SMK 10 Developing English Comp Html

Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi Undang-undang
Hak Cipta Buku ini dibeli oleh Departemen Pendidikan Nasional
dari Penerbit Setia Purna Invest
Developing English Competencies
for Grade X
Senior High School (SMA/MA)
Writers : Achmad Doddy
Ahmad Sugeng
Effendi
Editors : Editor Team of Setia Purna Inves
Layouters : Layouter Team of Setia Purna Inves
Illustrator : Illustrator Team of Setia Purna Inves
Cover Designer : Designer Team of Setia Purna Inves
Cover Photo : Documentation of Setia Purna Inves
Book Size : 17.6 × 25 cm
Diterbitkan oleh Pusat Perbukuan
Departemen Pendidikan Nasional
Tahun 2008
Diperbanyak oleh ...
420.07
DOD DODDY, Achmad
d Developing english competencies 1: for Senior High School (SMA/MA)
grade X/Achmad Doddy, Ahmad Sugeng, Effendi; editor Team of Setia
Purna Inves. – Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.
viii, 184 hlm.:ilus.: 25 Cm.
Bibliografi: hlm. 162-162
Indeks
ISBN 979-462-973-1
1. Bahasa Inggris- Studi dan Pengajaran I. Judul
II. Sugeng, Ahmad III. Effendi
iii
Kata Sambutan
Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan karunia-
Nya, Pemerintah, dalam hal ini, Departemen Pendidikan Nasional, pada tahun
2008, telah membeli hak cipta buku teks pelajaran ini dari penulis/penerbit untuk
disebarluaskan kepada masyarakat melalui situs internet (website) Jaringan
Pendidikan Nasional.
Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional Pendidikan
dan telah ditetapkan sebagai buku teks pelajaran yang memenuhi syarat kelayakan
untuk digunakan dalam proses pembelajaran melalui Peraturan Menteri Pendidikan
Nasional Nomor 34 Tahun 2008.
Kami menyampaikan penghargaan yang setinggi-tingginya kepada para
penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada
Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa dan
guru di seluruh Indonesia.
Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada
Departemen Pendidikan Nasional ini, dapat diunduh (down load), digandakan,
dicetak, dialihmediakan, atau difotokopi oleh masyarakat. Namun, untuk
penggandaan yang bersifat komersial harga penjualannya harus memenuhi
ketentuan yang ditetapkan oleh Pemerintah. Diharapkan bahwa buku teks pelajaran
ini akan lebih mudah diakses sehingga siswa dan guru di seluruh Indonesia maupun
sekolah Indonesia yang berada di luar negeri dapat memanfaatkan sumber belajar
ini.
Kami berharap, semua pihak dapat mendukung kebijakan ini. Kepada para
siswa kami ucapkan selamat belajar dan manfaatkanlah buku ini sebaik-baiknya.
Kami menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena
itu, saran dan kritik sangat kami harapkan.
Jakarta, Juli 2008
Kepala Pusat Perbukuan
iv
Preface
Developing English Competencies for Grade X is designed to facilitate you, students
of senior high school (SMA/MA), to communicate in English according to the context
of the language use.
Developing English Competencies for Grade X enables you to access information of
various fields of science to prepare you to go to university.
English learning in Developing English Competencies for Grade X is based on literacy
based approach so you can get many learning experiences by considering the aspects
of interpretation, convention, collaboration, cultural knowledge, problem solving,
reflection and language use.
In Developing English Competencies for Grade X, there are many activities available
for you to do individually or with other students. These activities explore your
creativity. You are expected to be skillful in doing the exercises, acting out dialogues,
constructing sentences or texts and the other activities that facilitate you to be skillful
in using English in communication.
Last but not least, the writers are very grateful to all people who have helped
and given their input, support and encouragement. We would like to thank PT Setia
Purna Inves, especially the editors and team, for facilitating us to publish our work.
Hopefully, this book will help you learn English in a communicative way.
Bandung, July 2008
Writers
v
An Overview of This Book
Developing English Competencies for Grade X comprises 6 chapters and 2 reviews.
Each chapter consists four language skills, i.e. Listening, Speaking, Reading and
Writing.
Below are the characteristics featured in Developing English Competencies for
Grade X
1. Title introduces the theme of the chapter.
2. Chapter Photo represents the theme of the chapter.
3. In This Chapter gives a concise summary of the language functions and
themes that will be learned in the chapter.
4. Text presents a genre related to the theme of the chapter.
5. Genre Structure shows you the generic structure of related genre.
6. Grammar Review focuses on a grammar structure in texts of a certain genre.
7. Dialogue presents natural language set in authentic situations you can relate to.
8. What to Say provides a number of expressions that you can use in certain
situations.
9. Pronunciation Practice provides list of words to be pronounced and practiced
several times until you can pronounce them correctly.
10. Englishclub.com gives some information from the Internet and encouraging
you to know more.
11. New Horizon features extra information related to the theme.
12. Your Project encourages you to perform a project to enhance your lifeskill.
13. UN Shot provides some exercises taken from Ujian Nasional materials.
14. Chapter Summary summarises the material learned in each chapter.
15. Learning Reflection presents what you have learned and what you are
expected to be able to.
16. Review provides a number of exercises from the previous chapters.
17. Glossary provides a list of terms and words from the learning materials in
alphabetical order.
18. Index provides a list of subject and names (authors) in alphabetical order.
vi
Contents
Chapter 1
It's Nice to See You ___________________________________________________ 1
Listening ___________________________________________________________________________ 2
Responding to expressions of greeting introducing, and parting _________________________ 3
Responding to recount texts ________________________________________________________ 5
Speaking ____________________________________________________________________________ 7
Using expressions of greeting and parting ____________________________________________ 8
Introducing oneself and others ______________________________________________________ 9
Performing a monologue of a recount text ____________________________________________ 11
Reading _____________________________________________________________________________ 13
Identifying the structure of a recount text _____________________________________________ 15
Reading and understanding recount texts _____________________________________________ 16
Writing _____________________________________________________________________________ 18
Writing diary _____________________________________________________________________ 18
Writing recount texts ______________________________________________________________ 22
Chapter Summary ____________________________________________________________________ 24
Learning Reflection __________________________________________________________________ 24
Chapter 2
I'm Sorry to Hear That ________________________________________________ 25
Listening ____________________________________________________________________________ 26
Responding to expressions of happiness _____________________________________________ 27
Responding to expressions of sympathy and showing affection _________________________ 28
Responding to narrative texts _______________________________________________________ 30
Speaking ____________________________________________________________________________ 31
Using expressions of happiness _____________________________________________________ 32
Using expressions of sympathy and showing affection _________________________________ 34
Performing a monologue of a narrative text __________________________________________ 35
Reading _____________________________________________________________________________ 37
Identifying meanings and information in a narrative text _______________________________ 40
Reading narrative texts ____________________________________________________________ 42
Writing _____________________________________________________________________________ 46
Developing a paragraph of narrative texts ____________________________________________ 47
Writing narrative texts _____________________________________________________________ 49
Chapter Summary ____________________________________________________________________ 50
Learning Reflection __________________________________________________________________ 50
Kata Sambutan ______________________________________________________ iii
Preface _____________________________________________________________ iv
An Overview of This Book ___________________________________________ v
vii
Chapter 3
Would You Like to Come?_____________________________________________ 51
Listening ____________________________________________________________________________ 52
Responding to expressions of making, accepting and declining an invitation ______________ 53
Responding to expressions of making and cancelling an appointment ____________________ 54
Responding to instructions _________________________________________________________ 56
Speaking ____________________________________________________________________________ 58
Using expressions of making, accepting and declining an invitation _____________________ 59
Using expressions of making and cancelling an appointment ____________________________ 60
Performing a monologue of a procedure text _________________________________________ 63
Reading _____________________________________________________________________________ 65
Identifying the structure of a procedure text __________________________________________ 66
Reading procedure texts ___________________________________________________________ 68
Writing _____________________________________________________________________________ 71
Writing short instructions __________________________________________________________ 72
Writing procedure texts ____________________________________________________________ 73
Chapter Summary ____________________________________________________________________ 74
Learning Reflection __________________________________________________________________ 74
Review 1 ____________________________________________________________ 75
Chapter 4
Congratulations! You Did It Very Well _________________________________ 79
Listening ____________________________________________________________________________ 80
Responding to expressions of congratulating and complimenting ________________________ 81
Responding to narrative texts _______________________________________________________ 83
Speaking ____________________________________________________________________________ 85
Congratulating and complimenting __________________________________________________ 86
Performing a monologue of a narrative text ___________________________________________ 89
Reading _____________________________________________________________________________ 91
Identifying meanings and information in a narrative text _______________________________ 92
Reading narrative texts ____________________________________________________________ 93
Writing _____________________________________________________________________________ 98
Developing a paragraph of a narrative text based on the pictures ________________________ 99
Writing narrative texts _____________________________________________________________ 100
Chapter Summary ____________________________________________________________________ 102
Learning Reflection __________________________________________________________________ 102
Chapter 5
I'm Very Grateful to You _____________________________________________ 103
Listening ___________________________________________________________________________ 104
Responding to expressions of gratitude _______________________________________________ 104
Responding to invitation ___________________________________________________________ 105
viii
Responding to a monologue of a descriptive text ______________________________________ 106
Speaking ___________________________________________________________________________ 107
Expressing gratitude ______________________________________________________________ 108
Performing a monologue of a descriptive text _________________________________________ 110
Reading ____________________________________________________________________________ 115
Identifying the structure and information in a descriptive text ___________________________ 116
Reading descriptive texts __________________________________________________________ 119
Writing _____________________________________________________________________________ 122
Writing short descriptions and announcement ________________________________________ 125
Writing descriptive texts ___________________________________________________________ 126
Chapter Summary ____________________________________________________________________ 128
Learning Reflection __________________________________________________________________ 128
Chapter 6
Headline News ______________________________________________________ 129
Listening ___________________________________________________________________________ 130
Responding to expressions of surprise and amazement _________________________________ 131
Responding to news item texts ______________________________________________________ 132
Speaking ___________________________________________________________________________ 134
Expressing surprise and amazement _________________________________________________ 135
Performing a monologue of news item texts ___________________________________________ 137
Reading _____________________________________________________________________________ 140
Identifying meanings and information in news item texts ______________________________ 141
Reading news item texts ___________________________________________________________ 142
Writing _____________________________________________________________________________ 148
Developing paragraph of news item texts _____________________________________________ 150
Writing news item texts ____________________________________________________________ 151
Chapter Summary ____________________________________________________________________ 152
Learning Reflection __________________________________________________________________ 152
Review 2 ____________________________________________________________ 153
Bibliography ________________________________________________________ 161
Photo Credits ________________________________________________________ 163
Glossary ____________________________________________________________ 164
Index _______________________________________________________________ 168
Tapescripts _________________________________________________________ 169
Answer Key _________________________________________________________ 178
Source: Publisher's Documentation
Listening:
• Responding to expressions of greeting, introducing and
parting
• Responding to recount texts
Speaking:
• Using expressions of greeting, introducing and parting
• Performing a monologue of recount texts
Reading:
• Identifying meanings and information of a recount text
• Reading recount texts
Writing:
• Writing a recount text
• Writing short diaries
It's Nice to See You
Chapter 1
In This Chapter
Source: Publisher's Documentation
1
2 Developing English Competencies for Grade X
In this section, you will learn how to:
• respond to expressions of greeting, introducing and parting;
• respond to recount texts.
