Halaman
A Powerful Character
Chapter
9
189
Source
:
www.wheatley.park.oxon.uk
In This Chapter
Listening:
•
Learning how to respond to movies
•
Listening to movie reviews
•
Listening and responding to contemporary dramas
Speaking:
•
Talking about movie reviews
•
Identifying the elements of drama
•
Learning how to act or perform in a drama
• Performing dramas
Reading:
•
Reading and elaborating short stories and novels
•
Reading speeches of famous people
Writing:
•
Learning the elements of stories and novels
• Writing stories
•
Rewriting stories from different point of views
190
Developing English Competencies
for Grade XII of Language Programme
1. What are the pictures about?
2. Are they interesting or not? Why?
3. Do you like watching movies/
fi
lms?
4. What kind of movies do you like best?
5. What kind of movies don't you like? Why?
Look at the pictures and answer the following questions.
1. Is Anto interested in a movie?
2. What movie do they talk about?
3. Who is the actor of the movie?
4. What does Anto think about the actor?
5. What does Rina suggest then?
6. Where does the James Dean movie playing?
7. Is Anto interested in that movie? Why?
Source:
www.movieposters.com
1
Listen to the people talking about movies and answer
the questions.
2
Listening
In this section, you will learn how to:
•
respond to movies;
•
listen movie reviews;
•
respond to contemporary drama.
Listening
Activity
1
Activity
2
191
A Powerful Character
Listen to people talking about movies. Then identify
the best adjective to describe what the speakers say
about each one.
Listen to the following movie review and complete
it. Compare your answers with your friends.
1. Speaker 1
2. Speaker 2
3. Speaker 3
4. Speaker 4
fascinating
wonderful
terri
fi
c
boring
silly
sad
dreadful
interesting
strange
boring
exciting
ridiculous
Troy Movie Review
From N.S. Gill,
Warner Bros. Troy vs. the Trojan Legend
the
5
. Without the hand of
Aphrodite, Paris should have died,
killed at the hand of
6
– or,
in the alternate reality of the movie,
fled for
7
to his brother. In
this alternate Hollywood reality, it
makes some sense that Hector would
8
Menelaus to save his brother's
life, although the code of
9
that
the warriors followed – in ancient times
as in the
10
– make this action
questionable.
Perhaps it was only because of the
11
of the gods that the Trojan
War lasted ten years in the
12
rather then the two weeks of Wolfgang
Petersen's godless rendition. You'll
have to get over the time
13
,
the presence of
14
in the Trojan
Horse, and the killing by Hector of
Menelaus and Ajax in order to enjoy
15
.
Source:
www.moviereview.imdb.com
Source:
www.allposters.com
Activity
3
Activity
4
In the Warner Bros. movie of Troy,
certain decisions were made that had
1
and, depending on how you
look at the Troy movie, devastating
2
. Chief among these was the
great
3
of the involvement of
the gods and goddesses in the lives of
men. Without the hand of
4
to guide the arm of Paris, Achilles
should have survived and might well
have lived long enough to be inside
192
Developing English Competencies
for Grade XII of Language Programme
Listen to the two critics talking about a new movie
and complete the following form.
What do they like or not like about it? Mark the chart
like this:
3
= Like it very much
2 = OK
1
= Doesn't like it
Critic 1
Critic 2
Acting
Story
Photography
Special Effects
Movie Elements
1. What is in picture 1?
2. What is in picture 2 ?
3. Which do you like most, action or drama? Why?
4. Have you ever watched drama performance?
5. What do you know about drama?
Source:
www.macedoniacenter.com
Source:
www.moviereview.bostoncom
1
2
Look at the pictures and answer these questions.
Activity
5
Activity
6
193
A Powerful Character
Listen to the excerpt of the play
Oedipus the King
and
complete it. Compare your answers with your friends.
OEDIPUS: You know all things in
1
and earth,
TIRESIAS: Things you may speak of openly, and secrets
Holy and not to be
2
. You know,
Blind though you are, the plague that ruins
Thebes. And you, great
3
, you alone
can save us. Phoebus has sent an answer to
our question. And answer that the
4
may have told you. Saying there was no cure
for our condition. Until we found the killers
of King Laius. And
5
them or had
them put to death. Therefore, Teresias, do
not
6
your skill. In the voice of birds
other prophecy. But save yourself, save me,
save the
7
. Save everything that the
pestilence de
fi
les. We are at your mercy, and
man’s
8
task. Is to use all his powers
in helping others.
TIRESIAS: How dreadful a thing, how dreadful a things
is wisdom, when to be
9
is useless!
This I knew. But I forgot, or else I would
never have come.
OEDIPUS: What is the matter? Why are you so trouble?
TIRESIAS: Oedipus, let me go home. Then you will bear.
Your
10
, and I mine, more easily.
1. Who are involved in the dialogue?
2. How many characters are there in the play?
3. Who do you think Oedipus is?
4. Who do you think Tiresias is?
5. What do they talk about?
6. Can you guess what the story of the play is?
Listen and study the play script in Activity 7 once
more and answer the following questions.
New Horizon
There are countless
ways that you can talk
about how language
works in a play, a
production, or a
particular performance.
Given a choice, you
should probably focus
on words, phrases,
lines, or scenes that
really struck you, things
that you still remember
weeks after reading
the play or seeing the
performance.
Taken from
en.wikipedia.org
Activity
7
Activity
8
194
Developing English Competencies
for Grade XII of Language Programme
Speaking
In this section, you will learn how to:
•
talk about and discuss movies;
•
identify the elements of drama and movie;
•
act or perform in a drama.
1. Have you seen any of these movies?
2. What information do you get from each poster?
3. Can you guess the story of each movie?
4. Which movie do you like best? Why?
5. Name one of the best movie you have ever seen?
6. What did you like about it?
7. What are your three favourite Indonesian movies?
Source:
www.mdpictures.com
Look at these movie posters and answer the questions.
Read these words related to movies and
fi
nd their
meanings.
1. cast/
kæst
/
2. genre/
ˈzyanra
/
3. sequel/
ˈsiekwəɪ
/
4. actor/'
ˈæktər
/
5. director/
dərektər
/
6. stellar/'stel
ə
r/
7. creepiness/
krɪepenəs
8. tearjerker/
ˈtəˌdʒɜ:ka/
9. outstanding/
əʊtˈstændɪŋ/
10. blockbusters/
ˈbolkˌbʌstəz/
1
2
Activity
1
Activity
2
195
A Powerful Character
Read and study the following dialogue talking about
movies. Then practise it with your partner.
Desy and David are talking about an actor in a movie they
like.
Desy : Hi, David. What are you doing here?
David : I'm going to buy some DVDs. I like watching
movie very much.
Desy : Oh really? What kind of movie do you like?
David : Well, I like comedy, drama, and action.
Desy : What about horror?
David : Mmm... It depends on the movie and the actress.
I like
Resident Evil
. It's a good combination
between action and horror.
Desy : You know... There's a new sequel of the 'Bourne'
movies playing.
David : Oh, Matt Damon? I really don't like his acting.
I think he overacts.
Desy : Oh, come on! I think he's great. Well, then, how
about a Jackie Chan's movie? They're showing
Rush Hour 3
at Cinema City.
David : Are you sure? Now that sounds interesting!
I like Jackie Chan's movies.
Desy : Will you buy the DVD?
David : De
fi
nitely. I will buy the original one.
New Horizon
When we learn our
own (native) language,
learning to speak comes
before learning to write.
In fact, we learn to speak
almost automatically.
Taken from
Microsoft Encarta
Premium,
2008
1. Expressions for giving opinion
2. Expressions for making recommendations
3. Expressions for likes or dislikes
4. Expressions for giving compliments
5. Expressions for making suggestions
Read the dialogue in Activity 3 once again and identify
the following expressions.
Activity
3
Activity
4
196
Developing English Competencies
for Grade XII of Language Programme
Lord of the Rings
Darker and on an even larger scale
than the first installment, The Two
Towers is an awesome spectacle that
seamlessly integrates breathtaking
visual and computer generated effects
with its central story that even the
smallest person can change the course
of the world.
I must admit it took me a little while
to pick up where the
fi
rst
fi
lm left off,
especially with the story strand of the
two hobbits that have escaped into the
Fangorn Forest, where they get caught
up with an ancient Treebeard tree. The
walking/talking tree with the gnarled
trunks and soulful eyes is a wonderful
computer–generated character, but
it's the deformed, dual–personality
creature Gollum that is absolutely
mesmerizing. Although Gollum is
a completely digital character, he is
bewitchingly real.
Taking actor Andy Serkis's body
and voice design through motion
capture photography, computer
generated imagery and digital sound
mixing, this repulsive, yet poignant
compelling creature is an extraordinary
accomplishment. The scale of the
climactic battle sequence at Helm's
Deep is epic, as thousands of Uruk-
hai soldiers storm the fortress. Viggo
Mortensen's heroic warrior Aragorn
replaces Frodo as the central character,
and Aragorn's dream segments with
the exquisite Liv Tyler as his elfish
dream girl are breathtakingly beautiful.
Mortensen is a superb hero exuding
great charisma beyond his dark good
looks. Also breathtaking and a total
contrast to the dark and intense battle
scenes are those with the splendid
horses, whose majesty is unrivalled.
The Two Towers is a worthy con-
tinuation to the
fi
rst
fi
lm, and while
we are once again dazzled by the
complexity of Jackson's vision, we are
never overwhelmed by the vastness
of scale, which only complements its
integral heart.
Source
: www.americanrhetoric.com
Read the following movie review and answer the
questions that follow.
Activity
5
197
A Powerful Character
1. What kind of movies are you interested in? Why?
2. Have you ever read a movie review?
3. Which
fi
lm is the movie review in Task 5 about?
4. Who are the main characters in the movie review?
5. Which characters do you like? Why?
6. What are the main events that happen in the story?
7. What did you like about the movie reviews?
8. Would you recommend the movie to your friends?
Why or why not?
Read these movie critics reviews of
The Last Emperor
.
How did each critic rated the
fi
lm?
excellent
fair
very good
poor
Movie Director's
Last Epic
In
The Last Emperor
,
director Bernardo Bertolucci
not only gives us a fascinating
history lesson but also a
compelling human drama.
It is the story of Pu Yi, who
came to the throne in 1908 at
the age of 2. The performances
are outstanding, and the
movie is spectacular in every
way. The three hours fly
by, and the audience leaves
feeling they have got to know
a great country and sensitive,
unusual man.
Source:
Interchange 2
, 2004
The Emperor's
New Clothes
Don't go and see
The Last
Emperor
if you're expecting
a history lesson. Bertolucci's
epic about the rise and fall of
Pu Yi is hard to follow and
confusing at times. But he
has done a remarkable job
of portraying the Chinese
culture, and he has captured
China as described in beautiful
images. There are also some
touching scenes, as when the
young Pu Yi's nurse is taken
from him. Unfortunately, the
movie is too long and tends to
drag at times.
Activity
6
198
Developing English Competencies
for Grade XII of Language Programme
1. What are the similarities between drama and
fi
lm?
2. Have you ever read a play or movie script?
3. Which do you think is more dif
fi
cult to write?
4. What do you know about act, scene character, setting,
and dialogue in a play?
Answer the following questions orally.
Action
•
Refers to what the characters do in
the story
•
Events are usually presented in the
order in which they take place to
avoid confusing the audience
•
Stage directions (usually enclosed
within brackets) tell the actors what
to do on stage
Setting
:
• The playwright provides infor-
mation about the setting.
•
Where the scene is taking place
• The props (furniture, costume,
etc) required, if any
•
The kind of lighting necessary
Characters
•
How many characters there are
•
What they look like
• Information about characters,
e.g. how they move and speak,
is usually provided in the
introduction.
Dialogue
• Refers to the words actually
spoken by the characters
• Each character's dialogue is
identi
fi
ed
•
Names in the margin indicate
which character's turn it is to
speak
Elements of a Script
Read and study the following explanation about the
elements of a play script.
Activity
7
Activity
8
199
A Powerful Character
A Midsummer Night's Dream
a Play by Shakespeare
Scene II. Athens. Quince's house.
Enter Quince, Snug, Bottom, Flute, Snout, And Starveling
Quince : Is all our company here?
Bottom : You were best to call them generally, man by
man, according to the script.
Quince : Here is the scroll of every man's name, which
is thought
fi
t, through all Athens, to play in
our interlude before the duke and the duchess,
on his wedding-day at night.
Bottom : First, good Peter Quince, say what the play
treats on, then read the names of the actors,
and so grow to a point.
Quince : M
arry, our play is, The most lamentable
comedy, and most cruel death of Pyramus
and Thisby.
Bottom : A very good piece of work, I assure you, and
a merry. Now, good Peter Quince, call forth
your actors by the scroll. Masters, spread
yourselves.
Quince : Answer as I call you. Nick Bottom, the weaver.
Bottom : Ready. Name what part I am for, and proceed.
Quince : Y o u , N i c k B o t t o m , a r e s e t d o w n f o r
Pyramus.
Bottom : What is Pyramus? a lover, or a tyrant?
Quince : A lover,
that kills himself most gallant for
love.
Study the following script and pay attention to the
structure of the script. Then practise the dialogue in
the script with your friends.
New Horizon
A production of a play is
a series of performances,
each of which may have
its own idiosyncratic
features. For example,
one production of
Shakespeare's
Twelfth
Night
might set the play
in 1940's Manhattan and
another might set the
play on an Alpaca farm
in New Zealand.
Taken from
www.wikipedia.com
Work in groups and
fi
nd a drama or play’s script from
literary books, magazines or the Internet. Discuss the
following questions. Then perform one of the scenes.
1. What is the chief emphasis (ideas, character,
atmosphere)?
2. What is the purpose? (entertainment, humour,
excitement)?
Activity
9
Activity
10
Title and source of play
Setting
Characters
Dialogue
Stage directions
200
Developing English Competencies
for Grade XII of Language Programme
Answer the following questions.
Reading
In this section, you will learn how to:
•
read and elaborate short stories and novels;
•
read speeches of a famous people.
1. Do you like reading stories?
2. What kind of stories do you like to read?
3. What story are you reading at this moment?
4. What is the story about?
5. Which one do you prefer to read short stories or
novels?
6. What do you know about classical and modern
stories?
• Harry Potter
• Hamlet
• Robinson Crusoe
• Lord of the Rings
• The Man without a Country
• The Chronicles of Narnia
• Da Vinci Code
• The Legend of Sleepy Hollow
• Gulliver's Travel
Look at the following titles of stories. Classify them
into classical or modern stories.
Classical Stories
Hamlet
Modern Stories
Lord of the Rings
Activity
1
Activity
2
201
A Powerful Character
The Second King
Sir Lancelot escaped with the queen
to his own lands across the Channel;
there he forti
fi
ed his castle and prepared
to withstand King Arthur's assault and
siege. He was not without supporters, for
many knights owed him their oaths and
their lives. So they gathered and waited
for retribution.
It came, as all knew it must.
For
fi
fteen weeks, war raged outside
the walls of Lancelot's keep. Sir Gawain's
wild northern men battered the stones in
an effort to slake their thirst for revenge.
King Arthur stayed to see proper justice
done, despite the appeals of Lancelot
and Guinevere, who had no desire to
see more blood shed. Each day brought
a new challenge; Lancelot was no weak
strategist, and used every tactic he had
learned in Britain's long-ago wars to
defend his home from the British forces.
Each day unfolded between the two
men in a slow dance of feint and attack.
Messages had been sent; Arthur might
well have answered the call for parley,
had the situation been different. But
Gawain commanded half of Britain's
army, and he raged at the thought of
dealing with a murderer. He would not
forget for a moment that he had lost his
most beloved kin.
So would they all, in the days to
come, though none yet knew it. Back
Read another story. It is a chapter in a novel. Pay
attention to the story. What kind of novel it is.
across the sea, Arthur's broad domain
had been left in the care of Sir Mordred.
This soft-spoken, intense man had
earned himself a great deal of respect
and support among the British elite; he
ruled con
fi
dently in Arthur's absence,
and made dif
fi
cult decisions without
apology. He strengthened his ties with
the new generation of rulers, those sons
and nephews who had inherited the
power of their battle-scarred elders.
