Buku Guru KLS 2

7/27/2019 Buku Guru KLS 2

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Unit 1

Section One: Complimenting and Congratulating

Untuk Activity 1, guru membuka kelas dengan memberi salam danmelanjutkan interpersonal talk dengan fungsi bahasa congratulating dancomplimenting.

Sambil mengacu pada gambar 1 and 2, guru dapat bertanya tentang

mereka yang telah atau sedang merayakan ulang tahun, memperolehanggota keluarga baru, misalnya adik bayi, atau menjadi juara kelasdengan pertanyaan dan ungkapan seperti berikut.

Is there anybody who was born in July?Happy birthday! AtauCongratulations!

Kegiatan ini sesuai dengan prinsip CTL Questioning dan Inquiry.

Percakapan dapat diteruskan dengan picture 3 sambil guru bertanya jawab

dengan siswa tentang penampilan mereka, barang baru yang merekakenakan /pakai misalnya:

I like your new bag. It looks nice.What a nice bag you have! Did you just buy it?

Kegiatan tersebut di atas sejalan dengan prinsip Questioning dan Inquiry.

Untuk Activities 2, 3, dan 4, kegiatan dapat ditindaklanjuti denganpembahasan tentang kinds of sentences beserta latihannya. Apabilalatihan di buku siswa dirasa kurang, penjelasan dan latihan-latihantambahan bisa diberikan.

Kinds of Sentences

a) A statement tells, or declares, something. Statements are also calleddeclarative sentences. They end with a period.

The mail is here.

b) A question asks something. Questions are also called interrogativesentences. They end with a question mark.

Is there anything for me?

c) A command tells someone what or what not to do. A polite command is a

request. Commands and requests are also called imperative sentences.They end with a period. We use the imperative form to express a

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6. Helen drives very well.7. He has grown very tall.8. Washington is a beautiful city.9. She has good taste in everything.10. They have a gorgeous home.

11. He is lucky fellow to have such a good wife.12. It is a hot day.13. We are having beautiful weather now.14. She looks very old.15. It was a very strange thing for him to say.

Exercise 3a. Give the imperative form of the following sentences.

1. (Lend) me a pencil.2. (Wait) in the outer office.3. (Telephone) him in the morning.4. (Drop) this in the mail box.5. (Leave) your hat on the chair.

b. Give the negative imperative form of the above sentences.

c. Make the following sentences more polite by adding please at thebeginning or the end of the sentence.1. Dont say anything to her about it.2. Hang up your coat on the rack.3. Dont let anyone know about this.4. Dont leave your books there.

5. Dont put your feet up on the chair.

Untuk Activities 5 dan 6, guru membaca contoh-contoh conversations yangada pada dan siswa diminta untuk menirukan sambil guru memperhatikanpronunciation dan intonation siswa. Contoh percakapan yang ada dapatdikembangkan oleh guru sesuai situasi dan kondisi kelas. Guru diharapkanagar kreatif untuk menciptakan suasana yang interaktif dan hidup. Kegiatanyang ada di bagian ini sesuai dengan prinsip CTL Modeling.

Untuk Activities 7,8,9,10, dan 11, guru berkeliling kelas dan bertindaksebagai resource person. Semua kegiatan yang masuk dalam bagian ini

mengacu pada prinsip learning communitydan constructivism dari CTL.Hasil kerja siswa bisa digunakan untuk data authentic assessment.Untuk Activity 12, secara individual siswa dapat diminta untukmengerjakan tugas menulis ucapan selamat. Dalam proses penulisantersebut guru dapat memberikan bantuan seperlunya. Tulisan di kartuucapan selamat dapat sangat bervariasi. Guru-guru dapat memberikanmasukan-masukan yang diperlukan untuk merevisi pekerjaan para siswa.Kegiatan yang tercakup disini dapat dimasukkan dalam prinsipconstructivism CTL. Sambil bertindak sebagai resource person, guru bisamelakukan penilaian sebagai penerapan prinsip authentic assessment.

Sambil mengajarkan bagaimana membaca functional texts yang terdapatpada buku siswa, guru dapat berinteraksi dengan siswa dengan mengajukan

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pertanyaan-pertanyaan yang berkaitan dengan kosakata dan tatabahasadengan menggunakan situasi dan benda-benda yang ada di sekitar sebagaiacuan. Prinsip CTL yang tercakup didalamnya meliputi questioning, inquiry,dan constructivism yang dalam pelaksanaannya di lapangan akan salingberkaitan.

Guru hendaknya tidak segan-segan memberi reward (misalnya menempelkanhasil tulisan yang terbaik di majalah dinding atau memuatnya di majalahsekolah) apabila siswa dapat menyelesaikan pekerjaannya dengan sungguh-sungguh dan baik. Kegaiatan yang tercakup didalamnya mengandung prinsipreflection dan constructivism.

Secara umum pembahasan dan penyajian section-section yang lain, yaituSection Two: Requesting dan Section Three: Giving and asking forinformation dalam Unit 1 ini dapat dilakukan mengikuti pola dan langkahtersebut di atas.

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Berikut ini cerita untuk siswa. Pada Activity 1 guru membacakan ceritatersebut dengan ragam bahasa lisan yang baik dan benar. Sebaiknya JUDULTIDAK DISEBUTKAN terlebih dahulu.

Androcles and the Lion

One day, there was a slave named Androcles. His master was very, verybad. You know, he often beat Androcles and did NOT give him food for days.Poor Androcles! So he escaped into a forest and slept in a cave.

Next morning, he heard a loud roar. In front of him...., at the mouth of thecave..., was a very big lion. You see, Androcles was frigthened to death! Kindof scary, isnt it?But he could not escape.

But the lion didnt attack him. It was lame. There was a large thorn in itsright front foot. The lion looked at Androcles. It seemed to say:Please helpme. Its very painful. Androcles walked bravely to the lion and pulled out thethorn. Androcles and the lion became friends.

(From GB Shaws play:Androcles and the Lion)Kegiatan story telling ini diikuti dengan tanya jawab lisan menggunakanpertanyaan yang ada di buku siswauntuk mengecek pemahaman siswa tentangisi cerita.

Section Three

Setelah selesai dengan kegiatan di atas, siswa bisa diminta meneruskancerita dengan cara menyusun kembali cerita lanjutan yang sudah diacakurutannya dalam Activity 1. Bagian ini berfungsi sebagai latihan membuat

cerita bersama yang bisa dikerjakan oleh dua atau tiga siswa (JC).

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Section Four

Aktivitas berikutnya dimaksudkan untuk memberi kesempatan siswa untukmengarang cerita secara individu yang diceritakan secara lisan. Dalamaktivitas ini siswa tetap masih diberi panduan bagaimana menuangkan alurcerita dengan memperhatikan sekuens struktur generik teks naratif.

Section Five

Pada bagian terdapat dua buah teks. Siswa diajak membandingkan cirri-cirikedua text tersebut.

Kedua teks dilengkapi dengan pertanyaan pemahaman dan interpretasi untukmengecek pemahaman siswa akan isi teks serta analisis teks. Teks kedua yangtidak disertai dengan akhir cerita yang pasti (dangling resolution)

memungkinkan imaginative creation siswa.

Activity 3, 4, dan 5 berisi latihan kosakata, sedangkan Activity 6 berisigrammar focus yang berkaitan dengan tanda baca dan huruf kapital dan tandatitik (full stop).

Kunci jawaban:

Activity 4mailbox airplane greenhouse hardwareshoelace playground handbook moonlight

Activity 5sunset x sunriseluxurious x modestbeautiful x uglyset free x catchhuge x small

Activity 6

We went to Bali last July.It was our first visit there. We visited Kuta, Sanur,Bedugul and other resorts.At Kuta my brother went surfing.I went parasailing

at Bedugul. Mum and Dad took pictures of us.We really enjoyed our vacation.

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Activity 7

swimming pooldining roomwriting padstanding partyfried chickenperfumed tissue

Activity 8, 9, dan 10 cukup jelas.

Activity 9

Contoh yang mungkin bisa ditulis siswa:

(a). The negatives:

1. The students are not listening.2. The headmaster is not reading.3. Sita is not doing her assignment.4. The children are not playing in the yard.5. He is not driving.6. Mummy is not watching television.7. The gardener is not sweeping the yard.8. The cat is not sitting on the chair.9. The bell is not ringing.10. The teacher is not writing on the board.

(b). The interrogatives:

1. Is Ella watering the garden?2. Are you having lunch?3. Is Mum going shopping?4. Are Theo and Donny studying with you?5. Is Daddy washing the car?

Section Six

Activity 1: Reading for comprehension and interpretation

Kunci jawaban:True/False1. F; she was a beautiful princess not queen.2. F; it was her stepmother not her mother who was jealous.3. T4. F; she lived with the dwarfs before put to sleep.5. T; her stepmother was actually the witch.6. T7. F; it was the kiss that revived Snow White8. T

Activity 2 dan 3 cukup jelas

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Activity 4 dan 5

Guru mengajak siswa memperhatikan alur cerita naratif yang dibahas denganmemperhatikan sekuens atau urutan struktur generiknya. Hal ini sangatdiperlukan untuk membekali siswa bila mereka harus menulis jenis teks serupaagar berterima. Untuk melakukan hal ini siswa diminta menjawab pertanyaanyang mengarah pada rangkaian struktur generik teks naratif yang digunakansebagai model. Pada dasarnya teks naratif memiliki urutan struktur generik:Orientation Evaluation - Complication Sequence of events Resolution Coda. Unsur evaluation dan coda tidak bersifat mutlak harus ada(optional), sedangkan unsur unsur lain bersifat mutlak harus ada(compulsory).Struktur generik naratif Snow White adalah sebagai berikut:

Orientation

Long ago, in the Neverland, there lived a very beautiful princess, Snow White.

