Halaman
Listening:
•
Responding to expressions of anger
•
Responding to expressions of embarrassment
•
Responding to expressions of annoyance
•
Responding to a monologue of a hortatory exposition
Speaking:
• Expressing anger
• Expressing embarrassment
• Expressing annoyance
•
Performing monologues of a hortatory exposition
Reading:
•
Reading hortatory exposition texts
•
Identifying the structure of a hortatory exposition text;
• Comprehending an advertisement.
Writing:
•
Writing a hortatory exposition
What Education
Should Be
Chapter
6
In This Chapter
137
Source
:
www.sutton.gov.uk
138
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Listening
In this section, you will learn how to:
•
respond to expressions of anger, annoyance and embarrassment in conversation;
•
respond to a hortatory exposition text.
1. What usually makes you very angry?
2. Is it good to get angry? Explain your answer.
3. What is your response to people who annoy you?
4. What do you do when you feel embarrassed?
5. What do you do when your friends feel embarrassed?
6. What will you say to her/him?
1. Who is Totok talking to?
2. Why does Totok look so sad?
3. How does Totok feel after joining the speech
contest?
4. Why was Totok nervous when he was delivering the
speech?
5. Was it the second time for Totok to join such a
contest?
Mr Teuku Maulana is waiting for his driver who comes late
to pick him up
.
He gets angry with the driver although he has
given an apology
.
Driver
: I'm sorry, Sir. I am late. You must have
been waiting for me for a long time.
Activity
1
Answer the following questions.
Activity
2
You are going to listen to a dialogue. Listen carefully
and then answer the questions.
Activity
3
You are going to listen to a dialogue. Work in pairs to
fi
ll in the blanks. Write in your workbook.
139
What Education Should Be
Mr Maulana
: Yeah. I am very annoyed.
1
? You
should have been here earlier.
Driver
: Err.... There was a traf
fi
c jam on the way
here. So
2
. That's the truth, Sir.
Mr Maulana : OK. Haven't you washed this car? It is
very dirty.
3
?
Driver
:
4
. Actually I did it two days
ago.
Mr Maulana : You did it two days ago? No wonder,
it's full of dirt.
Driver
:
5
. Should I wash it now?
Mr Maulana : We're thirty minu
tes late. Take me to
Hotel Sahid.
Driver
:
6
.
Mr Maulana : Huh... anyway, I'm sorry because
7
. I hope you won't be late
again.
Driver
: Yes, Sir. I do apologise for this
inconvenience.
UN Shot
Dio
: You look sad.
What has
happened to
you?
Dipta : My father lost
his crops. Insects
ate them up
Dio
: What is he going
to do now?
Dipta : .... His brother
has given him
capital to start
with.
a.
He plans to have
another business.
b.
He has nothing to
do.
c.
He is retired from
his job.
d.
He promises not to
plant anything.
e.
He has no idea what
to do.
(UN 2002/2003)
Oh no!
•
Alright, Sir.
•
Oh, dear!
•
I’m very sorry.
•
I know what you mean.
•
I’m very annoyed.
•
It is extremely irritating.
•
I don’t like it either.
•
I do apologise.
•
What a nuisance!
•
Activity
4
Listen to the following expressions. Pay attention
to the intonation. Differentiate the expressions and
their responses.
140
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
1. I don't think it's a big deal.
2. Don't worry about it.
3. You may not have such a feeling.
Education vs Capitalism
The battle between education
1
and capitalism continues.
Does idealism in the world of
education have to clash with capitalism?
Professing a need to
2
a return
on capital invested within the shortest
possible time, capitalism has entered
education
3
.
Consequently, there are instances
of schools obliging students to buy
particular textbooks to bene
fi
t from
publisher's bonuses, and universities
opening special
4
channels in
order to impose high student
5
fees.
Source:
www.smusantocarolus-sby.sch.id
Activity
5
Listen to the following responses to the expressions
of
embarrassment
. Then
fi
nd any other possible
responses.
Activity
6
Listen to the tape about education vs capitalism and
then comment on it.
Activity
7
Listen to the tape and
fi
ll in the blanks in the text.
141
What Education Should Be
Words
1. battle
2. issue
3. clash
4. capitalism
5. bene
fi
t
6. pursuit
7. peer
8. tough
Synonyms
a. advantage
b. search;
seeking
c. fellow
d.
fi
ght; action
e. strong
f. affair; matter
g. free enterprise
h. con
fl
ict
Meanwhile, various
6
for
the pursuit of educational ideals have
been ignored, though education is the
right of all
7
, with or without
access to capital. At present, education
is expected to produce a return on
capital for whoever wishes to invest
in the
fi
eld.
The school of medicine, for instance,
charges high
8
fees and yet lots
of new students are still interested in
entering. These students, too, expect a
return on investment within a shorter
time than their
9
in the school
of agriculture can achieve.
A very tough struggle is needed to
change this paradigm because the majority
of Indonesians are under the in
fl
uence of
capitalism. Even the government, with
power under its control,
10
to
be helpless and yields to the capitalist
climate, making the excuse of fund
limitations.
Trying to make peace with capitalism
may be the proper approach before further
compromising with it, in view of objective
realities today. The next important thing
to consider is what steps should be taken
for a post-capitalist society, because this
situation should not be endless.
Taken from
The Jakarta Post
, September 1, 2004
Activity
8
Here are some words which are in the text. Match
them with their synonyms on the right side. Use their
context to help you.
Activity
9
Listen to the questions and answer them
.
142
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Father is telling Betsy that somebody on the terrace of their
house is waiting for her
.
Father :
Why don't you meet the boy?
Betsy
:
No, Dad! I won't meet him. I feel embarrassed
about seeing him.
Father :
Err... what's wrong with you?
Betsy
:
Nothing. But my friends say that he likes me.
And you know, Dad. I don't like him. Help
me tell him about it.
Father :
Is that what makes you avoid him?
Betsy : Yes, Dad.
Father : Honey, listen to me! It's not good to avoid
him, just go and tell him the truth. You should
explain it by yourself.
Betsy : Okay then. I'll try to explain it. Thanks,
Dad.
Father :
That's my girl.
1. Gede
:
Sorry, Mom. I am in a hurry.
2. Mother :
All right, take care of yourself, honey.
3. Gede : OK. Mom, did you see my English
book?
4. Mother : Gede, you must have breakfast before
you go.
Speaking
In this section, you will learn how to:
• express anger, annoyance and embarrassment;
•
perform a monologue of a hortatory exposition text.
Activity
1
Read the following dialogue and then act it out
.
Activity
2
Arrange the following dialogue into the correct order.
Then act it out.
143
What Education Should Be
Attention All Students.
Annual Jumble Sale!
The Parent–Teacher Association of SMU Taruna Karya
is organising a jumble sale. The details of the sale are
as follows.
Venue : School
fi
eld
Date : 18 September 2008
Time
:
8.00 a.m. to 12.30 p.m.
Students are kindly requested to bring old clothes,
books, magazines, and other items which they want
to sell. Teachers will be selling cookies, cakes and
drinks.
All money collected will be used to help poor students
and to buy sports equipment.
Thank you for your cooperation.
5. Gede
:
Mom, have you seen my tie? I can't
fi
nd
it.
6. Mother : Oh, d
ear! You can't find your book
either? Don't be careless! You are a big
boy now. You are not a kid anymore.
7. Mother :
It's right in front of you. You put it on
your desk.
8. Gede
:
Of course I am a big boy now. But please
help me, Mom! I will be late.
9. Gede
:
I found it. Thanks, Mom. Bye.
10. Mother :
Check your drawers.
Activity
3
Read the following notice. Then make a dialogue
based on the topic of the notice. Act the dialogue
out
.
144
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
There are several possible ways to express anger and
annoyance.
1.
Blowing off steam (expressing one's own grudges)
2. Mild rebuke (grumbling and complaining softly)
3. Extreme politeness (expressing anger by using a very
polite greeting)
4. Silence (being angry without words but showing
emotion)
5.
Sarcasm (being angry with nice words in a very painful
way)
6. Screaming and yelling (being angry with a loud voice)
7. Threatening (saying you will do harm)
8. Swearing (being angry using rude words)
What to Say
Expressions of Annoyance
I’m very annoyed.
•
It is extremely irritating.
•
What a nuisance!
•
Oh no!•
It makes me mad.
•
Expressions of Anger
Oh, dear!
•
Oh, bother!
•
What a nuisance!
•
Oh no, what’s next?
•
That’s the last straw!
•
Expressions of Embarrassment
I’m so embarrassed.
•
I’m ashamed, sorry.
•
I’m shy to say so.
•
It’s embarrassing.
•
I‘m bashful to ....
•
Study the following expressions of anger, annoyance and
embarrassment.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
145
What Education Should Be
Englishclub.com
There is a lot of
information and
resources that you can
get from the Internet
when you want to
learn English. You can
browse the following
sites.
www.learningenglish.
org.uk
www.englishclub.com
www.eslgold.com
a4esl.org
1.
Ruli feels ashamed by her speaking ability
.
Ruli
: I often ask your help with my English. My
English is not good.
Afrizal :
. I am always ready to help you.
2.
Niken forgets to bring the articles about early education
that will be published in two days
.
Tini
: What? You forgot to bring the articles?
Niken :
. I just forgot. Look... after the show
we can drive by the house and pick them up.
3.
Bono speaks too much about his picnic when his sister, Ria,
is doing her homework. Ria
feels annoyed.
Ria
: Would you please be quiet? I'm trying to
concentrate on my work.
Bono :
. I just want to share my great
experience.
Ria : Just
wait until I finish my homework.
Then we will talk much about your picnic.
OK?
Bono : Sure.
Ria : Thanks, Bono.
4.
The policeman stops a man who is driving his car very
fast
.
Policeman :
Good morning, Sir.
The man
:
Good morning.
Policeman :
Could you drive more slowly?
The man :
. You know, my daughter
needs to see a doctor soon. If I am
late, I am afraid something bad will
happen to her.
Policeman :
Alright. Be careful.
The man
:
Thanks a lot, Sir.
Policeman :
One more thing.
The man
:
Yes, Sir.
Activity
4
Complete the following short dialogues with the
expressions you have learnt. Write them in your
workbook.
146
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Policeman :
Always obey the traf
fi
c signs.
The man
:
Certainly, Sir.
Policeman :
Good. Now you can go.
Pronunciation
Practice
Pay attention to the /
θ
/ and /ð/ sounds. Repeat after your
teacher.
1. through /
θ
ru:/
2. ethnic /
ˈeθnɪk
/
3. something /
ˈsʌmθɪŋ
/
4. both /
bəʊθ
/
5. within /
wɪˈðɪn
/
6. that /
ðæt
/
7. though /
ðəʊ
/
8. another /
əˈnʌðə/
9. those /
ðəz
/
10. themselves /
ðəmˈselvz
/
Situation 1
Your sister gets angry with you because her book, that you
borrowed, was left at your school
.
She needs the book because
she has to make a summary of it to be submitted the next day
.
Situation 2
Your little brother walks up and down in front of you while
you are watching TV. You feel very annoyed. Then you tell
him not to do that.
Situation 3
Your elder sister feels embarrassed since she lost her friend's
umbrella when they went swimming the other day
.
Activity
5
With a partner, write dialogues based on the following
situations. Then act one of them out.
147
What Education Should Be
1. So far, have you obeyed all the regulations in your
school?
2. What are the advantages of having disciplined?
3. Do you always come to school on time?
4. What do you think of people who are not disciplined
in their life?
1. /
θi:v
/ 6. /
ðen
/
2. /
ˈθɜ:stɪ
/ 7. /
mɒθ
/
3. /
ðeə
/ 8. /
θrəʊ
/
4. /
ˈrɑ:ðə
/ 9. /
ˈbɒðə
/
5. /
breθ
/ 10. /
bri:ð
/
On School Discipline
Being on time is a beautiful social
ethic and one of great importance, as it
creates ef
fi
ciency in systems and implies
respect for one another. However, it is
one of the many values that a school
must inculcate into its students over
time.
Discipline is not something that
must be slapped onto a child like
handcuffs.
Inner discipline, one that comes
from within due to an understanding
of the set rules and regulations, is
the highest form of behaviour. Most
excellent schools try to instill this with
a loving environment.
Why, even adults arrive late
to meetings, work, etc
–
admittedly
shamefaced. Here, we are talking about
children.
Latecomers should not be shut out.