Listening
1. What are they doing?
2. Do you think they know each other?
3. What do you say when you meet someone you didn't
know before?
4. Do you ask her/his name?
5. How do you introduce yourself?
6. What do you say when you need to leave the person
you're talking to?
Look at the picture and answer the following questions.
Listen to the tape. Then repeat the following words and
expressions.
Words
Introduce
Introducing
Greeting
Meeting
Parting
Farewell
No.
1.
2.
3.
4.
5.
6.
Expressions
Good morning
How are you
My name is
How do you do
Nice to meet you
See you later
Source: Publisher's Documentation
Activity 1
Activity 2
It's Nice to See You 3
Today is the first day at school for Dian. She meets Rian. Then,
they introduce each other.
Dian : 1 . 2 . 3 .
Rian : 4 . 5 . 6 .
Dian : 7 . We are in the same class, right?
I saw your name in the students' list of my
class.
Rian : Yeah, right. By the way, what book is that?
Dian : This is a book about cooking, Mari Memasak
Sendiri.
Rian : Oh, so you like cooking? I like cooking too.
Dian : Really? Good, so I have a friend to share with.
Anyway, 8 . Bye.
Rian : 9 . 10 .
Listen to the tape and complete the dialogue. Pay
attention to the responses of greeting, introducing
and parting expressions.
Listen to the tape carefully and choose the correct
responses to the expressions you heard.
For example:
You will hear: Hello, I'm Cut Nia. I'm your neighbour.
What's your name?
The correct response for the expression is ....
a. Hello, Cut Nia. Nice to meet you.
b. Hi, Cut Nia. My name is Edo. Nice to meet you.
The correct response is (b) Hi, Cut Nia. My name is Edo.
Nice to meet you.
1. a. Good morning. What's your name?
b. Good morning. I'm Deni.
2. a. How do you do?
b. Hi, Desi. How are you?
3. a. I'm just fine.
b. Good morning. My name is Risa.
4. a. What's your name?
b. Hi, Rudi. Nice to see you.
5. a. Good bye. Nice to meet you.
b. Glad to meet you, too.
Englishclub.com
Want to meet new
people and improve
your social and business
graces? You can visit
the website in www.
ivillage.com. You can
find how to make
proper introductions
at business functions,
parties, dinners and
other social situations.
Activity 3
Activity 4
4 Developing English Competencies for Grade X
Work in pairs and make a dialogue based on the following
situations. Use the expressions and responses you have
learned.
1. You introduce yourself to a new neighbour and ask
him/her to come to your house.
2. You meet a new classmate at school. Ask his/her
name, hometown and address.
3. You introduce yourself to a new English teacher in
the classroom.
4. Your brother/sister brings his/her friends to the
house. Introduce yourself to them.
5. When you are going shopping with your father, you
meet your father's friend. Introduce yourself to him/
her.
1. Where does the dialogue take place?
2. How many persons are involved in the dialogue?
3. What does the girl do while waiting for her friend?
4. What does Lina say to a girl at first?
5. How does the girl respond to Lina's introduction?
6. How does Fanny introduce Lina to Santi?
7. What does Lina say at the end of the dialogue?
Listen to another dialogue and answer the following
questions while you are listening.
Answer these questions. You can add any information
related to the questions.
1. Where did you go on your last holiday?
2. What did you do on your last holiday?
3. Did you have unforgettable experiences on your
holiday? Tell it briefly.
4. How did you feel on your holiday?
Activity 5
Activity 6
Activity 7
It's Nice to See You 5
Listen carefully to the following dialogue and study
it. Then practise it with your friend.
Mirna : Hi, Toni, nice to meet you again after long
holiday.
Toni : Hello. Mirna, nice to meet you too.
Mirna : Anyway, where did you go on the last holiday?
Toni : Well. I went to Bali. It's a wonderful place with
beautiful beaches and sceneries.
Mirna : Wow. It sounds great. What did you do there?
Toni : My family and I spent four nights there in a
bungalow in Kuta beach. I had a great vacation
there. I swam and surfed on the beach. I also
played football and sand with my brother.
Mirna : What else did you do there?
Toni : The next morning I visited another small island
around Bali on a boat. It was a great experience
to see many beautiful places and have a talk
with tourists there.
Mirna : What did you do before you left Bali?
Toni : On the last day, I went to the merchandise
shops and bought some stuffs there. I bought
shirts, shorts, and also traditional clothes.
Unfortunately I couldn't afford to buy a surfing
board because it was too expensive.
Mirna : Well, it's nice to hear your story. I hope that I
can also visit Bali someday.
Listen to these past tense verbs taken from the dialogue
and repeat after your teacher.
1. was /wəz/
2. did /dɪd/
3. had /həd/
4. went /went/
5. left /left/
6. swam /swæm/
7. bought /bɔ:t/
8. surfed /sɜ:fd/
9. played /pleɪd/
10. visited /vɪzɪtɪd/
UN Shot
Mitha :
Good morning, Sir.
Mr. Harry :
Good morning Mit, sit
down. This is Mr. Johny.
He is one of the judges
in the speech contest
attended last week.
Mitha :
Oh, I see. How do you
do Mr. Johny?
Mr. Johny : ...., Mitha
a. How are you
b. Good morning
c. How do you do
d. You're welcome
d. It's all right
(UAN 2004)
Activity 8
Activity 9
6 Developing English Competencies for Grade X
Listen to the tape and fill in the following form based
on the text you heard.
Event 1:
Event 2:
Listen to the tape carefully. Correct the words in the
brackets based on what you heard.
Yogyakarta
April, 1st 2008
Dear Evi and Andi,
Just a note to let you know that we (have) a wonderful
holiday in Bali. It was a really great place. The people are
friendly, the food's great, and the weather's a lot better (as/
than) at home. Can you (believe) it?
Most days were pretty (lazy/lazily). I (swim) two or
three times a day, but my brother Fachri just (spend) all his
time lying on the beach with his eyes closed.
Last Saturday I (get) on the bus and (go) to the north
and of the island, It was much (quiet) there than here–very
beautiful, but no tourists. The next day we (go) across to
the east coast (see) some of the old villages.
I (learn) Balinese–I still can't (say) much, but it was
fun to try. Fachri actually (speak) it quite well, but he was
afraid to open his mouth, so I was the one who talked to
people.