Complication

The Queen, her stepmother, was jealous of her beauty.So she wanted her to die.Thats why she planned to kill Snow White.

Sequence of events

Snow White knew abaut the plan.She escaped into a forest.There she made friends with seven dwarfs.

The queen turned into a witch.Snow White did not realize it.The witch gave her a poisoned apple.As a result, Snow White was put into sleep for years.

Resolution

Fortunately, in the end, Prince Charming revived her with a kiss.

Coda or comment

They lived together happily ever after.

Section Seven

Activity 1

Siswa secara bersama sama dengan dua atau tiga teman sekelas ditugasimenulis satu teks naratif. Guru memandu mereka dengan memberi arahanbagaimana menulis naratif dengan alur cerita yang sesuai dengan strukturgenerik teks naratif. Selain itu guru juga perlu membantu siswa mengatasikesulitan yang mereka temui berkaitan dengan tatabahasa maupun kosakatayang digunakan.

Section Eight

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Activity 1

Teks bisa berupa penceritaan ulang cerita cerita rakyat setempat yang sudahdikenal semua siswa dengan menggunakan kata kata siswa sendiri. Siswa jugadiberi keleluasaan untuk menggunakan versi mereka masing masing. Tugas inibisa sebagai PR dengan Guru tetap memantau proses penulisannya sertamembantu memecahkan kesulitan kesulitan yang mungkin ditemui siswa.

Berikut ini adalah kumpulan cerita yang berbentuk naratif.

Story 1

NOTHING MUCH HAPPENED TODAY

All right class, now Id like to tell the story Nothing much happened today onceagain. Do you still remember the story? A little, mam. OK listen.

After buying some groceries (do you know groceries? Please repeat after me

groceries) Mrs Maeberry scurried home (what is scurried Amir? Good it isberjalan cepat-cepat). She wanted to tell her children about seeing the policechase a robber (what does chase mean, Ari? Yes, it is mengejar) say chase!When she got home her mouth flew open. (Andy, please demonstrate if yourmouth flows open. Great). Why? Because she saw thousands of soap bubblesdrifting ( you know what drifting means? Yes, mengalir) from her frontwindow.

The story began when the robber who was chased by the police ran in thehouse. The robber ran around the kitchen table and the police went around afterhim. Then the police knocked off the cake to the floor and the robber skidded inthe icing. Mrs Maeberry baked the cake before she went to the store. When thechildren baked a new one they made the oven smokey. Then they opened the

window to let the smoke out. Meanwhile the cat was coming in. Barney (the dog)chased the cat and knocked the sack of sugar himself.

And that was while the children was bathing him with too manysuds, Mrs Mae came home. The children tried to calm her down. They said thatnothing much happened when the mother was away.

Story 2

SNOW WHITE

All right students, now Im going to tell you a story . The title is Snow White.Do you know Snow Do we have Snow here? What is the color? OK so Snow isalways white Good! Now let me continue Once upon the time there lived alittle girl named SnowWhite. Her parents were dead, so she lived with her uncleand aunt. Do you know uncle and aunt? Do you have any uncle? Aunt?

One day she heard her Uncle and Aunt talking about leaving Snow White inthe castle because they both wanted to go to America and they didnt haveenough money to take Snow White

Snow White did not want to live in the castle so she decided to runway.The next morning she ran away from home when her Aunt and Uncle were havingbreakfast. She ran away into the woods.

She was very tired and hungryThen she saw this little cottage. she knocked but no one answered so she

went inside and fell asleep.Meanwhile, the seven dwarfs were coming home from work. Do you knowdwarfs? You don t know? OK open your dictionary, so dwarfs is kurcaci. Please

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say dwarfs. The y went inside. There they found Snow White sleeping. Then shewoke up. She saw the dwarfs. The dwarfs said, what is your name? Snow Whitesaid, My name is Snow White.

Doc said, If you wish, you may live here with us. Snow White said, Ohcould(I)?. Thank you. Then Snow White told the dwarfs the whole story and

Snow White and the 7 dwarfs lived happily ever after.

Story 3GOLDILOCKS AND THE THREE BEARS

Once there were three bears that lived in a house in the words : a papbear, a mama bear, and a baby bear. One morning they decided to take awalk before breakfast to let their porridge cool.

A little girl named Goldilocks lived with her mother nearby. Goldilockstook a walk through the woods and found the bears house. She smelled theporridge in the kitchen and went inside. Goldilocks tasted the porridge in

each bowl and finally ate up the porridge in the small bowl.Then she sat on a big chair, but she didnt like it, because it was hard.

Afterwards she sat on the small chair, and it was just right. But while shewas sitting on it she broke it. After eating the porridge, Goldilocks felt fulland sleepy, then she went upstairs. At three she found a small bed. She laydown on it and fell asleep.

While she was sleeping, the three bears came home. When they wentinto the kitchen, they got very surprised. Someone had tasted theirporridge, even eaten up baby bears porridge, while they were taking awalk . Moreover the poor baby bear was upset when he found that his littlechair broke into pieces. When they went upstairs, they found out that

Goldilocks was sleeping. Baby bear cried out someone has been sleepingin my bed and here she is!

Goldilocks woke up when she saw the three bears, she jumped out ofbed and ran out of the house to her home. Never again did she make herselfat home in anyone elses house.

Story 4THE CHIPMUNK THAT RAN AWAY

There once lived a nervous little chipmunk. She was always afraidthat something terrible would happen to her.

One day, when she said over and over again. Suppose the sky fell in,what would happen to me? He heard a slight noise. It was really only anapple that fell to the ground. But the little Chipmunk was so nervous thatshe was ready to believe anything and said in a frightened voice, The sky isfalling in. Then she ran away as fast as she could go.

Soon she met an old brother Chipmunk, who asked, Where are yourunning to, little Chipmunk?

And the nervous little Chipmunk answered, I have no time to stopand tell you anything. The sky is falling in, and I am running away.

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The sky is falling in, is it? said the old brother Chipmunk, verymuch surprised. And he told the story to his brother chipmunk, until at lastthere were a hundred brother Chipmunks shouting, The sky is falling in.

Soon the larger animals heard what the Chipmunks were saying. TheDeer, the Sheep, the Pig, the Camel, the Tiger, and the Elephant began to

say, The sky is falling in.Now the wise Lion heard all the noise and wondered what was

happening. Then he stopped all the animals and asked, what are yousaying? And the brother Chipmunks said, Oh we heard it from that littleChipmunk! And the Lion said, Little Chipmunk, what made you say thatthe sky was falling in? And the little Chipmunk said, I saw it over by thetree.

Well, said the Lion, Come with me and I will show you how .. I am going to take you on my back. And he took her on his back, andbegged the animals to stay where they were until they returned. Then heshowed the little Chipmunk how the apple had fallen upon the ground,making the noise that had frightened her. The little Chipmunk said, Yes, Isee. The sky is not falling in.

The Lion said, Lets go back and tell the other animals.So they went back. At last all the animals knew that the sky was not

falling in, and there was peace once again in the land.

Guru menerangkan bagian ini dengan mengacu pada contoh didepan (SnowWhite).

Language Features

* Specific of individual participants e.g. Mrs. Maeberry, the bubbles.* Material processes (action verbs) e.g. : ran, scurried* Verbal processes e.g. : said, told* Mental processes e.g. : believing, knowing, seeing, fearing, etc.* Normally past tense* Many linking words to do with time e.g. : then, afterwards, etc.* Dialogues often included, during which the tense may change to the

present or future* Descriptive language to enhance and develop the story by creating image

the readers mind e. g : nice, beautiful, etc.* Relational processes e.g. : was, became, etc.

* Use of the first person (I, we) or third person (he, she, they)

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Analisis struktur pembentuk wacana

STOR

Y

VERBSLINKINGWORDS

DESCRIPTIVELANGUAGE

TENSE

Materialprocesses

mentalprocesses

Verbalprocesses

Relationalprocesses

I

tasted, ate,sat, lay,went,sleepy,jumped, ran

Liked,decided,smelled,found,

saw

said,cried out

was then,while,when

hard, full,sleepy,

surprised,upset

SimplePast

PastContinuou

s

II

fell, ran,go, take,returned,

shouted

want,heard,believe

Said,answered

, told

were,have

soon,now

surprised,nervous, afraid,

ready,

frightened,wise

SimplePast

PastContinuou

s

Analisis wacana tentang generic structure teks narratif

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Title ofthe Story

Setting / Orientation Complication Resolution

I

Papa bear, mama bear,and baby bear decided totake a walk beforebreakfast to let theporridge cool

1. Goldilocks camein and tastedevery bowl ofporridge. Shefinally ate upthe baby bearporridge

2. She broke thelittle chair

3. She slept on thebabys bear bed

Goldilocks ran away andnever made at homeanyone elses house

II

Chipmunk always feltnervous and was ready tobelieve anything thathappened to him

1.She told brotherChipmunk thatthe sky wouldfall in

2.The Chipmunkstold otheranimals that thesky would fall in

3.The lion waswondering whathad happened

At last all the animalsknew that the sky wasnot falling in, and therewas peace in the land

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Story 5THE NAUGHTY BROTHERS

Now listen again to the second text. Were going to talk about TheNaughty Brothers. Do you have any brother? Is your brother naughty? OKnow let me start.

Kim and Sandra were doing their homework from school (Do you alwaysdo your homework?). They had to make a cloth puppet and a paper house.(You know puppet? and what is a paper house?)

At noon, Kim and Sandra left their room to have lunch in the diningroom. (You know what?) While they were busily eating and chatting,their brothers Alex and Tim sneaked into the bedroom. Then they tookthe puppets and hid them behind the wardrobe.

After lunch, Kim and Sandra couldnt find the puppets anywhere. Theysearched (What is search?) everywhere, but still the puppets weremissing. Meanwhile, Alex and Tim were playing outside. (Can you guesswhat happened to Kim and Sandra?). They cried, because they would not beable to hand in their puppets the next day.