They can be given warnings, most of
which are enough to make them want
to reach school on time. If this fails, talk
to the parents.
By closing its gates, the school is
behaving cruelly to which we prefer
not to expose our children.
Activity
6
Study the following phonetic symbols. Pronounce
them and then write them in ordinary script in your
workbook.
Activity
8
Retell the following text in your own words.
Activity
7
Answer the following questions.
148
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Reading
In this section, you will learn how to:
•
read a hortatory exposition text;
•
identify the structure of a hortatory exposition text;
• comprehend an advertisement.
1. What do you think about education in your
country?
2. How about early education such as playgroup and
kindergarten?
3. Do you agree that the brains of children should be
stimulated from an early age?
Every school has a responsibility to
implement educational concepts in the
appropriate context, not just those schools
that follow international standards and
are generally unaffordable for the
majority.
Good schools create competitive
students who can organise themselves
effectively in society so that everyone
gets a quality life as a result of ethics
and values imbibed into students for
as long as 12 years.
Children are precious, and are
dependent on adults for guidance and
we must not take advantage of this.
Understanding them is the key, and to
this end, both parents and schools must
work hand in hand without playing the
blame game.
Taken from
The Jakarta Post
, October 30, 2003
Activity
9
In groups of three, write a dialogue with the same
topic as the text in Activity 8. Use the expressions
you have learnt in this chapter. Then, act it out in
front of the class.
Activity
1
Answer the following questions.
149
What Education Should Be
Helping Children Discover Their Own Identity
Children of today's advanced world are different
from those in the past. With easy access to modern
technology, chil dren of today are able to learn
everything they encounter in their life, including world-
class information. In terms of knowledge of the world,
one must admit, they seem to surpass children brought
up in the era when techno logical equipment was still
traditional.
The rapid growth of children's cognitive, physi cal
and social adaptations is an indication of how they can
be easily shaped by the modern vicinity. This is a critical
period when children are begin ning to try to discover
their own true identity.
Parental guidance is necessary to assist them in
leading to the correct path. To do this, intervention,
however, is not always mandatory if parents are upbeat
that their offspring can handle the conundrum they
are facing on their own. Self-reliance, in any occasion,
needs to be stressed.
What parents need to do is to respect the changes
going on within their child's world, and respond
appropriately to their changing needs. Here a close
monitoring rather than control taking is essential.
This may sound like ideal advice; yet not all parents
may agree with this. A parent who was raised in a
democratic family atmosphere will certainly pass down
the freedom he/she had enjoyed during childhood to
his/her offspring. On the other hand, those who were
brought up in a conservative and authoritative family
will inculcate traditional values to their children,
restricting them by tightly abiding to what the parents
believe to be the correct norms.
Thesis
Argument
Activity
2
Study the structure of the text.
150
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Clearly, a parent's family back-ground will, exert a
considerable in
fl
uence in helping his/her children to learn
both formally and informally. It is more likely that parents
will consistently follow the mind-set they adopted from their
father or mother if they think that it is bene
fi
cial. Today's
parents, how ever, need to be aware that not all values and
norms that their parents implanted in them during their
childhood are compatible with modern reality. Things have
changed consider
ably, and parents should take this into
account.
It might, for example, be felt less relevant to impose
traditional control over their children's conduct about
what they need to do to attain academic achievement.
However, most parents still cling to this, acting as if
they are omni scient and know perfectly what is best
for their children.
In guiding children in search of true identi ty, it is
important for today's parents to listen and accommodate
all feedback from their chil dren. Though it seems too
dif
fi
cult for some conservative parents to implement
this, it is essential to a child's development into an emo-
tionally mature adult.
Parents also should not exercise too much authority
so as to overprotect their children to develop their
potential to the fullest. Parental intervention, if it is done
in an improper man ner, can do more harm than good.
If not in accord with children's interests, parents'
excessive intervention is seen by chil dren as something
that inhibits rather than facilitates their academic
excursions. Parents may probably not realize that their
children simply want them to stay in the background
and to provide whatever support and resources they
need to venture out into the world.
This does not imply that intervention is not
necessary. At the very young age when the in
fl
u ence
of a peer group is extremely powerful, parents need
to intervene by setting a strong measure to help their
children resist the pressure to behave in ways that do
not meet family standards.
Arguments
151
What Education Should Be
1. What is the issue of the text?
2. How does the writer view children of today and those
in the past?
3. What are the writer's views on parental guidance for
children?
4. How does a parent's family background in
fl
uence the
children education?
5. What is the writer's recommendation for the parents?
The best way parents can aid their children is by
successfully discovering their true identity and growing
up to be an emotionally mature adult is to take a
fl
exible
approach. Parents need not always rigidly follow and
impose certain norms and values, which are imbued with
their family tradition during their childhood, on their
children. Understand ing children from the way they see
the reality is surely a far more rewarding experience.
Evaries Rosita–Contributor/Jakarta
Taken from
The Jakarta Post
, March 9, 2008
Recommendation
Hortatory Exposition
Social function : to persuade the reader or listener that
something should or should not be the
case.
Generic structure:
Thesis : announcement of issue concern
Argument
: reasons for concern, leading to
recommendation
Recommendation : statement of what ought to or
ought not to happen
Activity
3
Answer these questions based on the text.
152
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
What impressed me about my
friends was their determination for
their children to have, what they
described as, "the best possible
education that will give them good
prospects for their future careers".
What seemed sad and disappointing
was that they had concluded that this
"best possible education" could not be
accommodated and provided by the
Indonesian schooling system.
It is quite amazing how many
international schools are available
in Jakarta now. With recent terrorist
attacks and threats on Jakarta, many
in the expatriate community have
in fact been leaving Indonesia and
yet there are still many inter national
schools that, one would have assumed,
are designated and targeted more
exclusively to serve the expatriate
community.
But times have changed and
international schools are no longer there
to exclusively serve the international
community. More and more Indonesians
are choosing international schools
for their children's education. But,
of course, these are the relative few
in Indonesia today because after all
international schools do not come
cheap.
However, no matter what school
a parent chooses to send his or her
children to, care needs to be taken
to assess the type and quality of
education that is being offered. When
it comes to international schools this
is probably doubly important because
there is a great expense that can be
incurred to parents who are choosing
an "international" education for their
child.
But we should take care when we
think or hear of that "international"
label. Many parents quickly and easily
enter into the belief that the label
"international" is an instant ticket
to quality education and better and
international education in the future at
the ages of college life. But this is not
always the case.
There are many "international"
institutes and educators highly
capable as providers of what might
be considered a superior education.
But at the same time there are those
institutes that do not necessarily live
up to such standards and they offer
an educational "service" that is neither
worthy of the nametag "international"
or the accompanying higher, if not
extortionate, school fees.
Parents Need to Analyse
International Schools
Activity
4
Read the text quickly (
scan read
) to get the topic of
the text.
153
What Education Should Be
My friend ultimately settled on an
international school with a more fully
developed campus site and a depth
of curriculum and teaching staff that
impressed them. Of course, this was
an even more expensive proposition
for them but they are fortunate to be
able to afford the extra expense and of
course look to it as a way of setting their
minds at ease that they have made the
right choice.
This, though, is the key conundrum
for any and all parents. What is really
the right choice of school for our
children? In some quarters, mainly
in the worlds of sales and commerce,
the phrase "reassuringly expensive" is
used to express the idea that the more
you pay, the more likely you are to get
something good.
Sometimes parents have the attitude
that the school knows best and so they
practically handover their child and
the child's education to the school and
the school system. This is not right
though because so much of a child's
edu cation is naturally, or really should
be, evolving from the home. Parents
that just handover the educational
responsibility to the school are really
failing.
But also they may be failing and
blinding themselves to the reality of
what is really happening in school.
International schools offer an option
for education for the more
fi
nancially
secure of Jakarta. But the "international"
labell ing of a school should not blind
the parents and reduce their analysis
of what they are paying for. For the
greater part better quality edu cation
should be at hand but only scrutiny
and continuous checking will guarantee
this.
People have obviously been very
frustrated with the state of education
in Jakarta and beyond and so this
has led to a greater consideration of
an international setting for children's
education. But that setting should not
be accepted on face value alone; the
customer must check and the buyer
must beware.
Taken from
The Jakarta Post
, December 18, 2004
Words
1. determine
2. expatriate
3. doubly
4. expense
5. extortionate
6. reduce
7. scrutiny
8. beware
Meanings or Synonyms
a. emigrant
b. cost
c.
much too high
d. act of deciding
e. twice as
f. make less
g. careful examination
h. be careful
Activity
5
Match the words taken from the text to their meanings
or synonyms.
154
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
1. Does the writer's friend think her children's education
is important?
2. What made the writer impressed with his/her
friend?
3. What makes the writer sad and disappointed?
4. Are there many international schools in Jakarta?
5. Who is the main target of international schools?
6. Do international schools charge high fees?
7. Is it easy to find a quality international school
according to the text?
8. What is the meaning of the phrase "reassuringly
expensive"?
9. What should parents consider when choosing an
international school for their children?
10. What is the recommendation stated by the writer?
1. they (paragraph 1, line 3)
2. it (paragraph 4)
3. we (paragraph 5)
4. this (paragraph 5)
5. them (paragraph 6)
1. T – F
The writer admired the friend's effort to
fi
nd
a quality school for her children.
2. T – F
Indonesian schooling system has been able
to provide "best possible education".
3. T – F
International schools target to serve expatriate
family.
4. T – F
All international schools are expensive.
5. T – F Parents should beware of the label
"international".
Activity
6
Read the text again and then answer these questions.
Activity
7
In pairs,
fi
nd what the following words refer to.
Activity
8
Choose T if the statement is true and F if the statement
is false.
155
What Education Should Be
With the frenzy of the new
academic year now subduing, parents
are now thinking about how to boost
their children's academic performance.
Parents seem to be aware that as
the competition to get into the top
universities becomes more and more
fi
erce, they must do everything in their
power to ensure their children get the
best education possible beginning
as early as possible. Otherwise, their
children will end up in mediocre
schools or universities.
A lot of parents are content seeing
their children spend the entire day
inside a classroom, both at school and
in private tutoring sessions.
While excessive studying might
help a child's grades, it may also be bad
for them. Yanti Dewi, an educational
councillor who graduated from the
University of Indonesia, has identi
fi
ed a
number of dangers that parents should be
aware of regarding excessive schooling.
First, excessive schooling can cause
stress to a child, particularly because
most schools and private tutors use
traditional teaching methods.
Second, too much schooling means
a lot less time for playing and interacting
with other people, both considered
critical for children.
Finally, too much time spent
on education means less time for
the parent-child relation ship. It is
popularly understood that much of the
Parents Should Be Wary
of Expensive Schooling
Source:
jendralkecil.
fi
les.wordpress.com
6. T – F
Many "international" institutes and educators
don't meet the standard of a quality
education.
7. T – F
Parents should only consider the curriculum
and the campus site before their children are
educated at the school.
8. T – F
Parents who give the educational responsibility
to schools are doing the right thing.
Activity
9
Read and understand the following text and then
answer the questions.
156
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
inappropriate behaviour by the young
can usually be traced back to a lack of
proper family relation ships.
Considering that there is the
potential danger of excessive schooling,
what can parents do?
As the need for extra lessons can be
at tributed to the sub-standard quality
of teaching at schools, parents can
help schools improve the quality of
the teaching-learning process. Parents
can take their initiatives to school
committees, which are gaining in
power and popularity at schools.
A school committee, for instance,
can propose and seek support from
parents and the city council for new
teaching materials such as books and
lab equipment.
They can also provide additional
funds to support teacher development
programs. At some schools, committees
can even ask teachers not to moonlight,
which is considered a prime cause of
fatigue and a lack of preparation on
the part of teachers. As compensation,
parents must be willing to provide funds
for extra bene
fi
ts for the teachers.
In addition, parents must now
learn to take a more active role in home
education. Home education is de
fi
ned as
structured learning activities conducted
at home, and usually facilitated by
parents. This type of education is still
considered the best answer to children's
need for extra learning, as well as
improving the parent-child relationship.
According to my own observations,
many parents who send their children
to private lessons are in fact capable of
conducting home education.
Of course, to be able to provide
quality learning for their children,
parents need to upgrade their
knowledge, by sharing with other
parents, reading educational books or
seeking professional help at the initial
stage. Although it means extra work
for parents, home education is indeed
rewarding.
