Bahasa Inggris · a_Chapter 1 Can You Tell Me the Story

Achmad Doddy

24/08/2021 16:37:14

SMA 12 K-13

Daftar Isi

a_Chapter 1 Can You Tell Me the Story b_Chapter 2 How the Water Cycle Works c_Chapter 3 Let’s Discuss Some Issues d_Chapter 4 Delivering a Speech e_Chapter 5 Lets Have a Debate f_Chapter 6 Its a Great Story g_Chapter 7 The Book Is Amazing h_Chapter 8 Exploring Poems and Song Lyrics i_Chapter 9 A Powerful Character

Halaman

Developing English Competencies 3

for Senior High School (SMA/MA)

Grade XII of Natural and Social Science Programmes

Writers : Achmad Doddy

Ahmad Sugeng

Effendi

Editors : Izzudin Irsam Mujib

Bukky Suwarno

Winda Ariningsih

Layouters : Regie Alvian

Ginansah Munggaran

Rohaendi

Illustrator : Jemi Edijayadi

Cover Designer

: Mastika Indasari

Hak Cipta pada Departemen Pendidikan Nasional

Dilindungi Undang-undang

Ukuran Buku

: 17,6 x 25 cm

Hak Cipta Buku Ini dibeli Departemen Pendidikan Nasional

dari Penerbit PT. Setia Purna Inves.

Diterbitkan oleh Pusat Perbukuan

Departemen Pendidikan Nasional

Tahun 2009

Diperbanyak oleh ....

420.7

ACH ACHMAD Doddy

d Developing English Competencies 3 : For Senior High School (SMA/MA)

Grade XII of Language Programmes / Writers, Achmad Doddy,

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

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

Nasional, 2009.

viii, 250 hlm. : ilus 25 cm.

Bibliografi : hlm. 219-220

Indeks

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

ISBN 978-979-068-080-7

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

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

iii

Kata Sambutan

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

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

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

disebarluaskan kepada masyarakat melalui situs internet (website) Jaringan

Pendidikan Nasional.

Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional

Pendidikan dan telah ditetapkan sebagai buku teks pelajaran yang memenuhi

syarat kelayakan untuk digunakan dalam proses pembelajaran melalui Peraturan

Menteri Pendidikan Nasional Nomor 69 Tahun 2008.

Kami menyampaikan penghargaan yang setinggi-tingginya kepada para

penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada

Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa

dan guru di seluruh Indonesia.

Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada

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

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

gandaan yang bersifat komersial harga penjualannya harus memenuhi ketentuan

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

lebih mudah diakses sehingga siswa dan guru di seluruh Indonesia maupun

sekolah Indonesia yang berada di luar negeri dapat memanfaatkan sumber belajar

ini.

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

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

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

itu, saran dan kritik sangat kami harapkan.

Jakarta, Februari 2009

Kepala Pusat Perbukuan

Preface

Developing English Competencies for Grade XII of Language Programme

is designed

to facilitate you, students of senior high school (SMA/MA), to communicate in

English according to the context of the language use.

Developing English Competencies for Grade XII of Language Programme

enables you to

access information of various

elds of science to prepare you to go to university.

English learning in

Developing English Competencies for Grade XII of Language

Programme

is based on literacy based approach so you can get many learning

experiences by considering the aspects of interpretation, convention, collaboration,

cultural knowledge, problem solving, re

ection and language use.

Developing English Competencies for Grade XII of Language Programme,

there are

many activities available for you to do individually or with other students. These

activities explore your creativity. You are expected to be skillful in doing the exercises,

acting out dialogues, constructing sentences or texts and the other activities that

facilitate you to be skillful in using English in communication.

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

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

you learn English in a communicative way.

Bandung, July 2008

Writers

Contents

Chapter 1

Can You Tell Me the Story? ______________________________ 1

Listening

____________________________________________________________________________ 2

Responding to suggestions, requests and

instructions __________________________________ 2

Accepting and declining requests

___________________________________________________ 2

Responding to narrative texts

_______________________________________________________ 4

Speaking

____________________________________________________________________________ 6

Making suggestions, requesting and giving instructions

________________________________

Performing a monologue of a narrative text ___________________________________________ 9

Reading

_____________________________________________________________________________ 11

Reading narrative texts ____________________________________________________________ 11

Reading a short functional text: an advertisement _____________________________________ 15

Writing _____________________________________________________________________________

Writing a narrative text ____________________________________________________________ 16

Writing a short functional text: an advertisement _____________________________________ 21

Chapter Summary

____________________________________________________________________ 22

Learning Re

ection

___________________________________________________________________ 22

Chapter 2

How the Water Cycle Works ______________________________ 23

Listening

____________________________________________________________________________ 24

Responding to blame, accusation and complaints

______________________________________ 24

Responding to promises and deterrence

______________________________________________ 24

Responding to explanation texts

____________________________________________________ 26

Speaking

____________________________________________________________________________ 30

Blaming and accusing ______________________________________________________________ 30