In the morning, Tim remembered that they hadnt returned the puppetsto the girls. Here are the puppets. Im sorry we hid them yesterday, Timsaid. (You know what he got from grandma?). Grandma was very angry,Dont ever do that again! she said. (You know how Kim and Sandra felt?Of course very happy). Then they handed in their puppets andpaper house to their teacher, and they got very good marks.

Story 6John slumped in the armchair, his arms crossed and his face with a

gloomy frown. He was a new kid in town, but no-one knew he was eventhere. John didnt like anybody and they didnt like him. All day he sat inthe armchair, staring out the window.

Through the window he saw a gigantic hollow tree in vacant lot. Thetree seemed to call him. He stood slowly up, then started to walk towardsthe tree. Its branches were very thin and its roots dug into the ground likeclaws. He tree had horns all over it. John tried to turn away from the treebut he couldnt. A mysterious force was pulling him into the hollow.

John never reappeared but no-one noticed or cared.(Adapted from Derewianka, 1990)

Story 7On Sunday

It is Sunday. Billy and his friends do not go to school, so they plan toclean the bedroom. They also clean the bathroom and living room. Theymake the bed, sweep and mop the floor, dust the furniture and rearrangeall their books. Now everything looks so clean and tidy, says Giga.

After they finish with the rooms, they go to the garden. They cut thegrass, sweep the dirty leaves, and water the plants. Mother is very happyand very proud of them. She gives Billy and his friends a delicious breakfastof fried rice and scrambled eggs.

Story 8

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The Lost Caterpillar

Seven worms are walking happily. Their mother is leading them. Theyhave just had their breakfast on a big tree near a river. Come on, children.Lets go home, mama Worm says.

Suddenly, a cricket says, Your last chills is ugly! Ugly? asksmama worm. Then she looks at the child. He is not the same as her otherchildren. Hey, ugly! she says, You are not my child. Go away!

The little brown worm walks away. He is very sad. When he is near alake, he looks into the water.

Oh, how ugly I am, he cries.You are not ugly, says a voice. Oh, I find you, my child.The worm looks around. There is a beautiful big caterpillar and her

children. They all look the same as he.They may call you ugly, says Mother caterpillar, But you are the

most beautiful child in the world. One day, you will turn into a beautiful

butterfly. (taken from Fun Plus 01)

Story 9

Donalds New Hat

One day, Daisy decided to buy Donald a new hat. Your hat is so oldfashioned! she said. Come on, Ill buy you a new one.

Donald knew that Daisy was right, so he agreed to go to a hat shop.As they went in, daisy took off his old hat. Hey, whats going on? askedDonald.

Im taking off your old hat because its so ugly. We dont want theassistant to see you wearing it, do we? said daisy. Donald just said, Er no I mean, youre right, we dont.

In fact, Donald was very fond of his old hat, although he didnt mindgetting a new one if daisy paid for it. The trouble was this : there wasntany hat in the shop that Donald liked. He tried many hats, but he felt thatall the hats looked silly on him.

The shop assistant was getting tired of serving Donald, but he tookanother hat and showed it to him. What about this one, Sir? Im sure youlllike it.

I quite agree! said Donald happily. Do you know why? Because that

hat looked exactly the same as his old one! Poor daisy, she wasnt veryhappy, but she had to pay for that hat. She promised she would buy a newhat for Donald, didnt she?

(Adapted from Disneys Time Annual)

Story 10

The Hose

There were many beautiful plants and flowers in Bobos garden andhe was very proud of them, and he loves watering them every afternoon.Today Bobo was watering his plants when suddenly the water from the hose

stopped flowing. Bobo was surprised, and when he looked around he sawGiga standing on the hose. Accidentally Giga had stepped on the hose and it

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Story 11

The Lion and the Mouse

Mr. Lion was lying asleep, but was awakened by a mouse running overhis face. how dare you! he roared, and raised his paw to kill the mouse.

Please, Sir, begged miss Mouse, Let me go, and one day I may dosomething for you in return.

You help me! Ha ha , laughed Mr Lion, but he let her go.One day, Mr Lion was caught in a net spread by hunters.I cant get out! he roared angrily.But I can help you, said a tiny voice and up ran Miss mouse, who

nibbled and gnawed at the ropes until the lion was free.there, she said proudly, If you had not let me go, I would not have

found a way to help you.

Story 12

The Fox and the Crow

Miss Crow had stolen a big piece of cheese and flew on to a branch toenjoy it. A sly fox, who wanted the cheese for himself, came up and spokepolitely to her.

Oh, Miss crow, how beautiful you are! What a lovely beak, whatlovely feathers you have! What pretty eyes! If only you could sing, youwould be the most beautiful bird in the world!

Very pleased to hear all of this about herself, Miss crow gave a loudcroak to show that she could sing. Of course, the moment she opened herbeak, the cheese fell down and Mr Fox ran away with it, laughing loudly.

Story 13

The Magic Candle

One day a young wanderer got lost in a wood. Suddenly he saw alight from an old hut. He knocked on the door and an old woman opened it.She was crying. She said that the devil had stolen her magic candle. Thecandle could grant anything she asked. The wanderer asked her where thedevil lived. In a castle not far from here, said the old woman.

The wanderer went to the castle. There she found the devil, but hewas old and weak. Therefore when the wanderer grabbed the magic candle

from the devils table and ran away, he couldnt chase him.But the wanderer was not a kind man. he didnt return the candle to

the old woman, but kept it for himself. He lit the candle and made a wish,I want to go far away from here. Suddenly the genies appeared and tookhim to a beautiful palace. There was party in the palace. The wandererwanted to make some money. So he lit the candle again and wished forsome jewellery. He sold them to the guests and was soon making a lot ofmoney. Then the Princess came to buy the jewellery, but there was nothingleft. The wanderer fell in love with her and asked her to marry him. Thekind princess said yes, and they got married the next day. In his happiness,the wanderer told the princess about his adventure and the magic candle.

Hearing that, the princess got very angry. At night she lit the candle andwished that the wanderer disappear.

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In the morning the wanderer awoke and found himself back in hisugly house in the village.

(Adapted from Fun Plus 05)

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UNIT 3

Section One: Giving and Asking for Opinions

Activity 1 mengantarkan siswa ke pokok bahasan jenis teks dan topik-topiktertentu dengan cara menggali pengalaman-pengalaman siswa sehari-hari.Misal, mengenai kehidupan keluarga, buku-buku yang pernah mereka baca,pendapat mereka terhadap berbagai hal. Semua ini dilakukan dengan tanyajawab dalam bahasa Inggris antara guru dan siswa. Dapat ditampilkanilustrasi atau gambar-gambar, foto, atau realia, memutarkan kaset atauvideo. Dalam CTL, kegiatan ini merupakan penerapan dari prinsip inquiry

dan constructivism.Prinsip lain yang diterapkan adalah questioning, dimana guru memberikanpertanyaan-pertanyaan sebagai berikut kepada siswa:

- What do you usually do in your free time?- Is there a recreation park near your place?- What do you like most about your favorite place?- Do you do anything special in your free time?- Do you like to do outdoor activities?

Guru kemudian menunjukkan beberapa gambar kepada siswa danmengadakan tanya jawab dengan siswa tentang gambar-gambar tersebut.

Contoh-contoh gambar bisa diambil dari tempat-tempat yang menarikuntuk dikunjungi dan atau kegiatan liburan/waktu senggang.

Diskusi tentang gambar-gambar ini bisa dilakukan dengan bantuanpertanyaan-pertanyaan seperti:

- Have you ever heard about the place?- Have you ever been there?- Where is Mount Bromo/Taj Mahal/Borobudur located?- Is there a legend/myth behind the place?- What is interesting about each of the places?

- Do you do anything special on your free time?Kegiatan diatas juga merupakan penerapan prinsip questioning.

Kegiatan berikutnya dalam Activity 2 adalah Vocabulary Building. Dalamkegiatan ini dibahas adjectives dan adverbs yang sangat sering digunakandalam percakapan tentang describing places and activities. Siswa dimintauntuk memasangkan kata disebelah kiri dengan lawan katanya di kolom B.Untuk tindak lanjut, siswa juga bisa diajak untuk melihat sekitar mereka,dan mencari benda-benda atau tempat yang bisa dideskripsikan denganmenggunakan adjectives dalam latihan dibawah. Dalam hal ini, kegiatan

diatas sesuai dengan prinsip inquirydan constructivism.

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Berikut adalah kegiatannya.

Look at the following examples! These are some ways to describe placesand activities.

Yogyakartas an exciting city Its a very exciting city.Singapores a clean city. Its fairly clean.Jogging is a cheap exercise. Its very cheap.Fishing is not a boring activity. Its not very boring.Rafting is dangerous for some people. Its too dangerous for somepeople.

a) Match each word in list A with its opposite in list B

A B

Pada latihan berikut,siswa diajak untuk melihat penggunaan adjectives dan adverbs dalamkonteks percakapan. Langkah tindak lanjut adalah menyuruh siswa untukmempraktekkan percakapan tersebut. Kegiatan ini merupakan penerapanprinsip learning community.

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1) beautiful . . . boring2) big . . . rude

3) cheap . . . dirty

4) clean . . . expensive

5) friendly . . . small

6) interesting . . . noisy

7) quiet . . . safe

8) dangerous . . . ugly


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b) Match the questions in column A with the answers in column B. Thenpractice the conversations with your partner.

Activity 3 memberikan penekanan pada pemahaman fungsi bentukgrammar. Dalam hal ini, bentuk imperatives digunakan untuk memberikaninstruksi dan saran. Bentuk ini diperlukan nantinya saat siswa berlatihpercakapan transaksional.