Taken from
The Jakarta Post
, September 20, 2004
1. Why are parents now thinking about how to boost
their children's academic performance?
2. What are the good and bad effects of the extra tutoring
sessions?
3. What is home education?
4. What is the advantage(s) of home education?
5. What should parents do to provide a quality education
for their children?
157
What Education Should Be
Conjunctives
Study the following sentences.
1.
However
, no matter what school a parent chooses to
send his or her children to, care needs to be taken to
access the type and the quality of education that is
being offered.
2.
As a result
, Dino is now a very busy student.
3.
Consequently
, children cannot digest the materials
properly.
The words in italics are
adverbs
(
conjunctives
). Those
conjunc tives join ideas within the sentences or with ideas
in other sentences or paragraphs.
Other adverbs (conjunctives):
• also • in addition to
• as well • nevertheless
• besides • too
• therefore • subsequently
• furthermore
Grammar
Review
Meanings
1. violent excitement (paragraph 1)
2.
intense; strong (paragraph 1)
3. not very good (paragraph 1)
4. satis
fi
ed (paragraph 2)
5. too much (paragraph 3)
6. have a second job, in addition to one’s main job
(paragraph 10)
Words
Activity
10
Find the words in the text of which meanings are
written in the following box.
158
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
1. She can speak German and French
.
2. She is smart.
she can play piano well.
3.
her talent in dancing, she is able to sing
different types of songs.
4. They are not only a good team, but
best
friend.
5. They have not got the news of the accident.
they go on hoping that their relatives are still alive.
1. What information can you
fi
nd in the advertisement
above?
2. What makes the advertisement attractive?
3. What are the functions of the photos?
4. What is the name of the school?
5. What is its motto?
Source:
The Jakarta Post
, March 9, 2008
Activity
11
Fill in the blanks with appropriate conjunctives.
Activity
12
Study the following advertisement. Then answer the
questions.
159
What Education Should Be
Writing
In this section, you will learn how to:
•
write a hortatory exposition text.
1. I don't have to spend time picking out my clothes
every morning.
2. There are many reasons why I like wearing a uniform
to school.
3. Wearing a uniform also saves money.
4. First of all, it saves time.
5. It is cheaper to purchase a few uniforms than to go
out and buy lots of school clothes.
6. Most importantly, wearing a school uniform gives
me a sense that I belong.
7. In addition, I don't have the pressure of keeping up
with the latest styles.
8. I really think it adds to the feeling of school spirit and
community.
9. So, why should we be uncomfortable wearing it?
1. What is the topic of the paragraph?
2. Does the writer show his/her arguments?
3. What are his/her arguments?
4. Does the writer recommend something concerning the
issue?
5. What is the recommendation?
Activity
1
Arrange the following jumbled sentences into
a paragraph.
Activity
2
Answer the following questions.
160
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Indeed parents in Jakarta are now
able to re
fl
ect upon and capitalise on
the availability of better alternatives
for their children. One parent recently
discussed how his sons now have
educational opportunities that were
simply not there when he was growing
up. Having worked hard in school
and been fortunate enough to earn a
scholarship overseas this parent had
experienced
fi
rsthand the difference
between "traditional and directive
Indonesian education" and a more open
and "stimulating education, based on a
Western model."
For him it was and is a great relief that
he can now send his children to a school
in Jakarta that more closely matches
his later educational experiences and
his own hopes and aspirations for the
education of his children. So, in what
form does this "different model" for
education come in within Jakarta?
There are effectively two signi
fi
cant
sectors of schools and schooling that
have emerged relatively recently that
provide these alternative models of
education for Indonesian people.
At perhaps the highest level are the
numerous international schools that are
now situated all over Jakarta.
In addition to the international
schools there is the further sector
of schools–national plus schools–
which has also been growing at a very
signi
fi
cant rate. Similar to international
schools, these schools tend to target the
teaching of the majority of the subjects
in English. Often a kind of mixed
curriculum is adopted that utilises
overseas sources for curricula and
combines them with Indonesian aspects
and content.
Both of these sectors are consistently
more expensive options for schooling
and regrettably this may mean that
for the majority of Indonesians they
are an option which remains beyond
their reach unless there are suf
fi
cient
scholarship programs being offered.
But even if these schools are
often beyond the reach of "ordinary
Indonesians", there is another positive
benefit that can emerge from their
presence here. This we could perhaps
describe as a "trickle down" effect.
In this way it can be seen that the
presence of a more "international"
model of education within Indonesia
is having a "trickle down" or perhaps
knock-on domino effect.
International Schools in Jakarta
an Attractive Option for Locals
Activity
3
Read the following text.
161
What Education Should Be
The chances that teachers get to
learn and develop in such schools are
considerable and almost inevitably they
will and do share their learning and
development with others. There is a
real sense in which a model of "on-the-
job training" is happening here and this
is both reasonable and appropriate.
It is reasonable and appropriate
that teachers be learners; then and
perhaps only then are they really
teachers. Developing and progressive
schools clearly set up opportunities
for teachers to learn and advance
learning and education in Indonesia.
It is to be hoped that this learning and
development can become even more
widespread.
Taken from
The Jakarta Post
, December 11, 2004
1. What is the
fi
rst paragraph about?
2. What is the last paragraph about?
3. Mention the paragraph(s) showing you the following
items:
a. Thesis
b. Arguments
c. Recommendation
1. For teaching English as a second lan guage, singing
is an invaluable tool. Sadly, its usefulness goes
unrecognised by most other than early childhood
teachers, but it works effectively with children of all
ages.
2. Grammar is often dif
fi
cult and can become boring
and uninteresting for students.
With songs and singing, students enjoy using the
lyrics to highlight rules of English grammar. The
learning experience is in a real context so therefore
both more meaningful and memorable. When I use
Singing Can Be Used as a Teaching Tool
Activity
4
Answer the following questions.
Activity
5
Arrange the following jumbled paragraph. First, identify
the thesis, arguments and recommendation. Then write
the text in your workbook.
162
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
singing as a teaching tool, chil dren are often asked
to identify and prac tice rules learnt in more formal
lessons.
3. Children's pronunciation and diction can be improved.
Singing is used as a tool to address the needs of the
many younger children who have speech dif
fi
cul ties
or simply forget to sound the ends of their words.
In my language classes we have used the structure
of many of our songs to write our own lyrics. When
we do this we use the songs as a vehicle to practice
simple sentence pat terns, phrases and vocabulary
within appro priate English grammatical structures.
4. Singing is a great way to learn and Year 4 students in
many schools cannot get enough of it!
5. New vocabulary is introduced in an informal and
non-threatening environment. When they are singing
and learning songs, children feel relaxed and their
minds are open. The lyrics of a song can provide a
context for the new vocabulary as well as a reminder
as to what the words mean. I choose songs where
the words are embed ded in correct and appropriate
structures.
6. Not only are the students armed with solid scaffolding
for the basic structures of the English language, they
are great singers too!
7. My students are very enthusiastic about their singing.
Although they may not con sciously realize it, the
intonations and rhythms of the English language are
prac ticed over and over as they sing their favourite
songs. English, although complex and difficult,
follows certain patterns and by singing the lyrics
over and over these patterns are embedded in the
children's memories.
Carmel Simojoki-Contributor/Jakarta
Taken from
The Jakarta Post,
March 9, 2008
New Horizon
From birth until the
age of 5, Indonesian
children do not generally
have access to formal
education. From the
ages of 5, 6 and 7, they
attend kindergarten.
This education is
not compulsory for
Indonesian citizens,
as the aim of this
is to prepare them
for primary school.
The majority of
kindergartens are private
schools, with more than
forty-nine thousand
kindergartens.
(
en.wikipedia.org
)
163
What Education Should Be
1. Quality education
2. Good building
3. Suf
fi
cient facility
4. A depth of curriculum
5. Quali
fi
ed teaching staff
6. Recommendation to the government
Error
verb form
Symbol
vb
Original Sentence
New vocabulary is
introduce
in an informal environment.
Revised Sentence
Correction Symbols
Symbol
p
s-v
t
vb
wf
Meaning
punctuation error
subject-verb agreement error
verb tense error
verb form error
word form error
Sample Sentence
I remember, graduation as the most
memorable event.
She never go to the library to study.
We haven’t completed the project
yesterday.
They haven’t went to the gym in weeks.
Her father is the most success software
engineer in the
fi
rm.
p
s–v
t
vb
wf
sp
prn
spelling error
pronoun error
My apartment is noisey and expensive.
My friend and me went to the movies.
sp
prn
New vocabulary is
introduced
in an informal
environment.
Activity
6
Develop a paragraph about education based on these
sub topics.
Activity
7
After you have completed your writing, exchange
your work with others to check for grammar errors.
Use the following editing log or create a similar one
of your own for the editing. Study the example.
164
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 of anger;
2. respond to expressions of annoyance;
3. respond to expressions of embarrassment;
4. respond to monologues of hortatory exposition;
5. express anger;
6. express embarrassment;
7. express annoyance;
8. perform monologues of hortatory exposition;
9. read hortatory exposition texts;
10. write a hortatory exposition.
Now, answer the questions:
1. What do you say when you get embarrassed?
2. What is the thesis of a hortatory exposition?
If you
fi
nd some dif
fi
culties, consult your teacher or discuss with your friends.
Learning Re
fl
ection
1.
Language Functions
Expressing
• anger
Expressing
• annoyance
Expressing
• embarrassment
2.
Genre
Hortatory Exposition
Social function: to persuade the reader or listener that something should or should
not be the case.
Generic structure:
Thesis
:
•
announcement of issue concern
Argument
: reasons for concern, leading to
• recommendation
Recommendation : statement of what ought to or ought not to happen
•
Chapter Summary
165
Review
2
You are going to listen to some short
dialogues. Questions 1–3 are based on
the dialogues. Choose the best response
to the expression you hear.
1. a. It's irritating.
b. It's embarrassing.
c. I'm not satis
fi
ed with it.
d. I'm very pleased with it.
2. a. I'm sorry.
b. Don't worry about it.
c. I don't think it's a big deal.
d. You may not have such a
feeling.
3. a. It's amazing.
b. What a nuisance!
c. That's embarrassing.
d. I’m glad to hear that.
Questions 4–8 are based on the listening
text you are going to hear.
4. Where was the landowner from?
a. Beijing.
b. The countryside.
c. Seoul.
d. Tokyo.
5. Who was shouting?
a. The landowner.
b. The farmer's oldest son.
c. The landowner's youngest son.
d. The farmer's youngest son.
6. How did the landowner tell the
farmer that he had enough food?
a. Rudely.
b. Politely.
c. Harshly.
d. Angrily.
7. Why did the boy shout "There it is!
He's eating the dead chicken."
a. Because he didn't want to eat the
boiled chicken.
b. Because he didn't want the
landowner to stop eating the
boiled chicken.
c. Because he wanted to eat live
chicken.
d. Because he wanted to eat the
boiled chicken.
8. Why did the landowner ask the
servant to clear the table?
a. Because he thought he had been
served a long-dead chicken.
b. He was not hungry.
c. His stomach couldn't take any
more food.
d. He wanted the table to be
clean.
A. Listening
Listen carefully to answer the questions.
166
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Questions 9–13 are based on the follow ing text.
In the past days and weeks schools
across Indonesia have been opening up
their doors again to receive students
entering the new school year. Naturally
enough, this has been a time of many
trials and tribulations as existing
students join new classrooms and new
students try to
fi
nd their way around a
new school.
Such times would be difficult
enough for even adults. In adult life
we need time to adapt to new settings
and
fi
nd our footing and direction to
settle in and come to terms with what
lies ahead. This kind of experience,
difficult enough in adulthood, can
prove extremely challenging for the, as
yet, still young and forming hearts and
minds of school-age children.
During the
fi
rst days back at school
great opportunities exist to try to
develop a sense of community that
will help students settle in and have
a
fi
rm foundation on which to build
their studies during the coming year.
There are almost constant complaints
Students' First Days in School
Need to Be Made Constructive
that there is too much to study for
school students and yet time is, every
year, wasted on negative and useless
orientation day pranks and fooling
around. Surely, when time pressures
are of such a concern and teachers
complain that they have too much
to teach from the curriculum, the
fi
rst days of school would be a great
time to help students prepare for the
challenges ahead. Constructive team-
building and guidance towards much
needed study skills would serve these
students far better than nonsense tasks
and ridicule.
Schools should design these
days carefully and not let them be so
negligently and dangerously wasted.