Making a promises and deterrence

__________________________________________________ 30

Performing a monologue of an explanation text

_______________________________________ 30

Reading

_____________________________________________________________________________ 36

Reading explanation texts

__________________________________________________________ 37

Reading short functional texts: picture diagrams

______________________________________ 40

Writing _____________________________________________________________________________ 41

Writing an explanation text

_________________________________________________________ 42

Writing short functional texts: picture diagrams

______________________________________ 45

Chapter Summary

____________________________________________________________________ 46

Learning Re

ection

___________________________________________________________________ 46

Chapter 3

Let’s Discuss Some Issues ________________________________ 47

Listening

____________________________________________________________________________ 48

Responding to curiosity and showing attitudes

_______________________________________ 48

Responding to expressions for discussing possibilities

__________________________________ 49

Responding to discussion texts

______________________________________________________ 50

Speaking

____________________________________________________________________________ 52

Saying you are curious _____________________________________________________________ 53

Expressing possibilities and showing attitudes

________________________________________ 54

Performing a monologue of a discussion texts _________________________________________ 55

Reading

_____________________________________________________________________________ 58

Reading discussion texts ___________________________________________________________ 58

Reading a short functional text: posters and graphs

____________________________________ 62

Writing _____________________________________________________________________________

Writing a discussion text ___________________________________________________________ 65

Writing a short functional text: sign or poster

_________________________________________ 69

Chapter Summary

____________________________________________________________________ 70

Learning Re

ection

___________________________________________________________________ 70

ata Sambutan

____________________________________________________________

iii

Preface _____________________________________________________________________________ v

vii

Chapter 4

Delivering a Speech _____________________________________ 71

Listening

____________________________________________________________________________ 72

Responding to expressions used in a speech

___________________________________________ 72

Responding to various types of speech

_______________________________________________ 73

Speaking

____________________________________________________________________________ 75

Learning how to deliver a speech

___________________________________________________ 75

Practising and delivering a speech

___________________________________________________ 77

Reading

_____________________________________________________________________________ 82

Reading a speech

__________________________________________________________________ 86

Identifying meanings in a speech

____________________________________________________ 86

Writing _____________________________________________________________________________

Preparing a speech

_________________________________________________________________ 88

Writing a speech

__________________________________________________________________ 91

Chapter Summary

____________________________________________________________________ 92

Learning Re

ection

___________________________________________________________________ 92

Chapter 5

Let’s Have a Debate _____________________________________ 93

Listening

____________________________________________________________________________ 94

Listening to debates and presentations

_______________________________________________ 94

Responding to various m

eanings of debates and presentations

_____________________________ 96

Speaking

____________________________________________________________________________ 97

Expressing and practising a

debate __________________________________________________ 97

Expressing and practising a presentation

____________________________________________ 102

Reading

____________________________________________________________________________ 104

Reading texts and information related to debate and

presentation

_______________________ 104

Reading some

debate topics and presentations

________________________________________ 105

Identifying meanings in debates and presentations

_____________________________________ 106

Writing _____________________________________________________________________________

108

Learning how to write debate outlines _______________________________________________ 109

Writing an

opinion letter

___________________________________________________________ 111

Writing a paper for presentations

___________________________________________________ 112

Chapter Summary

____________________________________________________________________ 114

Learning Re

ection

___________________________________________________________________ 114

Review 1 ____________________________________________________________ 115

Chapter 6

It’s a Great Story ________________________________________ 123

Listening

____________________________________________________________________________ 124

Responding to expressions for persuading, encouraging and hoping

_____________________ 124

Responding to expressions for criticising and deterring

________________________________ 124

Responding to monologues of narrative texts

_________________________________________ 126

Speaking

____________________________________________________________________________ 128

Persuading, encouraging and hoping

_________________________________________________ 128

Using expression for criticising and deterring

_________________________________________ 131

Performing monologues of narrative texts ____________________________________________ 132

Reading

_____________________________________________________________________________ 134

Reading narrative texts ____________________________________________________________ 134

Reading a short functional text: an announcement _____________________________________ 139

Writing _____________________________________________________________________________

140

Writing a narrative text ____________________________________________________________ 140

Writing a short functional text: an announcement ____________________________________ 143

Chapter Summary

____________________________________________________________________ 144

Learning Re

ection

___________________________________________________________________ 144

Chapter 7

The Book Is Amazing ____________________________________ 145

Listening

____________________________________________________________________________ 146

Responding to expressions of regret

_________________________________________________ 146

Responding to expressions of telling or asking plans, purposes and intentions

_____________ 146

Responding to expressions for predicting, speculating and judging

______________________ 146

Responding to monologues of review texts

___________________________________________ 150

viii

Speaking

____________________________________________________________________________ 151

Using expressions of regret

_________________________________________________________ 151

Telling or asking plans, purposes and intentions

______________________________________ 151

Predicting, speculating and judging

_________________________________________________ 151

Performing a monologue of review texts _____________________________________________ 155

Reading

_____________________________________________________________________________ 157

Reading review texts ______________________________________________________________ 157

Reading a short functional texts: pamphlet and advertisement

__________________________ 159

Writing _____________________________________________________________________________

160

Writing a review text ______________________________________________________________ 160