Love to your parents. See you soon, I (hope).
Aisha
Activity 11
Activity 10
It's Nice to See You 7
Answer these questions orally.
1. What will you say when you have to introduce
yourself to someone you didn't know before?
2. Is it alright if you ask his/her name after introducing
yourself?
3. Is it alright to ask his/her age?
S pe aking
In this section, you will learn how to:
• introduce yourself and others;
• say greetings and partings;
• perform a monologue of recount texts.
Study the following dialogues. Act them out with your
friends'.
Dialogue 1
Today is the commemoration of National Education Day. Every
province in Indonesia sends their representatives to attend
outstanding students gathering in Jakarta.
Asep : Hello, let me introduce myself. My name is Ali.
I study at SMAN 19 Bandung.
Denias : Hi, I'm Denias, I'm from Papua. Nice to meet
you.
Asep : Nice to meet you too. Let's go to the crowd.
Denias and Asep go to the crowd and they meet a girl.
Sri : Hi, Asep. How are you?
Asep : I'm fine. How about you?
Sri : I'm fine too. Thank you.
Asep : Elvi, this is Denias, my new friend.
Denias : Hi. How do you do? Pleased to meet you.
Sri : How do you do? Pleased to meet you too.
Denias : By the way, what is your hobby?
Sri : I like cooking very much. I can spend my
whole day for cooking.
New Horizon
If the person you are
introducing has a
specific relationship
to you, make the
relationship clear by
adding a phrase such
as 'my boss', 'my wife'
or 'my uncle'. In the
case of unmarried
couples who are living
together, 'companion'
and 'partner' are good
choices.
Source: www.ivillage.com
Activity 1
Activity 2
8 Developing English Competencies for Grade X
Denias : Wow, great. My hobby is cooking too. Will
you tell me how to cook special foods from
your province? I'd like to know them.
Asep : Alright my friends, let's talk about cooking
later. We should go to the palace to meet the
President of Indonesia.
Denias and Sri : Let's go. We can talk about cooking
later.
Dialogue 2
Cipto waiting for Andi and Yani, his new colleague at the
airport.
Andi : Excuse me. Are you Henri?
Cipto : Yes. I'm Cipto Susanto.
Andi : How do you do, Cipto? I'm Andi from
University of Jakarta.
Cipto : How do you do, Cipto. Nice to see you.
Andi : Nice to meet you, too. Did you have a good
journey?
Cipto : Yes. It was fine, thanks.
Andi : Let me help you to bring your suitcase.
Cipto : That's very kind of you.
Andi : Not at all. Let me introduce you to my friend
Yani this is Cipto. Cipto this is Yani.
Yani : Hello, Cipto. Nice to meet you.
Cipto : Pleased to meet you, too. How's the trip?
Yani : Well, It's nice and exciting.
Cipto : Great, then. You must be tired. I'll take you to
the Hotel first.
Andi : OK. Thanks, Cipto.
Read the dialogues once again. Can you identify the
expressions of greetings, introducing, meeting and
parting?
UN Shot
Jack : Rita , ....
Rita : Pleased to meet
you.
Don : Pleased to meet
you too.
a. Don is my friend
b. Don wants to meet
you
c. Don't you know Don
is my friend
d. I'd like you to meet
my friend Don
e. Please introduce
your self to Don
(UN 2003/2004)
Activity 3
It's Nice to See You 9
Greetings
• Good morning.
• Good afternoon.
• Good evening.
• How nice to see you
• Hello.
• How are you?
• How do you do?
• How're you doing?
• Hi!
Responses
• Good morning.
• Good afternoon.
• Good evening.
• Yes, it's been so nice.
Hello.
• Fine, thanks.
• How do you do?
• Not bad.
• Hi!
What to Say
Partings
• Good night.
• Goodbye.
• See you later.
• Bye.
Introducing yourself
• First let me introduce
myself.
• My name is ....
• Allow me to introduce
my self.
• I'm ...
• Excuse me my name's
...
• How do you do? My
name is ....
• Hi! I'm ...
• Hello! My name is ...
• Good morning. My
name's ...
Responses
• Good night.
• Goodbye.
• See you.
• Bye.
Introducing someone
• I would like to
introduce you to ....
• Let me introduce you
to ...
• This ...
• Allow me to
introduce ....
• I'd like you to meet ...
• Do you know ...
• Oh look, here's Peter.
• Peter–Jeny, Jeny–
Peter
Study the following expressions of greetings, introducing, meeting
and parting.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
10 Developing English Competencies for Grade X
1. You introduce yourself to Mr Hutagalung and he
responds to the introduction.
2. Wayan is your friend. He introduces Sofyan, his
brother, to you.
3. In the classroom, Dewi, your friend, introduces you
to Tini, her sister.
4. At a meeting, you introduce Mr Lubis, your English
teacher, to your father.
Work in groups and perform a dialogue based on the
following situations.
v
Pronounce these words after your teacher.
Some words have plural forms ending in an /s/ sound.
Some have plural forms ending in a /z/ sound.
/s/
• book-books /bʊks/
• group-groups /gruːps/
• shout-shouts /∫aʊts/
• chief-chiefs /t∫iːfs/
• state-states /steɪts/
Pronunciation Practice
Work in pairs and complete the dialogue. Then practise
it with your partner.
Budi introduces himself to Rendi on the way home from the
school.
Budi : 1 . Haven't we met before?
Rendi : I don't think so.
Budi : Anyway, 2 Budi.
Rendi : 3 Reni.
Budi : Do you somehow stay around here?
Rendi : Yeah. I stay in the Uptown Apartment on fifth
Avenue.
Budi : That's great. I also stay there on eleventh
floor.
Rendi : Mine's on tenth floor. Sorry, I have to get going.
4 .
Rendi : See you then. Goodbye.
Budi : 5 .
/z/
• day-days /deɪz/
• flag-flags /flægz/
• leaf-leaves /li:vz/
• dog-dogs /dɔgz/
• wife-wives /waɪfz/
Activity 4
Activity 5
It's Nice to See You 11
Ask your partner and say what you did last weekend.
Look at the following example.
Ask other students about their weekend and their
special experiences. Then complete the following
table with different names.
Read aloud the following text. Pay attention to your
pronunciation and intonation. Study the events.
Name
Deni
Time/When?
Sunday afternoon
Special Events
He made a goal.
No.
1.
2.
3.
4.
5.
Activities
Played football
For example:
1. You : What did you do on your last weekend?
Your friend : It was alright. I didn't do anything
special.
2. You : Did you have a good weekend?
Your friend : Yes. It was great. I had a lovely time. I
went to theatre and I watched a great
movie.
Last weekend, my friends and
I went camping. We reached the
camping ground after we walked for
about one and a half hour from the
parking lot. We built the camp next to
a small river. It was getting darker and
colder, so we built a fire camp.
The next day, we spent our time
observing plantation and insects while
the girls were preparing meals. In the
afternoon we went to the river and
caught some fish for supper. At night,
we held a fire camp night. We sang,
danced, read poetry, played magic
tricks, and even some of us performed
a standing comedy.
On Monday, we packed our bags
and got ready to go home.
Text by Agus Molgana
Activity 6
Activity 7
Activity 8
12 Developing English Competencies for Grade X
Answer these questions based on the text in Activity 8.
1. What did we do last weekend?
2. How long did we reach the camping ground?
3. When did we build the camp?
4. What did we do on the next day?
5. What activities did we do at the night of a fire camp
night?
Work in pairs and match the following time line with
its activities.
After setting the timeline into a good order in Activity
10, in groups make your oral recount by referring to
the activity in each time.
Now make your own timeline on last your last weekend
and present it to the class.
Activity 9
Activity 12
Saturday 6.30 a.m accompanied my mother to shop
1 pm had Padang food for dinner
4 p.m attended an extracurricular activity
7 p.m helped my uncle water the flowers
9 p.m tidied my bedroom
Sunday 5 a.m went swimming
10 a.m watched TV and ate snacks
12.30 p.m prepared shoes for jogging
3.30 p.m visited my grandma's house
6 p.m did homework and watched TV
Activity 10
Activity 11
It's Nice to See You 13
Answer these following questions.
1. Do you have any interesting experience to tell?
2. Can you recall it?
3. Will you tell your experience to your friend?
Read the following text about someone's experience.
Reading
In this section, you will learn how to:
• identify the structure of recount texts;
• read and understand recount texts.
Meeting a Star
On Saturday morning at 9:30, I was
walking down Sunda Street, looking
for a record store. A man stopped me
and asked me the way to the Hyatt
Hotel. I wasn't sure exactly where it
was, but I walked with him to the end
of Sunda Street. He was very friendly,
and his face looked so familiar. Then I
remembered where the Hyatt was and
told him how to get there. He thanked
me and tried to give me something.
I thought it was money. I said 'no' at
first, but he really wanted me to have
it, so I took it.