The benefits of good early learning
ex periences can be considerable and
the duty that schools should exercise to
consider a child's psychological welfare
really have to leave little room in the
fi
rst days of school for such waste and
ridiculousness.
Taken from
The Jakarta Post
, July 31, 2004
9. The main idea of paragraph 3 is
.
a. The needs of constructive team-
building and guidance
b. Complaint of the use of time of
fi
rst days
c. Teachers' complaint
d. Pressure of time
10. The word in p
aragraph 3 which has the
meaning
mischievous trick
is
.
a. complaint
b. orientation
c. pressure
d. prank
11. The phonetic symbols for the word
constant
are
.
B. Reading
Answer the questions by choosing the best answer.
167
Review 2
a. /
ˈkənstʌnt
/
b. /
kɒnˈstɑ:nt
/
c. /
kɒnstənt
/
d. /
kənsˈtʌnt
/
12. The synonyms of the word
settle
(para graph 3) are as follows, except
.
a. inhabit
b. steady
c. reside
d. set
13.
Which of these statements is not true
according to the text?
a. First days are the time for trials
and tribulation.
b. Schools all over Indonesia had
opened registration many days
before the
fi
rst day.
c. A sense of community can be
deve loped during the
fi
rst days
back to school.
d. Constructive team-building and
guidance for students are better
than meaningless tasks and
ridicule.
Find the most appropriate expressions
to
fi
ll in the blanks.
14. Ajeng :
Don't talk so much when
I’m reading. It makes me
angry, you know.
Nyayu :
. I just want to tell
you my story. Thanks for
listening to me.
a. I agree
b. I like it
c. Shut up!
d. I'm sorry
15. Lilis : I am so embarrassed
because I can't speak
English
fl
uently.
Arum :
. Let's learn and
prac tise it more together.
a. That's good
b. Don't be scared
c. Sorry about that
d. I don't think it's a big deal
16. Tubagus :
. Why should
it happen? It's out of
our plan.
Denias : Calm down. We
should evaluate it
fi
rst.
a. Oh dear!
b. I'm ashamed
c. Oh, that's good
d. I'm shy to say so
17. Ni Luh :
Which shoes will you buy?
Sri
: I'll buy the blue
.
I like them.
a. one
b. ones
c. there
d. as well
18. Uni : The music is too loud. I am
read
ing now.
.
Ayu : I'm sorry. I'll turn it down.
a. Take it easy
b. It's embarrassing
c. I am very pleased
d. I can't take this anymore
19. Daughter : Mom, t
hanks for
everything you do for
me. Nothing compares
to you in my life. I love
you, Mom.
Mother :
, my dear.
a. I am glad you like it
b. I love you too
c. Don’t be sad
d. Take it easy
20. S h e w a s w a t c
hing a comedy
she was doing her English
assignments.
a. before
b. when
168
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
c. while
d. after
21.
he entered his private
room, the girl was coming.
a. Before
b. After
c. While
d. When
22. We should make a d
raft
writing an essay.
a. when
b. while
c. after
d. before
23. O u r
president had a
prestigious position in a reputable
state university. But now, our
president is an economist.
a. former
b. recent
c. latter
d. new
24.
who pay attention to the
poor are allowed to attend the
seminar entitled "It's Time to Give
Our Hands to Them".
a. These
b. Those
c. Other
d. Everyone
25.
preparing breakfast for
the guests, they have to clean the
bedrooms.
a. Besides
b. Therefore
c. Nevertheless
d. Furthermore
26. She
wants to live with her
grandmother.
her mother
doesn't allow her to do so.
a. Therefore
b. As a result
c. Nevertheless
d. In addition to
27.
good looking woman was
standing in front of my house when
I arrived at home.
a. A
b. The
c. This
d. Those
28. A very glamorous man went on the
stage to give a speech.
man
showed his expensive coat off.
a. A
b. The
c. These
d. Those
29. The phonetic symbol for the word
patient
is
.
a. /
ˈpeʃnt
/
b. /
peɪˈʃnt
/
c. /
ˈpeɪʃnt
/
d. /
peˈʃnt
/
30. The phonetic symbol /
θɔ:t
/ belongs
to the word
.
a. taught
b. thought
c. though
d. tough
C. Writing
Using your own words, write one of the following stories.
1. Malin Kundang
2. The Legend of Tangkuban Parahu
3. The Legend of Gunung Batur
169
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Reader’s Digest
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The Jakarta Post
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The Jakarta Post
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The Jakarta Post
, September 20, 2004
The Jakarta Post
, December 11, 2004
The Jakarta Post
, December 18, 2004
The Jakarta Post,
March 3, 2008
The Jakarta Post
, March 9, 2008
Websites
en.wikipedia.org
http://understanding.blogspot.com
http://www.pitt.edu/
www.jokestogo.com
www.rd.com
171
Photo Credits
Chapter 1
page 1
upload.wikimedia.org
page 11
www.toursoperatorindia.com
img.dailymail.co.uk
The World Book Encyclopedia: Volume 3,
2007
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animals.nationalgeographic.com
page 14
www.astrosurf.com
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www.astrosurf.com
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ickr.com
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page 19
bp2.blogger.com
image.guardian.co.uk
page 20
www.ekaristi.org
page 21
www.downtownclevelandalliance.com
www.foodsafety.gov
walpaperez.net
page
22
en.wikipedia.org
page 23
www.solarnavigator.net
www.chrisbrunskill.co.uk
Chapter 2
page 25
www.thefeltsource.com
page 29
50 Bedtime Stories,
2002
Chapter 3
page 51
www.hickerphoto.com
page 54
practicalaction.org
page 61
www.womensaid.org.uk
page 71
www.fareham.gov.uk
page 77
www.fair
fi
eldcity.nsw.gov.au
172
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Chapter 4
page 85
www.thefeltsource.com
page 92
Story a Day,
1983
page 94
Folk Tales from Bali and Lombok,
1999
Chapter 5
page 113
www.tropicalisland.de
Chapter 6
page 137
www.sutton.gov.uk
page 140
www.smusantocarolus-sby.sch.id
page 155
jendralkecil.
fi
les.wordpress.com
page 158
The Jakarta Post,
March 9, 2008
173
Glossary
Glossary
abandon
/
əˈbændən
/ (v): go away
from completely
agitate
/
ˈædʒɪteɪt
/ (v): make
anxious
alter
/
ˈɔ:ltə
/ (v): become different;
change
amass
/
əˈmæs
/ (v): gather together
or collect in large quantities
amuse
/
əˈmju:z
/ (v): make
somebody laugh or smile
approve
/
əˈpru:v
/ (v): agree to
something formally
ascend
/
əˈsend
/ (v): go up
(something)
batch
/
bætʃ
/ (n): group of things or
people
bland
/
blænd
/ (adj): showing
strong feeling
bustle
/
ˈbʌsəl
/ (v): move busily
and energetically
captivate
/
ˈkæptɪveɪt
/ (v): fascinate
chase
/
tʃeɪs
/ (v): run after
somebody in order to catch or drive
away
clash
/
klæʃ
/ (v): strike together
with a loud harsh noise
clench
/
klentʃ
/ (v): close tightly
clog
/
klɒg
/ (v): (cause to) become
blocked
conceit
/
kənˈsi:t
/ (n): too high and
opinion of oneself
consent
/
kənˈsent
/ (n): agreement;
permission
convenient
/
kənˈvi:njənt
/ (adj):
fi
tting in well with needs; suitable
courage
/
ˈkʌrɪdʒ
/ (n): ability, to
control one’s fear when facing
danger, pain, etc
cunning
/
kʌnɪŋ
/ (n): skill in
deceiving
decline
/
dɪˈklaɪn
/ (v): say ‘no’ to
something; refuse
descendant
/
dɪˈsendənt
/ (n):
person or animal that is descended
from another
dig
/
dɪg
/(v): break up and move
(earth) with a spade, etc
diminutive
/
dɪˈmɪnjʊtɪv
/ (adj):
very small
disentangle
/
dɪsɪnˈtæŋgəl
/ (v): to
free somebody/something from
something that has become twisted
around it
disdain
/
dɪsˈdeɪn
/ (n): feeling that
somebody/some
thing is not good
enough to deserve respect
drag
/
dræg
/ (v): to pull somebody
or something along with effort and
dif
fi
culty
duckling
/
dʌklɪŋ
/ (n): young duck
elements
/
ˈelɪmənts
/ (n): parts of a
whole
embarrassed
/
ɪmˈbærəst
/ (adj):
feeling self-conscious, ashamed or
awkward
emerge
/
ˈɪmɜ:dʒ
/(v): emerge
enchanting
/
ɪnˈtʃɑ:ntɪŋ
/ (adj):
delightful
encounter
/
ɪnkaʊntə
/ (v): meet
someone/something unexpectedly
enlighten
/
ɪnˈlaɪtn
/ (v): give more
knowledge or understanding to
somebody
enormous
/
ɪˈnɔ:məs
/ (adj): very
large
174
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
evidence
/
ˈevɪdəns
/ (n): anything
that gives a reason for believing
something or prove something
evoke
/
ɪˈvəʊk
/ (v): produce (a
memory, feeling, etc)
excessive
/
ɪkˈsesɪv
/ (adj): too much
expatriate
/
eksˈpætrɪət
/ (n):
(person) living outside his/her own
country
expense
/
ɪkˈspens
/(n): money used
for a particular purpose
extortionate
/
ɪkˈstɔ:ʃnət
/ (adj): (of
demands or prices) much too high
fee
/
fi:
/ (n): money paid for
professional service
ferocious
/
fəˈrəʊʃəs
/(adj.):
fi
erce,
violent, savage
fi
end
/
fi:nd
/ (n): a very cruel or
unpleasant person
fi
erce
/
fɪəs
/ (adj): intense; strong
fl
uffy
/
ˈflʌfɪ
/ (adj): soft and light
foolish
/
ˈfu:lɪʃ
/ (adj): silly
frenzy
/
ˈfrenzɪ
/(n): violent
excitement
fussy
/
ˈfʌsɪ
/(adj): too concerned
about unimpor tant details
gale
/
geɪl
/(n): a very strong wind;
a storm at sea
gaze
/
geɪz
/(v): look long and
steadily
giggle
/
gɪgəl
/(v): laugh lightly in a
silly way
grab
/
græb
/ (v): take something
suddenly or roughly
grief
/
gri:f
/ (n): great sorrow
grove
grəʊv
/ (n): group of trees
grumble
/
grʌmbəl
/(v): complain
harsh
/
hɑ:ʃ
/(adj): unpleasantly
rough or sharp
hatch
/
hætʃ
/ (v): (cause to) come
out of an egg
hazard
/
ˈhæzəd
/(n): danger; risk
haze
/
heɪz
/ (n): thin mist
heap
/
hi:p
/ (v): put in a large pile
hence
/
hens
/(adv): for this reason
howl
/
hal
/ (v): make a long loud
cry
huge
/
hju:dʒ
/(adj): very large
humble
/
ˈhʌmbəl
/ (adj): low in
rank, unimportant
hurtle
/
ˈhɜ:tl
/(v): move violently or
quickly
imbue
/
ɪmˈbju:
/(v):
fi
ll with a
feeling
impecunious
/
ɪmpɪˈkju:njəs
/(adj):
having little or no money
implicit
/
ɪmˈplɪsɪt
/ (adj): implied,
but not expressed
imply
/
ɪmˈplaɪ
/ (v): suggest that
(something) is true without actually
saying it
in
fl
ict
/
ɪnˈflɪkt
/(v): to make
somebody suffer something
irritable
/
ˈɪrɪtəbəl
/(adj): easily
annoyed
lean
/
li:n
/ (v): be in a sloping
position; bend
leap
/
li:p
/ (v): jump
lush
/
lʌʃ
/ (adj): (of plants, trees,
etc) growing thickly and strongly
moonlight
/
ˈmu:nlaɪt
/(v): have a
second job, especially at night, in
addition to one’s main job
myriad
/
ˈmɪrɪəd
/ (n): extremely
large number
nest
/
nest
/ (n): place by a bird for
its eggs
nod off
/
nɒd ɒf
/(v): fall asleep
obstacle
/
ˈɒbstəkəl
/ (n): something
that stops progress or makes it
dif
fi
cult
175
Glossary
pacify
/
ˈpæsɪfaɪ
/ (v): make
(somebody who is angry) calm
piety
/
ˈpaɪətɪ
/ (n): strong religious
beliefs and behaviour
plantation
/
plænˈteɪʃn
/ (n): area of
land planted with trees or crops
plot
/
plɒt
/ (n): events in the story
of
fi
lm, novel, etc.