Chapter Summary

____________________________________________________________________ 166

Learning Re

ection

___________________________________________________________________ 166

Chapter 8

Exploring Poems and Song Lyrics _________________________ 167

Listening

____________________________________________________________________________ 168

Listening and responding to poems

_________________________________________________ 168

Listening and responding to

song lyrics ______________________________________________ 171

Speaking

____________________________________________________________________________ 173

Learning how to read poems

_______________________________________________________ 173

Expressing meaning in poems and

song lyrics ________________________________________ 176

Practising and reciting poems and reading

song lyrics __________________________________ 177

Reading

_____________________________________________________________________________ 178

Reading texts and information related to poems and English songs

______________________ 178

Practising

poetry reading

__________________________________________________________ 179

Identifying meanings in poems and

song lyrics _______________________________________ 180

Writing

_____________________________________________________________________________

182

Learning how to write poems and

song lyrics

_________________________________________

182

Writing poems and

song lyrics ______________________________________________________ 184

Chapter Summary

____________________________________________________________________ 188

Learning Re

ection

___________________________________________________________________ 188

Chapter 9

A Powerful Character ____________________________________ 189

Listening

____________________________________________________________________________ 190

Learning how to respond to movies

_________________________________________________ 190

Listening to movie reviews _________________________________________________________ 191

Listening and responding to contemporary dramas

____________________________________ 193

Speaking

____________________________________________________________________________ 194

Talking about movie reviews _______________________________________________________ 194

Identifying the elements of drama ___________________________________________________ 198

Learning how to act or

perform in a

drama ___________________________________________ 199

Performing dramas ________________________________________________________________ 199

Reading

_____________________________________________________________________________ 200

Reading and elaborating short stories and novels ______________________________________ 200

Reading

speeches of famous people

_________________________________________________ 203

Writing _____________________________________________________________________________

204

Learning the elements of stories and novels ___________________________________________ 204

Writing stories ____________________________________________________________________ 208

Rewriting stories from different

point of view

_________________________________________ 209

Chapter Summary

____________________________________________________________________ 210

Learning Re

ection

___________________________________________________________________ 210

Review 2 ____________________________________________________________ 211

Bibliography

________________________________________________________ 219

Photo Credits

________________________________________________________ 221

Glossary

____________________________________________________________ 223

Index

_______________________________________________________________ 225

Tapescripts

__________________________________________________________ 227

Answer Key

_________________________________________________________ 240

Can You Tell Me

the Story?

Chapter

In This Chapter

Source

Indonesian Children's Favorite Stories,

2005

Listening:

•

Responding to suggestions, requests and instructions

•

Accepting and declining requests

•

Responding to narrative texts

Speaking:

•

Making suggestions, requesting and giving instructions

•

Performing a monologue of a narrative text

Reading:

•

Reading narrative texts

•

Reading a short functional text: an advertisement

Writing:

•

Writing a narrative text

•

Writing a short Functional text: an advertisement

Developing English Competencies

for Grade XII of Language Programme

Listening

In this section, you will learn how to:

• respond to suggestions, requests and instructions;

• accept and deny requests;

• respond to narrative texts.

What would you say if :

1. You want to make a suggestion?

2. You want to respond to someone's suggestion?

3. You want to respond to someone's request?

4. You want to respond to someone's instruction?

Answer these questions orally.

Student

: Excuse me. My teacher gave me an assignment

to write a book report.

what book

should I read?

Librarian :

Did your teacher set a speci

book?

Student

: Yes. A contemporary novel, actually.

Librarian

: Well,

you read

Life of Pi

. The book

is great. It's about the life of Pi and his great

adventure. I think you should read the

book.

Student : That's great.

I borrow

the book now?

Librarian :

You can borrow it for a week.

Student

: Thank you, but I think I need it for a longer

period.

making a copy of it?

Librarian : Oh,

no part of the book may be

copied.

Student : OK.

extend the due date by two

weeks?

Librarian :

. Here you are.

Listen to the dialogue. Complete it while you are

listening to the tape.

Activity

Englishclub.com

Learning English requires

a lot of motivation. If you

are sure you are ready

to begin studying, make

a commitment. You can

find the information

about the importance of

the commitment at

www.

englishclub.com.

Can You Tell Me the Story?

Study these expressions. Put them into groups of making

suggestions, requests, or instructions.

You are going to listen to three short dialogues.

Choose the appropriate responses to the expressions

you hear.

1. a. That sounds great.

b. Sure. You'd better review

Jane Eyre

c. Sure. I will. Here you are.

2. a. Sorry to say that I can't. It's not mine. I borrowed

it from Nisa.

b. That's great. It sounds good.

c. I suggest you read it.

3. a. OK then. I will do it as soon as possible.

b. That would be lovely. I think it's great.

c. Sure. It's my pleasure.

1. Bring that book to me.

2. Why don't you read this story?

3. Why not read this story?

4. Read this story loudly.

5. Would you mind lending me the book, please?

6. What about going to the library?

7. I think you should join the story telling contest.

8. Stop writing your story.

9. If I were you, I would buy this novel.

10. Could you pass me that novel, please?

Now, you are going to listen to some expressions. Listen

to them carefully and give appropriate responses to the

expressions you hear.