And it had been Mordred, after all, who
exposed Guinevere's scandalous affair.
Many praised him for his boldness...
and many more could see the bene
fi
t of
a young unmarried king. It was not long
before a new crown was fashioned, set
with the glittering wealth of the land,
and laid across the brow of Morgan Le
Fay's eldest son.
Arthur received an urgent dispatch
from those at Camelot still loyal to him.
Weeks had already passed, and King
Mordred had no doubt tightened his
grip on the reins of power. Whatever
else he was, Mordred was as brilliant as
Arthur in his own way – he was certainly
prepared for civil war. Even Sir Gawain
could not ignore the danger; Mordred's
warriors would be fresh, unwearied by
months of combat. And a land could
have only one High King.
Activity
3
202
Developing English Competencies
for Grade XII of Language Programme
The order was given. Men struck
camp and prepared to march out of Sir
Lancelot's reach. Their route would take
them back toward the coast; past the
fearful stares of the local peasants, for the
British were still strangers to Lancelot's
people. King Arthur's faithful ship
Prydwen would lead them back across
1. Describe in detail the elements below.
a. The characters
b. The setting
c. The con
fl
ict of the story
2. Mention the places where the story takes place.
3. Determine the parts of the plot.
4. Determine the point of view used in the story.
Work in groups of four and have a discussion on the
elements of the story in Activity 3.
the sunlit waters... back to the green and
precious
fi
elds of their homeland. Back
to where they would meet their British
kin in war.
Back to the battle
fi
eld of Camlann,
where both father and son would fall.
Taken from
www.heatherdale.com
1. What is the poster about?
2. What kind of books are there?
3. Identify the kinds of books in the poster.
Source:
Publisher's Weekly
, 2001
Look at and study the following poster advertisement.
Then answer the questions.
Activity
4
Activity
5
203
A Powerful Character
Now, read the following speech taken from a famous
literary work. Then, explain what this text means in
your own words.
To be, or not to be : that is the question:
Whether 'tis nobler in the mind to suffer
The slings and arrows of outrageous fortune,
Or to take arms against a sea of troubles, And by opposing
end them? To die: to sleep;
No more; and by a sleep to say we end
The heart-ache and the thousand natural shocks
That
fl
esh is heir to, 'tis a consummation
Devoutly to be wish'd. To die, to sleep;
For who would bear the whips and scorns of time,
The oppressor's wrong, the proud man's contumely,
The pangs of despised love, the law's delay,
The insolence of of
fi
ce and the spurns
That patient merit of the unworthy takes,
To grunt and sweat under a weary life,
But that the dread of something after death,
The undiscover'd country from whose bourn
With this regard their currents turn awry,
And lose the name of action.–Soft you now!
The fair Ophelia! Nymph, in thy orisons
Be all my sins remember'd.
Shakespeare
Taken from
www.americanrhetoric.com
1. What does the speech talk about?
2. What kind of speech is it?
3. On what occasion was the speech delivered?
4. How does Shakespeare begin the speech?
5. What does he say to the audience?
6. What do you think of the language that he used?
7. How is the end of the speech?
8. What do you think of the speech? Is it good or not?
Read and study the speech once more and answer the
following questions.
Activity
6
Activity
7
204
Developing English Competencies
for Grade XII of Language Programme
Writing
In this section, you will learn how to:
•
identify the elements of stories or novels;
•
write a short story and a novel;
•
rewrite stories from different points of view.
Answer these questions.
1. What do you know about points of view?
2. Mention the available points of view.
3. Which one is the most common in a story?
4. What do you know about the setting?
5. What does the setting of place mean?
6. What does the setting of time mean ?
7. Why are they important?
Read and study the following information about point
of view in a story.
Types of Point of View
In the
fi
rst person point of view, the narrator
does participate in the action of the story. When
reading stories in the
fi
rst person, we need to
realize that what the narrator is recounting
might not be the objective truth.
With the objective point of view, the writer tells
what happens without stating more than can be
inferred from the story's action and dialogue.
Here the narrator does not participate in the
action of the story as one of the characters, but
lets us know exactly how the characters feel. We
learn about the characters through this outside
voice
First person point of view
Objective point of view
Third person point of view
Activity
1
Activity
2
205
A Powerful Character
Read these excerpts from short stories. Which of them is
a
fi
rst-person narrative? Which of them is a third-person
narrative?
The Defarges, husband and wife,
came lumbering under the starlight,
in their public vehicle, to that gate of
Paris whereunto their journey naturally
tended. There was the usual stoppage
at the barrier guardhouse, and the
usual lanterns came glancing forth for
the usual examination and inquiry.
Monsieur Defarge alighted: knowing
one or two of the soldiery there, and one
of the police. The latter he was intimate
with, and affectionately embraced.
When Saint Antoine had again
enfolded the Defarges in his dusky
wings, and they, having
fi
nally alighted
near the Saint’s boundaries, were picking
their way on foot through the black mud
and offal of his streets, Madame Defarge
spoke to her husband:
“Say then, my friend; what did
Jacques of the police tell thee?”
Taken from
”Still Knitting” in Microsoft Encarta
Premium,
2008
I spent the whole morning reading
the papers. Strange things are happening
in Spain. I read that the throne has been
left vacant and that the nobility are
having a great deal of trouble choosing
an heir, with the result that there’s a lot of
civil commotion. This strikes me as very
strange. They’re saying some “donna”
must succeed to the throne. But she can’t
succeed to the throne: that’s impossible.
A king must inherit the throne. And
they say there’s no king anyway. But
there must be a king. There can’t be
a government without one. There’s a
king all right, but he’s hiding in some
obscure place. He must be somewhere,
but is forced to stay in hiding for family
reasons, or perhaps because he’s in
danger from some foreign country,
such as France. Or there may be another
explanation
Taken from
“
Diary of a Madman” in Microsoft Encarta
Premium,
2008
Text 1
Text 2
Activity
3
206
Developing English Competencies
for Grade XII of Language Programme
Study the following information and its explanation.
Narratives are about events in the past and the storyteller
must be able to use a number of different past tenses to
represent things that happened in the past.
F
or example we use past perfect tense. We use this tense
for events which were completed before the main events
of the story. We form this tense in this way:
had +
past tense form of the main verb
play – had played
Example:
The Trojans
had
fi
nished
their banquet when they fell a
sleep.
This means that the Trojans
fi
nished their banquets before
they went to sleep.
Grammar
Review
Past Perfect Tense
The Past Perfect Tense expresses an activity that
was completed before another activity or time in the
past.
Examples:
1.
My
father
had already eaten
by the time I got
home.
2.
Until yesterday, I
had never heard
that story.
3.
The thief simply walked in. Someone
had forgotten
to lock the door.
I
f either
before
or
after
is used in the sentence, the
past perfect is often not necessary because the time
relationship is already clear.
Example
Andi read the book before I got there.
The sentence have
the same meaning with
Andi had already read the book
before I got there.
Activity
4
207
A Powerful Character
Write down the events which occurred
fi
rst in the
following sentences. Here are some sentences which
use the past or past perfect tense.
Example:
The Trojans
had fallen
asleep
when
the trapdoor opened.
1. The Trojan army attacked after they had unloaded
their weapons.
2. King Arthur had beaten his enemies and now he was
a king.
3. The soldiers had checked out the horse before they
fode them.
4. Alice had eaten the cake and now she was ten feet
tall.
5. The Greeks sailed to Troy when the y had trained the
soldiers for war.
6. All the Trojans had fallen asleep when a secret
trapdoor in the side of the giant horse opened
silently.
Read and study the following explanation.
One of the elements that a
fi
ction writer uses to draw
in the reader is the setting of the work—the time and place
that the story occurs.
Time as an aspect of setting is something we
sometimes overlook. But time is as important as place;
Jakarta of 2005 is a very different place from Jakarta of
1845 or 2145. Different time periods have different looks
and atmospheres, even if most of the buildings are the
same. And even a few years can make a difference—how
has the Jakarta of today changed from the Jakarta of 2000?
Not only has the landscape changed, but so has the feeling
of being in that city.
Of course, what year it happens to be is not the only
temporal aspect of setting to consider. How might the
time of year change both the physical setting and the
atmosphere? And what about the time of day?
Activity
5
Activity
6
208
Developing English Competencies
for Grade XII of Language Programme
Read the following texts. Identify the differences in
setting of time between them.
How Icarus Flew too Close to the Sun
This is a well-known story from
Greece, 2,500 years ago. The Ancient
Greeks had lots of stories like this, called
myths. A myth is a story about ancient
gods or heroes. Myths are not true, but
sometimes they teach us something.
On the Greek island of Crete there
lived a brilliant inventor called Daedalus,
with his son, Icarus. For many years,
Daedalus worked happily for King
Minos. But, one day, he made the mistake
of helping one of Minos’ enemies. Minos
was so furious that he threw Daedalus
and Icarus in prison.
Daedalus still had to work for Minos
in prison. He also had to train Icarus,
because Minos wanted Icarus to design
more wonderful inventions for Minos
to use. But Daedalus did not like being
forced to work, so he devised a plan to
escape with his son.
Daedalus knew they could not
escape by sea or by land, as Minos would
send men after them. Although humans
had never
fl
own before, Daedalus was
clever enough to invent a way to
fl
y.
Secretly he built some wings, using sticks
and feathers,
fi
xed with wax.
Finally, they were ready. Daedalus
gave Icarus very clear instructions.
“Don’t
fl
y too low or too high. If you do,
the waves will soak the feathers or the
sun will melt the wax.”
Daedalus had made the wings so
well that
fl
ying was easy. Like birds,
they
fl
ew away from their prison. But
soon Icarus was showing off. He began
to
fl
y dangerously high. “This is fun!
I’m as clever as the gods!” he shouted
boastfully. Higher and higher he
fl
ew.
Icarus should not have been so
boastful. He
fl
ew so high that the sun
melted the wax, the wings fell apart and
he fell to his death in the sea below.
Taken from
”
How Icarus Flew too Close to the Sun”
in English Tests: Help Your Child Succeed at Key Stage 2,
1999
How Icarus Failed to Escape from Prison
On the Greek island of Crete there
lived a brilliant inventor called Daedalus,
with his son, Icarus. For many years,
Daedalus worked happily for the ruler
of Crete, Minos. But, one day, he made
the mistake of selling the technology of
Text 1
Text 2
Activity
7
209
A Powerful Character
his invention to Minos’ enemies. Minos
was so furious that he threw Daedalus
and Icarus in prison.
Daedalus still had to work for Minos
in prison. He also had to train Icarus,
because Minos wanted Icarus to design
more wonderful inventions for Minos
to use. But Daedalus did not like being
forced to work, so he devised a plan to
escape with his son.
Daedalus knew they could not
escape by sea or by land, as Minos would
send the navy and the army after them.
Nevertheless, Daedalus was clever
enough to invent a way to
fl
y. Secretly
he built a helicopter.
Finally, they were ready. Daedalus
gave Icarus very clear instructions.
“Don’t
fl
y too low or too high. If you
fl
y
too high, Minos’ radar will detect your
helicopter. If you
fl
y too low, Minos’
marine troops will easily shoot you
down.”.
Daedalus had made the helicopter
so well that
fl
ying was easy. Like birds,
they
fl
ew away from their prison. But
soon Icarus was showing off. He began
to
fl
y dangerously high. “This is fun!
I’m as clever as the gods!” he shouted
boastfully. Higher and higher he
fl
ew.
Icarus should not have been so
boastful. He
fl
ew so high that the radar
of Minos’ air force soon detected him.
They sent an aircraft to chase Icarus. It
fi
red a missile at Icarus’ helicopter. The
helicopter fell apart and Icarus fell to his
death in the sea below
Adapted from
”How Icarus Flew too Close to the Sun”
in
English Tests: Help Your Child Succeed at Key Stage 2,
1999
Now, write your own story. Use the the elements of the
story you have learned, such as setting and point of
view. You may use this short guidelines.
Step 1 Prepare your story
1. Decide what issue you want to illustrate
2. Decide the characteristics of each character in your
story.
3. Make notes about the problems of each character and
how the character resolves them.
Step 2 Write a
fi
rst draft
Step 3 Edit your work
1. Check your writing for spelling, punctuation,
presentation
2. Make any necessary changes
3. Ask your friends or teacher to proofread your
work.
Activity
8
210
Developing English Competencies
for Grade XII of Language Programme
1.
Language Functions
Expressions of Preferences
• I
prefer
watch movie
to
read a novel.
2.
Drama
Drama is the speci
fi
c mode of
fi
ction represented in performance. It is derived from
a Greek word meaning "action" derived from "to do". Dramas are performed in
various media: theatre, radio,
fi
lm, and television.
3.
Movie
To compare the current movie you’re reviewing to one that is already on video/cable
or has been around for dozens of years is a very common practise. This shows that
you know about movies and allows people who have seen the earlier movie to know
what you’re writing about.
4.
Short Story
Humans have been telling stories ever since they
fi
rst started to use language. Story or
narrative act as a form of entertainment and as a way of exploring issues in our society.
The
fi
ve stages of a narrative are orientation, evaluation, coda and resolution.
Chapter Summary
After learning the lesson in this chapter, you are expected to be able to:
1. listen and respond to movie reviews;
2. listen and respond to contemporary dramas;
3. learn how to act or perform in a drama;
4. read speeches of a famous people;
5. read and elaborate short stories and novels;
6. learn the elements of stories and novels;
7. rewrite stories from different points of view.
Now, answer the questions:
1.
What do you know about drama, movies reviews, short stories and novels? Which
do you prefer?
2. What are the elements of a drama or a play? Explain them brie
fl
y? Find a script of
contemporary drama and identify its elements.
3. What is the structure of a narrative (story and novel)? Explain them.
If you
fi
nd some dif
fi
culties, consult with your teacher or discuss with your friend.
Learning Re
fl
ection
211
You are going to listen to some short
dialogues. Questions 1–5 are based on
the dialogues. Choose the best response
to the expression you hear.
1. a. You’re not alone.
b. Never mind.
c. It’s good you admitted that.
d. Apology accepted
2. a. You’d better keep your promise.
b. I do apologise.
c. I honestly regret doing this.
d. That wasn’t true.
3. a. That's awful.
b. I don’t like it.
c. No, mine’s been terrible, too.
d. I can’t stand it.
4. a. I’ll consider that.
b. Come on.
c. Don’t give up.
d. I wouldn’t do that if I were you.
5. a. I’ll consider that.
b. Oh, OK I guess.
c. Well, be patient.
d. Thank you for telling me.
Que
s
tions 6–9 are based on the listening
text you are going to hear.
6. What does the text talk about?
a. A
À
lm entitled Life of Pi.
b. A cartoon series entitled Life of
Pi.
c. A book entitled Life of Pi.
d. A zookeeper named Pi.
7. How old is Pi?
a. 16 years old
c. 6 years old
b. 60 years old
d. 26 y
ears old
8. Where does Pi’s father plan to move?
a. To India.
b. To the USA.
c. To Canada.
d. To the Paci
À
c Ocean.
9. What happens to Pi’s ship?
a. It capsizes in the middle of the
Paci
À
c Ocean.
b. It is wrecked off the coast of
Africa.
c. It hits rocks in a storm.
d. It hits an iceberg.
Questions 10–12 are based on a poem
you are going to hear.
10. What is the theme of the poem?
a. Environmental.
b. Love and friendship.
c. Feelings or emotions.
d. Creatures.
11. What is the
rhyme of the poem in the
À
rst lines you hear?
a. a–a–b–b–a c. a–b–a–b–a
b. a–b–a–a–b d. a–b–b–a–b
12. In the second line, Frost said 'some
say in ice'. He uses
in this
poem.
a. simile c.
metaphor
b. symbol d. personi
À
cation
A. Listening
Listen carefully to the tape to answer the questions.
Review
2
212
Developing English Competencies
for Grade XII of Language Programme
B. Reading
Answer the questions by choosing the best answer.
Questions 13 - 17 are based on this text.