I found the record store and listened
to a few records. D' Masive had a new
record that was number two in the top
twenty. I decided to buy it. I looked
in my bag for my wallet and found a
piece of paper the man gave me. It was
a photo. I was so surprised! He was a
singer in D' Masive!
Adapted from New Horizons in English 4, 2002
Answer these following questions based on the text in
Activity 2.
1. Where was the writer?
2. What was he doing?
3. What did the man ask the writer?
4. How was the man's character?
5. Did the writer help the man?
6. What did the writer decide to buy?
7. What did he find in his wallet? Explain.
8. How was he when he knew who the man was?
Activity 1
Activity 2
Activity 3
14 Developing English Competencies for Grade X
I had a terrible day yesterday. First,
I woke up an hour late because my
alarm clock didn't go off. Then, I was
in such a hurry that I burned my hand
when I was making breakfast. After
breakfast, I got dressed so quickly that
I forgot to wear socks.
Next, I ran out of the house trying
to get the 9:30 bus, but of course I
missed it. I wanted to take a taxi, but I
didn't have enough money.
Finally, I walked the three miles to
my school only to discover that it was
Sunday! I hope I never have a day as
the one I had yesterday.
Taken from Ready to Write, 2003
Read the text and choose the correct answer to the
following questions.
My Day
1. What happened to the writer yesterday?
a. He has a terrible day.
b. He gets a terrible day.
c. He had a terrible day.
d. He got a terrible day.
2. Why did he wake up an hour late?
a. Because he didn't set alarm clock.
b. Because his alarm clock didn't go off.
c. Because he didn't see alarm clock.
d. Because his alarm clock didn't work.
3. What did he do after having breakfast?
a. He got dressed so quickly that he forgot to wear
socks.
b. He wear socks so quickly that he forgot to get
dressed.
c. He ran out of the house trying to get the 9:30 bus.
d. He burned his hand when he was making
breakfast.
4. How far did the writer walk?
a. He walked for two miles.
b. He walked for three miles.
c. He walked for four miles.
d. He walked for five miles.
Activity 4
New Horizon
When writing
recounts you should:
- focus on individual
people ie use the
words, I or we
- use words which
indicate when (eg after
lunch) and where the
events took place (eg in
the shed)
- write in the past tense
eg had, visited
- use action words eg
helped, crutched.
Source: www.lmpc.edu.au.
It's Nice to See You 15
Read and study the text structure of the recount text in
Activity 4.
Read the words taken from the text and find their
synonyms.
Paragraph
• I had a terrible day yesterday. First,
I woke up an hour late because my
alarm clock didn't go off (paragraph 1)
• Next, I ran out of the house trying to
get the 9:30 bus, but of course I missed
it. I wanted to take a taxi, but I didn't
have enough money (paragraph 2)
• Finally, I walked the three miles to
my school only to discover that it was
Sunday! I hope I never have a day as
the one I had yesterday (paragraph 3)
Generic Structure
• Orientation: provides the setting and
introduces participants.
• Events: tell what happened, in what
sequence.
• Re-orientation: optional closure of
events.
1. wanted /wɒntɪd/
2. ran out /rʌn aʊt/
3. walked /wɔ:kd/
4. forgot /fə'gɒt/
5. missed /mɪsd/
6. burned /bɜ:nd/
7. woke up /wɒk ʌp/
8. hurry /hʌrɪ/
9. terrible /'terəbl/
10. quickly /kwiklɪ/
5. What does the writer hope?
a. The writer hopes to discover that it was Sunday.
b. The writer hopes to take a taxi.
c. The writer hopes he never had a day like
yesterday.
d. The writer hopes that yesterday will be better.
Activity 5
Activity 6
16 Developing English Competencies for Grade X
Read the following text and identify its text structure.
Work in pairs.
I woke up at about five o'clock
yesterday. It wasn't a regular day,
because I was about to propose a girl.
After praying and taking a bath,
I had my early breakfast. At about
nine o'clock I was in my office but
my soul wasn't there. I was thinking
about the lines that I had to say to
her. At one o'clock, I had my lunch
but I wasn't enjoying it either. So, I
practiced the lines to almost all girls I
met at my lunch. Yes, I was a little bit
crazy. Finally, it was three o'clock. I
remembered all my lines. I wrapped
my works and got ready to pick her up
and of course proposed her.
I met her at four o'clock, took a
little walk and went to a movie. At
seven, we had a romantic dinner. I
thought it was the perfect time to ask
her to be my wife. Then I said the lines
that I practiced the whole afternoon.
She smiled. I reached my pocket to
get a ring and put it around her finger.
Then she said "Yes." After driven her
home I went back to my house.
Taken from New Horizons in English, 2002
Grammar Review
Using Prepositions of Time
It is important to use correct prepositions to show
time relationship.
Study the prepositions of time and the example.
• Use at with specific times: at 5:00/at 7:30/at noon/
at midnight
• Use from and to with a span of time: from 6:00 to
9:00/from 1941 to 1945
• Use in with other parts of the day: in the afternoon/
in the morning/in the evening (exception: at night)
• Use in with months: in August/in June
• Use in with years: in 19999/in 2001
• Use in with seasons: in the spring/in the summer/
in the winter
Activity 7
It's Nice to See You 17
Complete the sentences with the correct prepositions.
• Use on with days of the week: on Sunday/on
Tuesday/ on Friday
• Use on with specific dates: on June 30 on April
21, 2001/on New Year's Eve
1. I lived in Jakarta 1995 1998.
2. Linda was born 1952.
3. She was born October 31, 4:00
the afternoon.
4. I'll meet you for lunch Tuesday
noon.
5. Rudi goes to Singapore every weekend. She takes the
train Saturday 9.00 the
morning and arrives in Singapore 10:45.
Read the following text and identify the prepositions of
time in the text.
Activity 8
Activity 9
My mother got me ready for school then I had to
wait for her to brush my hair and place every strand
in just the perfect position. I had to show her my shoes
that I had cleaned the night before and my school bag
had to be neatly put on my shoulder before I could
get near the door. Only after my mother was totally
satisfied would I be allowed to rush out of the front
door.
I would leave home at 8 am on the dot and make
my way down the lane. After a walk of about 700
metres I would be able to see the tall steeple of the
school.
The playground would be full in the summer and
the noise would make me want to rush into the yard
and get into a good game of football before the bell
went.
Adapted from www.lmpc.edu.au
18 Developing English Competencies for Grade X
Answer the following questions.
1. Do you have a diary?
2. What do people usually write in it?
3. What sort of advantages can people get from writing it?
4. Have you ever written your past experience in a diary?
5. If yes, what was it about?
Writing
In this section, you will learn how to:
• arrange recount texts;
• write recount texts.
Pay attention to the following diary. Answer the questions
that follow.
March, 28th 2008
08.00 p.m.
This morning Andika called me. I was surprised. I
wondered from whom he got my cell phone number.
Confuse. Happy. Speechless. My heart beat faster when I
heard his voice.
Lovely
Luna
1. When did Luna write her diary above?
2. Who called her?
3. How did she feel when Andika called her?
4. Did she know where Andika got her number?
5. How is Luna's feeling for Andika? Do you think she
likes him?
Text by Apel
Your Project
You might have an
interesting experience
lately. Write it in your
diary. It will be so much
fun when you read what
you have written a few
years later.
Activity 1
Activity 2
It's Nice to See You 19
Arrange the following sentences into the correct order.
Arrange them so they follow a logical time order. Then
use all the sentences to write the paragraph.
Deri saved his money and spent two months travelling
around the world. He wrote his journey in his diary.
I spent a week in New York and then flew to
London and enjoyed several weeks in Europe.
When I had seen the sights in Europe, I took a train
to Istanbul and visited many places in Asia.
First, I flew from his home in Mexico City to New
York City.
After through Asia, I went to south America and
finally back home to Indonesia.
Study the following schedule. Write a paragraph that
telling past events based on the schedule. Remember
to begin with topic sentences.
Tuesday 08.30-9.00 greet new students
9.00-10.30 give test to new students
10.30-11.30 order new text books
11.30-12.00 make phone calls
12.00-1.00 have lunch with teachers
1.00-3.00 observe classes
For example:
Last week I had a busy schedule in my class. At 08.30, I
came in to the class and greeted the students. ....
Activity 3
Activity 4
20 Developing English Competencies for Grade X
Punctuate and capitalise the following text. Rewrite
it using your own words.
Read this story. As you read the text, decide the
conclusion at each stage. Write it in your workbook.
Blind Date
The phone call
Her story
Doni got my name from a friend.
He telephoned me and invited me to
see a film and I accepted. However
I explained that it was time for my
piano practice, he started talking about
himself, and there was no stopping
him. I couldn't have got in a word
edgewise even if I had wanted to.
His story
Maya is a friend of Galih. He told
me that she was really pretty and had
a lovely personality, so I rang her and
asked her for a date. I was delighted
when she agreed but it was really
difficult talking to her. She wouldn't
say a word. I had to carry on the whole
conversation myself.