Activity

Developing English Competencies

for Grade XII of Language Programme

Listen to a story from a tape. Then, complete the

story while you are listening.

Look at the picture and answer the questions orally.

1. What is the picture about?

2. When you were a child, did you like to

listen to stories?

3. What was your favourite story?

4. Who were the characters in the story?

5. What was it about?

"I'm an

man," said the

beggar defiantly. "Let us take this

matter to the court."

In court the judge

listened

to both sides of the story and said, "I

believe you both. Justice is possible!

Merchant, you stated that the purse

you lost contained

of gold.

Well, that's a considerable cost. But,

the purse this beggar

had

only 100 pieces of gold. Therefore, it

couldn't be the one you lost."

And, with that, the judge

the purse and all the gold to the

beggar.

Text Source:

Peter Haddock Ltd,

2003

A beggar found a

that someone had dropped in the

marketplace. Opening it, he discovered

that it contained

100 pieces of gold.

Then he heard a merchant

"A reward! A reward to the one who

nds my leather purse!"

Being an honest man, the beggar

and handed the purse to the

merchant saying, "Here is your purse.

May I have the reward now?"

"Reward?" scoffed the merchant,

greedily counting his gold. "Why the

purse I

had 200 pieces of

gold in it. You've already stolen more

than the reward! Go away or I'll tell

Source:

www.georgia.libvt.us

Activity

Can You Tell Me the Story?

1. What is the story about?

2. Where did the story take place?

3. Who are the main characters in the story?

4. What happened to each character at the end of the story?

5. What did you learn from the story?

Listen to the tape. You are going to listen to another

story. Listen carefully then answer the questions.

1. Where did the beggar

nd the purse?

2. How many pieces of gold did the purse contain?

3. Who lost the purse?

4. What did the beggar do?

5. Did the merchant thank the beggar?

6. Why did the judge say that the purse did not belong

to the merchant?

7. To whom did the judge give the purse?

8. What is your conclusion of the story?

Answer these questions based on the story you have

completed.

Listen to the tape, the text is an advertisement.

Listen carefully then

ll in the blanks.

The Intergeneration Foundation

invites people of all ages to tell us

a story: a

of their family's

history or traditions or a story from

their

. Whether

ction or

non

ction, the story should

intergeneration needs, connections,

relationship, understanding, and

feature

from at least two

generations. Ideas to inspire and

motivate you might be ....

Intergeneration Foundation Announces

Storytelling Contest

• Favourite family stories

from generation to generation

• Stories about intergeneration care

giving and

For further information, visit our

www.intergenerationda.org

Activity

Developing English Competencies

for Grade XII of Language Programme

1. Your friend has an assignment to write a book

review. She intends to review a novel. She asks for a

suggestion. What do you say to her?

2. Your friend is reading a good novel. You intend to

borrow it. What expression do you use?

3. What do you say when accepting a request?

4. What do you say when denying a request?

Answer the following questions.

Speaking

In this section, you will learn how to:

• make suggestions, requests and give instructions;

• perform a monologue of a narrative text.

Read the dialogue. Pay attention to the expressions

for making requests in the italicised sentences.

Dani : Hi, Adi. How's it going today?

Adi : Oh, hi, Dani. Oh, so-so. I'm a little tired.

Dani :

Really. Why? Didn't you sleep very well last

night?

Adi : I slept well, but not enough. I read a book last

night and I just couldn't put it down.

Dani : What book was that?

Adi :

Of Mice and Men

by John Steinbeck.

Dani : You're fond of Steinbeck, aren't you? I've read

some of his novels. I like

The Grapes of Wrath

Have you read it?

Adi : Not yet. Is it interesting?

Dani : It's a depressing tale, actually.

I suggest you read

the book

Adi :

Can you lend me the book until next week?

Dani : No.

I'm afraid I can't

. I don't have it now. Nadia

is reading it.

Adi :

Will you let me know when she has

nished it

Dani :

Sure, I will.

UN Shot

Mawar : This telegram

is for my

husband. He's

out on duty.

What do you

recommend

me to do?

Putri

: Why don't you

ring him and

tell him that

a telegram's

arrived?

In the dialogue above,

Mawar is asking for

Putri's

a. suggestion

b. permission

c. agreement

d. curiousity

e. information

(UN 2002/2003)

Activity

Can You Tell Me the Story?

Here is a dialogue between a son and his mother. Identify

the expressions which are used to give instructions.

Here are some more examples of the expressions for

making suggestions, requests and instructions. Repeat

after your teacher.

Your Project

It's a group project.

Find other expressions

for making requests,

suggestions, and

instructions. Make some

short dialogues using

the expressions you

have found and practise

them. Perform them in

front of the class.

Son

: Mom. I'm thinking of travelling around Java

this holiday alone. What do you think?

Mother : Travelling? Alone? That sounds dangerous!

You shouldn't go by yourself. You ought to

go with your friends.

Son

: Yes. That's true.