praiseworthy
/
ˈpreɪzwɜ:ðɪ
/ (adj):
deserving praise
prone
prəʊ
n/ (adj): likely to be
affected by something
pursuit
/
pəˈsju:t
/ (n): act of
pursuing
reckon
/
ˈrekən
/ (v): think; consider
reed
/
ri:d
/(n): a type of tall grass
with a hollow slem growing near
water
representative
/
ˌreprɪˈzentətɪv
/(n):
person who represents somebody
or a group of people
revenge
/
rɪˈvendʒ
/ (n): punishment
or injury done in return for harm
that one has suffered
ridiculous
/
rɪˈdɪkjʊləs
/ (adj.)
foolish
rough
/
rʌf
/ (adj): stormy
rush
/
rʌʃ
/ (v): (cause to) go or
come or do something quickly
rustle
/
ˈrʌsəl
/(v): (cause to) make a
gentle light sound (like dry leaves
blown by the wind)
sarcastic
/
sɑ:ˈkæstɪk
/ (adj): using
bitter, especially ironic, remarks
intended to wound someone’s feeling
scenery
/
ˈsi:nərɪ
/ (n): natural
features of an area, e.g. mountains
scenic
/
ˈsi:nɪk
/ (adj): having
beautiful natural scenery
scorn
/
skɔ:n
/(v): feel that a person
or thing deserves no respect
secluded
/
sɪˈklu:dɪd
/(adj): not
visited by many people; isolation
secure
/
sɪˈkjʊə
/(v): succeed in
getting
sensible
/
ˈsensəbəl
/ (adj): having
or showing good sense
severe
/
sɪˈvɪə
/(adj): very bad,
dif
fi
cult, intense, etc
shovel
/
ˈʃʌvəl
/(n): tool like a spade,
used for moving coal, sand, etc
sigh
/
saɪ
/(v): take a deep breath,
expressing
sad ness,
tiredness, relief,
etc
sob
/
sɒb
/(v): draw in the breath in
short irregular bursts when crying
splendid
/
ˈsplendɪd
/ (adj):
magni
fi
cent; excellent
spooky
/
ˈspu:kɪ
/(adj): frightening
stem
/
stem
/(v): stop (the
fl
ow of
liquid, etc)
squirm
/
skwɜ:m
/ (v): to move by
twisting the body about
stumble
/
ˈstʌmbəl
/ (v): hit the foot
against something and (almost) fall
sugar
/
ˈʃʊgə
(
r
)/ (n): one of several
sweet substances formed in plants
symptom
/
ˈsɪmptəm
/ (n): change in
the body that is a sign of illness
taunt
/
ˈtɔ:nt
/ (v): say unkind or
insulting words to (somebody) in
order to upset him/her
temper
/
ˈtempə
/ (n): state of the
mind
terrain
/
teˈreɪn
/ (n): area of land
terrestrial
/
tɪˈrestrɪəl
/ (adj): of the
earth
terri
fi
c
/
təˈrɪfɪk
/ (adj): very great;
wonderful
theme
/
θi:m
/ (n): subject of a talk,
book, etc.
176
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
timber
/
ˈtɪmbə
/ (n): wood
prepared for use in buil ding, etc
touch up
/
tʌtʃ ʌp
/ (v): improve
something by making small
changes
tough
/
tʌf
/ (adj): able to endure
hardship; strong
twig
/
twɪg
/(n): small; thin piece of
a branch of a bush or tree
valley
/
ˈvælɪ
/ (n): the land through
which a river
fl
ows
vast
/
vɑ:st
/ (adj): extremely large
vegetation
/
̩vedʒɪˈteɪʃn
/ (n): plants
in general
view
/
vju:
/ (n): personal opinion
voracious
/
vəˈreɪʃəs
/ (adj): very
eager for knowledge, information,
etc
wage
/
weɪdʒ
/ (n): regular (usually
weekly or monthly) payment for
work
wary
/
ˈweərɪ
/ (adj): looking out
for possible danger or dif
fi
culty;
cautions
wear off
/
weə ɒf
/ (v): disappear
gradually
welfare
/
ˈwelfeə
/(n): health,
comfort and happiness
willow
/
ˈwɪləʊ
/ (n): tree with thin
fl
exible branches
wreck
/
rek
/ (n): ship that has been
badly damaged in a storm
yield
/
ji:ld
/(v): surrender control
of something
177
Index
Index of Subjects
A
adjectives 104
advertisement 137, 148, 158
advice 149
agreement 89, 91, 112, 163, 172
analytical exposition 51, 52, 55, 62,
72, 74, 76, 78
analytical exposition 137, 164
anger 25, 30, 95, 137, 138, 142, 144,
164
announcement 26, 50, 144, 151, 164
annoyance 137, 138, 142, 144, 164
argument 1, 2, 6, 24, 75, 78
B
banner 19, 22, 23
C
classi
fi
cation 24
complication 108, 112
conjunctions 130
conjunctives 157, 158
D
description 12, 14
diphthongs 60
disagreement 60, 72, 89, 90, 91, 112
dissatisfaction 1, 2, 4, 6, 9, 24
E
embarrassment 137, 138, 140, 142,
164
evaluation 108
events 38, 40, 44, 50, 72, 103, 112,
130, 135, 136
F
ful
fi
lling request 57
G
giving opinion 4, 9, 86, 112
H
hortatory exposition 137, 138, 142,
148, 159, 164
L
love 27, 42, 113, 114, 115, 116, 117,
118, 119, 132, 13
6, 167
N
narrative 25, 26, 30, 38, 42, 44, 45,
50, 100, 109, 110, 112
O
opinion 89, 100, 114, 120
orientation 42, 50, 108, 135, 166
P
pain 51, 52, 54, 57, 78, 125
pamphlet 19, 20, 22, 23
pleasure 51, 52, 55, 57, 78, 115
plot 40, 44, 50, 108, 111
point of view 108, 111
poster 18, 19, 22, 23, 51, 62, 71, 72,
77, 78
present perfect tense 69, 70
R
recommendation 151, 154, 159, 161,
164
178
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
relief 42, 44, 51, 52, 54, 55, 57, 58, 78,
160
report text 1, 6, 12, 16, 19, 23, 24
resolution 40, 42, 103, 108, 112
S
sadness 98, 113, 114, 116, 117, 118,
119, 120, 136
satisfaction 1, 2, 4, 6, 9, 24, 31
simple past tense 44
simple present tense 16
spoof 113, 114, 118, 124, 126, 128,
129, 130, 131, 132, 133, 134, 135,
136
stating position 112
T
thesis 65, 78, 161, 164
twist 135, 136
W
warning 26, 30, 111
Index of Authors
Baxter, Nicola 44-45
Calandra, Angelo and Grace
Ciavarella 60-61, 63-64, 65-66
Crapo, Tanessa 131
Eckstut, Samuela 82–83
Habeyb, S. F. 35–36
Konwicki, Judi 126
Mickie, Anne 29, 42
Payne, Bernadette 125
Peebless, Lane D. 133
Rahim 101–102
Randle, Damian 61–62
Rosita, Evaries 149–151
Simojoki, Carmel 162
Slot, Matt 122
Sun, Ruth Q. 39–40
Walker, Michael 37
Wieczorek, Ardell 121
179
Chapter 1
I Think the Cendrawasih Is Beautiful
Activity 2
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.
Utami : Our headmaster wanted us to improve
and increase the quality of our English
club.
1
What do you think
, Krisna?
Krisna : Well. I think so. We should be able to
do that.
Utami : So what should we do?
Krisna : I think that
2
we have to improve
our
syllabus. It must be more relevant to
English.
Hani : That's a great idea. But don't forget. I
think
3
it is not only that
. We should also
know the 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 :
4
I don’t think so
. It is not necessary. Why
don't you recruit the quali
fi
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
fi
ed.
Hani : A
re you going to accept children 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
5
they feel
satis
fi
ed
with our teaching methods.
Krisna : Alright. If so we need new ones. Err ...
I have no objection.
Utami : How about you, Hani?
Hani : Well
6
I am with him.
I agree with him.
Utami : Thank you all. So we can conclude that
fi
rstly, the syllabus should be analysed
and improved if needed. Secondly we
will recruit new instructors to handle
children classes.
Tapescripts
Activity 3
1.
Etty
:
The book we read just now
is the newest publication.
What do you think?
Ferry
:
Yes, I think it's great. It was
printed two months ago.
2. Tiara
: Experience is the best
teacher. What do you think?
Sonny
: I agree. Because what we
have seen and done can give
us lesson and knowledge.
3.
Ledina
:
Excuse me, Ma'am. Here is
my poetry.
Mrs Yenni :
Wow, how interesting it is. I
am pleased with your work.
4.
Mia
:
The ending of the
fi
lm made
me sad.
Joko
: That's true. I'm with you.
From the beginning to the
end I never saw the actors
found happiness.
5. Bram
: Violence on TV should
be censored. What’s your
opinion?
Linda
: I think it depends on the
purpose. The publication
of tragedy in Jatinangor or
in Jakarta will be able to
stop the bad behaviour. The
victims in Jatinangor will
increase if the violence is not
publicised.
Activity 5
Honey is the sweet, thick fluid made by
bees from
fl
ower nectar. Nectar is a thin, watery
liquid. Bees sip it from the blossoms and carry it
to their hives. Each worker bee has a pouch in its
body, called a honey stomach where the nectar
is stored. In the pouch, the sugar and nectar are
broken down by a process called inversion into
two simple sugars, fructose and glucose. After
bees deposit the nectar in the hive, they allow most
of the water to evaporate and the liquid thickens.
They also add enzyme that enhance the
fl
avour.
Honey is an excellent energy food because
it contains simple sugars that can be used quickly
180
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
by the body. It differs chemically from cane sugar,
which is also an energy food. Honey contains
mineral salts and other materials needed by the
body. It is the only form of sugar food that does not
need to be re
fi
ned.
Taken from
The World Book Encyclopedia
, 2007
Activity 6
1. What is
fl
ower nectar?
2.
What is a honey stomach?
3.
What happens in a bee’s pouch?
4. What makes honey an excellent energy
food?
5.
What is the content of honey?
Activity 7
1. sweat /
swet
/
sweet /
swi:t
/
2. hectare /
ˈhekteə
(
r
)/
nectar /
ˈnektə
(
r
)/
3. hive /
haɪv
/
hip /
hɪp
/
4. cane /
keɪn
/
crane /
kreɪn
/
5. food /
fu:d
/
foot /
fʊt
/
Chapter 2
Stories That I Like
Activity 2
Rita and her uncle, Mr Latuconsina, are in an AC
room. Rita warns her uncle not to smoke in the air
conditioned room.
Uncle :
Wow! How comfortable this room is.
Rita : Yes, sure. This is an air-conditioned
room. Everyone should stay here
before seeing a doctor. But I beg your
pardon, look at the warning on the
wall. You are warned of the danger
of smoking cigarette in this room.
Uncle :
Thanks a lot, dear. I didn't see it. Rita,
your cellular phone is still on. It must
not be active.
Rita : Oh, no. There is no prohibition of
turning on our cellphone. But ....
Uncle :
But, why don't you use vibration? The
sound can disturb others.
Rita : Thank you, Uncle. I'll change the
sound to vibration.
Uncle :
By the way, how long should we wait
our turn? We have been here for half
an hour.
Rita :
Be patient, please. We have our turn
after that lady.
Activity 4
1.
Mrs Rahma: Buyung, come here.
Buyung : Yes, Mom. What's the
matter?
Mrs Rahma: Your mark is still low. Why
don't you study hard?
Buyung
: Alright. I'll try to do the best.
Mrs Rahma: Okay. Good luck.
2.
Devi
: How about going out tonight?
Ajeng
: I'd love to, but my mother
advised me not to go out
tonight.
3.
Linda
: Did you hear that Rinto had
been warned by Mrs Tuti for
using bad language?
A Ling
: Yes, I often remind him to use
polite and good language.
4. Mother
: Y o u s h o u l d t a k e a r e s t .
It's already 11 p.m. You've
studied for 3 hours.
Lintang
: OK, Mom. I've finished
reading.
5.