Dalam kegiatan ini guru bertanya kepada siswa tentang pengalamannyayang ada kaitannya dengan topic percakapan yang akan dibahas. Kegiatanini sesuai dengan prinsip questioning

Berikut adalah pertanyaan-pertanyaannya:

Do you ever feel bored? Do you feel the same way as Amy? She iscomplaining about her lifestyle. Roger gives her some suggestions. Letslisten to the conversation.

When Roger gives Amy some suggestions, he is using the IMPERATIVES.An

imperative tells someone to do something. Look at some more examples:

Giving commands : Stop the car!Giving advice : Dont worry about it.Giving instructions : First, peel the potatoes. Then, boil the water.Giving warnings : Be careful! The floor is wet.

The difference between a command and a request lies in the speakers toneof voice and the use ofplease.

Kalimat-kalimat dalam balloon seperti dibawah ini merupakan selinganinformasi tentang fakta yang tidak banyak diketahui orang, yang dikemas

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B

____ Oh, really? Its beautiful. It has

great harbor and beautiful beaches.

____ No, its very old. It has lots of

fascinating streets, canals, and

buildings.

____ Oh yes, it is. Its very exciting, but

its pretty crowded.

____ No, I hate it! Its very boring.

A

a) Whats Hong Kong like?

Is it an interesting place?

b) Whats your hometown like?

Do you like it?

c) Tell me about Sydney.

Ive never been there.

d) Is Amsterdam a modern city?

Amy : Oh, Im so tired. Every day is the same: work, work, work! Imso exhausted.

Roger : Im sorry to hear that. I know! Do something fun every evening.Do some exercise every day and dont take any work home.It works for me.


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dalam bentuk For Your Information, dan etika sosial budaya dalam bentukMind Your Manner.

Dibawah ini merupakan latihan-latihan untuk grammar focus. Pada latihan I,siswa diminta untuk memasangkan bentuk imperatives dengan gambarsituasi yang sesuai, seperti yang ada pada buku siswa.

Exercise 1. Look at the pictures. Match the warnings and commands to thepictures.

Stop! Police! Please put your seat belt on.Watch out for the ball! Look out!Dont step on the truck! Sit down and be quiet!

Pada latihan 2, bentuk imperatives terlihat fungsinya dalam percakapan.Konteks percakapan akan membantu siswa menemukan verbs yang tepatdiisikan. Tindak lanjut kegiatan ini adalah meminta siswa untukmempraktekkan percakapan dengan temannya. Kegiatan tindak lanjut inimerupakan penerapan prinsip learning community, dan hasil percakapanbisa digunakan untuk authentic assessment.

Latihan percakapan berikut ini sudah disertai dengan kunci jawaban.Exercise 2Complete the conversations. Use the verbs in the box.

1. Dr. Hart : Hello, Ben! Whats wrong?Liz : Ifeel sick. I _have_ a stomachache and a headache.Dr. Hart : I see. Here, _take_ one of these pills every three hours. And

dont _eat_ any heavy food.

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Mind Your Manner

Smile when you answer the phone,whoever calls will be able to hear it inyour voice.

do feel go have takeeat get have stay take


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2. Mr. Kent : Whats the matter Kelly?Kelly : I think I _get_ the flu.Mr. Kent : Thats too bad. Listen. _Go_ home, __take__ some

aspirin, and __stay_ in bed.Kelly : Thanks, Mr. Kent.

Pada Activity 4, guru membacakan teks percakapan tentang komentarseorang tamu terhadap keberadaannya di Indonesia. Sebelum memulaimembaca percakapan, guru bisa menanyakan tentang daya tarik Indonesia,misalnya tempat-tempat wisata, makanan, orang-orangnya, dan cuacanya.Interpersonal exchanges dengan fokus describing places of interestdianggap relevan untuk konteks obrolan tentang tempat wisata dan dayatariknya. Pertanyaan-pertanyaan yang diberikan merupakan penerapanprinsip questioning.

Untuk kemudahan pemahaman siswa, teks percakapan juga dicantumkan di

buku siswa. Model percakapan yang diberikan merupakan penerapan prinsipmodeling.

Mr. Cohen is on holiday in Indonesia. Hes talking with the host. Listen toyour teacher reading the dialogue. He/she will repeat it two or three times.

The host Mr. Cohen

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And do you like it here, Mr.Cohen?

Oh, please call me Paul. Yes, Ilike it. A lot.

24

What do you like most, Paul? The people. Theyre very friendlyand I love the scenery. Its sobeautiful.

And what do you think of the food? WellactuallyI not verykeen on it. I meanIts toohot for me.


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Bagian dibawah ini memberikan guidelines tentang bagaimanamendeskripsikan suatu tempat dalam konteks percakapan. Guru membacadan meminta siswa untuk mengulangi. Penekanan perlu diberikan padapengucapan dan intonasi yang benar.

Do you know how to describe a place? What do people usually ask?

Look at the following examples!

1. A: Whats Yogya Palace like? B: Its a fascinating place.Surabaya like? Its a clean/crowded/busy city

2. A: Is it a big city? B: Yes, its very big.No, its not very big.

3. A: Whats the weather like in England/Indonesia?B: Its pretty hot/bad/good/cold most of the time.

Its all right.

It rains a lot.

Activity 5 merupakan latihan listening comprehension, sehingga percakapantidak dicantumkan dalam buku siswa. Topik masih membahas tentangdescribing places, khususnya tentang hometown. Tahap ini merupakancontoh prinsip modelling dalam CTL. Nantinya hal-hal yang dibicarakandisini akan bermanfaat bagi siswa dalam menyusun karangan tentang your

favorite place di unit berikutnya.

Joyce, Lou, and Nick are talking about their hometowns. What do they say?Listen to your teacher read the conversation. He/she will read two or threetimes. Then write Y for yes and N for no.

Conversation script

1. JoyceA : So tell me about your hometown, Joyce?B : Well, its a real small townA : Really? Whats it like there?

B : Oh, I think its a very boring place.A : Why?B : Well, theres nothing exciting to do. No good restaurants. No

nightlife of any kind. I really get bored there.A : Oh, thats too bad.B : Yeah, but lots of people love it because its so pretty.A : Yeah?B : Uh-huh. It has lovely scenery lots of mountains, rivers, lakes, trees

A : Well, I dont know, Joyce. It sounds like a nice place!

B : Well, yeah, if you like to go hiking in the summer and skiing in thewinter. But, you know, Im not the outdoor type! Im a real city person.

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2. LouA : Do you come fro a big city, Lou?B : Oh, yeah, I do. Its pretty big.A : Whats it like there?B : Oh, its a really great place! It has some fantastic art museums, and

wonderful theaters, and terrific restaurants of all kinds like Greek,Russian, French, Thai, Japanese

A : Ohreally? And how are the prices? Is it expensive?B : Yeah, yeah, I guess so. Food costs a lotboth in the supermarket and in

restaurants. And apartments! Theyre so hard to findand the rents arepretty high

A : Yeah, I guess its expensive everywhere these days.

3.NickA : Hey, Nick. Are you going home for the holiday?B : No way!A : Oh, why not?B : I dont like my hometown. Too many people, too many buildings, too

many factories. Its big and its ugly! I like places that are small andquiet. Like here!

A : Is your hometown as bad as that?B : Yes, its pretty bad. It doesnt have any good restaurants.A : No, cmon! No interesting theaters or nightlife?B : No, not really.A : It sounds like a terrible place.B : Yeah, it really is.

Activity 6 memberikan kesempatan kepada siswa untuk membuat dialogseperti dengan contoh yang diberikan. Siswa secara berpasangan menyusundan mempraktekkan dialog-dialog tersebut. Kegiatan ini merupakan paduandari beberapa prinsip CTL, yaitu constructivism, learning community, danreflection.Now pretend that you are talking to a visitor. Practice the followingdialogue with your partner. Use the cues in the box.

A: And how do you like it here ?B: .. Im really enjoying myself.A: Thats good. And what about the food?

Do you like it?B: .I love spicy food.

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Interesting Big Expensive Beautiful

Joyce _______ ________ _________ ___(v)___Lou ___(v)__ ___(v)___ ___(v)___ _________Nick _______ ___ (v)__ _________ _______

Its all right.Its delicious.I love it.


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A: Do you? And whats your hotel like?B: . But my room is very small.

Activity 7 menuntun siswa untuk menyusun percakapan yang bermaknasecara berpasangan. Kegiatan ini sesuai dengan prinsip learning community.Siswa diminta untuk menyusun kembali percakapan yang sengaja diacak.Kali ini fokus percakapan adalah giving instructions/suggestions. Urutanyang benar ditunjukkan dengan angka di depan kalimat.

Berikut adalah kegiatannya:

Its time to work in pairs!Jane is not happy with her weight. She thinks she is a bit too fat. Peterthinks she needs to exercise. Lets find out about their dialogue. Arrangethe scrambled sentences into the right order. Then practice theconversation with your partner.

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5. Yes, thats a good idea. Ill get the registration forms tomorrow.

3. I dont really like golf. Its such a boring sport.

. Im putting on weight. I really need more exercise.

4. Yes, I think so too. Well, perhaps we should join the tennis club.Then we could both play.

2. Well, take up golf, or something like that.


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Activity 8 memberi tugas pada siswa untuk membuat dan mempraktekkanpercakapan diluar kelas. Berilah tugas pada siswa untuk membuatpercakapan sejenis tentang menanyakan dan memberi informasi tentangsuatu tempat (describing places) sesuai dengan contoh interpersonalexchanges dan memberi instruksi untuk melakukan suatu pekerjaan, sesuai

dengan contoh transactional exchanges. Kegiatan ini sesuai dengan prinsipconstructivism dan reflection. Tahapan ini bisa digunakan sebagai dataauthentic assessment, saat siswa diminta memperagakan percakapandidepan kelas.

You have already practiced the dialogue with your partner. Now you canwork at home and make similar dialogues with your partner based on thefollowing situation:

Ask your friend about his/her favorite place, and he/she will describeit to you.

