learn the international languages

very fast and well.

We serve:

3 times a week (Rp 600,000)

6 times a week (Rp 1000,000)

Contact

English Club, Phone 233994

We come to your district.

No need to go to Bali

to find tickets.

We have a branch office in Ubud.

We’re happy if you’re satisfied.

Phone (0361) 204576

Much

safer

and

comfortable

if you use it.

We give you

the best quality

New Horizon

A poster is a large

printed picture or

a notice that is used to

advertise something or

to decorate room.

(

Oxford Dictionary for

ESL

, 2004)

Activity

Match the slogans in Activity 8 with the following

advertisements.

Source:

www.

ickr.com; www.thirdwayblog.com

I Think the Cendrawasih Is Beautiful

recordings

“Big business” in Indonesia

Pirated

Use the best quality BRUSH

after eating

if you want

to be

healthy

Writing

In this section, you will learn how to:

•

write posters or pamphlets;

•

write a report text.

Activity

Study these banners, posters and pamphlets.

Source:

bp2.blogger.com

Source:

image.guardian.co.uk

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

Biggest band show

“Jim Band”

Held: Saturday, June 24

Time: 07.00 p.m. – 10.00 p.m.

Place: Parking area

Taman Impian Jaya Ancol

We present the famous singers:

Sherly Hamington

Bill Stewart

Tom Barbara

Tickets:

Rp75,000,-/adult

Rp50,000,-/child

For entrance tickets, please call:

Ayu : (021) 4563287

Devy : (021) 3265446

Reza : (021) 7834568

Cendrawasih

We provide:

54 passenger bus

29 passenger bus

Full AC, Music, Toilet, TV/Video

We serve: Java, Bali, Sumatra

ce: Jl. W

ijaya 12, Jakarta

For further information call (021) 8802309

New Horizon

A pamphlet is a thin

book with a paper

cover that gives you

information about

something.

(

Oxford Dictionary for

ESL

, 2004)

Source:

www.ekaristi.org

I Think the Cendrawasih Is Beautiful

Source:

www.downtownclevelandalliance.com

;

www.foodsafety.gov

;

walpaperez.net

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

banner

pamphlet

poster

........., ........

........., .......

1. .........

2. .........

3. .........

4. .........

5. .........

6. .........

1. The male measures up to 72 cm long, including the

ornamental red plumes that require at least six years

to fully attain. The female resembles the male but is

smaller in size, with a dark brown face and has no

ornamental red plumes. The diet consists mainly of

fruits, berries and arthropods.

2. An Indonesian endemic, the Red Bird of Paradise

is distributed to lowland rainforests of Waigeo and

Batanta islands of West Papua. This species shares

its home with another bird of paradise, the Wilson's

Bird of Paradise. Hybridisation between these two

species are expected but not recorded yet.

3. The Red Bird of Paradise,

Paradisaea rubra

is a large,

up to 33 cm long, brown and yellow bird of paradise

with a dark brown iris, grey legs and yellow bill. The

male has an emerald green face, a pair of elongated

black corkscrew-shaped tail wires, dark green feather

pompoms above each eye and a train of glossy

crimson red plumes with whitish tips at either side

of the breast.

Taken from

en.wikipedia.org

Source:

en.wikipedia.org

Activity

In pairs, classify the information in Activity 1 in the

right column by writing 1,2,3,4,5 and 6. Can you

show the differences?

Activity

Still in pairs, discuss the information in Activity 1.

What does each information tell you about?

Activity

Rearrange the following text.

I Think the Cendrawasih Is Beautiful

a Sumatran tiger – wild animal

– strong –

erce

it – sharp teeth – claws

– stripes – body

a tiger – good hunter

– hunts – night

Source:

www.solarnavigator.net;

www.chrisbrunskill.co.uk

Activity

Look at the following pictures. Then make sentences

using the sequences of words.

Activity

Write a report text based on the information above.

Write it in your workbook.

Activity

Write a poster, banner, or pamphlet about conserving

animals.

Developing English Competencies

for Grade XI of Natural and Social Science Programmes

After learning the lesson in this chapter, you are expected to be able to:

1. respond to expressions for giving and asking for opinion;

2. respond to satisfaction and dissatisfaction;

3. respond to report texts;

4. expressing giving and asking for opinion;

5. express satisfaction and dissatisfaction;

6. retell a report text;

7. read report texts;

8. write a report text;

9. identify and write banners, posters, and pamphlets.

Now, answer the questions:

1. What do you say to express that you are satis

ed about something?

2. What is a classi

cation in a report text?

If you

nd some dif

culties, consult your teacher or discuss with your friends.

Learning Re

ection

Language Functions

a. Giving and asking for opinions

b. Expressing satisfaction and dissatisfaction

Genre

Report

Social function: to describe the way things are, with reference to a range of natural,

man-made and social phenomena in our environment.

Generic structure:

General classi

cation: introducing the thing that will be talked about.

Description: elaborating and reporting on the subject in detail.

Chapter Summary