Mother : And you'd better talk to your father

rst.

Son

: I did. He thought it was a great idea, but he

also said that I had to go with a friend.

Making Suggestions

• You could (might) join the speech contest.

• If I were you, I would take care of this dog.

• Why don't you go to the doctor?

• Why don't you come to my house and borrow my

umbrella?

• What/How about going to the veterinarian?

Requesting

• Would you mind passing me the salt, please?

• Could you please take me to the dentist?

• Can you tell me what happened?

• Will/Would you come to my birthday party?

• Please tell me the story.

Giving Instructions

• You should keep it out of the children's reach.

• Whatever you do, don't be nervous.

• Bring that magazine to me.

• Read the text loudly.

Activity

Developing English Competencies

for Grade XII of Language Programme

What to Say

Requesting

• Would you

mind ...,

please?

• Can/Could

you ...?

• Will/Would

you ...?

• Please

....

Accepting Requests

•

Sure, I'd be

glad/happy

to ....

• Of

course/

Certainly.

• No problem.

•

Sure. Just a

moment.

Refusing Requests

•

I'd love to, but

...

•

It sounds

great, but ...

• I'm/sorry,

but ....

•

Sorry to say

that ....

Suggestions

• You could

(might) ....

• I

suggest/

recommend

that you ...

• You

really

should/

ought to ....

• I strongly

advise/urge

you to ....

• You'd better

....

Accepting

Suggestions

• That's a good/

nice/wonderful,

idea/suggestion.

• Thank you/

Thanks. I‘ll do/

try that.

• Why didn't I

think of that?

I think you're

right.

Rejecting

Suggestions

•

I tried that,

but ....

• Thanks,

but

that won't

work/help

because ....

•

I don't want

to/can't do

that

because ....

•

That's a good

idea, but ....

Giving Instructions

•

Open page 10 of this book.

•

Give me that story book.

•

Read this paragraph loudly.

•

Write your own story.

More Formal

Less Formal

More Formal

Less Formal

More Formal

Less Formal

Study the following expressions of requests, suggestions

and giving instructions.

Can You Tell Me the Story?

With your partner, create a short dialogue using the

expressions you have just learned. Then act it out.

Read the following story aloud. Pay attention to your

intonation and pronounciations.

The Magic Headcloth

“Whatever you please, young man,

I will grant your request,“ the king

replied.

“Before you eat me, grant me some

land. Just enough for my own grave.“

“Ha ha ha! Your own grave? I

will give you enough land for many

graves!“

“Oh no, Your Majesty. I just need

land that is the length of my own

headcloth.“

“This you shall have. Come, let us

measure your headcloth so that I can have

my meal and you can have your grave!“

With this, Ajisaka began to unwrap

the cloth tied around his head. The king

got down from his throne and took

hold of one end. He stepped backward,

thingking that the cloth would unravel

to the usual length of one meter. What

he didn't know was that this headcloth

was much longer than usual!

The king kept going backward, step

by step, as the cloth kept unraveling. He

stepped backward through the palace

square, backward across the village

marketplace, backward down the length

of the village and backward through the

countryside.People gathered, amazed at

the sight of their king

walking backward

through the kingdom, holding the end

of Ajisaka's headcloth. He kept stepping

Many, many years ago, the

kingdom of Medangkamulan was

ruled by a much feared and ferocious

king named Dewata-chengkar. This

king had a strange and frightening

habit–he liked to eat human beings!

rst, the advisers took people

from the countries they had conquered,

but eventually they had to look for

victims from among their own people.

The people of Medangkamulan were

terri

ed of the king and his army.

One day, a young traveler arrived

in the kingdom. He was kind and

clever and was well–received by the

villagers. He was called Ajisaka.

Ajisaka took shelter in the house

of a widow who quickly came to look

upon the young man as her own son.

Ajisaka began to teach the villagers. He

also listened to the villagers' problems

and often helped them

nd solutions.

When he heard of the king's strange

appetite, Ajisaka sympathized with their

plight and immediately volunteered to

become the king's next meal.

Ajisaka went directly to the king's

palace. He boldly announced to the king

that he was willing to sacri

ce himself.

“I am willing to be your next meal.

Your Highnees. However, I have a

request.“

Activity

Developing English Competencies

for Grade XII of Language Programme

Work in pairs. Look at the advertisement and answer

the questions.

1. What is a fable?

2. What is the advertisement tell about?

3. What do the stories teach?

4. Where are the books available?

5. How can you get the books?

Now retell the text in Activity 6 with your own words.

Some instructions below will help you.

1. Think where the story happened.

2. Mention the character's names.

3. Think of the main ideas, supporting ideas and

concluding ideas of the story.

4. Mention its moral values.

Source:

www.aesopfables.com

It's not just a collection

of fables

It teaches lessons about human behaviour.

There's always a moral lesson in each story.

Now available at bookstores.

For more information visit

www.aesopfables.com

Activity

backward the length of his kingdom until

nally he reached the sea cliftts of the

Southern Seas.

By now, a great crowd had gathered.