Then, get ready for class performance. In the coming meeting, your teacherwill ask you to come forward and practice the dialogue in front of the class.

Section Two: Expressing Facts

Activity 1 memberikan model kepada siswa mengenai cara menyampaikanfakta dan memberikan tanggapan terhadap fakta. Guru sebelumnya dapatmemberikan contoh pronunciation dan intonation yang benar. Kemudianguru dapat meminta siswa untuk mempraktekkan dialog tersebut. Hal ini

sesuai dengan prinsip CTL yaitu modelling.

Activity 2 menuntun siswa untuk menyusun percakapan yang bermaknasecara berpasangan. Kegiatan ini sesuai dengan prinsip learning community.Siswa diminta untuk menyusun percakapan berdasarkan contoh yangdiberikan dan clues yang diberikan. Kali ini fokus percakapan adalahexpressing facts.

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Section Three: Giving instructions

Activity 1

Pada bagian ini dibahas transactional exchanges, dengan penekanan padagiving instructions and suggestions.

Ada dua contoh percakapan yang diberikan, dengan teks yang jugatercantum di buku siswa untuk mempermudah pemahaman. Beberapapertanyaan yang bisa diberikan kepada siswa berkaitan dengan percakapan1 antara lain:

Do your parents always remind you to do and not to do things before you gosomewhere?- What do you have to prepare when you go traveling?- Do you usually carry a lot of money? Or do you use an ATM card?

Kegiatan bertanya ini sesuai dengan prinsip questioning. Sedangkan modelpercakapan yang diberikan adalah penerapan dari prinsip modeling.

Conversation 1.Mary is going abroad for the first time. Her father is giving her someinstructions. Guru dapat membacakan conversation 1 di bawah ini dan siswamenyimaknya.

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Announcer : Ladies and gentlemen. Welcome aboard United Airlines780. Pleasefasten your seat-belts. Put your seat in theupright position and do not smoke. Read carefullythecard on passenger safety. You will find this in the pocketof the seat in front of you.

Mr. Lim : Excuse me. How do you put this seat upright, please?

Stewardess : Press this button. The one on the arm of your seat.Mr. Lim : Oh, there. Thank you.Stewardess : Youre welcome.


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Conversation 2.Have you ever gone by plane? Do you know the procedures to follow beforethe plane takes off. Listen to your teacher read the conversation. A flightattendant is giving some instructions to the passengers before the planetakes off.

Exercise

Dalam kegiatan ini, guru membacakan percakapan, dan siswamemperhatikan bagian-bagian tertentu tentang barang-barang yang perludibawa untuk berlibur. Teks tercantum pada buku siswa, sehingga gurudapat meminta siswa untuk menutup bukunya.

Pada Activity 2, guru dapat langsung meminta siswa untuk mengerjakan

task yang disediakan.

Pada Activity 3 , guru membacakan percakapan, dan siswa memperhatikanbagian-bagian tertentu tentang barang-barang yang perlu dibawa untukberlibur. Teks ini tidak tercantum pada buku siswa, sehingga guru dapatmengulang percakapan beberapa kali.

guru membacakan percakapan dan siswaJean and Paul are getting readyto go away for a short vacation at the seaside. Listen to your teacher readthe conversation. Then check ( v ) the things they decide to take with

them.

Conversation script

A : Now, I suppose we need to take some bathroom towels with us.B : Oh, I dont think we need to. The hotel should provide those.

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Bathroom towels raincoats

Beach towels (v) umbrellas (v)

Shampoo (v) food to eat on the way (v)

Soap warm sweaters (v)

Father : Remember Mary, look after your passport.Mary : Dont worry, I will.Father : Keep it in a safe place. And dont carry too much

money with you when you go out.Mary : Where should I leave my money when I go out?Father : Leave it at the hotel desk. But get a receipt for it. And

use your ATM card wisely. And theres another thing.Dont stay out at night. Get back by 10 oclock everynight.

Mary : Dont worry, I will.Father : And write to us every week.


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A : Oh, all right. But what about towels for the beach? Do you think we shouldtake any?

B : Well, maybe a beach towel would be a good idea.A : Right. Ill pack two then.B : I think we should take some shampoo.A : Yes, OK. And what about soap?B : No, the hotel should provide it.A : Now, it may be cool at night. I think we need to take some warm sweaters.B : Yes. And what about raincoats? It may rain while we are there?A : Well, lets just take umbrellas then. I dont want to carry too much.B : And do you think we should take a few things to eat on the way? You know,

some biscuits or something like that?A : Yes, if you like. But dont take too much. We can always stop and buy

something if we are hungry.B : All right, then. I think were all set. I cant wait to lie on the beach.

Pada Activity 4, siswa sudah disiapkan untuk menyusun percakapannyasendiri sesuai dengan contoh interpersonal exhanges yang sudah dibahas.Siswa diminta bekerja berpasangan untuk menyusun percakapan ini, dankemudian mempraktekkannya dengan pasangan. Kegiatan ini merupakanpaduan dari beberapa prinsip, yakni constructivism, reflection, danlearning community.

You and your friend are going for a picnic. Check with each other whatthings you need to take.

Then, get ready for class performance. In the coming meeting, your teacherwill ask you to come forward and practice the dialogue in front of the class.

Section Four: Advertisements and Postcards

Untuk Activity 1, Activity 2, dan Activity 3 memberikan beberapa contohteks fungsional yang ada kaitannya dengan kegiatan liburan. Contoh yangdiberikan disini adalah iklan/brosur tentang tempat wisata dan postcardyang menceritakan tentang tempat liburan yang sedang dikunjungi. Dalam

hal ini prinsip yang diterapkan adalah modeling.Guru mengajak siswa untuk melihat bentuk dan memahami fungsi teks-teksyang dicontohkan. Misalnya, brosur digunakan untuk mempromosikantempat wisata, sehingga yang ditulis adalah hal-hal yang bagus danmenarik. Bahasanya juga persuasive, bersifat membujuk atau menarikperhatian agar orang datang. Yang penting juga adalah nomor telpon untukdihubungi bila ada yang tertarik.

Sedangkan postcard memberikan gambaran yang subjektif tentang suatutempat. Informasi yang diberikan juga bisa tentang hal-hal yang kurangmenarik atau perlu dihindari, misalnya cuaca yang terlalu panas, makanan

yang terlalu pedas, dsb. Berikut ini adalah kegiatannya:

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Look at the following short functional texts! There is an ad and a postcard.Do you know the function of an ad and a postcard?

Pada Activity 4 siswa diminta untuk bekerja kelompok menyusun teksfungsional. Kegiatan berkelompok ini sesuai dengan prinsip learningcommunity, constructivism dan reflection.

Situasi dibawah bisa digunakan sebagai arahan.

Its time for you to work together!

Youve seen an ad about Bali and two postcards that Sue and Bill wroteabout the places they are visiting. Now its your turn to write similar notes.Then exchange your postcards or ad with your friend!

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Hi Luis,Im in Montreal for a conference. Its abeautiful city. Lots of people speakFrench here, so Im glad I took French incollege. Great food! And the shops are

good. Clothes are quite cheap. I boughta nice winter coat yesterday. I want to

go to Quebec City for the weekend. Itsnot far from here.

Take care,Sue

Keiko,This is not a good time to visit Washington. Its very hot. Itwas 102o yesterday. But the city is still crowded with tourists.The museums here are excellent. I went to the Smithsonianand the National Gallery yesterday fantastic! And theres anew musical at the Kennedy Center I want to see. But theheat! Dont come to Washington in August.

See you soon!

Bill

Bill

VISIT BEAUTIFUL BALI

Enjoy Balis beautiful beaches! Visit the art city ofUbud! Stay in Asias finest hotels! Buy beautifulsouvenirs! See Mount Agung! and much more.Weve got it all! Come and see the art shops, thetemples, and the exotic dances. Come and try ourrestaurants.Call Citra Tour, Tel. 62-31-5087062


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Use the following situations as your guidelines: Write a short advertisement to promote a tourist resort in your area.

Youre away for a vacation. Send a postcard to your bestfriend or yourfamily. Tell him/her about your trip and the places you visited.

Untuk kegiatan tindak lanjutnya, yaitu Activity 5, berilah tugas pada siswauntuk menulis sebuah iklan yang mempromosikan tempat-tempat wisatayang mereka ketahui. Berilah motivasi pada siswa untuk menghasilkan karyayang menarik dengan menggunakan gambar-gambar.

Section Five: NoticesPada Activity 1 siswa bisa dibagi dalam beberapa kelompok dan dimintamelengkapi web yang disediakan. Sebaiknya guru juga membukapembahasan tentang notices ini dengan memberikan beberapa contohnotices. Kegiatan dilanjutkan dengan Activity 2 dan Activity 3, yang berisi

latihan memahami notices dan menyebutkan kemungkinan tempat noticesitu ditemukan. Berikut makna dari notices yang ada dalam buku siswa:

Notices Meaning Where to find the noticesa. Please do not feed

the animalsCukup jelas Zoo

b. Queue this sideplease

Cukup jelas Bank, ticket box, busstation, train station, etc

c. Please have the

exact fare ready

Cukup jelas On the bus, train station

d. No cycling on thefootpath

Dilarang bersepeda dijalan setapak

Park

e. Engaged Terpakai Public toilet, taxi

f. Keep your distance Jaga jarak kendaraan Road

g. Afternoon tea

served

Cukup jelas Hotel

h. ASEAN passportholders only

Hanya untukpemegang paspordari Negara-negaraASEAN

Airport

i. Out of order Rusak Telephone booths, ATMs,laundry, vending machine,etc

j. Quiet please

examination inprogress

Cukup jelas Schools, campus,

examination halls

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Kegiatan lanjutannya, Activity 4, adalah meminta siswa membuat noticessendiri berdasarkan situasi yang diberikan. Berikut kemungkinan jawaban

siswa:1. Do not feed the animals; No feeding2. Please dont disturb.3. Wet paint.