The Frog Prince
One
À
ne evening a young princess
put on her bonnet and clogs, and went
out take a walk by herself in a wood;
and when she came to a cool spring
of water with a rose in the middle of
it, she sat herself down to rest a while.
Now she had a golden ball in her hand,
which was her favourite plaything; and
she was always tossing it up into the air,
and catching it again as it fell.
After a time she threw it up so high
that she missed catching it as it fell; and
the ball bounded away, and rolled along
on the ground, until at last it fell down
into the spring. The princess looked into
the spring after her ball, but it was very
deep, so deep that she could not see
the bottom of it. She began to cry, and
said, “Alas! If I could only get my ball
again, I would give all my
À
ne clothes
and jewels, and everything that I have
in the world.”
Whilst she was speaking, a frog
put its head out of the water, and said,
“Princess, why do you weep so bitterly?”
“Alas!” said she, “What can you do for
me, you nasty frog? My golden ball has
fallen into the spring.” The frog said, “I
do not want your pearls, and jewels, and
À
ne clothes; but if you will love me, and
let me live with you and eat from your
golden plate, and sleep on your bed, I
will bring you your ball again.”
Taken from
366 and More Fairy Tales,
1990
13. What is the text about?
a. A young princess and her
bonnet.
b. A young princess in a cool spring
of water.
c. A young princess with a golden
ball in her hand.
d. The frog prince.
14.
What type of text is used by the
writer?
a. Narrative.
b. Argumentative.
c. Descriptive.
d. Hortatory exposition.
15. The communicative purpose of this
text is
a. to describe a young princess
with a golden ball
b. to amuse or to entertain the
readers
c. to tell about our opinion about a
young princess and her bonnet
d. to persuade the readers to do
something
16. Paragraph 1
a. tells an orientation
b. poses a thesis
c. shows an abstract
d. gives a general classi
À
cation
213
Review 2
The Princess Diaries
Meg Cabot
HarperCollins
Young Adult
ISBN: 0380814021
304 pages
As the hilariously funny tale
called
The Princess Diaries
begins, Mia
Thermopolis is just a regular high
school freshman at Albert Einstein High
School. Well, as regular as you can be
when you live in a loft in downtown
New York with your
Á
ighty artist Mom.
And as regular as you can be when your
best friend is Lilly, a punky and spunky
militant about everything type who
produces her own TV show.
As readers can guess from the
title, this book takes the form of a
diary, written by Mia. Over the span
of a month, she relates her daily woes
and embarrassments in heart breaking
detail. As with most teenaged girls, Mia
thinks she is hopeless, looks-wise. She’s
tall – 5’9”– and klutzy, and not so gifted
in the chest department.
Then there is school. One of Mia’s
biggest problems is the fact she is
Á
unking Algebra and, to make matters
worse, her Mom has begun dating her
teacher. Gross.
In the boy issue department, the
cutest one in school has the locker next
to hers, but doesn’t even know Mia
exists, even as his snooty girlfriend
Lana, a popular cheerleader, torments
her. And to top it off, Mia is developing
some sort of weird crush on Michael,
Lilly’s computer nerd brother.
Then one day, Mia
À
nds out she is
a princess. Okay, I know that doesn’t
sound bad to most girls, but Mia hates
the idea instantly. How does this
fairytale come true? Her father is ruler
of the principality of Genovia and since
Mia is his only child, she is next in line
to the throne. Her dad sends in the
big guns to convince Mia that being
a princess is what she is meant to do:
her formidable grandmother comes to
New York give Mia “Princess Lessons”.
And as the word spreads around Albert
Einstein High School that Mia is royalty,
her life just gets more crazy.
The ending of
The Princess Diaries
is
a twisty one and will leave you jonesing
for more stories of Mia and the rest of
her friends.
— Reviewed by Jennifer Abbots
Taken from
http: www.teenreads.com
Questions 18–23 are based on this text.
17. What does “it” refer to in paragraph
1 line 6?
a. A golden ball.
b. A rose.
c. A cool spring of water.
d. A wood.
214
Developing English Competencies
for Grade XII of Language Programme
18. Who writes The Princess Diaries?
a. Mia Thermapolis.
b. Jennifer Abbots.
c. Meg Cabot.
d. Lilly.
19. Who is the m
ain character of the
novel?
a. Mia Thermapolis.
b. Jennifer Abbots.
c. Meg Cabot.
d. Albert Einstein.
20. She’s tall–5’9’’-and klutzy, and not
so gifted ....
How does a klutzy girl act?
a. She is a shy girl.
b. She is a tough girl.
c. She is a brave girl.
d. She drops things and falls
easily.
21.
... Mia is developing some sort of
weird crush on Michael, Lilly’s
computer
nerd
brother.
A nerd is
.
a. someone who is extremely
interested in computers
b. someone who is fashionable
c. someone who is charming
d. someone who is nervous
22. Who is the reviewer of the novel?
a. Meg Cabot.
b. Jennifer Abbots.
c. Mia Thermopolis
d. Albert Einstein.
23. What is the International Standard
Book Number of
The Princess
Diaries
?
a. 0380814021.
b. 0060294665.
c. 304 pages.
d. 200 pages.
Questions 24–27 are based on this text.
Once when a lion was asleep, a
little mouse began running up and
down upon him; this soon awoke the
lion, who placed his huge paw upon
the mouse, and opened his big jaws to
swallow him.
“Pardon, o King. Forgive me this
time. I shall never forget it: who knows I
may be able to do you a good turn some
of these day?” The lion was so tickled
at the idea of the mouse being able to
help him. Then he lifted up his paw and
let him go.
One day the lion was caught in a
trap. Some hunters who wanted to carry
him alive to the king, tied him to a tree
while they went in search of a wagon to
carry him in. just then the little mouse
happened to pass by and see the sad
plight in which the lion was. The little
mouse went up to him and soon gnawed
away the ropes that bound the king of
the beasts. Soon after the little mouse
had
À
nished gnawing away the ropes,
he asked the lion to run away.
Taken from
UN 2005/2006.
The Lion and the Mouse
215
Review 2
24. Who are the main characters of the
story?
a. The lion and the cat.
b. The lion and the mouse.
c. The lion and the beasts.
d. The lion and the king.
25.
What is the moral lesson from the
text?
a. Don’t look at someone because
of his clothes.
b. It is best to prepare for the days
of necessity.
c. Common people may prove
great one day.
d. United we stand, divided we
fall.
26.
Paragraph three mainly tells that
a. the little mouse asked for for-
giveness
b. the hunter carried the lion alive
to the king
c. the lion was tied to tree by the
hunter.
d. the little mouse could prove that
he could help the lion
27.
What did the little mouse do to prove
his words?
a. He would never forget the lion.
b. He tried hard to help the lion free.
c. He ran up and down upon the lion.
d. He asked for apology to the king
of the beast.
28. Mother :
the slippery road.
Son
: OK. Don’t worry.
a. Be careful to drive on
b. Be proud to go to the
c. It’s wonderful to drive to
d. How nice to walk in
29. Mr Budi : You didn't t
ell your
problem to your mother,
didn't you? Why you
didn't tell it, maybe your
mother has a solution
for it.
Adi
:
.
a. Thanks for telling me, I will do
that.
b. Really?
c. I’m afraid that wasn’t true.
d. Come on.
30. Mira : I have to admit I lost your
book. I do apologise, I'll
change your book with a
new one.
Dita :
.
a. I’ll consider that
b. No use crying over spilt milk
c. It’s good for you admitted that
d. Thank you for telling me
31. Nana : I promise I'll give you a
ring as soon I come back
home.
Ita
:
.
a. That’s right, Nana.
b. You’re not alone.
c. You’d better keep your promise.
d. I’m afraid that wasn’t true.
32. Christopher Paolini began work on
his debut novel Eragon
he was
only 15 years old.
a. if
b. while
c. when
d. because
216
Developing English Competencies
for Grade XII of Language Programme
33. The t
ranslated novel I’m reading
is not as good as we expected. I’m
with the book.
a. excited
b. exciting
c. disappointing
d. disappointed
34. Nina is going to Medan tomorrow.
She has never been there before. She
is really
about going.
a. depressed
b. depressing
c. disappointing
d. excited
35.
its extreme popularity,
SpongeBob has endured much
controversy.
a. Because
b. Despite
c. Although
d. Though
36. The
film wasn’t good. We were
disappointed
the
À
lm.
a. with
c. to
b. of
d. in
37. Adi : What's the matter, Danis?
Danis : I'm t
hinking of leaving
school. I've got to start
earning my living.
Adi :
.
a. I wouldn't do that if I were you.
b. Come on.
c. I have no objection.
d. It's crazy!
38. Nadia :
after leaving
school, Danis?
Danis : I'm thinking of going into
teaching.
a. What's your prediction
b. What's your plan
c. What do you think
d. What do you do
39. Danis : I wish I had studied for
the exam. If I had studied,
I would have passed the
exam.
Nadia :
.
a. I feel the same way.
b. No use crying over spilt milk
c. It's a touching story.
d. I think it's well grounded
40. Adi
: Have you seen
Kuntilanak
?
The film is absolutely
terrible.
Nadia :
. It's extremely
bad.
a. Really?
b. Same here
c. I don't think so.
d. I'm afraid it's not true.
41. Nadia : Have you prepared your-
self for the exam?
Danis : Of course, I have.
the questions will be very
much like the exam of last
year.
a. I plan
b. I intend
c. I hope
d. I predict that
42. Danis
: Who rep
aired the bicycle
for you?
Nadia
: Nobody.
.
a. Dad repaired it
b. Dad and I repaired it
217
Review 2
c. I repaired it myself
d. Why didn't you repair it yourself?
43. Some people are very sel
À
sh. They
only think of
.
a. each other
b. one another
c. themselves
d. them
44. Let's p
aint the house
. It will
be much cheaper.
a. yourselves
b. itself
c. himself
d. ourselves
45. Danis got to the station on time. If he
the train, he would have
been late for his exam.
a. missed
b. has missed
c. had missed
d. has been missing
46. It's good that Nadia reminded me
about Adi's birthday. I
if
she hadn't reminded me.
a. would forget
b. would be forgotten
c. would have forgotten
d. will forget
J.K. Rowling
Bloomsbury 1997
paperback
ISBN 0747532745
223pp
Judging by this
À
rst volume, the
Harry Potter books are a
À
ne addition
to English children's fantasy literature.
Harry Potter, orphaned when his
parents are killed by the evil wizard
Voldemort, is taken in by his aunt and
uncle, who are Muggles — ordinary,
non-magical people. Harry is rather
out of place there, but things improve
greatly for him when he goes to the
Hogwarts School of Witchcraft and
Wizardry — except that one of the staff
is in league with Voldemort.
Part of the attraction of
Harry Potter
and the Philosopher's Stone
comes from
the familiar but at the same time exotic
setting of an English public school,
complete with houses and schoolboy
adventures, in which Harry and his
friends Ron and Hermione struggle
to save the world and win the house
cup.
So
Harry Potter and the Philosopher's
Stone
will be a great Christmas present
for kids who haven't read it yet — and
it is a book that adults (at least those
without stunted imaginations) can read
as well.
A book review by Danny Yee © 2000
http://dannyreviews.com/
Harry Potter and the Philosopher's Stone
C. Read the following book review and answer the questions.
218
Developing English Competencies
for Grade XII of Language Programme
1. What is the title of the book being
reviewed?
2. Who is the author of the book?
3. Who is the protagonist of the novel?
4. What makes the book attractive?
5. Where is the setting of
Harry Potter
and the Philosopher's Stone
?
6. What makes it better?
7. Who is the reviewer of the book?
8. What do you think of the review?
Preparation
by Robert Frost
Last fall I saw the farmer follow
The plow that dug the long dark
furrows
between the hillslope and the hollow
And winter long the land lay fallow
The woodchuck slept within his
burrow
And heard no hound or farm boy's
hallow
Tonight the rain drives its dark arrows
Deep in the soil, down to its marrow
The arrows of the sun tomorrow
1. According to stanza 1, what did the
writer see the farmer follow? When
did the farmer do this?
2. According to stanza 2, what "lay
fallow," and what slept? What
season does this stanza mention?
3. According to stanza 3, where does
the rain drive its arrows?
4. In what season do you think the
third stanza takes place? How do
you know?
5. How do the farmer, the land,
and the woodchuck make their
"preparations"? What is each getting
ready to do?
D. Read the following poem and answer the questions.
219
219
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Sumii, Sue. 2006.
The River with No Bridge
. Tokyo: Tuttle.
Swan, Michael. 2005.
Practical English Usage
. Oxford: Oxford University Press.
Sweerey, Simon. 2003.
English for Business Communication
. Melbourne: Cambridge University
Press.
The World Book Encyclopedia.
2007. Chicago: World Book.
The World Book Student Discovery Encyclopedia
. 2006. Chicago: World Book.
220
Developing English Competencies
for Grade XII of Language Programme
Turton, ND and JB Heaton. 1999.
Longman Dictionary of Common Errors. Harlow
: Addison
Wesley Longman.
Walker, Sharon. 2007.
Biotechnology Demisti
À
ed
. New York: McGraw-Hill.
CD-ROM
Microsoft Encarta Premium,
2008
Perodicals
Publishers Weekly,
October 31, 2005
The Economist,
August 21–27, 2004
Websites
http://en.wikipedia.org/
http://www.georgia.libvt.us/
http://www.aesopfables.com/
http://www.arboreturn.fullerton.edu/
http://www.antelopepublishing.com/
http://www.amazon.com/
http://www.britishcouncil.org/
http://www.diagwatercycle.com/
http://www.ecgc.ca/
http://www.ebaying.com/
http://www.englishclub.com/
http://www.ff.books.co.uk/
http://www.geocities.com;www.ebayimg.com/
http://www.library.thinkquest.org/
http://www.ncrtl.org/
http://www.nicholassparks.com/
http://www.njyac.org/
http://www.sxc.hu/
http://www.static
Á
ickr.com/
http://www.ucas.edu/
http://ww.ucas.edu/
221
Photo Credits
Chapter 1
page 1
Indonesian Children's Favorite Stories,
2005
page 4
http://www.georgia.libvt.us
page 10
http://www.aesopfables.com
page 11
CD Image
page 15
Publishers Weekly,
October 31, 2005
Chapter 2
page 23
http://http://nhn.ou.edu
page 26
http://http://www.arboreturn.fullerton.edu
page 27
http://www.yuw.com.au/
page 28
The Oxford Children’s Pocket Encyclopedia,
2000
http://www.ucas.edu/
Science and Technology Encyclopedia,
2006
page 33
http://www.yuw.com.au/
page 35
Geographica’s Pocket World Reference
, 2005
page 36
Geographica’s Pocket World Reference
, 2005
page 37
http://www.ucas.edu/page
38
http://www.library.thinkquest.org/
page
39
http://www.arboreturn.fullerton.edu/
page
40
http://en.wikipedia.org
page
45
http://www.ecgc.ca/
http://www.diagwatercycle.com/
Chapter 3
page 47
http://www.senatordavidnoris.com/
page
49
www.moran-mountain.co
page 50
Cloning: Frontiers of Genetic Engineering,
2006
page
56
Pilar Magazine, 2001
page
57
www.sxc.hu
www.static
Á
ickr.com
page 58
Sociology in Our Times,
2001
page
60
Sociology in Our Times,
2001
page 65
CD Image
Chapter 4
page 71
http://www.che.utulsa.edu/
page 72
http://www.write.soirit.net/
page
77
http://www.uga.edu/
page 83
http://www.kejut.com/
http://www.achievment.org/
http://www.dayton.hq.nasa.gov/
Chapter 5
page
93
http://www.scottish.parliament.uk
page
101
CD Image
page 104
http://www.freewebs.com/animalrights
222
Developing English Competencies
for Grade XII of Language Programme
Review 1
page
122
Microsoft Encarta Reference Library,
2008
Chapter 6
page
123
http://www.scan.tucoo.com
page
129
Publisher's Documentation
page
132
http://www.britishcouncil.org
page 134
http://www.geocities.com;www.ebayimg.com
Chapter 7
page
145
http://www.moviegoods.com
page
149
http://www.amazon.com/
page
155
http://www.amazon.com/
http://www.amazon.com/
page
156
http://www.amazon.com/
page 157
The World Book Encyclopedia
,2007;
The
Brothers Karamazov,
1992;
Monday or Tuesday:
Eight Stories,
1997
page
158
http://www.ff.books.co.uk/
page
159
contentreserve.com; www.njyac.org
page 162
http://www.nicholassparks.com/
Chapter 8
page
167
On Nothing,
2005
; Selected Poems,
2005,
Life
Sentences,
2004
page
168
Publisher's Documentation
dwottawa.