They held their breath as their king

took his

nal step backward over the

cliff's edge and plunged into the waves

crashing againts the rocks at the foot of

the sea wall. A victorious roar rose up as

they watched their greedy king disappear

under the waves.

The crowd returned to the palace

with Ajisaka and thanked him for his

courage, cunning, and magical powers.

They made him their new king. To this

day, Ajisaka is remembered as the wise

ruler who later brought the knowledge

of letters to the Javanese.

Taken from

Indonesian Children's Favorite Stories,

2005

Can You Tell Me the Story?

Answer the questions orally.

Reading

In this section, you will learn how to:

• read narrative texts;

• read a short functional texts: an advertisement.

1. What do you know about legends?

2. Have you ever heard or read the legend of

Sangkuriang? Where is it from?

3. According to the legend, how did Tangkuban Perahu

exist?

You are going to read a story. Here are some words

taken from the story. Match the words to their

meanings or synonyms.

Words

1. curse

eternal

fate

faint

5. faithful

ing/

ung

7. fond of

8. mumble

9. roam

10. scar

Meanings/synonyms

a. word from god for punishment

like, love

say something

power that cannot be resisted

e. become weak

f. loyal and true

g. mark as the result of injury

h. without end

i. walk or travel

j. throw violently/thrown violently

Activity

Source:

CD Image

Developing English Competencies

for Grade XII of Language Programme

Read the following text aloud. Pay attention to the

pronunciation, stress and pause.

Sangkuriang

A very long time ago in West

Java, there lived a king, named Raden

Sungging Pebangkara. He was a good

ruler. He liked hunting in the forest

very much.

In the forest, there lived a she-pig,

actually a cursed goddess. One day, she

came out of her hiding place looking for

water. There, she saw a coconut shell

lled

with water. Expecting it to be coconut

milk she drank it, having no suspicions

that it was the king's urine left there the

day before when he went hunting.

The consequence was very strange.

She became pregnant. A few months

later she gave birth to a very pretty girl.

When the king was hunting again

in the forest, he saw the girl and was

attracted by her beauty. He took her to his

palace, then he called her Dayang Sumbi

and treated her as his own daughter.

Time passed and Dayang Sumbi

grew up into a beautiful girl. She was

fond of weaving.

One morning as she was weaving,

her weaving spool flew out of the

window to the

eld. Because she was

very tired, she mumbled, “Whoever is

willing to help me pick up the spool,

I'll treat her as my sister if she is a

girl. If he is a man, I'll treat him as my

husband”. These words were heard by

a dog, called Tumang, actually a cursed

god too. He immediately picked up the

spool and gave it to Dayang Sumbi.

Seeing the dog had helped her, she

fainted. The god had decided for her to

undergo the fate. She became pregnant

and a short time afterwards she gave

birth to a healthy strong son whom she

called Sangkuriang.

Sangkuriang became a handsome

young man, as time went by. Like his

grandfather, he was fond of hunting in

the forest and Tumang was his faithful

friend when roaming the woods. He

didn't realize that Tumang was actually

his father.

One day, when the dog didn't obey

him to chase the pig, Sangkuriang was

very angry and killed the dog and cut up

his

esh into pieces and took it home to

his mother. For a moment Dayang Sumbi

was speechless and took a spool and

ung it at him. This left a scar on the spot.

Then Dayang Sumbi sent him away.

Sangkuriang left and wandered

through the woods. He walked for

years.

Finally he returned to his native

place, but did not recognise it any

longer. At the end of a vast rice

eld,

he noticed a house and saw a young

girl sitting at her weaving-loom. He

approached her and was charmed by

her beauty. He was unaware that she

Activity

Can You Tell Me the Story?

was his own mother. Dayang Sumbi

had been given eternal beauty by

the gods which was why she looked

young forever. She looked at him and

noticing his good looks, she promised

to marry him. They made plans for

their wedding day, but one day she

discovered the scar on his forehead.

She knew that he was her own son who

had come back to his village.

She made an effort to make him

understand that marriage between

them was impossible, but Sangkuriang

refused to accept it.

She had an idea and said to him

“All right, you shall marry me if only

you can dam up the Citarum river and

build a big vessel all in one night”.

Sangkuriang agreed and started to

work by using his magic powers and

his praying to the gods for help.

To prevent the marriage, before

Sangkuriang finished his work, she

stretched the red veil which covered

her head over the eastern side of the

plain. Through her magic powers, the

red light spread over the landscape,

giving the impression that the sun

was rising and that the time was up.

Angrily, Sangkuriang kicked the vessel

which was almost finished, upside

down.

Some times later the vessel became

the mountain of Tangkuban Perahu on

the northern side of Bandung.

Adapted from

Folk Tales from Indonesia,

1999

In pairs, answer the following questions based on the

text in Activity 3.

1. Where did the story take place?

2. Who was Raden Sungging Pebangkara?

3. How did Dayang Sumbi look like?

4. Who was Tumang?

5. Why was Sangkuriang angry with Tumang?

6. Why did Dayang Sumbi send Sangkuriang away?

7. What did Dayang Sumbi ask Sangkuriang?

8. What happened to Sangkuriang at the end of the

story?