Butet
: Daddy, you said that you'll
have a meeting at 8 o'clock
and it is 7 now. You have to
go now.
Father
: Okay, Dear. Thanks. See you.
Activity 5
Liu-Always-in-a-Hurry
In China long ago, there was a farmer named
Liu. He was not a patient man. He was very
impatient. He was always in a hurry. He rushed
through breakfast. He rushed through lunch. He
rushed through his work. He wanted to be
fi
rst in
every thing. He didn
't worry about being careful in
his work. He just wanted to
fi
nish it quickly.
One day, Liu was in the village. Some farmers
were talking about their rice.
"My rice is doing very well,
" said one farmer.
"It is almost three inches high."
"My rice is already three inches high," said
another farmer.
Liu hurried home. He measured his rice. The
plants were strong and healthy. But they were
only two inches high.
Liu decided to hurry his plants along. He
pulled each plant up from the ground until it was
over three inches high.
"Now my rice is higher
than anyone
's." he thought.
"Tomorrow it will be
even higher!”
181
Tapescripts
Here are the titles of the stories to choose.
1. The Tortoise and the Hare
2.
Ali Baba and the Forty Thieves
3.
The Jealous Crow
4.
The Cock and the Millipede
5.
A Story about Red
Prizes will be given to the
fi
rst three winners of
the best performance.
Be a good story-teller
For further information:
Contact Iin 081234567890
Chapter 3
Care about Environment
Activity 2
Dialogue 1
Mrs Yully
:
Could you give me a chance to
continue my study?
Headmaster
:
Yes, of course. I'm really happy
with your spirit.
Dialogue 2
Rita
: Budi, have you found your left wallet
in your classroom?
Budi : You know, fortunately it was still under
the chair.
Dialogue 3
Mother :
John, what's wrong with you?
You look so pale today?
Can you follow the test today?
John
:
Mom, I couldn't sleep well last night
because I had toothache.
Dialogue 4
Bram :
Lisa, Raka is a director in a company.
Lisa :
I'm happy to hear that.
Bram :
So am I.
Activity 3
Sinta doesn’t go to school because she is sick. She is
consulting a doctor about her sickness.
Sinta
: Good morning, Sir.
Doctor : Good morning. What can I do for
you?
Sinta
: Yes, doctor. I couldn't sleep well.
Could you examine me?
Doctor : Yes certainly. Okay. Open your
mouth!
When did you feel that you have a
problem with your sleeping?
The next morning. Liu hurried out to his rice
fi
eld. The little rice plants were dead.
The people of the village soon heard about
Liu's rice. They laughed and shook their heads.
They said, "
Foolish Liu always-in-a-hurry!
That's what happens when you don't have any
patience."
This story happened long ago. But today in
China, people have a saying for someone who is
not patient or careful: “Don’t be a rice puller!”
Taken from
Addison-Wesley Kids
, 1990
Activity 7
Cookie Dolls
The children baked a batch of cookies and
left them on the kitchen table overnight.
When the family had gone to bed, the
Wooden Spoon People came out of their drawer
to take a look around the kitchen.
"You're all very plain!" said one of the wooden
spoons, as he stared hard at the cookies.
"You would look plain too if you only had
two currants for eyes and half a cherry for a nose,"
sighed a cookie quite sadly.
"So sorry," the wooden spoon apologised. "I
didn't mean to sound so rude."
And with that, he leapt back into the kitchen
drawer, and rummaged until he found what he
was looking for.
"May I introduce you to my friend the icing
pump?" asked the wooden spoon, as the two came
over to the astonished cookies. "He's the fellow
you need!"
In no time at all, the wooden spoons grabbed
mixing bowls and icing sugar and all kinds of
pretty decorations.
The icing pump got busy and made every
different pattern he could think of, with icing in
all colours of the rainbow.
"We all look so beautiful," smiled a cookie
who was covered in every shade of pink. "We
look good enough to eat!".
Taken from
50 Bedtime Stories
, 2002
Activity 8
Attention All Students!
Story telling Competition.
SMU Mandalawangi is organizing a story telling
competition in 15 September 2008. All students in
Grade X, XI, and XII of the school are invited to
take part in this competition.
182
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Sinta
: About two days ago, and then I also
had a cough.
Doctor : Okay. Do you feel painful joints?
Sinta
: Yes, but it sometimes happens.
Doctor : Err'... you just have a fever. Don't
worry.
Sinta
: Thank goodness.
Doc. May I go to join a test
tomorrow?
Doctor : Why not? You are not seriously ill.
Now take a rest and take a lot of
nutritious meals and drinks. Don't
forget to drink these medicines after
meals.
Sinta
: Alright, Then It's a relief to know that
I'm not seriously sick. Thank you.
Doctor : You're welcome. Get better soon.
Activity 5
Rubbish
Lakes and rivers are often polluted because
drains from towns and factories empty into them.
And factories sometimes dump very harmful
chemicals into the water. The chemicals poison the
water. Wildlife cannot easily survive in it.
Ocean–going tankers sometimes empty
tankfuls of oily water into the sea. When this
happens, great patches of oil are left
fl
oating on
the sea's surface. If
fi
sh swallow the oil, or if their
gills become clogged up, they die. Birds land on
the sea and the oil clogs up their feathers so that
they cannot
fl
y. Unless the oil is cleaned off the
birds will die.
Electricity for your home is made in buildings
called power plants. Power plants usually use
coal, oil, or gas to make electricity. But some plants
use nuclear energy.
To make nuclear energy, uranium is needed.
And uranium is radioactive, which means it
gives off rays which are very dangerous to any
living thing. People working in nuclear power
plants wear special clothing and masks to protect
themselves.
After the uranium has been used there
is some dangerous waste, or rubbish, left.
Scientists haven't yet found out how to make the
rubbish completely safe. So it is sealed in huge
concrete containers and buried at sea, or deep
underground.
Some people are worried that the radioactivity
might escape and poison living things. And this
rubbish remains dangerous for thousands of
years.
In short, our environment has been conta-
minated by chemicals. And there's human's role
beyond the pollution.
Taken from
Nature in Danger
, 1993
Review 1
For questions numbers 1–5
1. Anita
: I really enjoy the novel I rented from
the rental closed to your house.
Widi
: What do you think of the book?
Anita :
.
2. Dani
: I heard that our tuition fees will be
increased.
Dewi
: Yeah, I heard that unpleasant news
too. What do you think of this?
Dani
: I absolutely disagree with it.
Dewi :
.
3. Fani
: I think we should go now to the
green grocer.
Yanti
: No, I think we have to go to the
butcher
fi
rst. We will get no meat
if we come late.
Fani :
.
4. Kania : T
hanks for your coming to the
dinner.
Vina : Act
ually that's alright. The food
you served last night was very
wonderful. I was so satis
fi
ed with
the meal.
Kania :
.
5. Yossi
: How is the result of your test?
Nina
: I didn't get what I expect. I am really
sad now.
Yossi :
.
For questions numbers 6–10
The Wolf and the Lamb
Once upon a time a Wolf was lapping at
a spring on a hillside when, looking up, what
should he see but a Lamb just begin ning to drink
a little lower down. "There's my supper," thought
he, "If only I can
fi
nd some excuse to seize it." Then
he called out to the Lamb, "How dare you muddle
the water from which I am drinking?"
"Nay, master, nay," said Lambikin, "If the
water be muddy up there, I cannot be the cause
of it, for it runs down from you to me."
"Whell, then," said the Wolf, "Why did you
call me bad names this time last year?"
"That cannot be," said the Lamb, "I am only
six months old."
183
Tapescripts
Participant :
Very good. Welfare is not only
money but improving knowledge
is also important.
Journalist :
All right. You are excellent.
Congratulations. Thank you so
much. It is kind of you.
Participant : You're welcome.
Activity 4
A poor woodsman's wife sighed one day
and said, "if only we could have a son, even he
was only as tall as a thumb. Time went by, and in
the end a child was born to her, a little boy who
was exactly as tall as a thumb; so they called him
Tom Thumb.
As the years went by, he remained small,
butt he remained small, but he became a kind
and intelligent boy. One day, it was necessary to
take the cart and go and fetch his father, but his
mother was unable to go. I'll go, said Tom Thumb.
It seemed impossible that someone so small could
hold the reins; but then he climbed into the horse's
ear, so that he could speak and feel it where to
go. When this happen, all the passers-by thought
that the horse must be very intelligent, to be able
to go places by itself. A circus master wanted to
buy it, only then he learned that he wanted to buy
the tiny boy instead. His-father would not have
sold him for all the gold in the world, but Tom
Thumb convinced him, by saying: "You need the
money, don't you? Sell me to the circus and leave
everything up to me."
In fact, as soon as he was able, Tom Thumb
runaway from the circus and since he was so
small, he was able to avoid being recaptured and
make his way back home.
Taken from
366 and More Fairy Tales
, 1990
Activity 7
• seem • need
• speak • leave
• this • me
• be • since
Activity 8
The Mystery of the Sphinx
A long, long time ago, the city of Thebes
was guarded by a sphinx, a creature with the
head of a women, the body of lion and the wings
of an eagle.
She asked the same riddle of every passer-by,
and when they could not answer, she consumed
them.
"I don't care," snarled the Wolf; "If it was not
you it was your father," and with that he rushed
upon the poor little Lamb and ––
WARRA WARRA WARRA WARRA
WARRA ––ate her all up. But before she died she
gasped out––
"ANY EXCUSE WILL SERVE A TYRANT."
Taken from
http://www.pitt.edu/
i
Chapter 4
Valuable Stories
Activity 2
A journalist is interviewing one of the seminar
participants at break time.
Journalist :
Excuse me, S
ir. Is it okay if I
bother you for a few minutes? I
am from Dialogue Newspaper.
I just want to know about this
seminar.
Participant : Not at
all. What can I do for
you?
Journalist :
Is it possible for participants to
master the seminar materials
given in one day?
Participant :
What do you think?
Journalist :
I don't think so. Receiving new
information only is not enough
if there is no any practice or
simulation, is it?
Participant : I don't t
hink so, too. In my
opinion, imitating the well-
known manager is better than
training.
Journalist : Good. T
hank you for the approval.
If so why don't you just stay at
the of
fi
ce?
Participant :
Oh ... no ... the participants all
are asked to join it by General
Manager. Therefore, we should
come.
Journalist
:
Oh ... I see and then do you have
to pay for it by yourself?
Participant :
Of course not. Our company
takes charge of it. We all just
participate on it. And this is
compulsory for us because this
is the regular programme at our
company to improve human
resource.
Journalist : Ehm
... How is your welfare
here?
184
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Andi : So, let's get married next month.
Tia
: No, it can't be. Maybe in June I'll be
ready.
Andi : Why? Isn't it better for us to get married
soon?
Tia
: Yeah. But you know, my grandpa had
just passed away. I lost him and I feel
deeply sad.
Andi : I understand your feeling. Do you want
me to tell you a funny story?
Tia
: That's a great idea. So, how does your
story begin?
Andi : OK. It's about husband and wife...
Adapted from
The Chicken Smells Good
, 1997
Activity 4
Juliet is in her room, crying. Wini, her best friend wants
Juliet to share her problem with her.
Wini : (Knocking at t
he door) Juliet, are you
alone there?
Juliet : Yes, but please leave me alone.
Wini : Oh Juliet... Let me know why you are
crying?
Juliet : Go, Wini. Leave me alone.
Wini : Don't you want to share your problem
with me? Let me in and talk to me,
please!
Juliet : ...
Activities 6, 7 and 8
It's every airplane passenger's nightmare –
getting stuck near a crying baby. I was manning
the ticket counter at a busy airport when the
sound of a sobbing infant
fi
lled the air. As the next
passenger stepped up to the desk, he glanced at
the tot and rolled his eyes. "Don't worry," I said
to him cheerily. "Chances are that baby won't be
on your
fl
ight."
Head shaking, he grimly replied, "Oh, I bet
he will. That's my son."
– Debbie Williams –
Taken from
www.rd.com
Activities 10 and 12
After arriving in London from Dublin, my
husband phoned the tour company to verify the
time that we'd leaving the next day. Told it would
6.45, he asked, "Is that a.m.?"
"Sir, this is a tour, not a holiday!" was the
crisp reply.
– Theresa Herbert –
Taken from
Reader’s Digest,
January 2000
"What being," the sphinx asked Oedipus,
when he came over her, "has four legs in the
morning, two at midday and three in the
evening?"