À
les.wordpress.com
page
173
Publisher's Documentation
Chapter 9
page
189
http://www.wheatley.park.oxon.uk
page
190
http://www.movieposters.com/
page
191
http://www.allposters.com/
page
192
http://www.moviereview.boston.com/
http://www.britishcouncil.org/
page 194
http://www.movieposters.com/
page
202
Publisher's Weekly,
2001
223
Glossary
abortion
/əˈbɔrʃn/
(
n
) an operation on a
pregnant woman so that she will not have
a baby
actor
/'
æktə
(r)/(
n
) a person who acts on
the stage, on television or in
À
lms.
against
/əˈgɛnst/
(
n
) touching or leaning
on sb/sth for support
argument
/ˈargyumənt:/
(
n
) an angry
discussion between two or more people
who disagree with each other
ban
/
bæn
/ (v): to prohibit especially by
legal means (ban discrimination); also
: to prohibit the use, performance, or
distribution of (ban a book; ban a pesticide)
biodiversity
/
baɪəʊdaɪˈvɜ:sɪti
/ (
n
):
biological diversity in an environment as
indicated by numbers of different species of
plants and animals
catastrophe
/
ˈkə:tæstrəfi
/ (
n
): a terrible
event in which there is a lot of destruction
or many people are injured or die
chorus
/'
kɔ:rəs/
(
n
)
:
a part of asong that is
sung after each verse.
climate
/
ˈklaɪmɪt
/ (
n
): the average course
or condition of the weather at a place
usually over a period of years as exhibited
by temperature, wind velocity, and
precipitation
clone
/
kləʊn
/ (
ɳ
): to make an exact copy
of an animal or plant by taking a cell rom it
and developing it arti
À
cially
excerpt
/'
eksɜ:pt/
(
ɳ
) a passage or extract
from abook,
À
lm, plece of music, etc.
exciting
/ɪkˈsaɪt̺ ɪŋ/
(adj) causing strong
feelings of pleasure and interest that’s very
exciting news
fate
/fe
ɪ
t/ (
n
): force predetermining events
fragile
/
ˈfrædʒaɪl
/ (adj): easy to break,
damage, or harm, usually because delicate
or brittle
fragrance
/
ˈfreɪgrəns
/ (
n
): a pleasant smell
genetic engineering
/
dʒə
'
netik,
endʒɪˈnɪərɪn/
(
n
) the delioberate changing
of inherited features by altering the
structure or position of individual genes.
gender
/
ˈdʒendə
/ (
n
): the sex of a person
or organism, or of a whole category of
people or organisms
global warming
/
̩gləʊbl ˈwɔ:mɪŋ
/ (
n
):
an increase in the world’s temperatures,
believed to be caused in part by the
greenhouse effect and depletion of the
ozone layer
hail
/
heɪl
/ (n): frozen rain that falls in
small hard balls
harmful
/
ˈhɑ:mfʊl
/ (adj): causing damage
or injury
horrible
/
ˈhɒrəbl
/ (adj): very bad, very
unpleasant, or caused by anxiety or fear
about something bad
incite
/
ɪnˈsaɪt
/ (v): to stir up feelings in or
provoke action by somebody
instruction
/
ɪnˈstrʌkʃn
/ (
n
) teaching or
being taught: we offer instructions in all
styles of dance
issue
/
ˈɪʃu
:/ (
n
): a topic for discussion or of
general concern
judge
/
dʒʌdʒ
/ (
n
) to act as a judge in
court of law he said it was the hardest case
he had ever had to judge
judgement
/
ˈdʒʌdʒmənt
/ (
n
) the ability
to form sensible opinions or to make wise
decisions
lesson
/
ˈlɛsn
/ (
n
) a period of time when
you learn or teach sth, ussualy not in
school she teaches piano lesson
legalise
/
ˈlɪˈgəlaɪz
/ (v): to make an activity
legal by making or changing a law
lofty
/
ˈlɒfti
/ (adj): behaving in a falsely
superior or haughty manner
metaphor
/
ˈmetəfə/
(
n
) the imaginatif use
of word or pharese to describe somebody/
something as another object in order to
show that they have the same qualities and
to make the description more forceful.
motive
/
ˈməʊtɪv
/ (
n
): the reason for doing
something or behaving in a particular way
neglect
/
nɪˈglekt
/ (
n
): the failure to give
proper care or attention to somebody or
something
224
Developing English Competencies
for Grade XII of Language Programme
pattern
/
ˈpætn
/ (
n
): a regular or repetitive
form, order, or arrangement
phenomenon
/
fɪ:nɒmɪnən
/ (
n
): a fact or
occurrence that can be observed
platform
/
plæt
f
ɔ:m
/ (
n
): the publicly
plotline
/
plɒtlaɪn
/ (
n
): the plot
or storyline in a book or dramatic
presentation, or the dialogue needed to
develop the plot
plot
/
plɒt
/ (
n
): events in the story of
À
lm,
novel, etc.
purpose
/
ˈ
p
ə
rp
ə
s/ (
n
) having an aim or
plan and acting according to it: A good
leader inspires people with a sense of
quit
/
kwɪt
/ (v): to give up, leave, or resign
from a position or organization
rainfall
/
ˈreɪnfɔ:l
/ (
n
): the amount of rain
that falls in a particular location over a
particular period of time
require
/
rɪˈkwaɪə
/ (v): to be in need of
something or somebody for a particular
purpose
restriction
/
rɪˈstrɪkʃən
/ (
n
): something that
limits or controls something else
revive
/
rɪˈvaɪv
/ (v): to come, or bring
somebody, back to life, consciousness, or
full strength
rhyme /
raɪm/
(
n
) the quality shared by
words or syllables that have or end with at
the end with the same sound as each other,
especially when such words,etc are used at
the ends of lines of poetry.
romance
/
rəʊˈmæns
/ (
n
): a love affair,
especially a brief and intense one
scary
/
ˈskeəri
/ (adj.): causing fear or alarm
scene
/
si:n
/ (
n
): a view of a place or an
activity, especially one presented in a
painting or photograph
script
/
skrɪpt/
(
n
) a written text of a play,
À
lm, broadcast, talk,etc.
setting
/
ˈsetɪŋ
(
n
) a set of surroundings;
the place at whigh something happens
severe
/
sɪˈvɪə
/ (adj): very harsh or strict
shift
/
ʃɪft
/ (
n
): a change in position,
direction, makeup, or circumstances
short-list
/
ˈʃɔ:tlɪst
/ (v.): to put somebody
or something on a
À
nal list of candidates
for a position or award
speech
/
spi:tʃ
/ (
n
): the ability to speak
splendid /
ˈspɪendɪd
/ (adj): impressive
because of quality or size
split
/
splɪt
/ (v): to divide something or be
divided lengthwise into two or more parts,
usually by force
statue
/
ˈstætʃu:
/ (
n
): a three-dimensional
image of a human being or animal that is
sculpted, modelled, cast, or carved
stuff
/
stʌf
/ (v): to
À
ll something by
pushing things into it
tempting
/
ˈtemtɪŋ
/ (adj): causing craving
or desire to arise
terrestrial
/
təˈrestriəl
/ (adj): relating to
Earth rather than other planets
theme
/
ɵ
i:m/
(
n
) the subject of a talk, a
piece of writing or person's thoughts; a
topic;
unborn
/
̩ʌnˈbɔ:n
/ (adj): not yet born, but
usually already conceived and gestating
veil
/
veɪl
/ (
n
): a length of fabric, usually
sheer, worn by women over the head and
face as a concealment or for protection
vein
/
veɪn
/ (
n
): any of the blood vessels
that carry blood to the heart
wander
/
ˈwɒndə
/ (v): to move from
place to place, either without a purpose or
without a known destination
wonderful
/
ˈwʌndərfl
/ (adj) very good
giving great pleasure what wandeful
weather! it’s a wondeful opportunity
wisdom
/
ˈwɪzdəm
/ (
n
): the knowledge
and experience needed to make sensible
decisions and judgments, or the good sense
shown by the decisions and judgments
made
225
Index
Index of Subjects
abortion 58-64
accuse 23-25, 30-32, 46
acid rain 36-38, 40
advantage 23-25, 30-32, 46
advertisement 5, 10, 15, 51
advise 131
after 18-20
againts 51, 61, 69-70, 96, 98
announcement 21
argument 69-70, 95, 105-106, 114
attitude 47-48, 52
audience 114
before 18-20
blame 23-25, 30-32, 46
character 5, 10, 15, 127, 142, 198-199
complain 23-25, 30-32
complication 15, 22, 144
conclusion 51, 57, 61, 69, 70, 112, 114
criticise 123-126, 128-130, 144
curiosity 47-49, 52-54, 70
cycle 23, 26-29, 33, 40
debate 93-114
deter 23-25, 30-32, 46
diagram 45
disadvantage 23-25, 30-32, 46
discussion 47-70
encourage 123-126, 128-130, 144
explanation 23-46
for 51, 61, 69-70, 96, 98
genetic engineering 50-51
hope 123-126, 128-130, 144
intonation 72, 74, 77, 86
issue 58, 61, 70, 98
judgement 145-148, 151-154, 166
narrative 1-22, 123-144
noun phrase 138
opponent 58-59
orientation 15, 22, 144
passive voice 42-44
persuade 123-126, 128-130, 144
phenomenon 41, 46
point of view 204-205
possibility 47-49, 52-54, 70
prederict 146-151
presentation 94-112
promise 24-30
proponent 104-114
purpose 146-151
rain 26-29, 33-45
reason 50, 55, 58-70
re
Á
ection 24, 46, 70, 92, 114,
regret 146-151
request 2-8
review 150, 155, 157-166
setting 198, 199, 203-209
speculation 146-151
story 1-22, 123-144, 200-210
suggestion 1-6
summary 22, 46, 70, 92, 114, 144, 166,
188, 210
swear 24-30
technology 65-69
226
Developing English Competencies
for Grade XII of Language Programme
Index of Authors
Alessio, Amy 156
Ann 168
Arnold, Loise 162
Blunt, James 181
Bronte, Emily 179
Cabot, Meg 213
Clark, Mary Higgins 158
Clarkson, Kelly 177
Davidson, Mary Janice 150
Dickinson, Emily 173
Dido 187
Emerson, Ralph Waldo 157
Frank, Joseph 157
Frost, Robert 180, 218
Gill, N.S. 191
Haddock, Peter 4
Herliany, Dorothea Rosa 184
Jovi, Bon 171
Lee, Harper 161
Merwin, W.S. 162
Millay, Edna St.Vincent 169
Modeist, L.E. 162
Paolini, Christopher 152
Philbrick, Rodman 161-162
Rowling, J.K. 217
Shakespeare, William 175, 199
Woodson, Jacqueline 159
Woolf, Virginia 157
Wordsworth, William 169
Yee, Danny 217
227
227
Tapescripts
Chapter 1
Can You Tell Me the Story?
Activity 2
Student : Excuse me. My teacher gave me an
assignment to write a book report.
1
Can you tell me what book I should
read?
Librarian :
2
Sure. Did your teacher set a speci
À
c
book?
Student : Yes. A contemporary novel, actually.
Librarian : Well,
3
I'd like to suggest 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.
4
It sounds like a good
suggestion.
5
Do you mind if I borrow
the book now?
Librarian :
6
I have no objection. You can borrow
it for a week.
Student : Thank you, but I think I need it for
a longer period.
7
Would you mind
making a copy of it?
Librarian : Oh,
8
sorry to say that no part of the
book may be copied.
Student : OK.
9
Will you extend the due date
by two weeks?
Librarian :
10
Sure, I will. Here you are.
Activity 4
1. Erwin : Hi, Indra. How are doing?
Indra : Oh, hi, Erwin. I’m
À
ne, thanks.
Actually, I'm a little confused.
Erwin : Why is it so?
Indra : My teacher gave me an assignment
to write a book review. Can you tell
me what book I should review?
2. Rina : Hi, Nadia. How's it going today?
Nadia : Hi, Rina. I'm
À
ne, thank you. How
about you?
Rina : I'm
À
ne, too. Hi, what book is it?
Nadia :
Eragon
by Christopher Paolini.
Rina : It seems interesting. Can you lend
me the book?
3. Susan : Which book are you reading at
the moment?
Harry : Well, as a matter of fact, I'm
reading
The Da Vinci Code
.
Susan : Oh really? Is it interesting?
Harry : Certainly. It's a best seller, you
know.
Susan : May I borrow yours, please?
Activity 5
1.
Why don't you read this book?
2.
What/How about going to the library?
3.
You could (might) join the story telling contest.
4. Would you mind lending me the book,
please?
5.
Can you tell the story?
6.
Could you please bring me the book?
7.
Bring that book to me.
8.
Read this story carefully.
Activity 7
A beggar found a
1
leather purse that
someone had dropped in the marketplace.
Opening it, he discovered that it contained 100
pieces of gold. Then he heard a merchant
2
shout,
"A reward! A reward to the one who
À
nds my
leather purse!"
Being an honest man, the beggar
3
came
forward 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
4
dropped
had 200 pieces of gold in it. You've already
stolen more than the reward! Go away or I'll
tell
5
the police."
"I'm an
6
honest man," said the beggar
de
À
antly. "Let us take this matter to the court."
In court the judge
7
patiently 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
8
200 pieces of
gold. Well, that's a considerable cost. But, the
purse this beggar
9
found had only 100 pieces
of gold. Therefore, it couldn't be the one you
lost."
And, with that, the judge
10
gave the purse
and all the gold to the beggar.
Source:
www.aesopfables.com
228
Developing English Competencies
for Grade XII of Language Programme
Activity 9
Who Is King of the Forest?
When Tiger jumped on Fox, cried out,
How dare you attack the King of the Jungle!"
Tiger looked at him in amazement,
"Nonsense! You are not King!"
"Certainly I am," replied Fox, "All the
animals run from me in terror! If you want,
come with me." Fox went into the forest with
Tiger at his heels. When they came to a herd
of deer, the deer saw Tiger behind Fox and
ran in all directions.
They came to a group of monkeys. The
monkeys saw Tiger behind Fox and they
Á
ed.
Fox turned to Tiger and said, "Do you need
more proof than that? See how the animals
Á
ee at the very sight me?!"
"I'm surprised, but I've seen it with my
own eyes. Forgive me for attacking you,
Great King." Tiger bowed low and with great
ceremony he let Fox go.
Source:
www.aesopfables.com
Activity 10
Intergeneration Foundation Announces
2nd Storytelling Contest
The Intergeneration foundation invites
people of all ages to tell us a story: a
1
narrative
of their family's history or traditions or a
story from their
2
imagination. Whether
À
ction
or non-
À
ction, the story should
3
illustrate
intergeneration needs, connections, relationship
understanding, and feature
4
characters from at
least two generations.
Ideas to inspire and motivate you might be ....
• Favorite family stories
5
handed from generation
to generation
• Stories about intergeneration care giving
and
6
sharing
For further information, visit our
7
website at www.
intergenerationda.org
Chapter 2
How the Water Cycle Works
Activities 2 and 3
Nadia : What’s
1
wrong, Adi? You don't look
very happy.
Adi : I’m not. It's not
2
fair. Look at this.
Nadia : What's that?
Adi : It’s my favourite CD. I
3
lent it to Rifki
and now it is broken.
Nadia : What! What did he do to it?
Adi : He didn't do anything. His sister's dog
4
chewed it. It’s completely destroyed.
Nadia : So? What's the
5
problem? Rifki can buy
you a new CD.
Adi : That's what I think, but he says it’s not
his
6
fault. He says he won't pay for it.