Activity

Developing English Competencies

for Grade XII of Language Programme

Find the paragraphs of the text in Activity 3 that tell

the following information.

1. The setting and scene of the story

2. Dayang Sumbi's beauty

3. Tangkuban Perahu

4. The king's characters

5. How the she-pig became pregnant

6. Why was Dayang Sumbi angry

7. Dayang Sumbi knew that Sangkuriang was her son.

8. What Sangkuriang did to fulfil Dayang Sumbi's

wish?

Study and complete the following

diagram of family

tree based on the story of

Sangkuring

A she-pig

Dayang Sumbi

1. What would have happened if Sangkuriang had

married Dayang Sumbi?

2. Who was Tumang from the diagram?

3. What was the relationship between Sangkuriang and

Raden Sungging Pebangkara?

Answer the following questions based on the

diagram.

Activity

Can You Tell Me the Story?

Read the story of "Sangkuriang"

once again and identify

the structure of the text.

Read the advertisement and complete the table based

on the advertisement.

Buy new books at half price and help

thousand of kids, senior citizens and

homeless people live better lives at the

19th Annual Book Fair to Bene

t Goddard

Riverside Community Center at Hibiscus

Building, 213 Frangipani Street.

For more information call 212 873 4448.

Adapted from

Publishers Weekly,

October 31, 2005

Book fair sale dates are on Saturday, November 19, from 10

am to 6 pm and Sunday, November 20, from 11 am to 6 pm.

Event:

Time/Date/Venue:

Purpose of the action:

Phone number of the organizer:

1. Orientation; describes scene and introduces the

participants of the story.

2. Complication; begins when there is a problem

encountered by the characters.

3. Resolution; the part in which the characters

nd the

resolution.

Activity

Developing English Competencies

for Grade XII of Language Programme

Answer the following questions.

Writing

In this section, you will learn how to:

• write a narrative text;

• write a short functional text, such as an advertisement.

1. A Fox once saw a Crow

y off with a piece of cheese

in its beak and settle on a branch of a tree.

2. "That's for me, as I am a Fox," said Master Reynard,

and he walked up to the foot of the tree.

3. The Crow lifted up her head and began to caw her

best, but the moment she opened her mouth the piece

of cheese fell to the ground, only to be snapped up

by Master Fox.

4. "That will do," said he. "That was all I wanted. In

exchange for your cheese I will give you a piece of

advice for the future: "Do not trust

atterers."

5. "Good day, Mistress Crow," he cried. "How well you

are looking today: how glossy your feathers; how

bright your eyes. I feel sure your voice must surpass

that of other birds, just as your

gure does; let me

hear but one song from you that I may greet you as

the Queen of Birds."

Here is a story, but the sentences are not in order. With

your partner, rearrange them into a good story.

1. Have you ever written a story in English?

2. What do you know about the stages of writing?

3. Do you always go through the stages when you write

a story?

Activity

Can You Tell Me the Story?

Complete the narrative passages below with the order

or sequence of events.

1. My luck has been bad lately. For example, last week

my father sent me a check. I lost it.

________, my

grandmother gave me a present. I broke it.

________,

Prof. Yoyo gave me an examination. I failed it.

________, he assigned me a special project. I didn't

understand it.

, Sandy introduced a good

friend of his to me. She didn't speak English!

2. Last summer, Tim attended summer school. His friend

Christ took a trip. However, Christ made Tim some

promises.

, she would send him photographs.

, she would write him letters. And

, she would buy him some souvenirs.

, she did everything for him sent him

letters, pictures, and postcard.

, she forgot

to write letters. She forgot send pictures. She forgot

the postcard too. Or she remembered the postcards,

but forgot to mail them to him.

, she decided

to tell Tim the truth. She wrote Tim that she had met

another guy. But she didn't send the letter to him.

She forgot.

rst

rst of all

c. in the

rst place

d. to begin with

e. second

f. next

g. then

h. afterwards

i. later

after a few days

k. at the same time

l. immediately

m. presently

n. now

o. last of all

nally

q. in the end

r. at last

Activity

A narrative tells

about something that

happened in the past.

You will also use

time order to write a

narrative. Signal words

and time expressions

make the order of a

narrative clear. The rest

of the sentences should

tell what happened in

the correct time order.

Taken from

www.englishclub.com

New Horizon

Developing English Competencies

for Grade XII of Language Programme

Study the following sentences and the explanation.

Before

the two mice were eating jellies and cakes, they

found the remains of a

ne feast. Suddenly they heard

growling and barking.

After

gorging on an animal a wolf had killed, suddenly

a small bone in the meat stuck in his throat and he

could not swallow it. He soon felt a terrible pain in

his throat, and he ran up and down groaning and

groaning, looking for something to relieve the pain.

and

after

are commonly found in a narrative text

and used to express the order of events.

Before and After

Before

and

after

are used if we want to express the order

of events. We can use the following form.

Before + clause 1 (S,V,O) + clause 2 (S,V,O)

After + Subordinate clause + Main clause

For example:

•

Before

she attended the class, she would

prepare everything.