Activity 9
"Man," answered Oedipus. "As a child he
crawls on all fours, in his he walks on two legs,
and when he is old he leans on a stick."
Activity 10
Famous Reads
Don't miss this great offer!
A set of the most read teenage magazines written
by both local and foreign writers.
Get ten magazines for only Rp99,000.
Available at all bookstores.
Magazines
Good news for bookworms.
Pay only Rp57,000 for a set of magazines in
Indonesia and English.
Written by our very own writers.
If you buy now, you get a 15% discount on your
purchases at selected bookstores.
Chapter 5
What a Funny Story!
Activity 2 and 3
Tia
: I love you, Andi!
Andi : I love you too, darling!
Tia
: How much do you love me?
Andi : A lot. I am crazy about you.
Tia
: Why do you love me so much?
Andi : You are kind, you're pretty. You unders-
tand me.
Tia
: Don't stop! Tell me more!
Andi : I... I can't explain it. I just love you.
Tia
: And I love you more than anyone in the
world.
Andi : Can I ask you a question?
Tia : Sure.
Andi : Will you marry me?
Tia
: Marriage is such big step, honey.
Andi : I know, but we're in love. That's all we
need.
Tia
: Will you love me forever?
Andi : Of course.
Tia
: Are you absolutely sure?
Andi : Yes, yes! Absolutely!
Tia : Wonderful!
Andi : So, do you agree to marry me, my
dear?
Tia : Yes.
185
Tapescripts
Chapter 6
What Education Should Be
Activity 2
Mr Effendi
: Totok, you look so sad. What's
wrong with you?
Totok
:
I'm very sorry, Sir. I... I just got
the second prize. I couldn't do
the best in the contest. I'm so
embarrassed right now.
Mr Effendi
:
So... that's the problem?
Totok
:
Yes, Sir. You know, my friends
and the teachers trusted me so
much. But I couldn't do it well.
Mr Effendi
: Oh, no. Thanks for your effort
to re present our school, any-
way. You've done the best. I am
proud of you.
Totok
:
You're welcome. But I feel that I
wasn't
fl
uent. Do you think so?
Mr Effendi
:
Yeah. Maybe you were nervous.
Totok
: Yes, Sir. I lacked of self-con-
fidence. What would you
suggest?
Mr Effendi
:
Well, Totok. Keep practising
and reading English books.
Moreover, you should join the
same contest. It was the first
time you had performed in front
of audience, wasn't it?
Totok
: Yes. I've never taken a part in
a contest before. Would you
please help me improve my oral
skills?
Mr Effendi
:
Sure. I will be glad to do so.
Totok
:
Thank you, Sir.
Mr Effendi
:
Don't mention it.
Activity 3
Mr Teuku Maulana is waiting for his driver who comes
late to pick him up. He gets angry with the driver
although he has given an apology..
Driver
: I'm sorry, Sir. I am late. You
must be waiting for me for a
long time.
Mr Maulana : Yeah. I am annoyed. Why did
you come late? You should have
been here earlier.
Driver
:
Err... There was a traf
fi
c jam on
the way here. So I couldn't drive
fast. That's the truth, Sir.
Mr Maulana :
OK. Hav
en't you washed this
car? It's very dirty. It's your
duty, isn't it?
Driver
:
Certainly. Actually I did it two
days ago.
Mr Maulana : You did it two days ago? No
wonder, it's full of dirt.
Driver
:
I'm very sorry. Should I wash it
now?
Mr Maulana :
We're thirty minutes late. Take
me to Hotel Sahid.
Driver : Alright, Sir.
Mr Maulana :
Huh... anyway, I'm sorry for
scolding you. I hope you won't
be late again.
Driver
: Yes, Sir. I do apologize for this
inconvenience.
Activity 4
Oh no!
Alright, Sir.
Oh, dear!
I’m very sorry.
I know what you mean.
I’m very annoyed.
It is extremely irritating.
I don’t like it either.
I do apologise.
What a nuisance!
Activity 5
1.
I don't think it's a big deal.
2.
Don't worry about it.
3.
You may not have such a feeling.
Activities 7
Education vs Capitalism
The battle between education idealism and
capitalism continues.
Does idealism in the world of education
have to clash with capitalism? Professing a need
to secure a return on capital invested within the
shortest possible time, capitalism has entered
education.
Consequently, there are instance of school
principals obliging students to buy particular
textbooks to bene
fi
t from publi sher's bonuses, and
universities opening special enrolment channels in
order to impose high student admission fees.
Meanwhile, various appeals for the pursuit
of educational ideals have been ignored, though
education is the right of all citizens, with or
without access to capital. At present, education
is expected to produce a return on capital for
whoever wishes to invest in the
fi
eld.
The school of medicine, for instance, charges
high entrance fees and yet lots of new students
186
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
are still interested to enter. These students, too,
expect a return on investment within a shorter
time than their peers in the school of agriculture
can achieve.
A very tough struggle is needed to change
this paradigm because the majority of Indonesians
are under the influence of capitalism. Even
the govern ment, with power under its control,
appears to be helpless and yields to the capitalist
climate, making the excuse of fund limitation.
Trying to make peace with capitalism may be
the proper approach before further compromising
with it, in view of objective realities today. The
next important thing to consider is what steps
should be taken for a post-capitalist society,
because this situation should not be endless.
Taken from
The Jakarta Post
, September 1, 2004
Activity 9
1.
How has capitalism entered education?
2.
What did the university open special
enrolment channels for?
3.
Why is tough struggle needed to change the
paradigm?
4.
What may be the proper approach to change
the paradigm of education?
Review 2
For questions 1–3
1. Nina : T h e f a c
ility provided by the
committee on this year seminar is
not as usual.
Fandi : I feel it the best service they can
afford for us. How do you feel?
Nina :
.
2. Riki
: Don't make any unnecessary noise
in this room.
Wulan : But I want to practise singing.
Riki
: That's included to the un necessary
noise.
Wulan : But I just...
Riki : Shut up!
Wulan :
.
3. Arif
: I see someone like you at the bus
station.
Yana
: What did you do then?
Arif
: I called him your name loudly. I
was so embarrassed.
Yana :
.
For questions numbers 4–8
Live Chicken for Dinner
A landowner from Seoul went to visit his
farmer in the countryside and was treated to a
grand dinner of boiled chicken.
In the course of the meal, the farmer's
youngest son ran in, shouting, "There it is! He's
eating the dead chicken."
The landowner thought that he had been
served a long-dead chicken. So he put down
his chopsticks and told the servant to clear the
table, politely saying, "This is enough for me. My
stomach can't take any more food."
Just then, the boy started eating the chicken's
legs greedily, saying at the same time, "Oh, this is
really delicious."
"Why are you eating the dead chicken?"
asked the surprised landowner.
"Who eats live chickens?" replied the boy.
Taken from
English Bestseller 12
, 2001
187
Answer Key
Chapter 1
Listening
Activity 6
1.
Flower nectar is a thin, watery liquid in a
fl
ower.
2.
A pouch in a workerbee's body where the
nectar is stored.
3.
The sugar and the nectar are broken down
by a process called inversion into two simple
sugars, fructose and glucose.
4.
It contains simple sugars that can be used
quickly by the body.
5.
Mineral salts and other materials needed by
the body.
Reading
Activity 1
Country: 2. China
4.
Thailand
5. Saudi Arabia
Indigenous Animal: 3. Kangaroo
Activity 2
1. Description
2. Description
3. Description
4. De
fi
nition
5. Description
Activity 4
1.
Yes, they are.
2.
Very strong back legs and a tail.
3.
The Great Grey Kangaroo and the Red
Kangaroo.
4.
On the front of her body.
5.
A baby kangaroo.
6. Various answers.
7.
The sentences in paragraph 2, 3, and 4.
Activity 5
1.
Lightning is a sudden, violent flash of
electricity between a cloud and the ground,
or from cloud to cloud.
2.
It occurs in hot, wet storm.
3.
Yes, it is.
4.
Keep in the house; do not stay under a tree.
5.
A loud blast.
6. Moist air.
Activity 6
1.
Length: several miles long.
2.
Temperature: 34,000° Centrigrade.
3.
Places of occurrence: between a cloud and
the ground, or from cloud to cloud.
4.
How it happens: (explained in paragraph 2).
Activity 8
1.
Airplane or ticket agency
2. English club/course
3. Toothbrush
4. Razor
Activity 9
1.
To master English, join our club.
2.
Come abroad with us.
3.
Use a razor for a closer shave.
4.
Keep your teeth clean after every meal.
Writing
Activity 2
Banner : 1, 4
Pamphlets : 2, 3
Posters : 5, 6
Activity 3
1. Pirated recordings
2. Band show
3. Passenger bus
4. English course
5. Tourist resort
6. Film
Chapter 2
Listening
Activity 5
1. In China.
2. He was not a patient man.
3. Because he was always in a hurry.
4. Because he wanted to measure his rice.
5. The plants were strong and healthy.
6. They are only two inches.
7. He pulled each plant up from the ground
until it was three inches high.
8. They were dead.
9. Because they heard about Liu's foolish
deed.
10. A rice puller.
188
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Activity 6
1. d 6. b
2. a 7. f
3. g 8. h
4. e 9. c
5. j 10. i
Activity 8
1.
Story telling competition.
2.
All students in Grade X, XI, and XII of SMU
Mandalawangi.
3.
15 September 2008.
4.
In SMU Mandalawangi.
5. Five.
•
The Tortoise and the Flare.
•
Ali Baba and the Forty Thieves
•
The Jealous Crow
•
The Cock and the Millipede
•
A Story about Red
Speaking
Activity 3
1.
Because Danu hadn't attended Mrs Etty's
lesson for three times.
2.
"Why don't you study with her well?"
3.
Danu should ask Mrs Etty to explain the
lesson more slowly.
4.
The man had broken the traf
fi
c regulation.
5.
"You must not enter this street before 10
a.m."
6.
The man was in a hurry.
Activity 4
1. b
2. d
3. a
4. g
5. e
6. c
7. f
Activity 7
1. He was very sarcastic.
2. Because the hare thought that the tortoise
was so slow.
3. Mr Hare mocked on him.
4. Having a race.
5. He lay down to rest and slept.
6. When it was already late in the after noon.
7. He started to run as fast as he could.
8. He didn't stop running.
9. He was ashamed, tired and very ex
hausted.
And
fi
nally he died.
10. Don't be arrogant; be patient in every thing.
Reading
Activity 2
Words
1. ascend
2. dawn
3. heaven
4. hesitation
5. call
out
6. deception
Antonyms
descend
sunset
hell
certainty
keep silent
honesty
Synonyms
climb
day break
paradise
reluctance
or doubt
shout
trickery
Activity 4
1. F
2. T
3. T
4. T
5. F
Activity 5
1.
Because he lent the horns to the dragon.
2.
Because he knew how difficult it was to
ascend to heaven.
3.
To help a dragon ascend into heaven.
4.
Because he trusted to the millipede.
5.
"Give me back my horns!"
6.
No, he didn't.
7.
No, they weren't.
8. Various answers.
Activity 7
1. sighed
2. sobbed
3. gazed
4. whispered
5. giggled
6. grumbled
7. grabbed
8. gasped
Activity 9
1.
Mr Rahmadi taught German.
2.
The students climbed the mountain.
3.
Eliza wore a beautiful dress.
4.
Mr Krisna opened the secret.
5.
Regita read the novel.
6.
Yuni cut the grass in the yard.
7.
Leoni studied English with her brother.
8.
Mr Dede bought a lot of toys for his son.
189
Answer Key
Wri
ting
Activity 2
1. with a family connection through taking
care of (a child) without becoming his/her
legal parent
2. (in stories) cruel frightening giant who eats
people
3. ball of cooked dough, eaten with meat or
fruit
4. talk quickly or make meaningless sound
5. store of gold and silver, jewels, etc.
6. belt round the waist to keep clothes in
position
7. long-tailed bird often shot for food
8. climb with dif
fi
culty
9. expression of great respect
10. regular rise and fall in the level of the sea
11. take possession of something by force
12. heavily loaded with goods
Activity 3
4-1-6-2-7-3-5
Activity 4
1. a poor peasant woman
2. was very stupid
3. am sending you to town
4. saying too much to me
5. poured his honey
6. will get the money
7. I want my money now
8. they refuse to pay
9. hit the
fl
y
10. was hitting at the
fl
y
Chapter 3
Listening
Activity 2
Dialogue 1
1.