Nadia : What? He has to pay for it.
Adi : Well, he won't pay for it. It’s not fair.
Nadia : Come on, let’s go and talk to him.
Nadia and Adi come to Rifki.
Nadia : Hi, Rifki. Adi has just told me about
his CD.
Rifki : Oh, yes. It’s
7
terrible, isn't? It's my
sister's fault.
Adi : It was your
8
responsibility, Rifki.
Rifki : You have to talk to my sister about it.
Adi : I lent it to you, Rif, not to your sister.
Nadia : That's right, Rif. You should buy Adi a
new CD.
Rifki
: Look,
9
stay out of it, Nadia. It's none of
your business.
Nadia : Yes, it is, Rifki, Adi's my friend.
Rifki : OK. It's my fault, isn't it? I must
10
apologize.
Adi : It's good you
11
admitted that. Apology
12
accepted.
Activity 5
1.
Dani
: What's the matter, Sir?
Teacher : Sit down, Dani. One of your
classmates told me you c
heated.
Dani :
.
2.
Teacher : Is anything wrong, Nana?
Nana
: I do apologize, Sir. I cheated.
Teacher : Apology accepted, but you
have to take another exam.
Nana
: Yes, Sir. I honestly regret doing
this. I promise I won’t do so
next time.
Teacher :
.
3.
Nina
: Nadia, my sister lost the book
you lent me.
Nadia
: You have to pay for it, Nina.
Nina
: OK. It’s my fault, isn’t it?
Nadia :
.
229
Tapescripts
Activities 7, 8 and 9
Activity 11
A. The process that leads to acid rain begins
with the burning of fossil fuels. Burning, or
combustion, is a chemical reaction in which
oxygen from the air combines with carbon,
nitrogen, sulfur, and other elements in the
substance being burned. The acid compounds
are carried by air currents and the wind,
sometimes over long distances. When clouds
or fog form in acid-laden air, they too are
acidic, and so is the rain or snow that falls
from them.
B. Evaporation is an important part of the
earth’s water cycle, the continual movement
of fresh water between the earth’s surface
and its atmosphere. The water rises into
the atmosphere, condenses in clouds, and
falls back to the earth as precipitation. This
precipitation replenishes streams, rivers,
lakes, groundwater reservoirs, and other
freshwater supplies.
C. Carbon cycle is the cycle of carbon usage
by which energy
Á
ows through the earth's
ecosystem. The basic cycle begins when
photosynthesizing plants use carbon
dioxide (CO2) found in the atmosphere
or dissolved in water. Some of this
carbon is incorporated in plant tissue as
carbohydrates, fats, and protein; the rest
is returned to the atmosphere or water
primarily by aerobic respiration.
D.
For more than a century scientists have known
that certain gases in the atmosphere-most
notably water vapor, carbon dioxide, and
methane-contribute to atmospheric warming.
These greenhouse gases, which also include
nitrous oxide and chloro
Á
uorocarbons,
allow about half of the short-wave radiation
in sunlight to pass through the earth’s
atmosphere, heating the earth’s surface. At
the same time, greenhouse gases absorb and
reradiate most of the longer wavelengths of
radiation, such as infrared radiation, which is
emitted by the earth's warmed surface. This
heat-trapping capacity of the atmosphere is
popularly known as the
"
greenhouse effect.
"
Taken from
Microsoft Encarta Reference Library,
2008
Activities 12 and 13
What causes rainfall, where does the water
come from and where does it go? The answers to
these questions lie in the water cycle. The cycle
begins when the sun causes the evaporation of
water from the world’s oceans, lakes and rivers.
The water is changed into small droplets called
water vapor. This evaporated water gathers in
the atmosphere. As this moisture-laden air rises,
it cools and condenses, forming clouds. As the
amount of water vapor grows in the air, rain
clouds form and the water is returned to earth
as precipitation (rain, hail or snow). The water
then
Á
ows back to the rivers, lakes and oceans,
where the process begins all over again
Taken from
SOSE: Studies of Society & Environment,
2000
The water
1
cycle is the never-ending
movement of the earth’s water. Water goes from
2
the ocean to the air to the land and
3
back to the
oceans again. For that reason, its
4
movements
is called a cycle.
This cycle
5
begins when heat from the sun
turns ocean water into
6
water vapour. Water
vapour is water that has become
7
a gas. The
water vapour rises high into
8
the sky, where it
cools off. The cooled water vapour changes into
9
tiny drops of water. The drops are held up in
the sky by rising
10
warm air. When billions of
these drops of water
11
cluster together they form
12
a cloud. The water in the clouds eventually
13
falls to earth as rain. If the water vapour is
14
cold enough, it turns into ice an falls as
15
snow.
Most rain and snow falls into the ocean, but
some falls on
16
land. In time, this water also
17
Á
ows back to the ocean and the
18
cycle starts
again.
Taken from
The World Book Student Discovery Encyclopedia,
2006
230
Developing English Competencies
for Grade XII of Language Programme
Didu : It’s just that? Transgenic maize has the
same taste as common corn.
Tami : It’s not only the reason some fear that
certain types of genetically engineered
crops will further reduce biodiversity in
the cropland. Is that clear?
Didu : Yes, I see the point. By the way, what’s
your opinion on GMO?
Tami : Let me just say that I oppose it, for any
reasons. I wish we could insist on a ban
on GMO.
Dialogue 2
Nisa : Hi. I wonder if you would mind
answering a question for me.
Maya : OK, what’s the question?
Nisa : Do you approve of genetically modi
À
ed
food?
Maya : Well, I don’t think GM food is good for
us.
Nisa : So your answer is “no”.
Maya : That’s right. I’m against it.
Nisa : OK, thank you, Maya.
Maya : No problem.
Activities 7 and 8
Paragraph 1
Genetic engineering, genetic modification,
and gene splicing are terms for the process of
manipulating genes in an organism. It has important
uses, but many people are worried by it.
Paragraph 2
Proponents of genetic engineering argue
that the technology is safe, and that it is necessary
in order to maintain food production that
will continue to match population growth.
However, others argue that food distribution, not
production, is the biggest problem.
Paragraph 3
Others oppose genetic engineering on
the grounds that genetic modification may
have unforeseen consequences in the modi
À
ed
organisms and their environments. The ecological
and environment effects of transgenic plants are
constantly being investigated.
Paragraph 4
Anti-genetic-engineering activists say that
with current recombinant technology there
is no way to ensure that genetically modi
À
ed
organisms will remain under control, and the use
of this technology outside of secure laboratory
environments carries unacceptable risks for the
future.
Chapter 3
Let’s Discuss Some Issues
Activities 2 & 3
N
adia :
1
I wonder what your opinion on abortion
is.
Adi :
2
Let me just say that I oppose it for many
reasons.
Nadia : So, is that why you voted for a president
candidate who is pro-life?
Adi : Yeah.
3
I do hope the government won’t
pass a law legalizing abortion.
Nadia : But I heard the House is discussing
a bill to legalise abortion for medical
reasons.
Adi : Really?
4
I wish the law won’t be misused
by some irresponsible people.
Activity 4
Deni : Hey,
Randi have you ever been mountain
climbing?
Randi :
Yeah. I went a couple of times a few
years ago. Why do you ask?
1
What’s the
plan?
Deni :
2
I'm planning on maybe going this
weekend.
Randi : Really? Where? With whom?
Deni : With Budiman and Heri?
3
They’re
thinking of going to Mount Pangrango.
Randi : Humh. Well, be c
areful! It’s been raining
a lot. You’ve never been climbed before,
have you?
Deni : No. I don't know the
À
rst thing about it.
Budiman and Heri are quite experienced,
though, I guess.
4
I would say we'll get
to the top safety. After all,
5
we can
speculate that the weather will be better
this weekend.
Randi :
Well,
6
I think it’s well grounded. It’s
worth speculating. Yet, if the weather
gets worse,
7
would there be any
possibility of changing the plan? Maybe
you can go camping.
Deni : Hmm.
8
That’s one possibility.
Activity 5
Dialogue 1
Didu : Many people against GMO. I wonder
why?
Tami : I think they don’t like the idea of
eating foods that have been genetically
modi
À
ed.
231
Tapescripts
Paragraph 5
Some fear that certain types of genetically
engineered crops will further reduce biodiversity
in the cropland.
Paragraph 6
Proponents of current genetic techniques as
applied to food plants cite the bene
À
ts that the
technology can have. Proponents like to cite golden
rice that contains elevated vitamin A levels.
Paragraph 7
Many opponents of current genetic engineering
believe the increasing use of genetic modi
À
cation in
major crops has caused a power shift in agriculture
towards biotechnology companies.
Activity 9
Just Say No to GMO
Chapter 4
Delivering a Speech
Activity 2
1. Good morning, Ladies and Gentlemen, ....
2. It is a great honour for me to speak in this
occasion, ....
3. Dear guests, thank you for coming to us today
to celebrate ....
4. Thank you for your kind attention, Ladies and
Gentlemen ....
5. Ladies and Gentlemen, today I'm going to talk
about ....
6. Honourable guests, thank you very much for
giving a chance to speak ....
7. Everybody, on this occasion I would like to
say ....
8. Thank you very much for giving me a chance
to stand here to ....
9. That's all Ladies and Gentlemen, this will be
the end of ....
10. Ladies
and Gentlemen, I would like to thank
to....
Activity 3
Hello everybody, let me have a handful of
minutes of your attention and congratulate our "
À
rst-
born", Natalie, on her 17th birthday, and wish her a
couple of things. Well, to be frank, I am very glad to
be here today and to see her celebrate her birthday
surrounded by friends and close people.
But
À
rst and foremost, Natalie is an amazing
person, and on her birthday I'd like to wish her
simple human happiness. May Natalie's most cher-
ished dreams come true, as we stand up and raise
our glasses for her birthday and happiness.
Activities 4 and 5
I believe that GM technology isn’t needed
to feed the world, as
1
sustainable, organic
farming methods can provide plenty without
the
2
excessive use of chemicals. Using sustainable
and organic farming methods will allow us to
3
repair the damage done by industrial farming,
reducing the excessive use of fertiliser,
4
herbicides
and other man-made chemicals, and making GM
crops
5
redundant. The simple truth is, we don’t
need GM technology."
If you want a future
6
free from GM
food, help us make sure that companies
and governments around the world get the
7
message.
This public
8
service ad is presented by
Friends of Earth.
Adapted from
www.greenpeace.org.uk; Foodwatch
,
2001
Let me start by saying that I am
1
very
proud to be addressing you today as the
students of Toronto University for the last
time. In some
2
moments we shall receive the
diplomas and become the 2005
3
graduates of
the Linguistics faculty, newly-
Á
edged Master
of Arts in Translation.
I
4
guess that after the strain of final
tests, credits and
5
exams, not to mention the
time–consuming graduation theses (and its
nerve–racking presentation), most of us were
6
looking forward
to this moment, when the
studying is over, the diploma is in your pocket
and you are
7
free
to do what you like. But I want
you to
8
look
around you and remember this
moment. Look at your group-mates and
9
your
teachers, because from now on life will scatter
us around
10
the world, and most of us will meet
only at
11
alumni parties. Recall the best moments
of studying that we shared.
232
Developing English Competencies
for Grade XII of Language Programme
So let me wish you luck and
12
perseverance.
I wish you all
13
successes on you life path. I hope
to hear about you well before the alumni party:
when I will be reading the
14
newspaper article
about a breakthrough in translating studies or
about the new President's
15
interpreter, I will
know whom to think of – one of us – graduates
2005.
16
Good luck to us all!
Adapted from
www.speechguru.com
Activity 6
Good morning everybody.
Thank you very much for giving me a
chance to inform you this matter. Did you
know that during the first six months of
Chapter 5
Let’s Have a Debate
Activity 2
Wawan
: So, why are you doing this, Susan?
Susan
: I told you, it’s for charity.
Wawan
: I know - it’s a ‘Save the dolphin’
1
charity, isn’t it?
Ratna
: No, it isn’t. Look, Wawan, it’s all
written here.
Susan
: It’s to raise money for a really old
temple in South America which was
damaged by an
2
earthquake last
year.
Joko
: You’re collecting money for an old
building!
Wawan :
What about collecting money for
people or animals?
Joko
: If you fasted for people I would
sponsor you, but an old place ...
Wawan
:
3
I agree , anyway, there are many
people here in this country that
need help. Why South America?
Joko
: Or what about the animals which
were threatened by the drought in
Africa last month?
Wawan :
4
I think if we give to charity we
should help people or animals.
Susan
: I can see that, but the point is ...
Activity 4
Proponents of animal
1
experimentation
point to hundreds of years of medical advances
made possible by research on animals.
2
Treatments
for heart disease provide just
one example, including open-heart
surgery
,
in which circulatory functions are temporarily
controlled by a heart-lung machine;
3
coronary
bypass to improve blood
Á
ow to the heart
5
muscle; and valve replacement of a defective
heart valve. Techniques and
6
equipment for
kidney dialysis were also developed through
animal experimentation.
More than 30
7
drugs
for treating cancer,
6as well as anticancer radiation
8
therapies,
were
À
rst tested on rats and
9
mice. Vaccines
for diphtheria, measles, smallpox, and many
other previously feared
10
diseases
were
developed through animal
11
research. Organ
transplants, blood transfusions, microsurgery
to
12
reattach
severed limbs—these and other
procedures that save thousands of lives an-
were destroyed in attempt to stop the pandemic
of avian in
Á
uenza? Did you hear that United
Nations coordinator, Dr David Nabarro, estimated
the number of possible human casualties as
5–150 million people? Are you aware that since
its discovery in the 1990's the avian
Á
u has been
contracted by more than 100 people, and one half
of them died?
The truth is that it won't cure an infected
individual, but it will prevent a disease. At the
moment there is no treatment for the human
modi
À
cation of the avian
Á
u. The government
has already purchased some six million doses
of vaccination, so if you apply for vaccination
at his very moment, you are most likely to be
inoculated.
I highly advise that you take care of yourself
right now. The global matters are actually in
the hands of every individual. If everyone will
be immune to the disease, the pandemic won't
break in. You just need to be inoculated in order
to prevent an infection that can kill 150 million
people. Your future and the future of the United
States depend on your choice. Choose life before
it is too late. Choose vaccination. Thank you
2004, approximately 200 million birds died or
233
Tapescripts
nually—were made possible by work on ani-
mals. And not just
13
humans, but dogs, cats,
and other domestic and 14farm
animals have
bene
À
ted from such research, with the devel-
opment of treatments for
16
distemper, rabies,
anthrax, and other diseases of animals.
Taken from
Microsoft Encarta Reference Library
,2008
Activity 5
1. The Case for Using Animals in
Research
The use of animal in medical research
has many practical bene
À
ts. Animal research
has enable researchers to develop treatments
for many diseases such as heart disease and
depression. It would not have been possible
to develop vaccines for diseases like smallpox
and polio without animal research. Every
drug takes today was tried
À
rst on animals.
2.
The Case against Using Animals in
Research
The fact that humans benefit cannot
be used to justify using animals in research
anymore than it can be used to justify
experimenting on other humans. Animals
suffer a lot during these experiments. Animals
have the same right as human do- to be able to
move freely and not to have pain or fear forced
on them. There should be no animals in research
laboratories at all.
Taken from
Interchange Student's Book 3
, 1991
Activity 6
Edy : Hello Fitri. Have you read the headline
news today?
Fitri : Not yet Edi. What’s on?
Edy : Well, it’s about the regulation of capital
punishment. Do you approve of capital
punishment, Fitri?
Fitri : Well, that’s depends.
Edy : What do you mean? You are not sure about
this?
Fitri : No, I’m sure. I mean. It depends on how bad
the crime is. If somebody does something
really terrible, then, yes, I do approve of
capital punishment.
Edy : So you agree with capital punishment, don’t
you?
Fitri : Yes, I agree in certain cases.
Edy : Well, I’m sorry. I think I don’t agree with
you.
Fitri : Why?
Edy : I don’t think killing another person is ever
OK. Where is the sense of humanity?
Fitri : So you don’t agree with capital punishment.