Activity 5
Activity 6
every april 21 people in indonesia
commemorate the kartini day. it is
beautiful day for the woman because
we celebrate the birth of great lady ra.
kartini. everyone knows who kartini is.
she is our national heroine and a great
lady with the bright idea
kartini was born in 1879 april 21 in
mayong jepara. her father was rmaa.
sosroningrat wedana (assistant of head
of regency) in mayong. her mother, ma
ngasirah was a girl from teluk awur
village in jepara as the daughter of a
noble family, she felt luck because she
got more than the ordinary people got.
she got better education than other
children
in november 12 1903 she married
adipati djoyodiningrat, the head of
rembang regency. according to javanese
tradition kartini had to follow her
husband. then she moved to rembang.
in september 13 1904 she gave a birth to
her son. his name was singgih. but after
giving birth to a son, her condition was
getting worse and she finally passed
away on september 17 1904 on her 25
years old
now kartini has gone. but her spirit
and dream will always be in our heart.
nowadays indonesian women progress
is influenced by kartini's spirit stated on
collection of letter habis gelap terbitlah
terang from the dusk to the dawn
Adapted from www.recount.peperonity.com
r a kartini
It's Nice to See You 21
The arrival
Her story
When he came to pick me up,
I was getting ready. When I came
to the door and saw the ridiculous
outfit he was wearing, I almost died
of embarrassment. Then he suggested
that we took a bus. I didn't know where
to look.
His story
I got there on time. Her Mom
answered the door and asked me
what I wanted. I explained that I was
Maya's date. I think she was impressed
by my suit, and you should have seen
Maya's face when she first came to the
door! As we walked to the bus stop
she grumbled that Galih always took
her out by car. I told her she looked
lovely!
The movie
Her story
He laughed so loudly that
everybody turned round to look at
us. I whispered 'be quiet' several
times but it had no effect. He also
made a loud noise eating his popcorn.
I wanted to crawl into a hole.
His story
She was a real bore. The film was
very funny, but she kept muttering
throughout. She refused everything
that I offered her.
The meal
Her story
He took me to a cafe, and insisted
on ordering a whole meal for me. It was
awful. I wasn't even hungry.
His story
She let me order the most expensive
dish on the menu and she didn't even
touch a bite. She explained that she
was still full from lunch, but I think
she wanted to go somewhere more
expensive. She's a real snob.
The future
Her story
Would I go out with him again?
You must be joking. I never want to
see him again. He was so insensitive.
His story
I would never call her again. She
behaved terribly, and never apologized.
One date with her was more than
enough.
Adapted from New Horizons in English 4, 2002
22 Developing English Competencies for Grade X
Look at the pictures and arrange the sentences in the
correct order to form a meaningful paragraph based
on the pictures.
1
3
5
7
2
4
6
8
a. It was an interesting film about a plane which crashed
on a small empty island in the Pacific Ocean.
b. After a few weeks, the passengers were eating raw
fish and meat.
c. Although the passengers were safe, nobody knew
where the plane had crashed.
d. It was an American movie called The Lost Flight.
e. So the passengers had to learn how to hunt for food
in the jungle and how to catch fish from the sea to
eat.
Activity 7
It's Nice to See You 23
Work in groups of four and everyone should share
his/her unforgettable experience. Decide one that
the group think is the most unforgettable. Then write
a diary and tell it in front of the class.
Yesterday, Vicki had a birthday for her friend. She
made a list of things she had to do before the party.
She put the things on her list in time order. Use her
list to write a paragraph about the things she had to
do. Remember to begin with a topic sentence and
use signal words.
Now think of your most memorable experience and
write it like a diary entry. Consider the following.
• buy food for dinner at supermarket
• pick up birthday cake at bakery
• clean house
• make dinner
• wrap present
• set table
1. What was it?
2. When and where did it happen?
3. Who was involved?
4. How was it memorable? And why?
f. My sister and I went to see a film last night.
g. After they had been on the island for two months,
three of the men made a boat and sailed away to find
help.
h. It showed how people can quickly change when they
have to look after themselves in the jungle.
i. But my sister and I enjoyed the film.
j. But their boat sank and they were drowned.
k. The film ended without saying whether the passengers
were rescued or not.
Activity 8
Activity 9
Activity 10
24 Developing English Competencies for Grade X
After learning the lesson in this chapter, you are expected to be able to:
1. respond to the expressions of introducing, meeting and parting;
2. respond to oral instructions;
3. introduce yourself and others;
4. say greetings and goodbye;
5. perform a monologue of recount texts;
6. identify ideational meaning in the recount texts;
7. identify the structure of recount texts;
8. write a recount text.
Now, answer the questions:
1. How do you introduce yourself?
2. What do you say to greet people?
3. What do you say when you need to leave the person you're talking to?
4. Write your last holiday experience and tell it to your friends.
If you find some difficulties, consult your teacher or discuss with your friends.
Learning Reflection
1. Language Functions
a. Introducing
• Hi, I am Deri.
• Hello, my name is Dewi.
b. Greeting
• Hi!
• Hello.
• Good morning.
• Good evening.
c. Parting
• Goodbye.
• See you later.
• Good night.
2. Genre
Recount
Social function : to retell events for the purpose of informing or entertaining
Generic structure
- Orientation : provides the setting and introduces participants
- Events : tell what happened, in what sequence
- Re-orientation : optional-closure of events
Chapter Summary
I'm Sorry to Hear That
Chapter 2
Source: Publisher's Documentation
Listening:
• Responding to expression of happiness
• Responding to expressions of sympathy and showing affection
• Responding to narrative texts
Speaking:
• Using expression of happiness
• Using expressions of sympathy and showing affection
• Performing a monologue of narrative texts
Reading:
• Identifying the structure of a narrative text
• Reading narrative texts
Writing:
• Developing a paragraph of a narrative text
• Writing a narrative text
In This Chapter
25
26 Developing English Competencies for Grade X
Listening
In this section, you will learn how to:
• respond to expression of happiness;
• respond to expressions of sympathy and showing affection;
• respond to narrative texts.
1. What do you think of the situations? Are there good
news or bad news?
2. What do you feel when you hear a good news?
3. What do you feel when you hear a bad news?
4. How do you respond to someone telling you a good
and a bad news?
5. What will you do or say to show your happiness?
6. What will you do or say to show your sympathy?
7. Will you be surprised especially when hearing the
bad news?
Study the following situations and answer the questions.
• You are informed that your father has just got
promotion in his workplace.
• Your English teacher told you that you score in the
last test is excellent.
• The debate team of your school won the national
debate competition.
• Your friend hurt himself when playing football.
• Your sister slipped and she was in such pain. She
couldn't even stand up because she broke her
ankle.
• Your friend's father suddenly passed away soon
after he got off from the bus.
Activity 1
I'm Sorry to Hear That 27
Listen to the tape carefully. Then, repeat the words
and expressions.
Words
good news
happy
happiness
bad news
sympathy
affection
terrible
condolence
Expressions
It's really great. I'm so happy.
I'm delighted to hear that.
It gives me satisfaction.
I'm very sorry to hear that!
That is a pity/shame!
Are you OK?
What a terrible situation!
Please accept my condolences!
No.
1.
2.
3.
4.
5.
6.
7.
8.
Listen to the tape and choose the best response from
the expressions you hear.
For example:
You will hear: My sister got a car accident last night.
The best response is ….
a. Oh really? It is nice to hear that.
b. Oh really? I'm sorry to hear that.
The correct response is (b) Oh really? I'm sorry to hear that.
1. a. Oh, that's good news.
b. Oh, that's bad news.
2. a. How terrible!
b. I'm delighted to hear that.
3. a. Is that right? That's too bad.
b. Is that right? How nice! I'm happy with that.
4. a. I'm sorry to hear that.
b. How poor she is.
5. a. Oh really? That's too bad.
b. Oh really? That's great.
Activity 2
Activity 3
28 Developing English Competencies for Grade X
Listen to the tape and complete the following dialogues.
Pay attention to the expressions for showing happiness,
sympathy and affection.
Dialogue 1
Hani gets a gift from her mother. She is very happy.
Mother: My dear daughter, your father said that he would
take you to the department store.
Hani : Hooray! That's 1 . When do we go there,
Mom?
Mother: Perhaps after dinner. Father will buy a new
pair of shoes for you. Frankly we both are so
2 for your performance at school.
Hani : Thanks for your praise, Mom. I am also
3 to have parents like you both.
Mother: You are a wonderful daughter for us. I'm so
4 to be your Mom.
Hani : Thanks Mom.
Dialogue 2
Deni tells Andi bad news. Rudi, his friend, has just got an
accident.
Deni : Hi, Andi. 1 that Rudi fell off when he
was riding his motorcycles?
Andi : Oh really? 2 ! What happened?
Deni : He was riding in a big storm. He must have
skidded in the rain.
Andi : Oh 3 . Was he badly injured?