Dengan berakhirnya unit ini, guru dapat mengobservasi kinerja siswa dalambentuk postcard, ads, ataupun notices yang sudah dibuat oleh siswa(project/product assessment) sebagai salah satu bahan portfolio (authenticassessment).

Sebelum siswa mengumpulkan draft akhir postcard, ads, ataupun notices

mereka dapat menunjukkan ke temannya untuk dikoreksi (peer assessment)sebagai salah satu unsur authentic assessment.

UNIT 4

(Description)

A.Siklus Lisan

Sebelum melakukan kegiatan pembelajaran, guru perlu mengetahui terlebihdahulu tentang jenis teks ini dari segi fungsi social, schematicstructure=generic structure, dan lexicogrammatical features. Pelajaridengan seksama dan bandingkan antara penjelasan dari Kurikulum 2004dengan penjelasan dari buku terbitan Literacy & Education ResearchNetwork (LERN).

Kurikulum 2004, SMP (2003 76, 80-81)

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SOCIAL FUNCTION GENERIC STRUCTURESIGNIFICANTLEXICOGRAMMATICALFEATURES

To describe aparticular person,

place or thing

Identification:Identifies phenomenon

to be described. Description: describes

parts, qualities,characteristics.

Focus on specificparticipants.

Use of Attributive andIdentifying Processes.

Frequent use of Ephitets andClassifiers in nominal groups.

Use of simple present tense

Dibawah ini adalah contoh teks deskriptif yang diberikan dalam kurikulum2004:

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Natural Bridge National Park

Identification

Natural Bridge National Park is a luscious tropical rainforest.

DescriptionIt is located 110 kilometers south of Brisbane and is reached byfollowing the Pacific Highway to Nerang and then by traveling throughthe Numinbah Valley. The scenic roadway lies in the shadow of theLamington National ParkThe phenomenon of the rock formed into a natural arch and thecave through which a waterfall cascades is a short 1 kilometer walkbelow a dense rainforest canopy from the main picnic area. Swimmingis permitted in the rock pools. Night-time visitors to the cave willdiscover the unique feature of the glow worms.Picnic areas offer toilets, barbecues, shelter sheds, water andfireplaces; however, overnight camping is not permitted.


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Dalam pembahasan teks deskriptif ini disediakan dua unit pelajaran yangterpisah, yakni unit 3 untuk mengembangkan kemampuan bercakap-cakapsecara interpersonal dan transaksional, dan unit 4 untuk membahas teksdeskriptif.

Section One (Buiding Knowledge of Field)

Activity 1 (Sharing Knowledge)

Pada dasarnya kegiatan dalam bagian ini hampir sama dengan BKOF padaunit sebelumnya. Guru mengajak siswa bercakap-cakap tentang kegiatanliburan dan tempat-tempat wisata. Kegiatan ini sesuai dengan prinsipquestioning dan constructivism.

Dalam memberikan response pada jawaban siswa, guru sangat disarankanuntuk memberikan penguatan dalam bentuk pujian, misalnya:- Thats right!- Very good!- Excellent!

Guru juga memberikan beberapa pertanyaan sebagai penerapan prinsipquestioning yang bisa digunakan sebagai pengantar perbincangan antaralain:- Have you ever been to a national park? Or the zoo?- When is the best time to visit the place?- When is the best/worst time to visit the place?

Activity 2 (Vocabulary Building)

Bagian ini mengangkat kosa kata penting yang terdapat pada tekspercakapan maupun tulis untuk dibahas secara interaktif. Siswa, misalnyadiajak membuka kamus berlomba spelling, memperhatikan cara bacanya,jenis kata, dan contoh penggunaan dalam berbagai konteks sehari-hari yangkerap kali dijumpai dalam konteks lisan.

Dalam bagian ini, daftar kosa kata yang bisa diangkat sebagai pembahasanadalah:beautiful fun-loving populationexcellent (to) sunbathe race

famous official (language) ethnic groupoutgoing distinct vastfriendly accent majoritydescent immigrant scenery

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Compass rose

Activity 3 (Grammar Focus)

Pada bagian ini dikenalkan bentuk-bentuk lexicogrammatical yang seringdigunakan untuk mendeskripsikan tempat dan/atau kegiatan liburan.Bentuk-bentuk ini terdapat pada teks-teks deskriptif dalam unit ini, selainjuga pada unit sebelumnya yang membahas tentang interpersonalexchanges dengan topik yang sejenis.Untuk langkah kegiatannya, guru bisa melatih pengucapan kalimat-kalimatini. Kemudian guru mengajak siswa mencari bentuk-bentuk ini dalamkalimat di teks dan/atau percakapan di unit sebelumnya.

Berikut materi kegiatannya!Besides the words in the previous activity, there are also several ways of

describing a place. Here are some of them:Its a beautiful place.The beaches are excellent.Its famous for .Theyre famous for .It sounds awful/terrible/nice.Ive never been there.

Section Two (Modeling of Text)

Activity 1 (Model)Dibagian ini guru bercerita sederhana dengan menggunakan gambit-gambitbahasa lisan. Guru dapat menggunakan berbagai alat bantu. Kegiatan inidilanjutkan dengan pertanyaan comprehension dan interpretation. Berikutini adalah contoh teks yang dibacakan dari buku dan diceritakan secarabebas. Pemberian contoh teks sesuai dengan prinsip modeling. Tekspertama adalah teks tulis yang asli, sedangkan teks yang kedua, didalamkotak, merupakan teks lisan sebagai modifikasi dengan memasukkanbeberapa gambit.

Teks tulis

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North

West East

South


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Brazil, the largest country in South America and the fifth largest countryin the world, is located in the eastern half of South America. The peopleof Brazil are famous for their outgoing, friendly, and fun-loving nature.They love to sing, dance the samba, and sunbathe.

Teks lisan

BRAZIL

Does anybody know anything about Brazil?Yes, the football team is oneof the best in the world. It has great players like Ronaldo, Ronaldinho,

Adriano. Now let me tell you more about Brazil. You know, Brazil is thelargest country in South America. And.. its also the fifth largest countryin world. Does anybody know where Brazil is? Yes, its located in theeastern part of South America. Herelook at the world map. Rememberthe compass rose? north..south..east..west. Now what about the

people? They are friendly, outgoing, and they also like to have fun.Theyre fun-loving people. Wellif youve heard about samba, then youmust know that the samba dance is from Brazil. The people love to singand dance the samba. Ohyesthey also love to sunbathe..lying on thebeach..er.. to have their skin tannedI mean, to make their skin darker.

Kegiatan berikutnya adalah pembahasan teks untuk tujuan comprehensiondan interpretation. Pertanyaan-pertanyaan dibawah ini bisa dimanfaatkan:

Comprehension questions:1. How large is Brazil?2. Where is Brazil located?

3. Could you describe the people of Brazil?4. What do Brazilians like to do?5. Why do they like to sunbathe?

Kegiatan berikut ini menuntun siswa untuk mengenali perbedaan teks tulisdan teks lisan. Diharapkan nantinya siswa bisa menerapkan penggunaangambits seperti dibawah ini untuk teks lain, seperti yang ditugaskan dikegiatan berikutnya.

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Did you notice the way Brazil was described in spoken English? The wordsor phrases like er.. , you know, well, ohyes, I mean, etc, can makethe text run more smoothly and to make it more natural.


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Look at the difference between written English and spoken English

Section Three (Joint Construction)

Pada bagian ini siswa diminta untuk berlatih mengubah teks ragam tuliskedalam ragam lisan sesuai dengan contoh yang telah diberikan oleh gurupada teks sebelumnya tentang Brazil. Kegiatan ini sesuai dengan prinsiplearning community dan constructivism. Berikan contoh-contoh gambityang bisa digunakan untuk mewarnai penggunaan ragam lisan.

Now its your turn to give an oral description. Work with your partner todescribe the following text using spoken English. This time youre asked todescribe about the Hawaiian Islands.

THE HAWAIIAN ISLANDS

The Hawaiian Islands are located in the middle of the Pacific Ocean,

far away from any other land. There are eight islands of different sizes,

and while they differ from each other in some ways, they share many

features. They all have a tropical climate, with temperatures of about

780C (25.60C) in the winter and 850C (29.40C) in the summer.

Rain falls often, but not for long. The islands also share a natural

beauty, with mountains and waterfalls, rainforests, and long beaches.

Their waters are filled with colorful fish, dolphins, and giant sea turtles.

Section Four (Independent Construction)

Pada bagian ini siswa diminta untuk berlatih secara individu untukmenggambar kota kelahiran atau tempat tinggal. Kegiatan ini sesuai denganprinsip constructivism dan reflection. Hasil teks yang dihasilkan siswa bisadigunakan untuk data authentic assessment. Beberapa pertanyaan bisadiberikan sebagai arahan untuk menyusun teks deskripsi ragam lisan.

Now you can work individually to describe your hometown or your favoriteplace. Use the following questions as guidelines to prepare yourdescription.

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Written : Brazil is the largest country in South AmericaSpoken : You knowBrazil is the largest country in South America.

Written : Brasilians are fun-loving people.Spoken : People in Brazil are fun-loving peopleI meanthey

like to have fun.Written : They also like to sunbathe.Spoken : They also like to sunbathe..er..to lie on the

beach..well, they want to make their skin darker.


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B.Siklus Tulis

Section Five (Building Knowledge of Field)

Pada kegiatan sebelumnya siswa diminta untuk membuat teks deskriptifpendek tentang kota kelahiran/tempat tinggal/tempat favorit yang seringdikunjunginya. Hasil karya siswa bisa digunakan sebagai bahan untukberbagi pengetahuan/pengalaman di siklus ini.

Activity 1 (Sharing Knowledge)

Now that youre ready to talk about your hometown or your favorite place,youre invited to come forward and tell the class about it!