Edy : De
À
netely. I think it’s against human rights.
I’m against it.
Fitri : Well, it’s a matter of opinion.
Activity 7
What Makes a Great Presentation
There are three
1
elements to a great
presentation, content, design and
2
delivery.
Content includes the research and
organization of
3
materials. Design is the
architecture of the sides and the graphical
4
enhancements. Delivery is how you voice
your
5
message. To make the presentation
great, there must be
6
synergy of these three
elements. Each of these elements caries equal
weight and
7
importance. Your presentation
will not be great unless you have all three of
these elements.
There is a process to creating that great
presentation. First, you must
8
create your
content, then design for that content, then
create your delivery
9
strategy and style.
And
À
nally, there’s the delivery. You need
to know the
10
logistics of your meeting and
how to make the
11
audience retain your
message. You need to set clear
12
objectives in
the presentation as well as your
13
expectations
of your audience. They need to
À
nd value in
being in this presentation. Your presentation
needs to be such that what you
14
present
and how you present it causes a change in
15
behavior of your audience.
Adapted from
www.presentersuniversity.com.
234
Developing English Competencies
for Grade XII of Language Programme
Activity 8
Good morning, everybody.
Thank you for your coming today. Now,
I’m here to talk about the design proposal for our
annual school day. My talk will be in three parts
followed by a 30 minutes discussion. I’m going
to start with the background to each proposal-
something about our negotiations with the school
foundation. Then in the second part, I’ll go over
the main characteristics of each proposal. In the
third part, I’ll highlight some keys considerations
we have to bear in mind.
Review 1
Dialogue 1 (Questions 1-5)
1. Ita
: Hi, Nadia. You look tired. Didn’t you
sleep very well last night?
Nadia : I slept OK, but not enough.
Ita :
.
2. Adi
: Will you let me know if she has
returned the book?
Dani :
.
3. Nadia : This book is interesting. The author
wrote it for teenagers. I suggest you
read it.
Adi :
.
4. Maya : The weather is bad. Would there be any
possibilities of changing your plan.
Nisa :
.
5. Adi
: I’m doing a survey on homework. I
wonder if you would mind answering
some questions for me
Nadia :
.
of oppression, will be transformed into an
oasis of freedom and justice.
I have a dream today!
Taken from
http://www.pitt.edu/
Listening text for questions 6–8
Martin Luther King Speech
I am happy to join with you today in
what will go down in history as the greatest
demonstration for freedom in the history of
our nation.
I have a dream that one day this nation
will rise up and live out the true meaning of
its creed: "We hold these truths to be self-
evident, that all men are created equal."
I have a dream that one day even the
state of Mississippi, a state sweltering with
the heat of injustice, sweltering with the heat
Listening text for questions 9–10
Nike : I wonder what your opinion on abortion
is.
Andi : Let me just say that I oppose it, for any
reasons.
Nike : Why? I think it’s OK. Abortion is not a
big deal for medical reason.
Andi : I don’t completely agree. Since when
killing a human life is ever OK.
Nike : Since it deal with the human rights too.
Everyone has their own right to have a
baby or not.
Andi : Well, I think you are wrong. Clearly,
that an abortion is against the human
right to live.
Nike : I see. So, is it why you voted for the
president candidate who campaign
pro-life?
Andi : Yeah. I do hope the government won’t
pass a law legalising abortion.
Nike : But I heard the House are discussing
a bill to legalise abortion for medical
reasons.
Chapter 6
It’s a Great Story
Activity 2
1. “Come on you can do it. Just this once.”
2. “How can I persuade you to participate in
the story writing contest?”
3. “Just believe in yourself. I know you can do
your best.”
4. “You’re not going to let me down, are you?”
5. “Don’t worry, I’m sure you’ll do better this
time.”
6. “I don’t think it is a good idea.”
7. “I don’t (particularly) like your story.”
8. “I hope you will do it better next time.”
9. “I don’t think you should do that.”
10. “I wish all the best for you.”
235
Tapescripts
Activity 3
Doni : Hi, Andra. How are you?
Andra : Doni! What a surprise! I’m
À
ne, thanks.
How about you?
Doni : I’m OK and you know ...? I won the short
story contest.
Andra :
1
That's great. Congratulations.
Doni : Thank you.
Andra : Actually I also sent my short story for
he contest. But
2
I failed miserably.
Doni :
3
That’s too bad. But don’t worry about
it. All you need is a little more practise.
Why don't you send your short stories
to a newspaper or magazine?
Andra : Yeah,
5
I'll consider that. But, as a matter of
fact, I’m pessimistic that my story will be
accepted for the newspaper or magazine.
Doni : Come on.
6
Don’t give up!
Andra : OK.
7
I'll try to send my short stories to
the newspaper. Anyway, I'm thinking of
maybe stopping writing short stories.
Doni :
8
I don’t think you should do it.
Andra : Thank you for telling me.
Doni :
9
I do hope that your story will be published
in a newspaper or magazine.
Andra :
10
Well, I hope that so.
Act
ivity 5
1.
Ryan : I have decided not to accept the
scholarship.
2.
Sandy : I think you should try to come to
the speech competition. You speak
English
Á
uently though.
3.
Cindy : I can't do it. The competition will be
tough this year.
4.
Desi : Don't give up now, okay. I know you
can get trhough this.
5.
Ferdy : If I were you I wouldn't do that. Just
think the negative side.
Activities 7 and 8
the time as they were working they
7
wondered
what their father had left for them. In their
minds they pictured boxes of gold coins,
8
diamond necklaces and other such things.
Soon they had
9
dug up every inch of the
vineyard. But they found not a single
10
penny.
They were very upset. They felt that their
hard work had been for
11
nothing. But then
the grapes started to appear on the
12
vines
and their grapes were the biggest and best in
the
13
neighbourhood, and they sold them for
a lot of money. Now they
14
understood what
their father had meant by the great treasure,
and they lived happily and
15
wealthily ever
after.
Taken from
New Headway,
1999
The Farmer and His Sons
There was once an old,
1
dying farmer
who had always worked hard in his
2
vineyard
all his life. Before he died, he wanted to teach
his
3
three sons how to be good farmers. So he
called them to him and said, "My boys, before
I die I want you to know that there is a great
treasure
4
buried in the vineyard. Promise me
that you will
5
look for it when I am dead."
The sons promised and as soon as their
father died, they began looking for the
6
treasure.
They worked very hard in the hot sun and all
Activity 9
Questions
1.
What is the advertisement about?
2.
How much is the prize for the contest?
3.
How will you response to this ad?
Chapter 7
The Book Is Amazing
Activity 2
Dialogue 1
Dudi : Hi, Adi. You look awful. What's wrong
with you?
Adi : I didn’t get much sleep last night. I
À
nished writing the book review. Today
is the deadline for the submission of the
assignment.
Dudi : Why didn't you
À
nish it last week? You
had a plenty of time.
Adi : Actually, I went camping last weekend.
1
I regret it now. I wish I hadn't gone
camping.
2
If I hadn’t gone camping, I had
À
nished writing the book review.
Dudi :
3
No use crying over spilt milk.
Dialogue 2
Dudi :
4
What's your plan after leaving high
school, Adi?
Adi :
5
I’m planning on maybe studying
Indonesian literature. How about you,
Dudi?
Dudi :
6
I'm thinking of going teaching. After
leaving the college, I’m going to go to
Papua. I want to teach the children of this
remote spot.
236
Developing English Competencies
for Grade XII of Language Programme
Adi : Really? It's so far away, Dudi.
7
What do
you want to achieve?
Dudi : Well,
8
I hope I can do something to make
myself useful.
Adi : I just don’t understand you. You're an
only child. What is it that you want?
Dudi : My parents can understand me wanting
to live alone, be independent, and be
useful.
Adi : What makes you want to go to Papua?
You don't have a relative there, do you?
Dudi : No, I don't. This book, The City of Joy, has
inspired me to go to Papua.
9
It's really an
inspiring book.
Adi : What's it about?
Dudi : The novel tells a priest who lives in a slum
in Calcutta. He comes from a country in
Europe. And he tries hard to adapt to
the culture of the people he lives with.
He helps the poor living in the slum. All
people are treated the same.
Adi :
10
It’s a touching story.
Dudi : That's right. It makes me feel like
À
nishing
my school as soon as I can. So I can leave
for Papua.
Adi : Talking of your school, have you prepared
yourself for the admission test?
Dudi : Of course, I have.
11
I predict that the test
will be very much like test of last year.
Adi :
12
I think it’s well grounded. We can
speculate that the questions will follow a
set pattern.
Dudi :
13
It’s worth speculating.
Activity 4
1.
“I regret for being unfriendly and
underestimate you.”
2.
“Next year I’m going to study abroad, you
know!”
3.
“I predict that you will be a
À
rst winner in
this competition.”
4.
“I can say that the book is not interesting at
all.”
Activity 5
Nisa : Hi, Arif. How are you?
Arif : Nisa!
What a surprise. I’m OK. How about
you?
Nisa : You know, I was sick for about a week.
Now, have already
À
t.
Arief : Oh..yeah. I’m really sorry Nisa. I regret
that I can’t visit you when you were
sick.
Nisa : That would be OK. Thanks for your
concern.
Arief : By the way, What are you doing here?
Nisa : I’m looking for a novel actually.
Arief : Have you found any interesting?
Nisa : I’ve found a novel but I found it was not
very good.
Nisa : What book was that?
Arif : Mrs Dalloway by Virginia Woolf.
Nisa : I’ve read the novel. I feel the same way,
too. I don’t understand the story. It’s
complicated.
Arif :
Yeah. I predict that it won’t be s best
seller.
Nisa : I along with your prediction. However,
I will make a speculation to buy that
book.
Arif : Oh really? Well I just can hope you won’t
regret.
Activity 8
1. bottom
/ˈbɑtəm/
2. barrel
/ˈbærəɭ/
3. challenge
/ˈtʃæɪəndʒ/
4. fraud
/frɔ:d/
5. undead
/ʌnded/
6. unwed
/ʌnwed/
7. trashiest
/træʃɪəs/
8. serious
/sɪərɪəs/
Activity 7
Undead and Unwed
Mary Janice Davidson
Undead, unwed and I also wish I could
say
1
unread! Okay so here I think I have
À
nally sunk to the bottom of the barrel to try
to
2
catch up and complete my challenge. I do
have a bit of a thing for vampire novels! And
that said I bought three
3
different
À
rst in the
series, to see if it would help me catch up and
bring me back
4
to target.
Seriously, this was one of the
5
trashiest
novels I have ever read! It was OK and fun,
but I feel like a complete
6
fraud and fake
adding this to the list of books I’ve read this
year! But I did nevertheless read it! So it’s
gonna be
7
added.
Maybe one day when I’ve
8
forgotten
how bad this book was and just how trashy,
I’ll
9
read a few more in the series! But seriously
guys I wouldn’t
10
recommend it!
Taken from
dancingsifaka.typepad.com
237
Tapescripts
Chapter 8
Exploring Poems and Song Lyrics
Activity 5
Counting-Out Rhyme
by Edna St. Vincent Millay
Silver bark of beech, and sallow
Bark of yellow birch and yellow
Twig of willow
Stripe of green in moose wood maple,
Color seen in leaf apple
Bark of popple
Wood of people pale as moonbeam,
Wood of oak of yoke and barn-beam,
Wood of hornbeam.
Silver bark of beach, and hollow
Stem of elder, tall and yellow
Twig of yellow
Activities 8 and 9
Activity 4
Poetry is an art form in which human
language is used for its aesthetic qualities. It
consists largely of oral or literary works in which
language is used in a manner that is felt by its user
and audience to differ from ordinary prose.
It may use condensed or compressed form
to convey emotion or ideas to the reader's or
listener's mind or ear. Poems frequently rely for
their effect on imagery, word association, and the
musical qualities of the language used.
Perhaps the most vital element of sound in
poetry is rhythm. Often the rhythm of each line
is arranged in a particular meter. Rhyme at the
end of lines is the basis of a number of common
poetic forms, such as ballads, sonnets and
rhyming couplets. However, the use of rhyme is
not universal. Much modern poetry, for example,
avoids traditional rhyme scheme.
Activity 2
Wings of Butter
Á
ies
Drifting low, above the
1
ground
Upon
2
a rose bud is where I found
A butter
Á
y resting
3
quietly, with wings
of gold and
4
purple rings.
5
Fluttering high up in the sky
Butter
Á
ies
6
soar, just right on by
My eyes are
7
closed, but I can see
the
8
colors of gold and purple wings.
Ann, Mtn. Grove, Missouri, Age 15
Activity 3
The Sick Rose
by William Wodsworth
O rose, thou art sick
The invisible worm
That
Á
ies in the night,
in the howling storm,
Has found out thy bed
Of crimson joy,
And his dark secret love
Does thy life destroy.
It's My Life
by Bon Jovi
This ain't a song for the
1
broken-hearted
No silent
2
prayer for the faith-departed
I ain't gonna be just a face in the
3
crowd
You're gonna hear my voice
When I shout it out
4
loud
Chorus
It's my life
It's now or
5
never
I ain't gonna live
6
forever
I just want to live while I'm alive
(It's my life)
My heart is like an open
7
highway
Like Frankie said
I did it my way
I just wanna live while I'm
8
alive
It's my life
This is for the ones who
9
stood their ground
For Tommy and Gina who never backed
10
down
Tomorrow's getting harder make no
mistake
Luck ain't even
11
lucky
12
Got to make your own breaks
back to Chorus
My heart is like an
13
open highway
Like Frankie said
I did it
14
my way
I just want to live while I'm alive
'Cause it's
15
my life
238
Developing English Competencies
for Grade XII of Language Programme
Chapter 9
A Powerful Character
Activity 2
Rina : Are you interested in a movie tonight?
Anto : Mmm maybe. What's on?
Rina : T
here's a new
Dirty Harry
movie playing.
Anto : Oh, I can't stand Clint Eastwood! He's so
boring. All he does is stand around and try
to look macho.
Rina : Oh, come on!
Well, then, how about a
James Dean movie? They're showing
Rebel
Without a Cause
at Cinema City.
Anto : Now that sounds interesting! I've never
seen it, and I really like James Dean.
Activity 3
Speaker 1
I appreciate the
À
lm's relative disinterest in plot.
Speaker 2
The tremendously enchanting Stardust movie
runs on a double dose of star power.
Speaker 3
When I first saw The Stunt Man, I was very
enthusiastic about the
À
lm and raved about it to
anyone who might be interested. I've watched it
twice with some friends since, but they weren't
very enthusiastic about it, so I can imagine that
for many people it won't pay off.
Speaker 4
It's an ingeniously constructed
À
lm that takes
some patience and attention to watch. Although
the direction is
À
ne, it's mostly a virtuoso piece of
scripting that makes this such a special
À
lm.
Activity 4
lived long enough to be inside the
5
Trojan
Horse. Without the hand of Aphrodite,
Paris should have died, killed at the hand of
6
Menelaus – or, in the alternate reality of the
movie,
Á
ed for
7
safety to his brother. In this
alternate Hollywood reality, it makes some
sense that Hector would
8
kill Menelaus to
save his brother's life, although the code
of
9
honour that the warriors followed – in
ancient times as in the
10
Troy movie – make
this action questionable.
Perhaps it was only because of the
11
intervention of the gods that the Trojan
War lasted ten years in the
12
original rather
then the two weeks of Wolfgang Petersen's
godless rendition. You'll have to get over the
time
13
problem, the presence of
14
Achilles in
the Trojan Horse, and the killing by Hector
of Menelaus and Ajax in order to enjoy
15
the
movie.
Troy Movie Review
Troy vs. the Trojan Legend
In the Warner Bros. movie Troy, certain
decisions were made that had
1
dramatic
and, depending on how you look at the Troy
movie, devastating
2
consequences. Chief
among these was the great
3
elimination of
the involvement of the gods and goddesses
in the lives of men. Without the hand of
4
Apollo to guide the arm of Paris, Achilles
should have survived and might well have
Activity 5
Critic 1
This is the most visually stunning
À
lm you
will see this year. Or probably until the third
À
lm
comes out the end of next year.