Yes, he did.
2. He ful
fi
lled Mrs Yuli's request.
Dialogue 2
1.
Yes, he was.
2. Thank God.
Dialogue 3
1.
His mother, Mrs Emma.
2.
No, he wasn't.
Dialogue 4
1.
I'm happy to hear that.
2.
It means that he was happy to hear that
too.
Speaking
Activity 2
Dialogue 1
1.
Yes, she does.
2.
Because the money is important for Helmy.
Dialogue 2
1.
Yes, they are.
2.
No, he isn't.
Dialogue 3
1.
Because he was suffering from a relapse.
2.
"I'm sorry to hear that."
Activity 3
1. g
2. f
3. d
4. a
5. i
6. e
7. j
8. c
9. h
10. b
Activity 4
/
ɑ
i/ :
fi
ve, kind
/
əʊ
/ : home, low
/
ɔi
/ : join, boy
/
ei
/ : page, bay
/
aʊ
/ : now, down
/
ɪə
/ : near, hear
/
eə
/ : hair, wear
/
ʊə
/ : pure, poor
Reading
Activity 2
1. f
6. m
11. g
2. i
7. a
12. e
3. l
8. d
13. n
4. h
9. b
14. j
5. c
10. o
15. k
Activity 4
1.
It is that as the economic demands grow,
the planet's rainforests are placed under
increasing threat of destruction.
2.
Yes, they are.
3.
Nearly 50 per cent.
4.
Because they are seen as areas of wilder ness
and natural beauty.
5.
Fishing, bush walking, rock climbing and
four wheel driving.
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Developing English Competencies
for Grade XI of Natural and Social Science Programmes
6. The overuse of rainforests for tourist
activities.
7. Nearly 40 per cent.
8. Timber converted into building materials for
house farming, furniture, fencing, etc.
9. For making cardboard, toilet tissue and the
pulp used for some papers.
10. Over 200,000 square kilometres.
11. The economic resources provided by the
world's rainforests are enormous.
12. Yes, he/she is.
Activity 6
1. Paragraph 1 5. Paragraph 4
2. Paragraph 2 6. Paragraph 6
3.
Paragraph 2
7.
Paragraph 6
4. Paragraph 3 8. Paragraph 7
Activity 7
1. F 3. T 5. T 7. T 9. T
2. T 4. F 6. F 8. F 10. T
Activity 8
1. Rainforests
2.
Containing the richest source of plants and
animals.
3.
Leaves and moses.
4.
Releasing the water over time into streams
and rivers.
Activity 9
1. False
2. True
3. False
4. True
5. True
Activity 10
1.
have started
6. has provided
2.
has grown
7. have destroyed
3.
have done
8. have used
4.
have cut down
9. have occurred
5.
have involved
10. have realised
Activity 12
1. Recycling
2.
To hold all rubbish that can be recycled.
3.
Cereal boxes, corrugated card and greetings
cards.
4.
Squash all containers and remove the lids if
possible.
5.
To promote recycling the rubbish that can be
recycled.
Writing
Activity 1
3-1-5-2-4
Review 1
1. c
11. c
21. b
31. c
2. c
12. b
22. d
32. d
3. d
13. a
23. d
33. a
4. a
14. c
24. d
34. c
5. d
15. d
25. c
35. b
6. d
16. b
26. a
7. c
17. d
27. a
8. c
18. b
28. c
9. c
19. d
29. b
10. a
20. c
30. b
Chapter 4
Listening
Activity 5
1. A poor woodsman's wife, the woodsman,
Tom Thumb, a circus master.
2.
Because he was exactly as tall as a thumb.
3.
Loving his parents.
4. Wise, patient.
5.
Because they need money.
6.
He was able to escape because he was so
small.
7.
At a circus.
8. It is important to love and obey our
parents.
Activity 6
1. c
2. d
3. a
4. e
5. b
Activity 7
/i:/ seem, speak, need, leave
/
ɪ
/ this, be, me, since
Activity 10
Famous reads: Rp99,000.; all bookstores
Magazine: a set; very own writer
Speaking
Activity 8
1. snapped
2. croaked
3. disguise
4. bolts
191
Answer Key
5. triplets
6. tickle
7. miser
8. suspicious
Activity 9
1. Money isn't everything.
2. Six
characters.
3. Student's answers.
4.
At Uncle Scrooge’s house.
5. Uncle Scrooge realised his mistake.
6. Uncle Scrooge was always afraid of being
robbed.
7. Buying medicine for our health is far more
impor tant than merely keep the money.
Activity 13
1. peace
2. been
3. think
4. each
5. sit
6. week
7. live
8. did
Activity 14
1. b
2. a
3. b
4. b
5. a
6. b
Reading
Activity 2
1. group of trees
2. very large
3. extremely
4. sending out
5. greatly
6. fascinated
7. unpleasantly rough
8. great sorrow
9. delightful
10. made calm
Activity 4
1. F
2. F
3. F
4. T
5. T
Activity 6
1. large farming tool for bricking and turning
over soil
2. place (seed) in or on soil; plant (land) with
seed
3. very strong wind
4. clean or dry something in order to remove
(dirt or liquid)
5. shock deeply
6. free (somebody/something) from something
complicated or confused
7. force something unpleasant on somebody
8. come down from the air and settle
9. low land between hills or mountains, often
with a river
10. piece of wood or metal that vibrates to produce
sound
11.
fi
erce or violent
12. very wicked person
13. move by twisting the body about
14. twist or roll about, especially in pain
15. pull something being
or heavy along with
effort and dif
fi
culty
Writing
Activity 2
1. fairy
5. dissuade
2. frugal
6. decent
3. bow
7. chuckle
4. vanish
8. gully
Chapter 5
Listening
Activity 2
1. About marriage.
2. 23 and 25 years old.
3. In a park.
Activity 6
1. In an airport.
2. Because it's very annoying.
3. Manning the ticket counter.
4. Ticket counter attendant.
5. Because the baby is the man’s son.
Activity 7
1. airplane
2. counter
3. rolled
4. cheerily
5. chances
6. replied
192
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
Activity 8
1. getting
2. stuck
3. counter
4. sobbing
5. infant
6. cheerily
7.
fl
ight
8. chances
Activity 11
1. b
2. c
3. c
4. c
5. c
6. a
Activity 12
4–1–5–2–3
Speaking
Activity 2
1. He should
fi
nish his monthly report soon at
his of
fi
ce.
2. My dear; I love you so much.
3. No, she wasn't.
4
. Yes, I can. My dear; Honey; I love you so
much.
5. Yes, I can. Just leave me alone; How sorrowful
my life will be.
Activity 5
Text 1
1. For a check-up.
2. He is a turkey hunter.
3. Yes, it is. He turkey hunted with the man that
morning.
4. Getting up before daylight, chasing turkeys
up and down mountains.
5. His grandfather has already got married
or perhaps, he got married for any other
reasons.
6. Yes, I do./No, I don
’t.
Text 2
1.
For the baby's
fi
rst checkup.
2. Yes, he was.
3. Yes, he was.
4. Yes, he did.
5. He might mean that the parent is not good
looking.
Reading
Activity 2
1. d 3. b 5. a 7. i
9. j
2. e 4. c 6. h 8. g 10. f
Activity 4
1. Because her husband tends to snore.
2. Yes, he is.
3. Some medication.
4. He fell into a deep sleep.
5. He just wanted to tell his wife that the drugs
had worn out and he couldn
't sleep.
6.
Yes, she was.
Activity 6
1. b
2. a
3. d
4. c
Activity 7
1. orientation
2.–5. event
6. twist
Activity 8
1. F
2. T
3. F
4. T
5. F
6. T
Activity 9
1. h
2. a
3. g
4. b
5. f
6. c
7. e
8. d
Activity 11
1. Tina M. Digiovanna.
2. At a resort.
3. On a recent holiday.
4. At the pool.
5. A brand of ice-chest.
6. Because he thought that “playmate” is a
girl.
7. Answer may vary.
Writing
Activity 2
Text 1: c. descriptive
Text 2: d. spoof
Text 3: b. report
Text 4: a. news
Activity 3
4-3-6-5-1-2
193
Answer Key
Activity 5
Text 1
Once a man was walking in a park when he
found a penguin. He took it to a policeman and
said; "What should I do?" The police man replied;
"Take it to the zoo!".
The next day, the policeman saw the man
in the same park. The man was still carrying the
penguin. The policeman was rather surprised and
walked up to the man and asked; "Why are you
still carrying the penguin? Didn't you take it to the
zoo?" The man replied; "I certainly did. And it was
a great idea because the penguin really enjoyed it.
So, today I am taking it to the movie".
Text 2
Soon after he left college, Dave found one of
his uncles who was very rich and had no children
of his own died and left him a lot of money, so he
decided to set up his own real estate agency.
Dave found a nice of
fi
ce. He bought some
new furniture and moved in. he had only been
there for e few hours when he heard someone
coming toward the door of his of
fi
ce.
“It must be my
fi
rst customer” Dave thought.
He quickly picked up the telephone and pretended
to be very busy answering an important call
from someone in who wanted to buy a big and
expensive house in the country.
The man knocked at the door while this was
going on. He came in and waited politely for Dave
to
fi
nish his conversation on the phone. Then
the man said to Dave; “I am from the telephone
company and I was sent here to connect your
telephone.”
Activity 6
1. sharing
2. shocked
3. broken
4. to climb
5. concentrating
6. telling
7. began
8. to tell
Chapter 6
Listening
Activity 2
1. Totok's teacher.
2.
He just got the second prize in the contest.
3. He feels very humble towards his friends and
teachers.
4. He lacked self-con
fi
dence.
5. No, it isn't.
Activity 8
1. d
5. a
2. f
6. b
3. h
7. c
4. g
8. e
Activity 9
1. There is a need to secure a return on capital
invested within the shortest possible time.
2. To impose high student admission fees.
3. Because the majority of Indonesians are under
the in
fl
uence of capitalism.
4. Trying to make peace with capitalism.
Speaking
Activity 2
5 – 7 – 3 – 6 – 8 – 10 – 9 – 4 – 1 – 2
Activity 6
1. thieve
2. thirsty
3. there
4. rather
5. breath
6. then
7. moth
8. throw
9. bother
10. breathe
Reading
Activity 5
1. d 5. c
2. a 6. f
3. e 7. g
4. b 8. h
Activity 6
1. Yes, she does.
2. Their determination for the best edu cation for
their children that will give the children good
prospects for their future careers.
194
Developing English Competencies
for Grade XI of Natural and Social Science Programmes
3. That the best education couldn’t be accom-
modated and provided by the Indonesian
schooling system.
4. Yes, there are.
5. Expatriate community.
6. Yes, it does.
7. No, it isn't.
8. The campus site, the curriculum and teaching
staff.
9. The more parents pay, the more likely they
are to get something good.
10. The customer must check the school quality
and the buyer must beware.
Activity 7
1. the two children
2. parent's care
3. parents
4. label
international
5.
"International" institutes and educators
Activity 8
1. T
2. F
3. T
4. T
5. T
6. T
7. F
8. F
Activity 9
1. Because parents seem to be aware that the
competition to get into the top universities
becomes more and more
fi
erce.
2. Good effect: it might help a child
's grade. Bad
effect: causing stress to a child, less time for
playing and interacting with other people,
less time for parent-child relationship.
3
. Structured learning activities conducted at
home, and usually facilitated by parents.
4. Improving the parent-child relationship.
5. Upgrading their knowledge.
Activity 10
1. frenzy
2.
fi
erce
3. mediocre
4. content
5. excessive
6. moonlight
Activity 11
1. as well/too
2. Furthermore,/Besides, ....
3. In addition to/Besides
4. also
5. However
Writing
Activity 1
2 – 4 – 1 – 3 – 5 – 7 – 6 – 8 – 9
Activity 2
1. Wearing school uniform.
2. Yes, he/she does.
3. Uniform is cheaper and wearing uniform
saves money.
4. Yes, she does.
5. Students should not be uncomfortable
wearing a uniform.
Activity 5
4 - 1 - 7 - 5 - 2 - 3 - 6
Review 2
1. d 11. b 21. d
2. a
12. b
22. d
3. c
13. a
23. a
4. c
14. d
24. b
5. c
15. d
25. a
6. b
16. a
26. c
7. d
17. b
27. c
8. a
18. d
28. b
9. a
19. b
29. c
10. d
20. c
30. b