Activity 2 (Vocabulary Building)

Kegiatan pengayaaan kosa kata ini cukup ringan, yakni tentang beberapa halyang biasanya kita siapkan ketika kita bepergian. Siswa bersama-sama gurubisa berlomba mengisi daftar kosa kata yang masuk dalam setiap kategoridibawah ini. Kegiatan yang dilakukan bersama-sama ini merupakanpenerapan prinsip learning community.

Before you go traveling, do you take some time for the preparation? Whatdo you have to prepare? What things do you have to take with you? Howmany clothes do you need?

Fill in the word map with the suitable words.

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Travel

documents__ticket________

____________

- Where do you come from/Where do you live?

- Where do you usually go on holidays?

- Where is your hometown/your favorite place

located?

- How big is your hometown/the place?

- What is the weather like there?

- Whats interesting about your hometown?


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VACATION

Activity 3 (Grammar Focus)

Pembahasan kali ini ditekankan pada bentuk Simple Present Tense yangdigunakan untuk menyatakan fakta atau general truth.

THE SIMPLE PRESENT TENSE

Look at the examples below!

The above sentences show us how to talk about places. Notice that we usethe Simple Present Tense. The simple present expresses general statementsof fact, as shown in the above examples.

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A. Its a nice place.Does Hawaii have good beaches?The beaches are excellent.The weather is nice then. Its not very hot.They are very interesting.

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Things to bring_food_____________________

In sum, the simple present is used for events or situations that existalways, usually, or habitually in the past, present, and future.

Clothing_jacket______________________

____________

Health_medication__________________

__________

__


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Exercise 1

Dalam latihan ini siswa diminta untuk menandai topik-topik bisa dibahasdengan menggunakan simple present tense. Kegiatan ini merupakanpenerapan prinsip constructivism.

Read the following topics in the balloon. Which ones can you discuss orwrite about with a simple present? Check ( V ) your answers and discussthem with your friends.

Exercise 2

Kegiatan ini lebih bersifat kontekstual. Teks deskriptif dibawah inimengarahkan siswa pada penggunaan simple present tense, baik dalambentuk affirmative maupun interrogative.

Read these amazing facts about Iceland. Then guess the answers to the

questions. Check the answers in the box on the next page!

MYSTERIOUS ISLAND

Iceland is a very unique islandin fact, its like nowhere else on earth. Theinterior of this island contains incredible contrasts. It has tundras, huge

glaciers, volcanoes, and waterfalls.

Fact 1:Swimsuit maker Speedo sells a very large number of bathing suits in

Iceland. Is it warm here all year?Fact 2:The islands climate is cool, but most people dont pay money for heat.Energy is very cheap and it doesnt cause pollution.What kind of energy do Icelanders use?Fact 3:Icelanders eat fresh fruit and vegetables all year, but they rarely buy them fromother countries. Where do they get them?Fact 4:Icelanders like to play golf all night during the summer. How do they see theball?

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___ 1. Traditions in your country.___ 2. Your childhood.___ 3. The geography of a country.___ 4. A vacation you took.

___ 5. The description of a tourist place.


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Notes on vocabulary:

Geyser : a hot spring that shoots water into the air.

Glacier : a large body of ice that moves slowly over land.

Greenhouse : a glass building used for growing plants.

Produce : foods such as fruit and vegetables.

Tundra : a large, flat area of frozen land without trees.

Section Six (Modeling of Text)

Teks deskriptif berikut ini digunakan sebagai latihan untuk memahami danmenganalisa struktur generik teks. Guru mengajak siswa menganalisa setiapbagian beserta fungsinya. Kegiatan ini merupakan penerapan prinsipmodeling.

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ANSWERSNo. Winters are cold in Iceland, but the people of Iceland swim allyear in heated swimming pools.They use geothermal heat from under the ground. Icelanders usewater from volcanoes, hot springs, and geysers. Pipes carry theheated water throughout the country. The water heats buildings.They get them from greenhouses. Icelanders use geothermal energyto grow fruit and vegetables in greenhouses, even in the winter.This means they dont need to import produce.Iceland is very close to the Arctic Circle. In the summer the sundoesnt go down, so people can play sports all night.


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Activity 1

Read the following text about Singapore! Pay attention to the organizationof the text! Dont hesitate to ask your teacher if you dont understand.

SINGAPORE

Identification

Singapore is an island city of about 4 million people. Its a beautiful citywith lots of parks and open spaces. Its also a very clean city.

Physical description

Kinds of building

Most of the people live in high-rise flats in different parts of the island.The business district is very modern, with lots of tall new office buildings.Singapore also has some nice older sections. In Chinatown there are rowsof old shop houses. The government buildings in Singapore are verybeautiful and date from the colonial days.

Specific characteristics

Singapore is famous for its shops and restaurants. There are many goodshopping centers. Most of the goods are duty free. Singapores restaurantssell Chinese, Indian, Malay and European food, and the prices are quite

reasonable.

When you describe a place, a person, or a thing, you begin withidentification.

The rest of the passage gives you more details of the physical description.In the text about Singapore, the details are the kinds of building.The passage also gives us the specific characteristics of Singapore. Guesswhat! The shopping centers and the restaurants.

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- Singapore is an island city of about 4 million people.- Megawati Sukarnoputri is the first female president of Indonesia.

- Brazil is the largest country in South America.

- People live in high-rise flats.

- The business district is modern, with tall new office buildings.

- In Chinatown, there are rows of old shops and houses

How is the text about Singaporeorganized?

- Most of the goods are duty free.- The prices in the restaurants are reasonable.


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Activity 2

Kegiatan berikutnya adalah memahami isi teks dengan menjawabpertanyaan-pertanyaan berikut ini.

Now answer these questions!

1. What is Singapore like? Is it beautiful?2. How big is the population of Singapore?3. Where do most people live?4. Is the business district an old place?5. What can we find in Chinatown?6. What is Singapore most famous for?

Section Seven (Joint Construction)

Activity 1

Kegiatan ini merupakan tindak lanjut dari pembahasan sebelumnya tentang

struktur generik teks deskriptif. Siswa bekerja berkelompok untukmenganalisa organisasi teks berikut. Dalam buku guru ini sudah diberikanstruktur teks. Kegiatan ini sesuai dengan prinsip learning community,constructivism dan reflection.

Its teamwork again!

Now look at the following text. Try to identify the organization of the textas we have seen in the text about Singapore. This time we will find outmore about San Francisco.

SAN FRANCISCO

Identification

San Francisco is my favorite city in the United States. It is beautiful,clean, not too big, and it has something for everybody. I love thestreets and buildings in San Francisco. The streets wind up and down thehills, with beautiful old brick and wooden houses on either side.

Specific characteristics- The Cable-car ride

- The weather- The restaurants

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Mind Your Manner

Speak slowly, but thinkquickly!


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One of my favorite things to do in San Francisco is to ride the cable car. Ittakes you to most parts of the city. Its not a very comfortable ride, butits exciting and the views you get from the car are wonderful.

And I like the weatherin San Francisco. It never gets too cold or too hot.The summers are pleasant. The fresh breezes blow off the ocean and thesky is always blue. It rains quite a lot in the winter, but it never gets verycold.

Another thing I enjoy about the city is the restaurants. The seafoodrestaurants, with crabs and lobster, are my favorites. You can also get

great Chinese, Japanese, American and European food in San Francisco.

Activity 2Read the text about San Francisco again. Then answer the questions below:

Comprehension Questions1. What is interesting about streets in San Francisco?2. Does the cable car only go to certain areas of the city?3. Can you see the view of San Francisco from the cable car?4. Whats the weather like there?5. Does it rain a lot in the summers?6. How are the restaurants in San Francisco?7. How is the text about San Fransisco organized?8. How does the writer begin the text?

9. What does the writer include in the rest of the text?

Section Eight (Independent Construction)

Pada kegiatan mengarang berikut ini siswa dituntun untuk menulis tentangkota tempat tinggalnya. Kegiatan ini sesuai dengan prinsip constructivismdan reflection, sedangkan hasil karangan siswa bias digunakan sebagaiauthentic assessment. Langkah-langkah yang diberikan dalam kegiatan inicukup jelas bagi guru untuk diterangkan pada siswa.

Are you ready to write about the place where you live? Lets follow these

steps to help you write your paragraph.

Part 1Write one question in a circle on your paper, like the example below. Thenpass it to the student on your right. He/she will write another question inanother circle. When you get a paper from your left, read it and add onenew question. Pass the paper until all the circles are filled with questions.

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Whats theweather like?

Where youlive


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Part 2Find your original paper. Read the questions. Choose four questions youwant to answer and cross out three that you dont want to answer. Now youhave 5 questions, including the one you wrote.

Part 3Number the questions in the order you want to answer them.1. _______________________________________2. _______________________________________3. _______________________________________4. _______________________________________5. _______________________________________

Part 4Write your paragraph based on your answers to the questions.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_____________________________________________________________________________________________________________________

Bank Teks Deskriptif

ORIGINAL PUMPS IN THE HEART

The most perfectly structured pump in the world is now beating on theleft side of your chest. With its marvellous design and unceasingcontractions, your heart makes the entire blood in your body complete 1,000

full cycles in a day.

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The heart, which is a muscular organ of about the size of one's fist, consistsof two halves. There are two pumps in these sections. The left pump, which isstronger, drives oxygen-rich blood to all parts of the body. The right pump isweaker than the former and pumps oxygen-poor blood to the lungs. Thistransport from the heart to the lungs is over a short distance and is, therefore,

called the "small circulation". The former is called the "large circulation".Each of these halves of the heart is divided into two further sections. Blood

between them passes to the other section through heart valves. These pumpsoperate unceasingly with a great amount of energy, thanks to which bloodcirculates through our bodies 1,000 times a day.