Deni : Sure, he was such in pain.
Andi : He wasn't, was he?
Deni : He was. He couldn't 4 . He broke his
legs.
Andi : 5 . Where is he now? Is he in the
hospital?
Deni : He is still in the Emergency Unit of Sumber Waras
Hospital.
Andi : I'll 6 in the hospital right away.
New Horizon
What's the difference
between sympathy and
empathy?
Sympathy is the act
of imagining and
interpreting the
thoughts, experiences,
and perspectives of
others from our own
lens (e.g. our history,
experiences, priorities
and values).
Empathy the act
of attempting to
understand the
thoughts, experiences,
and perspectives of
others from their own
lens (e.g. their history,
experiences, priorities
and values).
Source: www.about.com
Activity 4
I'm Sorry to Hear That 29
Listen and study these expressions. Then make the
best response for each expression.
Listen to the following dialogue and answer these
questions based on what you heard.
1. Congratulations. You get Rp 10.000 credit bonus.
2. You are excellent and brilliant. You got a great mark
for the final test.
3. Well done. You get a free ticket for this holiday.
4. I've lost my wallet somewhere. It's got Rp. 100,000,-
on it.
5. Did you hear that Mr. Rendy got a serious cancer
disease?
6. I heard that Budi was in jail. He was arrested for
traffic violence.
7. Rendi was knocked down by a car. He was in hospital
for five weeks.
8. Yesterday, on the TV news, I saw a bad thunder
storm in California. Many people died and got serious
injured.
1. What is the dialogue about?
2. Who are involved in the dialogue?
3. What is Boni looking for?
4. What kind of books does he need?
5. What do you know about folktales?
6. Do you like to read or hear stories?
7. What kind of stories do you like?
8. What is your favourite story?
Listen to the statements and complete the following
table. Number one has been done for you.
Types of the Story
fairy tales
Name
Rani
Title of the Story
Cinderella
No.
1.
2.
3.
4.
Activity 5
Activity 6
Activity 7
30 Developing English Competencies for Grade X
Listen to the tape and complete the following story.
The Little Girl and the Wolf
James Thurber
One afternoon, a big wolf 1
in the dark forest for a little girl to
come along carrying 2 to her
grandmother. Finally, the little girl
came along and she was carrying a
basket of food. "Are you carrying
that basket to your grandmother?"
3 the wolf. The little girl said
yes she was. So the wolf asked her
where her grandmother lived and the
little girl told him and he 4 into
the woods.
When the little girl 5 the
door of her grand mother's house, she
saw there was somebody in bed with
a nightcap and 6 . She had
approached no nearer than twenty-five
feet from the bed when she 7 it
was not her grandmother but the wolf,
for even in a nightcap a wolf doesn't
look anymore like your grandmother
than 8 lion looks like Calvin
Coolidge. So the little girl took an
automatic out of her basket and shot
the wolf dead.
Taken from Readings to Remember, 2004
Different writers organise their stories in different ways.
However, they usually give their information about:
• the setting (the place, time)
• the characters (the people in the story)
• the events (the conflict in the story)
• the outcome (what happened in the end)
Study the following explanation. Then, listen to your
teacher reading another story and complete the table.
Setting Characters Events Outcome
Activity 8
Activity 9
I'm Sorry to Hear That 31
Speaking
In this section, you will learn how to:
• use expression of happiness;
• use expressions of sympathy and showing affection;
• perform a monologue of narrative texts.
Answer these questions orally.
Read and practise the following expressions. Pay
attention to your pronunciation and intonation.
1. What do you usually say when you are pleased or
happy?
2. What do you usually say when you want to attract
someone's attention?
3. Do you have different expressions when showing
your happiness in front of your friends and elderly
people? If yes, what are the expressions?
4. One of your friends had an accident. What do you say
to show your sympathy?
5. Your brother has a problem. He looks sad. What will
you say to show your affection?
1. It's really great. I'm so happy.
2. I'm delighted to hear that.
3. It gives me a great pleasure.
4. What a nice news. It makes me happy.
5. I'm really sorry to hear that!
6. Oh that's awful. What a shame.
7. Are you fine?
8. Oh dear. I know how it feels.
9. Please accept my condolences!
10. What a terrible situation for you.
Activity 1
Activity 2
32 Developing English Competencies for Grade X
Read and practise the following dialogues. Then act
them out in front of the class. Pay attention to your
expressions.
Dialogue 1
Retno gets a good news about her job application. She is very
happy.
Retno : Dad, where is mom?
Father : She is back there.
Retno : Mommy, Mommy….
Mother : I'm right here. What's up?
Retno : Mom, you know, I sent a job application to a
big international company near the downtown
a couple of days ago and just now I got a phone
call from the company that I get accepted. I am
going to work. It's lovely.
Mother : Yes, that's wonderful. Come on. Go tell your
daddy.
Retno : Yes, I will. I'm so happy right now.
Dialogue 2
Basri shows his sympathy to his friend, Ali.
Basri : Hi, Ivan. You don't look very happy. Is everything
alright?
Ali : Well, this week has been so terrible for me.
Basri : Really? I'm sorry to hear that. What actually
happened?
Ali : My grandmother passed away on Tuesday.
Basri : Was she ill or something before she died?
Ali : No, no. She was badly hurt because of a car
accident.
Basri : Oh really? What happened?
Ali : She was driving a car and suddenly a speedy
truck bumped into her car in front. So her death
was really a shock for me and my family. I can't
still believe that she's gone.
Basri : Of course. It's always hard to lose someone you
love. However, I'm pretty sure next week will
be better for you.
Ali : Thanks. I hope so.
UN Shot
X : I haven't met John
for three days.
What happened
to him?
Y : He was sent
to the hospital
because of his
sickness.
X : Oh, poor John. I
hope he'll be better
soon.
The italicised
sentence is used
to express ....
a. pleasure
b. agreement
c. sympathy
d. expectation
e. satisfaction
(UAN 2005)
Activity 3
I'm Sorry to Hear That 33
What to Say
Showing Affection (Giving Attention)
• What should I do to cheer you up?
• I really care about you?
• Don't you worry. I'm with you.
• What's wrong with you?
• Hope you will be fine.
• Are you OK?
Showing Happiness
• It's really great. I'm so happy.
• I'm delighted to hear that.
• It gives me a great pleasure.
• Nice news! Or good News! It makes me happy.
• Hooray!
• It's lovely.
Showing Sympathy
• You have my deepest sympathy.
• What a terrible situation for you.
• I do sympathise (I assure you).
• I'm extremely sorry to hear that.
• I know how it feels
• Oh what a shame ....
• Oh that's awful.
• Oh dear, sorry to hear that.
Study the following expressions of showing happiness, sympathy
and affection.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
34 Developing English Competencies for Grade X
Work in pairs and complete the dialogues with the
expressions you have learned. Then practise them with
your friends'.
Dialogue 1
Wandi gets a scholarship. He is very happy.
Wandi : Mommy, mommy….
Mother : I'm right here. What's up?
Ranti : Mom, you know what. My teacher told me that
I am one of the students who get a scholarship
from a national University in Jakarta.
Mother : Oh really, that's excellent. I'm for
you.
Ranti : Thanks Mom. I'm so now.
Dialogue 2
Eka asks her boss to have a few days off because her father has
passed away.
Eka : Excuse me, Sir.
Mr Andrew : What can I do for you, Eka?
Eka : Well, I'm afraid I cannot finish my job at
the moment, Sir.
Mr Andrew : Are you serious? We need to finish this
project right away.
Eka : I know that Sir, but I have just received a
call from my mother telling me that my
father has passed away.
Mr Andrew : Oh, I'm . You have my sincere
. Take all the time you need.
Don't worry about this project. I'll take
.
Eka : Thank you, Sir.
Now, make dialogues based on the following situations.
Use the expressions you have learned. Then act them
out with your friends'.
1. Your English teacher told you that you score in the
last test is excellent.
2. Your friend's father has passed away. Express your
sympathy in the dialogue.
Activity 4
Activity 5
I'm Sorry to Hear That 35
1. What do you know about storytelling?
2. Did you ever tell a story to your friend?
3. If yes, what was the story about?
4. What can you get from a story?
Answer the following questions.
Read aloud the following story. Do a storytelling to
your friends. Pay attention to your intonation and
expressions.
A stupid man was sent by his
father to sell salt. He first went to a
mining area but nobody there wanted
his salt. When he returned home, his
father told him that if he had helped
the miners to dig, they would have
bought his salt.
The man next went to a house
where a wedding was taking place.
There he dug a huge hole. This made
the people angry and they chased him
away. When he returned home, his
Blind Listening
father told him that if he had beaten a
drum and danced instead, the people
there would have bought salt from
him.
Then, he went to a village where
there happened to be a fire. Rushing
to the place, he started drumming and
dancing, only to be thrown out by the
people. His father told him that he
should have poured water on the fire
instead, if he wanted to sell salt there.