I wish I could say that was the extent of this
À
lm's drawbacks. It almost feels like they decided
to make a change between the release of the
À
rst
À
lm and this one–but how can you retcon when
you did the
À
lms all at once? Very confusing.
Critic 2
As a
À
lm, "The Lord of the Rings: Fellowship
of the Ring" is an astounding achievement.
Jackson, who has great respect and admiration
for the material, has crafted a rousing action-
adventure that, despite its three-hour running
time, never feels long or bloated. Some of the
standout sequences include the opening battle
scene that sets the stage for the story, and the
climactic battle between the fellowship and an
army of orcs.
The Lord of the Rings: The Fellowship of the
Ring" is a fantastic start to a
À
lm trilogy, and if
the next two installments "The Two Towers" and
"The Return of the King" are of its equal (or better),
Source:
www. moviereview.imdb.com
239
Tapescripts
"Lord of the Rings" may even end up eclipsing the
popularity of "Star Wars" and "The Godfather"
Activities 7 and 8
OEDIPUS : You know all things in
1
heaven and
earth.
TIRESIAS : Things you may speak of openly, and
secrets Holy and not to be
2
revealed.
You know, Blind though you are, the
plague that ruins Thebes. And you,
great
3
prophet, you alone can save
us. Phoebus has sent an answer to
our question. And answer that the
4
messengers may have told you.
Saying there was no cure for our
condition. Until we found the killers
of King Laius. And
5
banished them
or had them put to death. Therefore,
Teresias, do not
6
begrudge your skill.
In the voice of birds other prophecy.
But save yourself, save me, save the
7
whole city. Save everything that the
pestilence de
À
les. We are at your
mercy, and man's
8
noblest task.
Is to use all his powers in helping
others.
TIRESIAS : How dreadful a thing, how dreadful
a things is wisdom, when to be
9
wise
is useless! This I knew.
But I forgot, or else I would never
have come.
OEDIPUS : What is the matter? Why are you so
trouble?
TIRESIAS : Oedipus, let me go home. Then you
will bear. Your
10
burden, and I mine,
more easily.
Review 2
Dialogue 1 (Questions 1-5)
1. Teacher : Ina, you didn't write this essay, did
you?
Ina
: That's right, Sir. I copied it from a
journal.
Teacher :
..
2. Teacher : You copied someone else’s work. It’s
plagiarism, Ina.
Ina
: I honestly regret, Sir. I promise I
won’t do that next time..
Teacher :
.
3. Adi
: How has your week been, Adi?
Nadia
: Terrible! I don’t want to talk about
it. I’m sure everybody else’s week
has been better than mine!
Adi
:
.
4. Dadi
: I’m working in a publishing house.
It’s kind of boring. Probably I’ll quit
and look for a new job.
Indra :
..
5. Nadia
: I wouldn’t do that if I were you.
Nisa :
..
Listening text (Questions 6–9)
Yann Martel's imaginative and unforgettable
Life of Pi is a magical reading experience, an
endless blue expanse of storytelling about
adventure, survival, and ultimately, faith. The
precocious son of a zookeeper, 16-year-old Pi
Patel is raised in Pondicherry, India, where
he tries on various faiths for size, attracting
"religions the way a dog attracts
Á
eas." Plan-
ning a move to Canada, his father packs up
the family and their menagerie and they hitch
a ride on an enormous freighter. After a har-
rowing shipwreck, Pi
À
nds himself adrift in the
Paci
À
c Ocean, trapped on a 26-foot lifeboat with
a wounded zebra, a spotted hyena, a seasick
orangutan, and a 450-pound Bengal tiger named
Richard Parker.
In rich, hallucinatory passages, Pi recounts
the harrowing journey as the days blur together,
elegantly cataloging the endless passage of time
and his struggles to survive.
Taken from
http://www.amazon.com/
Poem (Questions 10–12)
Fire and Ice
by Robert Frost
Some say the world will end in
À
re;
Some say in ice.
From what I’ve tasted of desire
I hold with those who favor
À
re.
But if it had to perish twice,
I think I know enough of hate
To know that for destruction ice
Is also great
And would suf
À
ce.
240
Developing English Competencies
for Grade XII of Language Programme
Answer Key
Chapter 1
Can You Tell Me the Story?
Listening
Activity 2
1. Can you tell me
2. Sure
3. I’d like to suggest
4. It sounds like a good suggestion
5. Do you mind if
6. I have no objection
7. Would you mind
8. Sorry to say that
9. Will you
10. Sure, I will
Activity 3
1. instruction 6. suggestion
2. suggestion 7. suggestion
3. suggestion 8. request
4. instruction 9. suggestion
5. request
10. request
Activity 4
1.
b. Sure. You’d better review Jane Eyre.
2.
a. Sorry to say that I can’t. It’s not mine. I
borrowed it from Nisa.
3.
c. Sure. It’s my pleasure.
Activity 7
1.
leather purse
6. honest
2. shout
7. patiently
3.
came forward
8. 200 pieces
4. dropped
9. found
5. the police
10. gave
Activity 8
1. The beggar
À
nd the purse in the market place.
2.
It contained 100 pieces of gold.
3. The merchant.
4.
Being an honest man, the beggar came forward
and handed the purse to the merchant.
5.
No, he didn’t.
6.
Because the judge thought that the merchant
lied.
7.
To the beggar.
8. Answers may vary. Accept any possible
answer.
Activity 9
1.
It talks about the tiger and the fox.
2.
It took place in the jungle.
3.
The tiger and the fox.
4.
Tiger bowed low and with great ceremony he
let Fox go.
5. Don not arrogant and underestimate other
.
Activity 10
1.
narrative
5.
handed
2. imagination 6. sharing
3. illustrate 7. website
4. characters
Speaking
Activity 8
1.
Fable is a short story that teaches a moral
lesson and that often has animals as speaking
character’s.
2. Answer may vary. Accept any possible
answer.
3.
It teaches lessons about human behavior.
4.
They available at bookstores.
5.
We can visit its website at www.aesopfables.
com
Reading
Activity 2
1.
a
4.
e
7.
b
10. g
2. h
5. f
8. c
3. d
6. j
9. i
Activity 4
1.
In West Java.
2.
He was a good ruler. He liked hunting in the
forest very much.
3.
She was pretty and beautiful.
4.
He was a dog that was actually a cursed god.
5.
Because he didn’t obey him to chase a pig.
6.
Because Sangkuriang killed Tumang who was
actually his father.
7.
Dayang Sumbi asked Sangkuriang to dam up
the Citarum river and build a big vessel all in
one night.
8. Sangkuriang angried and kicked the boat
that became a mountain called Tangkuban
Perahu.
Activity 5
1.
Paragraph 1
5.
Paragraph 2 and 3
2.
Paragraph 10 6.
Paragraph 8
3. Paragraph 15 7. Paragraph 2
4.
Paragraph 1
8.
Paragraph 13
241
Answer Key
Activity 6
Raden Sungging Pebangkara + A she-pig
Dayang Sumbi + Tumang
Sangkuriang
Activity 9
Event: Book fair sale
Time/Date/Venue: On Saturday, November 19, from
10 am to 6 PM and Sunday, November 20, from 11 am
to 6 PM.
Purpose of the action: For charity to help homeless
people live better lives.
Phone number of the organizer: 212 873 4448.
Writing
Activity 2
A Fox once saw a Crow
Á
y off with a piece of
cheese in its beak and settle on a branch of a tree.
“That’s for me, as I am a Fox,” said Master
Reynard, and he walked up to the foot of the tree.
“Good day, Mistress Crow,” he cried. “How
well you are looking today: how glossy your feathers;
how bright your eye. I feel sure your voice must
surpass that of other birds, just as your
À
gure does; let
me hear but one song from you that I may greet you
as the Queen of Birds.”
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.
“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
Á
atterers.”
Source:
http://www.aesopfables.com
Activity 3
I.
1. at the same time
2. later
3. then
4. afterwards
II. 1.
À
rst
2. then
3. next
4. afterwards
5. after a wed days
6.
À
nally
Activity 5
1. e
4. a
3. c
2. d
5. b
Activity 6
1. Kresna needed to get loan before she bought a
car.
2. Pilot has to start engine before takes off.
3. After working hard, the man eats much food .
4. Mr. Efendi always checks the battery before
starts 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
meal.
8.
After turning off the lamp, she went to bed.
9. Mr. Herman locked the door before leaving
the house.
10. The workers usually go home after
À
nishing
their job.
Activity 10
1.
It’s about short story writing contest.
2.
It will be closed on August 1, 2008.
3.
It must relate to to the Mississippi River, the
River Valley, or a sister River: its landscape,
people, culture, history, current events, or
future.
4.
A regional team of published writers.
5.
By Susan Swartwout, publisher of Southeast
Missouri State University Press.
6.
The winner receives an award of $500 and
publication in Big Muddy: A Journal of the
Mississipi River Valley.
7.
The winner will be announced October 1,
2008.
8. We can send it to MRSS Contest
Southeast Missouri State University Press
MS 2650, One University Plaza
Cape Girardeau, MO 63701
Chapter 2
How the Water Cycle Works
Listening
1.
The CD he lent to Rifki is broken.
2.
It was chewed by Rifki’s sister’s dog.
3.
No, he doesn’t.
4.
No, he won’t.
5.
Yes, he does
.
Activity 3
1. wrong
7. terrible
2.
fair
8. responsibility
3.
lent
9. stay out
4.
chewed
10. apologize
5.
problem
11. admitted
6.
fault
12. accepted
Activity 4
1.
It’s my sister’s fault.
2.
OK. It’s my fault, isn’t it?
3.
It’s good you admitted that.
4.
I must apologize.
Activity 5
1. c
2. c
3. b
242
Developing English Competencies
for Grade XII of Language Programme
Activity 7
It talks about the water cycle.
Activity 8
1.
these
5. vapour
9. rises
2.
cycle
6.
begin
10. clouds
3.
lie in
7.
river
4.
lake
8. where
Activity 10
1. False
2. True
3. False
4. False
5. True
Activity 11
1.
Picture b
3.
Picture a
2.
Picture d
4.
Picture c
Activity 12
1. cycle
10. warm air
2. the ocean
11. cluster
3. back
12. a cloud
4. movement
13. falls
5. begins
14. cold
6. water vapour
15. snow
7. a gas
16. land
8. the sky
17.
Á
ows
9. tiny drops
18. starts
Activity 13
1. The never-ending movement of the earth’s
water.
2. Because water goes from the ocean to the
land and back to the oceans again.
3. When heat from the sun turns ocean water
into water vapour.
4. It is water that has become a gas.
5. In the sky.
6. Tiny drops.
7. Rising warm air.
8. When billion of drops of water cluster togeth-
er, they form a cloud.
9. It falls to earth as rain.
10. The ocean.
Speaking
Activity 3
1. No, he didn’t.
2. He knows it is Mr Hartono’s essay.
3. No, he doesn’t.
4. He says, “I honestly regret doing this shame-
ful thing.”
5. He has to write two essays on different social
phenomena.
6. You didn’t write it, did you?
7. I’m afraid that wasn’t true.
That’s right, Sir. I have to admit I download-
ed it from the Internet.
8. I regret it.
9. I do apologize, Sir.
10. I promise I won’t do so next time.
Activity 4
1.
I’m afraid that wasn’t true, Mom.
2.
I admit I forgot to turn out the light.
3.
OK, it’s my fault.
4.
I do apologize, Mom.
5.
You’d better keep your promise
.
Activity 5
1.
The sun does.
2. Evaporation is.
3.
Yes, they do.
4. Transpiration is.
5.
It goes to the atmosphere.
Activity 7
1.
Because seas cover nearly three-fourths of the
surface of the earth.
2.
They form when air become saturated with
water vapour.
3.
There are two major types of cloud formation.
4.
Nimbostratus and cumulonimbus clouds.
5.
Nimbostratus clouds will.
6. Precipitation does
.
Reading
Activity 2
1. Sour or bitter in taste
2. Very small in size, degree, amount, or
importance
3. Sternly
4. A hollow vertical structure, usually made
of brick or steel, that allows gas, smoke, or
steam from a
À
re or furnace to escape into the
atmosphere
5. To send or give out something
6. A very small drop of liquid.
7. To cause liquid or solid forms of water,
condensed in the atmosphere, to fall to the
ground as rain, snow, or hail, or to fall in such
a form
8. Substance that increases the rate of a chemical
reaction without itself undergoing any
change
9. Carried along by movements of air
10. The process of becoming acid, for example,
when soil or water is polluted by acid rain
11. A pipe or other piece of apparatus through
which waste gases escape
12. Relating to or containing a poison or toxin
Activity 4
1. Acid rain is rain that is highly acidic because
of sulphur oxides, nitrogen oxides, and other
air pollutants dissolved in it.
243
Answer Key
2. The pH of normal rain is 6.
3. When coal and oil burn, they make sulphur
dioxide (SO
2
).
4. If they are in the atmosphere for any time, the
gases will oxidize (gain an oxygen atom) and
go into solution as acids.
5. Sulphuric acid (H
2
SO
4
) and nitrogen oxides
do.
6. Catalysts such as hydrogen peroxide, ozone
and ammonium do.
7. The number of active hydrogen (H+) ions
dissolved in acid does.
8. Hydrocarbons emitted by for example, car
exhausts react in sunlight with nitrogen
oxides to produce ozone.
9. Yes, it does.
10. Forests suffer the effect of acid rain through
damage to leaves, through the loss of vital
nutrients, and through the increased amounts
of toxic metals liberated by acid.
Activity 7
1. False
3. True
5. True
2. True
4. False
Activity 8
1.
The water in the oceans is warm when the
sun shines on it.
2.
Some of this water goes up into the sky and
makes clouds.
3.
The clouds meet cold air in the sky and form
drops of water. The drops of water are rain.
4.
The rain falls and runs into rivers. Rivers run
into oceans.
Writing
Activity 4
1. is produced
2.
is probably won
3.
is controlled; is determined
4.
was blew; didn’t want
5. is supported
Chapter 3
Let’s Discuss Some Issues
Listening
Activity 2
1.
They are talking about abortion.
2. She wants to know Adi’s opinion on
abortion.
3.
He opposes it for any reasons.
4.
He says, “Let me just say that I oppose it, for
any reasons.”
5.
He hopes the government won’t pass a law
legalizing abortion.
Activity 3
1.
I wonder
3.
I do hope
2.
Let me just say that
4.
I wish
Activity 4
1.
What’s the plan?
2. I’m planning
3.
They’re thinking of
4.
I would say
5.
We can speculate that
6.
I think it’s well grounded
7.
Would there be any possibility
8.
That’s one possibility.
Activity 7
1.
Paragraph 1
5.
Paragraph 5
2.
Paragraph 2
6.
Paragraph 6
3.
Paragraph 3
7.
Paragraph 6
4.
Paragraph 4
8.
Paragraph 7
Activity 9
1.
sustainable
5.
redundant
2.
excessive
6.
free
3.
repair
7.
message
4.
herbicides
8.
service
Speaking
Activity 3
Saying You Are Curious
•
I wonder if you would like to answer a
question for me.
•
You mean you’re not sure?
•
Do you really approve genetically modi
À
ed
organism?
Expressions for Discussing Possibilities
•
I think that would be possibility.
• I believe there may be unknown dangers with
genetically changed crops.
Expressions for Showing Attitudes
•
I’m sure. It depends on the use of the transgenic
or plants.
•
Yes, I approve in some cases.
•
That’s right. I’m against it. I wish to campaign
against GMO.
Activity 9
Advantages
: Mobile phones are very convenient
because you can phone from nearly
anywhere. Another advantage
is that they are really useful in
emergency situations. In addition,
you can also use your mobile to
text your friends or connect to the
Net.
Disadvantage
: There are disadvantages such as the
cost. Mobile phone calls cost more
than normal calls. Furthermore,
it can be annoying if you are on
244
Developing English Competencies
for Grade XII of Language Programme
a train or a bus and you have to
listen to someone else’s boring
conversation.
Conclusion
: There are both advantages and
disadvantages. Personally, I feel
mobile phones are a good thing
because they give us more freedom
and make communication easier.