•

After

hearing the news she felt free.

Before + noun phrase (V+ing) + clause 2

(S,V,O)

After + Subordinate clause + Main clause

For example:

•

Before

watching the movie, we must buy the

ticket.

•

After

losing his job, the man became extremely

depressed.

Grammar

Review

Your Project

This is an individual

project. Write you own

story. Use the following

guidelines.

In preparation for

making your narrative

keep these simple

guidelines in mind:

• Whose story it is.

• What happens.

• Have a clear

beginning, middle,

and end.

• Where and when the

story takes place.

Activity

Can You Tell Me the Story?

Match the main clauses in column A with the subordinate

clauses in column B.

Column A

1. The lady used

the old washing

machine

The mechanic tried

to overhaul the

engine

3. The exploration

team did the

research

4. The baby got fat

5. The racer had his

car rechecked

Column B

a. after consuming

much milk

before joining the

race

c. after he noticed its

type

d. before digging the

well of oil

e. before she bought a

new one

Rewrite the sentences with subordinate clauses instead

of subordinate phrases. Be careful of the tense.

1. Kresna needed to get a loan before buying a car.

Kresna needed to get a loan before she bought a car.

2. A pilot has to start the engine before taking off.

3. The man eats a lot of food after working hard.

4. Mr. Efendi always checks the battery before starting

the car engine.

5. After having lunch, we will go to the cinema.

6. The children took a bath before having breakfast.

7. Before taking medicine, the patient must have

a meal.

8. After turning off the lamp, she went to bed.

9. Mr. Herman locked the door before leaving the house.

10. The workers us

ually go home after finishing their

work.

Activity

Developing English Competencies

for Grade XII of Language Programme

Combine the two sentences below into one sentence

using

before

and

after

. If possible use a subordinate

phrases. Number one has been done for you.

1. I knew the time was up.

I told the students to collect the answer sheets.

a. Before I told the students to hand-in the answer sheets,

I knew the time was up.

b. After I knew the time was up, I told the students to

hand-in the answer sheets.

c. After seeing the time was up, I told the students to

hand-in the answer sheets.

2. The bell rang.

I woke up.

3. Santi doesn't want to take it.

The doctor recommended the medicine.

4. Doni goes to the front of the class.

The teacher calls him.

5. She read the magazine and ate biscuits.

She

nished cleaning the house.

Work in pairs. Write a short story by following the

stages of writing.

• Stage 1 :

Planning

Discuss the topic with your friend. You can write the

same topic as your friend's.

• Stage 2 : Drafting

Write your own story based on the topic you have

just discussed with your friend.

• Stage 3 : Revising

Swap your piece of writing with your friend and edit

each other's scripts.

• Stage 4 : Proof–reading

Check your spelling and punctuation. You can do this

yourself or ask your friend.

• Stage 5 : Presentation

Write the

nal version neatly.

Activity

Can You Tell Me the Story?

Read and study this announcement.

Answer the questions based on the announcement

you have just read.

1. What is the announcement about?

2. When will the contest be closed?

3. What must the short stories relate to?

4. Who will choose the semi

nalists?

5. Who will choose the

nalists?

6. What are the prizes for the winner?

7. When will the results of the contest be announced?

8. Where can we send our manuscript?

Mighty River Short Story Contest

Deadline: August 1, 2008

About the contest:

We're searching for the best short story relating in some way to the Mississippi River, the

River Valley, or a sister River: its landscape, people, culture, history, current events, or

future.

Semi-fi nalists will be chosen by a regional team of published writers. The fi

nal manuscript

will be chosen by Susan Swartwout, publisher of Southeast Missouri State University Press.

The winner receives an award of $500 and publication in Big Muddy: A Journal of the

Mississipi River Valley.

Winner will be announced October 1, 2008.

Mail manuscripts to:

MRSS Contest

Southeast Missouri State University Press

MS 2650, One University Plaza

Cape Girardeau, MO 63701

Activity

Developing English Competencies

for Grade XII of Language Programme

Language Functions

a. Making suggestions and requests

•

Will you open the door for me, please?

•

Why don't you tell your problem to your mum?

b. Giving instructions

•

You should follow this map.

Genre

Narrative

Social function: to amuse, entert

ain and to deal with a actual or vicarious experience

in different ways narratives deal with problematic events which

lead to a crisis or turning point of some kind, which in turn

nds

a resolution.

Generic structure:

•

Orientation :

sets the scene and introduces the participants

•

Complication:

a crisis arises

•

Resolution :

the crisis is resolved, for better or for worse

Chapter Summary

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

1. respond to expressions for giving suggestion, request and instructions;

2. make suggestions, requests and instructions;

3. perform a monologue of narrative text;

4. read and write narrative texts;

5. identify an advertisement, poster, and pamphlet.

Now, answer the questions:

1. What expressions do you use for suggesting, requesting, and giving instructions?

2. What do you say if you want to accept and decline a request?

3. What is your favourite story? What are the beginning, middle and end like?

If you

nd some dif

culties, consult your teacher or discuss with your friend.

Learning Re

ection