In the next place he went to, a
couple were fighting with each other.
The foolish man poured a bucketful
of water on them, again to be chased
away. His father later told him that he
should have tried to settle the quarrel,
in which case they would have bought
salt from him.
In the final event, the man saw
two bulls fighting with each other. He
stepped in to stop the fight and was
gored to death by angry bulls.
Taken from English Bestseller 12, 2001
Activity 6
Activity 7
36 Developing English Competencies for Grade X
Find a story that you know well. It could be a folk
tale or a legend. Retell it in front of the class. Use the
following steps as your guide.
1. Identify the setting, characters, events and outcome
of the story.
2. Make sure that you fully understand the story.
3. Make the storytelling as interesting as possible.
Example:
Let me tell you something. This is a story of three foolish
sons in northern Taiwan. There was a rich man having
three sons. His house is large and located in the town of
Keelung. As their sons were no longer children, he gave
them much money. Well, its amount is two hundred
dollars for each of his son. Can't you imagine that ....
(Continue your storytelling using your own words.)
Pronounce these words after your teacher.
1. dug /dʌg/
2. salt /sɔ:lt/
3. pour /pɔ:/
4. chase /tʃeɪs/
5. throw /θrɘʊ/
6. dance /dɑ:ns/
7. death /deθ/
8. stupid /'stju:pɪd/
9. village /'vɪlɪdʒ/
10. quarrel /'kwɒrɘl/
Pronunciation Practice
Activity 8
I'm Sorry to Hear That 37
Reading
In this section, you will learn to:
• identify the structure of narrative texts;
• identify meanings and information in narrative texts;
• read and understand narrative texts.
Answer these questions.
1. Do you enjoy reading?
2. The following is a list of different types of stories. Use
your dictionary to check new words.
a. fable
b. superhero
c. folk tale
d. adventure
e. science-fiction
f. fantasy
g. legend
3. The following is the titles of two books and brief
summaries of them. Decide the types of them.
Bear in the Barnyard,
by Sue Robinson;
illustrated by Tony
Morris
a
Teddy Bear meets real farm animals. At once curious
and confident, little Bear explores the farm with all the
wonder and condor of a child. His questions never end
and he wishes he were needed like the animals seem to
be. And so he experiments consi derably.
Source: Publishers Weekly, May 10, 2004
Activity 1
Visit www.grimmfairytales.
com to read fairy tales
from 'The Brothers
Grimm'. Choose one of
your favourites, and retell
it in front of your class.
Englishclub.com
38 Developing English Competencies for Grade X
What type of fiction do you like most?
Study the chart below and answer the questions that
follow. It shows you types of fiction read by students
in a class.
Others
Superhero
Crime detection
Legend Fantasy
Science-fiction
Adventure
12.5%
15%
25%
10
15%
7.5% 10%
5%
10%
Folk tale
Total: 100% = 40
The book's crazy collection of worried creatures is
scared–not scary–and your child will know it's true. Hairy
green, spiney red, warty and winged, these monsters flee
the bedroom when they discover the child.
Under the Bed,
by Paul Bright;
illustrated by Ben Cort
b
Source: Publishers Weekly, May 10, 2004
Activity 2
I'm Sorry to Hear That 39
1. What type of fiction do students like most?
2. How many people read crime detection?
3. What is the least favourite fiction?
4. Can you fill in the blanks with the number of students
who read each type of fiction?
Read aloud the following text. Pay attention to your
intonation and pronunciation in reading the story.
There was a rich man who had
three sons. They lived in a large house
in the town of Keelung in northern
Taiwan.
One day, he said to his sons, "You
are no longer children. You must do
something to earn your own living.
When I die, I am not going to leave
you very much money. I started with
nothing and made a fortune by working
hard. You must do the same. Now,
here is two hundred dollars for each of
you. You can use it to start your own
business."
Three Foolish Sons
The three sons went off separately.
The eldest son met a hunter. He
thought that hunting would be fine
so he bought a gun from him for two
hundred dollars.
The second son met a basketmaker.
He bought a set of tools from
him so that he could make baskets.
The third son met a doctor who
told him that he had a medicine which
could cure all diseases. He bought it
from him for two hundred dollars.
When the rich man heard what his
sons had done with the money he had
given them, he was very angry. "What
stupid sons I have!" He said.
One day, the eldest son tried to
shoot a fly on his father's forehead.
Instead, he killed his father. The
second son picked up his tools and
tried to repair the damage to his
father's head. The third son tried to
cure his father with medicine which
he had bought.
Everyone said that the three sons
were very foolish. They had spent all
their money uselessly.
Taken from Favourite Stories from Taiwan, 2000
Activity 3
40 Developing English Competencies for Grade X
Discuss the following questions with your friends
based on the text in Activity 3.
1. Pretend that you were one of the sons of the rich man
in the story entitled Three Foolish Sons. What would
you do with your money?
2. Pretend that you were the rich man. What would you
do with your money?
Read the text and study its text structure.
The Fortune Teller
In the great city of Taipei, there lived a man called
Lin and his wife. They had no children. Because of this,
they were very unhappy. One day, they found a baby
boy outside their door. He was wrapped in a blanket and
crying. They took the baby into their house and called him
Sau Ling. They loved him very much.
When Sau Ling was a young man, a fortune-teller
came to the house. "You must send your son away," he
said. "One day he will become a thief and cause you a lot
of trouble."
Mr and Mrs Lin were very sad to hear this. They
believed what the fortune-teller said. They gave Sau Ling
some clothes and money and sent him away.
Several years later, Sau Ling was having a meal in
an inn several miles from Taipei. He put his bag on the
floor near his table. After finishing his meal, he picked up
his bag. "That's strange!" he thought, "It feels so heavy."
He looked inside. It was full of small gold bars. Then he
realised that someone had taken his bag by mistake and
left another bag, in its place.
That evening, a young man came to the inn, "Has
anyone seen my bag?" he asked. Sau Ling was very honest.
He returned the bag to him. The young man thanked
him. "You are really very honest," he said, "I shall ask my
orientation
complication
Activity 4
Activity 5
I'm Sorry to Hear That 41
Read the following words taken from the text. Then
find their synonyms.
father to give you a job." The young man's father was a
rich merchant. He gave Sau Ling a good job. "But go home
first," he said, "and take a holiday." Sau Ling returned to
Taipei. Mr and Mrs Lin were delighted to see him again.
The fortune-teller was also present. Sau Ling told them
what had happened. The fortune-teller did not know what
to say. He left the house without saying a word. Mr and
Mrs Lin never believed in fortune-teller after that. Sau
Ling took them to live with him and they were very happy
and contented until the end of their lives.
Taken from Favourite Stories from Taiwan, 2000
resolution
Every text has its own structure. The structure of
narrative text consists of three parts: orientation,
complication, and resolution. Orientation describes
scene and introduces the participants of the story.
Complication begins when there is a problem in
resolution. The structure of narrative text occurs in the
text variously. A text may have only one complication
and resolution but another text may have more than
one complication and resolution.
1. called /kɔ:ld/
2. found /fəʊnd/
3. wrapped /ræpd/
4. cried /kraɪd/
5. picked /pɪkd/
6. believed /bɪˈli:vd/
7. looked /lʊkd/
8. realised /rɪəlɑɪzd/
9. returned /rɪˈtɛnd/
10. thanked /ɵæŋkd/
Activity 6
42 Developing English Competencies for Grade X
A Story about Red
"Rosaura! Rosaura!"
If you were tall enough, you might
have seen a little splash of red in the tall
grass. And if you had looked closer you
might have seen a small girl wearing
a red ribbon.
Rosaura was hiding from her
mother and father. It was her favourite
game. She crouched quietly, listening
to the faint sound of her mother's voice.
All Rosaura could see were the swaying
green stalks of the corn. They rustled
above her head where the sky stretched
clear and blue. Suddenly, a bright
yellow butterfly darted by. Rosaura
jumped up to chase the butterfly, forgetting
all about her hiding game.
"Rosaura! There you are," called
her mother. "It's time for lunch."
It was dark and cool in the cottage
where Rosaura lived with her parents.
Rosaura ate her meal quickly. She
Read this text carefully. Identify the structure of the
story based on the example in Activity 5.
wanted to go back into the sunshine to
play. As soon as she had finished her
food she slipped down from her chair.
"Rosaura, where are you going?"
called her mother.
She caught a glimpse of Rosaura's
red ribbon disappearing around the
door. But Rosaura was already through
the gate, and heading for the fields.
"Rosaura! Rosaura!"
Was that the sound of her mother
calling, or the wind whispering in
the corn? Rosaura was not sure. All
day long through the hot summers
she loved to run in the fields. Her feet
were scratched and her toes bruised
on stones as she chased after the mice
hiding in the corn stalks. Her skin
was brown as a nut from the sun. In
her tangled black hair, her red ribbon
fluttered.