Reading
Activity 2
1. (h) the ending of pregnancy before birth
2. (d) causing a lot of disagreement
3. (e) the conditions that affect a situation, ac-
tion, event, etc
4. (b) not yet born
5. (c) someone who disagrees with a plan, idea,
etc
6. (a) not liking changes or new ideas
7. (j) a fault or a lack of something
8. (i) illegal sex between people who are closely
related
9. (g) to be able to recognize and understand
the difference between two similar things
or people
10. (f) cruel or violent treatment
Activity 3
1. controversial
6. defect
2. opponent
7. circumstances
3. abuse
8. unborn
4. incest
9. distinguish
5. abortion vary
10. conservative
Activity 5
Controversial Issue
: Abortion
Reasons againts
:
An abortion is the unjusti
À
ed killing of an unborn
child.
Reasons for
:
Abortion may be recommended if a woman’s life or
health is endangered by her pregnancy.
A woman should have the right to choose to have
abortion because there is a distinction between
human life and personhood.
Conclusion:
Abortion laws vary from country to country.
Activity 6
1.
a. 20–24 years old
b. 45 and up
2. 19937
3. 1.2%
4. Student’s answer
Writing
Activity 1
Answers may vary.
Activity 4
5-1-2-7-6-4-3
Activity 5
Advantage: 1, 4, 5 and 8
Disanvatage: 2, 3, 6 and 7
Chapter 4
Delivering a Speech
Listening
Activity 1
1.
It describes someone who is giving a speech
( speaking in front of public).
2.
He is Ir. Soekarno
3.
He is giving a speech.
4.
Answers may vary.
5.
Answers may vary.
Activity 4
1. F 6. F
2. T 7. T
3. T 8. T
4. F 9. F
5. T 10. T
Activity 5
1.
very proud
9. your teachers
2. moments 10. the world
3. graduates 11. alumni parties
4. guess 12. perseverance
5. exams 13. successes
6. looking forward 14. newspaper
7. free 15. interpreter
8.
look around
16. Good luck
Activity 6
Answers may vary.
Speaking
Activity 2
1. Graduation speech.
2. A week.
3. A book about writing a speech.
4. Dian.
5. Answers may vary.
6. Answers may vary.
Activity 3
1. Speech 3
2. Speech 4
3. Speech 2
4. Speech 1
245
Answer Key
Activity 6
Answers may vary.
Reading
Activity 1
Answers may vary.
Activity 3
1. e. Gamal Abdul Naser
2. c. Hitler
3. a. Bung Tomo
4. b. Soekarno
5. f. Franklin D. Roosevelt
6. d. John F. Kennedy
Activity 6
1. F
5. T
2. T
6. T
3. T
7. F
4. F
8. T
Activity 8
1. Wendy wanted to know if her speech was cor-
rect.
2. I wondered that what I had heard was true.
3.
I wondered that Toni knew what he was talking
about.
4.
Sally wanted to know if there was anything she
could help.
5. Jerry said that he would go to the library to
study.
6.
The scientist predicted that someday we would
be in contact with beings from outer space.
7. Mr. Ronald asked me if had ever met
Ms. Shanty.
8. Professor Williams announced that he was
going
to postpone the examination.
Writing
Activity 1
Answers may vary
.
Activity 2
1. witnessed 9. accompanied
2. cheerleading 10. con
À
guration
3. wearing 11. fascinating
4. graduation
12. education
5. day dreamed 13. friendship
6. lectures 14. almamater
7. eternal 15. diplomas
8. reality 16. Found
Activity 4
Answers may vary.
Activity 5
Answers may vary.
Chapter 5
Let’s Have a Debate
Listening
Activity 1
Answer may vary.
Activity 2
1. charity
2. earthquake
3. I agree
4. I think
Activity 4
1. experimentation
9. mice
2. treatments
10. diseases
3. surgery
11. research
4. coronary
12. reattach
5. muscle
13. humans
6. equipment
14. farm
7. drugs
15. distemper
8. therapies
Activity 7
1. elements
9. strategy
2. delivery
10. logistics
3. materials
11. audience
4. enhancements
12. objective
5. message
13. expectation
6. synergy
14. present
7. importance
15. behaviour
8. create
Activity 8
1. The committee of annual school day.
2. The school meeting.
3. The topic is discussing the proposal.
4.
He greats the audience and tell the agenda and
point of the presentation.
Speaking
Activity 1
Answers may vary.
Activity 2
1.
They are talking about the bene
À
t of cloning.
2. He thinks cloning can save a human’s life.
3. She thinks cloning is not ethically correct. We
can’t play God.
4. Answer may vary.
Reading
Activity 1
Answers may vary.
Activity 4
1.
50 people.
2. 23 people.
3. 20 people.
4.
Answer may vary.
246
Developing English Competencies
for Grade XII of Language Programme
Writing
Activity 1
Answers may vary.
Review 1
Listening
1. c
2 . c
3. a
4. a
5.
d
6. c
7. d 8. b
9.
a
10. d
Reading
11. d
24. a
37. d
12. c
25. a
38. a
13. b 26. b
39. a
14. c
27. d
40. b
15. a 28. b
41. a
16. a 29. b
42. d
17. d 30. a
43. b
18. d 31. c
44. c
19. b 32. a
45. c
20. b 33. c
21. a 34. a
22. d 35. d
23. b 36. a
Chapter 6
It’s a Great Story
Listening
Activity 2
1. “Come on. You can do it. Just this once.”
2. “How can I persuade you to participate in the
story writing contest?”
3. “Just believe in you self. I know you can do
your best.”
4. “You’re not going to let me down, are you?”
5. “Don’t worry, I’m sure you’ll do better this
time.”
6. “I don’t think that was a good idea.”
7. “I don’t (particularly) like your story.”
8. “I hope you will do it better next time.”
9. “ I don’t think you should do that.”
10. “I wish all the best for you.”
Activity 3
1. That’s great.
2. I failed miserably.
3. That’s too bad.
4. Why don’t you
5. I’ll consider that
6. Don’t give up!
7. I’ll try
8. I don’t think you should
9. I do hope
10. Well, I hope
Activity 4
1.
I’ll consider that.
2.
Come on. Don’t give up.
3.
Thank you for telling me.
4.
Thank you for telling me.
5.
Well, I hope that so.
Activity 5
1. b 4. b 3. a
2. a 5. a
Activity 7
1. dying
9. dug
2. vineyard
10. penny
3.
three
11. nothing
4.
buried
12. vines
5. look 13.
neighbourhood
6. treasure
14. understood
7.
wondered
15. wealthily
8. diamond
Activity 9
1.
It’s about short story writing contest.
2.
It’s £350 (over $500).
3. Answers may vary.
Speaking
Activity 3
1.
Would it be possible ...
2.
I’ll consider that.
3.
Come on. Don’t give up.
4.
Well, I’ll try.
5.
I wouldn’t do that if I were you.
6.
I don’t think it was a good idea.
7.
Let’s just hope ....
Activity 8
1.
Cheung Tsai was a good-for-nothing fellow.
Cheung Tsai was very careless with his father’s
money and spent as much as he pleased.
2.
When old Mr Cheung found out, he did not
give his son any more money. Cheung Tsai
began to think of a plan. He went to his friends
and borrowed money from each of them.
3.
He was very careless.
4.
Because ke knew that his son borrow so much
money from Chung Sai friends and he refused
to paid back.
5.
It tells that we have to save our money and do
not careless.
247
Answer Key
Activity 6
1. care
6. delicious
2. pleasant
7. lazy
3. care
8. helper
4. look after
9. deliver
5. worry
10. busy
Activity 8
1.
a small bone
4.
the reward
2.
terrible pain
5.
his teeth
3.
the big Crane
6.
a Wolf’s mouth
Chapter 7
The Book Is Amazing
Listening
Activity 2
Dialogue 1
1. I regret it now.
2. If I hadn’t gone camping
3. No use crying over spilt milk
Dialogue 2
4. What’s your plan?
5. I’m planning on maybe
6. I’m thinking of
7. What do you want to achieve?
8. I hope I can do something
9. What is it that you want?
10. It’s touching story
11. Be independent, and be useful
12. It’s really an inspiring book.
13. I think it’s well grounded.
14. It’s worth speculating
Activity 3
1
. At school.
2.
Adi and Dudi.
3.
About their planning.
4.
He went camping last week and he didn’t get
much sleep last night because he had to
À
n-
ished his assignment. Yes, he did.
5. Adi.
6.
Dudi wants to go to Papua, because he wants
to teach children in Papua.
7.
Dudi hopes he can do something to make
himself useful.
8.
Answers may vary.
Reading
Activity 2
1. plot
: e. the events in a story and
how they develop
2. setting
: f. one part of the story in
which the events happen in
one place
3. character
: g. a person in a book, story,
etc.
4. orientation
: a. describes scene and
introduces the participants
of the story
5.
complication : b. part of the story in which
a problem encountered by
the characters
6. resolution : c. the part in which the
characters
À
nd the
resolution
Activity 4
1. He was a very lazy boy. People called him a
lazybones.
2. After school he went straight to his room and
lay down.
3. Mr Jones owned a small bakery in town.
4. Because he had only one helper, Bob.
5. He baked a hundred loaves each morning. Bob
went round on a horse-cart to deliver them.
6. Mr Jones baked biscuits and cakes to put in
his shop-window.
7. One day Mr Jones told Tom to watch some
cakes in the oven.
8. Instead of watching the cakes, Tom fell
asleep and the cakes were burnt.
9. Mr Jones had a bad cold. The doctor said he
had to stay in bed for a week.
10. He often watched Mr Jones baking.
11. Bob did.
12. As the day passed, more and more people
praised Tom. After a while Tom began to feel
proud of himself too.
13. Answers may vary
.
Activity 5
1. j
6. e
2. b
7. g
3. c
8. h
4. d
9. a
5. f
10. i
248
Developing English Competencies
for Grade XII of Language Programme
Activity 4
1.
“I regret for being unfriendly and underestimate
you.”
2.
“Next year I’m going to study abroad, you
know!”
3.
“I predict that you will be a
À
rst winner in this
competition.”
4.
“I can say that the book is not interesting at
all.”
Activity 7
1.
unread
6. fraud
2.
catch up
7. added
3.
different
8. forgotten
4.
to target
9. read
5.
trashiest
10. recommend
Activity 8
1. bottom
5. undead
2.
barrel
6. unwed
3.
challenge
7. trashiest
4.
fraud
8. trashiest
Speaking
Activity 4
1.
It probably takes place at school.
2.
Nadia and Adi.
3.
They talk about the plans for tomorrow.
4.
He plans to stage a demonstration campaign-
ing the reduction of gas emissions.
5.
Will you join us?
6.
He predicts and speculates that we capable to
do the campaign.
7.
She thinks that we have that capacity. We
have funds, a network and support from oth-
er organizations.
Activity 6
1.
Answers may vary.
2.
It is a science
À
ction.
3.
It is about a young boy named Eragon.
4.
Christopher Paolini is.
Reading
Activity 3
1.
All through the Night
is.
2.
Mary Higgins Clark is.
3.
It is a
À
ction book.
4.
It is about Alvirah and Willy Meehan, the
former cleaning woman and plumber who
won the lottery and left their life in Jackson
Heights, Queens for an apartment on Central
Park.
5.
It stands for International Standard Book
Number.
Writing
Activity 7
1.
a. interested
4.
a. boring
b. interesting
b. bored
2.
a. depressing
5. a. exhausting
b. depressed
b. exhausted
3.
a. exciting
b. excited
Chapter 8
Exploring Poems and Song Lyrics
Listening
Activity 2
1. ground
5.
Á
uttering
2. rose
6. soar
3. quietly
7. closed
4. purple
8. colours
Activity 3
1.
The title is “The Sick Rose.”
2.
It's about the woman's life.
3.
No it doesn't. No it is not.
4.
Yes there is (symbolic, metaphor, connota-
tion).
5. It perhaps symbolizes the dark side of
woman's life.
6.
Answers may vary.
Activity 4
1. True
4. True
7. True
2. False
5. True
3. False
6. False
Activity
8
1.
broken
6. forever
11. got to
2. prayer
7. highway 12. open
3.
the crowd 8. stood
13. my way
4.
loud
9. down
14. my life
5. never
10. lucky
Speaking
Activity 7
The poem is “The Angel”
The song lyric is “Angel.”
Accept any possible reasons.
Activity 8
Answers may vary.
249
Answer Key
Reading
Activity 4
Answers may vary
Activity 6
1.
He lives in a village; he won't see his woods
À
ll up with snow.
2.
The horse suppose think it's queer to stop with-
out a farmhouse between the woods and frozen
lake. It's darkest evening of the year.
3.
The horse gives the harness bells a shake. The
sound of wind sweep and downed
Á
ake.
4.
The woods are lovely, dark, and deep. Miles to
go.
Activity 8
1.
It tells about someone who lost his lover. Yes
it does.
2.
It expresses sad ness and disappointment.
3.
It used metaphor and symbols to explore the
emotion.
4.
The writer really loves his lover.
5.
The lover made him fall in love with her.
6.
Answers may vary.
Writing
Activity 1
Answers may vary.
Activity 3
1. e
6. b
2. f
7. h
3. d
8. g
4. a
9. j
5. c
10. i
Activity 4
1. Metaphor
4. Simile
2. Simile
5. Simile
3. Metaphor
6. Metaphor
Activity 8
1. dues
7. world
2. crime
8. curtain
3.
share
9. fame
4. champion
10. cruise
5.
À
ghting
11. challenge
6. losers
12. lose
Chapter 9
A Powerful Character
Listening
Activity
2
1.
No, he doesn't.
2.
A new dirty Harry movie & rebel without a
cause.
3.
Clint Eastwood and James Dean.
4.
He thinks the actor is boring.
5.
He suggests to watch James Dean movie at
cinema city.
6.
At cinema city.
7.
Yes, he does. Because he really likes James
Dean, the actor.
Activity 3
1.
Speaker 1 – silly
2.
Speaker 2 – wonderful
3.
Speaker 3 – dreadful
4.
Speaker 4 – interesting
Activity 4
1. dramatic
9. honour
2. consequences
10. Troy movie
3. elimination
11. intervention
4. Apollo
12. original
5. Trojan Horse
13. problem
6. Menelaus
14. Achilles
7. safety
15. the movie
8. kill
Activity 7
1. heaven
6. begrudge
2.
revealed
7. whole city
3. prophet
8. noblest task
4. messengers
9. wise
5. banished
10. burden
Reading
Activity 2
Classical Stories
Hamlet
Macbeth
Gulliver's Travel
Robison Crusoe
250
Developing English Competencies
for Grade XII of Language Programme
Modern Stories
Lord of the Rings
Da Vinci Code
Harry Potter
The Cronicles of Narnia
The Man Without a Country
Activity 5
1.
The poster is about the advertisement of the
story books from a publisher.
2.
There are many kind of story books and
novels.
3. There are
À
ction, suspense, thriller, novel.
Activity 7
Answers may vary
Writing
Activity 5
1.
They had unloaded their weapons.
2.
King Arthur had beaten the enemies.
3.
The soldiers had checked out the horse.
4.
Alice had eaten the cake.
5.
They had trained the soldiers for war.
6.
All the Trojans had fallen asleep.
Review 2
Listening
1.
c
6. c
11. b
2.
a
7. a
12. c
3. a 8. c
4. d 9. a
5. d 10. c
Reading
13. d
21. d
29. c
37. a
45. c
14. a
22. b
30. c
38. b
15. b
23. a
31. c
39. b
16. a
24. b
32. c
40. b
17. c
25. d
33. d
41. d
18. c
26. d
34. d
42. c
19. a
27. b
35. b
43. c
20. d
28. a
36. b
44. d
1.
Harry Poter and the Philosopher’s Stone.
2. J.K Rowling.
3. Harry Potter.
4.
It has familiar but at the same time exotic
setting.
5.
Setting of an English public school, complete
with house and school boy adventure.
6.
It’s a book for kids and a book that adults can
read well.
7. Danny Yee.
8.
Answers may vary.