TEETH THAT ARE RENEWED WHEN BROKEN

Squirrels have strong sharp teeth such as human beings never possess. Locatedat the front of their mouth are incisor teeth that enable them to gnaw andbreak hard substances. Located behind them are molar teeth. When we want

to break a walnut, we either use a big stone or a device that is especiallydesigned for this purpose. These little animals, however, can readilyaccomplish this with their sharp teeth.Have you ever wondered how squirrels teeth stay strong throughout a lifetimeand how squirrels whose teeth are broken manage to eat hazelnut or walnuts?Even if squirrels teeth break or wear out, new teeth grow immediately. Worn-out teeth are continuously replaced by growing ones. Moreover, Allah has notonly given this characteristic to squirrels but also to all creatures who have tognaw their food.

Source: Yahya, Harun. The World of Animals. P. 17

THE FIRST DAY OF SPRING

In the northern half of the world, March 20th is the first day of spring.The cold winds of winter are gone, and wild flowers are starting to bloom. It'stime to find swimming suits and baseball gloves and plan summer trips.

Far to the south, across the equator, autumn is about to arrive. Thehottest days of summer are past. Each day is shorter than the last. It will soonbe time to rake leaves and get out warm coats.

The reason for these changes has to do with the Earth's yearly triparound the sun. For part of the year the Earth's North Pole points away fromthe sun and part of the time toward it. This is what causes our seasons. Whenthe North Pole points toward the sun, the sun's rays hit the northern half ofthe world more directly. That means it is warmer and we have summer. Butwhen the North Pole is pointed toward the sun, the South Pole is pointedaway. So the Earth south of the equator gets less warmth from the sun and itis winter there.

Summer is even warmer and winter is colder because of the length ofour days and nights. In the summer daylight lasts longer and nighttime isshorter. In winter the days are shorter and the nights longer. That means there

is more time for the sun to warm us during long summer days. And shortwinter days have long, cold nights.

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The longest day is in the middle of summer, June 21st or 22nd north ofthe equator. That's called the summer solstice. The shortest day is in themiddle of winter, around December 21st or 22nd, north of the equator. That'scalled the winter solstice.

But right in between winter and summer, this year on March 20th, day

and night are each 12 hours long. This is called the vernal equinox. It is thefirst day of spring north of the equator, and the first day of autumn in thesouthern half of the world.

In between summer and winter there is another equinox, called theautumnal equinox. Just like the vernal equinox, day and night are the samelength. Only this change is the first day of autumn north of the equator, andthe start of spring to the south.

Welcome back to your Northwest Holidays tour bus. I want to tell you alittle about our destination-Crater Lake National Park. Crater Lake is locatedin an extinct volcano. A cone-shaped island, Wizard Island seems to float onits surface. One of the first things youll notice when we get there is the deep-blue color of the water of the lake. The water will be that color whether thesky is clear or cloudy. Once it was believed that the color was due to anunusual mineral content, but chemical analysis showed no such thing. Its nowbelieved that the lake water is so clear and deep that it separated andreflects the blue rays of sunlight and absorbs the other colors.

Oh, and heres another interesting fact about Crater Lake-it has neitheran outlet nor an inlet, yet it maintains almost exactly the same level of water,with only slight variations from season to season and year to year. Somehow,gains from snow and rain are perfectly balanced by losses from evaporationand leakage.

++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Teks cerita dibawah ini merupakan paduan dari teks deskriptif dan naratif, danakan menarik untuk digunakan sebagai pengisi waktu.

A story to remember

THE SUN SHONE ON THE ELEPHANT

The sun shone on the elephant, but the elephant was very, very sad.

He sat all day in the middle of the forest, sobbing and sniffing. At last theparrot who lived at the top of a large tree could bear it no longer.What on earth is the matter? He screeched.Oh, I am very unhappy, wailed the elephant.You are so beautiful, and I am just large and grey and uglyI do wish

that I could look like you.The parrot spread out first one wing and then the other.We cant all be handsome, he answered, admiring himself. Its just

the way of the world.And he flew off.The elephant thought how beautiful he would look with orange

feathers and pink wings.

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Cheer up, said a friendly young monkey who was swinging throughthe branches.

Look at me. I havent wings or beautiful feathers, and I am quitehappy.

How elegantly you swing from branch to branch, said the elephant

tearfully.I am sorry for you, but I cant stay, said the monkey as he swung

away through the trees.The elephant sighed.If only I could do that, I should be the happiest elephant alive.The elephant thought how elegant he would look with black silky fur,

swinging by his tail from branch to branch.Just then a very stripy tiger bounded by.

Oh, please wait! cried the elephant. Id love to know how you gotthose yellow stripes.

But the tiger was in such a hurry, he didnt even hear what theelephant said to him.

The elephant thought how gay he would be.At last a wise cat from the kings palace came along the path. He was

very surprised to meet such a sad animal.My goodness me! An elephant in tears on a sunny day! What in the

world was wrong?Boo-hoo! Wailed the elephant. I am the unhappiest animal in the

world. I have no beautiful feathers like the parrot, and I cannot swing frombranches like the monkey, for I am much too clumsy. Look, not a single stripelike the tiger! I am just the largest, the ugliest and the unhappiest animal in

the world.Interesting, said the cat. You may be the unhappiest animal in theworld, and I already know the unhappiest princess.

And then he told the elephant about a princess who was very unhappy,too. She was the youngest daughter of the king and queen.

She is unhappy because she is so small. She is the smallest princess inthe world. When she goes out she cant see over the heads of the people.The cat paused and smoothed his whiskers.

Now, I have an unusual and clever idea, the cat went on.The princess in unhappy because she is so little, and you are sad

because you are so large and ugly. If you come back to the palace with me, I

am sure that all will be well.The elephant dried his tears with his trunk, and he followed the cat

back to the palace. As they walked through the streets of the town, the catcalled out, Make way for princesss elephant. Make way for the royalelephant!

All the people were very surprised to hear of royal elephant.What does this mean? they said to each other, and they bowed low

to the elephant and the cat.Beautiful princess, purred the cat when they came to the palace, I

have brought you the largest animal in the world, but he is also very gentleand kind. If you ride on his back, you will be able to see everything.

The princess was so delighted that she told her ladies in waiting tobring all the brightest jewels and finest silks they could find. She put

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bracelets on the elephants tusks and legs, a band of rubies on his head, andon his back she put a magnificent howdah.

Then she sat in the howdah on the elephants back and they wentthrough the streets. They both felt very happy.

The elephant was happy because now he knew that he was large and

handsome animal.The princess was happy because now she could see all she wanted to

see.The king and queen were happy, because at last the princess had

stopped crying.The cat was happy, too. He had a large bag of gold as a reward, and

every day he sat and purred in the palace garden.After that time the king and the queen and all the princes and

princesses of that land, whether tall or short, rode on backs of elephants, sothat they could see everything.

And every day the sun shone on the elephant and the elephant was thehappiest animal of all.

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Unit 5

Section One: Agreeing and Disagreeing

Guru bisa memulai pelajaran dengan menanyakan kegiatan siswa selamaliburan; dalam hal ini guru sudah melakukan questioning dengan menggunakanekspresi-ekspresi tentang asking for and reacting to information. Kemudian,kegiatan kelas bisa dilanjutkan dengan kegiatan inquiry dan questioningtentang informasi pribadi masing-masing siswa. Dengan begitu siswa secaratidak langsung sudah melakukan constructivism activity dengan tanya-jawab.Dengan mengerjakan semua activity, siswa sudah melakukan inquiry dan

questioning tentang agreement dan disagreement, dan recommendationSelain itu, pada bagian ini, terdapat banyak ekspresi-ekspresi lain yang tidakada di dalam buku siswa. Dalam hal ini, guru diharapkan kaya denganfunctional expression.

Transactional and interpersonal exchange

Asking and giving information

Factual information:Wheres the ..?Theres one ..

How do I get thereWhat times the ..?Which .?How much is .?Ill take it.How far is it?How long does it take?

Example:Where do you live?I live in Surabaya

What is your hobby?My hobby is listening to pop music

When were you born?I was born in July, 1989

Asking and giving information about what hapennings

What did you do this morning?I listened to the news this morning

Rejection to give information

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annoyance and reproach

What do you think you are doing?

How dare you?Youve no right to ..What do you mean by .ing .?You might have asked!Why on earth didnt you .?You could have

Example:Can you tell me the way to the Big supermarket?How dare you. Im a new comer.

Giving advice

You should/shouldnt do itYou ought to/ought not to ..I wouldnt .. if I were you.Why dont you .?

Example:You should study harder to pass the examinationYou should go to the doctor if you are not feeling wellYou should not make a mess

Asking for an agreement and disagreement

I prefer ..So do I/Neither did I.I think its I disagree.All right, I agree with you about .Im afraid I cant agree.What do you object to.I think it will do.Perhaps youre right.Im not sure I agree with you.

Example:

Do you agree to have a meeting on Wednesday?Is it okay to have a party at your place?

Giving a reason/explanation

What are you doing?Were .ing.Why are you ing?Because .Where were you?While she was .ing it happened.She was ing when it happened.

Have you finished ..?When do you think itll be ready?

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Will you be able to ..?Ill be ..ing.

Example:I came late because I had a flat tyre this morningShe got bad score in her exam because she didnt study hard.

Giving and refusing to give permission

OK, you may leave the class now.Now, you can borrow my car.No, you are not allowed to start writing before the bell rings.Example:

A: Can I go to the party?B: Yes, sure. But you have to be home by midnight.

A: Can I go to the movies?

B: No, you cant. You have to stay home.

Interrupting

Can I talk for a few minute?

Activity 1 dimaksudkan untuk memberikan bekal tata bahasa untukmengungkapkan agreement dan disagreement. Beberapa model dialog jugadisajikan di sini agar siswa betul-betul memahami ekspresi-ekspresi yangdig

Buku Guru KLS 2

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