The afternoon stretched out long
and hot. As the sun reached the far side
of the field, Rosaura's father walked
back to the cottage. His eyes scanned
the fields for Rosaura's red ribbon. But
it was nowhere to be seen.
"Hasn't Rosaura come back yet?"
asked her father as he came through
the door.
"Not yet," said her mother, "I'm
sure she'll be back soon."
Activity 7
I'm Sorry to Hear That 43
But the supper was ready and still
there was no sign of Rosaura. Now
the sun had set, casting a red glow
over the fields. Rosaura's mother and
father stood at the door of their cottage,
staring over the field, looking for the
red ribbon.
"Rosaura! Rosaura!"
Soon the shadows were deep blue
in the yard. It was too dark to see the
red ribbon now. Rosaura's parents
began to walk and call for her in the
field. As night fell, they fetched lamp
that lit up patches of corn and grass
and startled the sleeping mice. But they
could find no red ribbon.
Rosaura's parents called and called
all through the night. In the dawn, they
stood alone and sad amongst the corn.
The red morning sun lit up their tired
faces.
"Look!" cried Rosaura's mother
suddenly. "There she is!"
They began to run towards the red
ribbon that she had spotted among the
corn. But oh! It wasn't Rosaura's ribbon
at all, but the red petals of a flower.
Rosaura's mother and father had never
seen such a flower before. Her father
looked away in disappointment.
"I see her!" he cried.
And again they ran towards the
dear red ribbon. But it was another red
flower. As the sun came up bright and
strong, Rosaura's mother and father
looked around the field. It was filled
with red flowers swaying and fluttering
in the tall grass. Rosaura's mother and
father felt so sad.
"Rosaura won't be coming home
anymore," said her mother. "She was
always happier in the fields."
"But the spirits have left us these
flowers to remind us of her," said
Rosaura's father.
"They will stay with us!"
Every year, when the corn ripened
and the evenings grew long, Rosaura's
parents stood at the edge of the fields
and watched the red flowers dancing
under the sun.
And that, say the Indians, is how
the red poppy came to be.
Taken from Childcraft: World of Colour, 2003
Answer these questions based on the story in Activity 7.
1. Who is the main character of the story?
2. What was Rosaura's favourite game?
3. Why did Rosaura eat her meal quickly?
4. Did Rosaura come back home when the supper was
ready?
5. Could Rosaura's mother and father find her?
Activity 8
44 Developing English Competencies for Grade X
6. Why did Rosaura's mother think that the petals of the
flower were her ribbon?
7. Why did Rosaura's mother think that Rosaura
wouldn't be coming home anymore?
8. What did Rosaura's father say about the red flowers
filled the field?
9. What do Indians say about the story?
10. What do you call such a tale?
Grammar Review
Simple Past Tense
Look at the following sentences.
Affirmative
1. Rosaura ate her meal quickly.
2. Her father looked away in disappointment.
We can change the sentences into negative and
question form.
Negative
1. Rosaura did not eat her meal quickly.
2. Her father did not look away in disappointment.
Question
1. Did Rosaura eat her meal quickly?
2. Did her father look away in disappointment?
In affirmative sentence we use verb in past form
whereas in negative and question sentences we use
infinitive. This tense is commonly used in story telling
and when we tell others about past events.
New Horizon
Stories are an
important aspect of
culture. Many works
of art and most works
of literature tell stories.
Most of the humanities
involve stories. Stories
are of ancient origin,
existing in ancient
Egypt, ancient Greek,
Chinese, and Indian
culture. Stories are
also a ubiquitous
component of human
communication, used as
parables and examples
used to illustrate
points. Storytelling
was probably one of
the earliest forms of
entertainment.
Source: www.wikipedia.org
I'm Sorry to Hear That 45
Activity 9 Change the tenses of the following sentences into
simple past tense form.
Complete the following paragraphs using the verbs in
parentheses. Use simple past tense form.
1. She cries in front of me.
2. Rosaura runs away from her house.
3 Wahyu falls in love with the new student.
4. They do not know each other.
5. Does the teacher visit Indonesia Book fair in Jakarta?
6. Sally is listening to music in her room.
7. Roy is taking a nap on the couch.
8. Anita was attending a conference in England last month.
9. The teacher is correcting paper at her desk.
10. Some of the students were late to class because they
were playing soccer at the park.
I (have, almost) a car accident last night. I
(drive) down Washington Avenue when
suddenly I (see) a car in my lane. It (come)
right at my car. I (step) on the
brakes and (swerve) to the right. The other
car (miss, just) my car by about an inch.
It was my first day of class. I (find, finally)
the right room. The room (be, already) full
of students. On one side of the room, students (talk,
busily) to each other in Spanish. Other
students (speak) Japanese, and some
(converse) in Arabic. It sounded like the
United Nations. Some of the students, however, (sit,
just) quietly by themselves. I (choose)
an empty seat in the last row and (sit)
down. In a few minutes, the teacher (walk)
into the room and all the multilingual
conversation (stop) .
1
2
Activity 10
46 Developing English Competencies for Grade X
Writing
In this section, you will learn how to:
• develop a paragraph of narrative texts;
• write main ideas and its supporting ideas;
• write narrative texts.
Answer the following questions orally.
1. Have you ever written a story?
2. Is it difficult or not?
3. What makes you feel difficult in writing a story?
4. What makes you feel easy in writing a story?
Shadow Puppet Show: Durna's Trap
The story started with Durna who
was teaching the art of archery to the
children of Hastina Kingdom at the
palace's yard. From far away, a young
man watched the practice. He was
Ekalaya, the crown prince of Parang
Gelung Kingdom.
Ekalaya wanted to study with
Durna but was rejected, since the man
promised only to teach children of
Pandawa and Kurawa. Still Ekalaya
was neither angry nor revengeful.
His strong will to study from Durna
influenced him go to the forest and
create a statue of Durna as a symbol of
Durna's presence. With this statue as his
ima ginative teacher, Ekalaya learned
how to shoot arrows by himself. The
result was astonishing; Ekalaya turned
very skillfull in shooting arrows just like
Arjuna, Durna's favourite student.
Ekalaya finally encountered Arjuna,
who was hunting in the forest. Arjuna
was surprised to find that an arrow
struck the animal he was hunting.
It turned out the arrow belonged to
Ekalaya. Innocently, Ekalaya said he
was Durna's student.
Durna was surprised when Arjuna
told him about Ekalaya. When he met
Ekalaya, Durna trapped him saying he
would admit Ekalaya as his student if
he cut off the thumb of his right hand as
evidence of his loyalty to his master.
Ekalaya followed the request but
then rea lised he had been cheated.
Angry and disappoin ted, he knew
Durna did not want anybody to rival
Arjuna. Ekalaya became angrier when
he was told by his wife that Arjuna was
in love with her and challenged Arjuna
to a duel.
Adapted from www.joglosemar.co.id
Arrange the pictures based on the following story.
Activity 1
Activity 2
I'm Sorry to Hear That 47
1
4 5 6
8 9
2 3
7
Study the following explanation. It will guide you in
writing a story.
A paragraph has a main idea and its supporting ideas. In
English, main idea is commonly placed at the beginning
of the paragraph. Look at the following example.
Main idea: Durna taught the art of archery.
Supporting ideas:
• The students were the children of Hastina Kingdom.
• There was a young man who watched the practice.
The ideas above are developed into the first paragraph of
the text entitled Shadow Puppet Show: Durna's Trap.
Activity 3
48 Developing English Competencies for Grade X
Study the following stories. One of the stories does
not make sense because the sentences are not in the
right order. Which one is it?
This made the store owner so
angry that he gave him a few blows. In
the end, the silly man had not only to
pay for the damaged goods but also to
return home empty-handed. Worried
that he would be cheated, the wife
instructed him to test the bowl by filling
it with some water and to try the hat on
before buying it. He tried to fit the bowl
onto his head, breaking the bowl in the
process. And he poured water into the
hat, destroying it. But the silly man got
the instructions mixed up. One day, the
wife of a foolish man sent him to buy an
earthen bowl and a horsehair hat.
Taken from 366 and More Fairy Tales
Story A
Story B
In a blacksmith store, one day
an old man walked in and asked the
blacksmith to show him his best sword.
With pride the blacksmith showed
a large and shimmering sword. The
old man held the sword in his hand
and swung it several times. "It's a
nice sword but the handle isn't very
comfortable, I bet that it'll break even
when you try to cut wood with it." The
blacksmith was very furious. "I'm the
best blacksmith in this town!" he said.
But the old man's words kept ringing
in his ears. So he immediately tried to
cut some wood with the sword. The
sword broke instantly. The blacksmith
realised that the old man was right. He
was not the best blacksmith. He decided
to improve his skill in making swords
by learning from other people.
Taken from 366 and More Fairy Tales
Compare the stories in Activity 4. Rewrite the Story
A so that the sentences are in the right order. Then,
decide its main idea and supporting ideas. You can use
Story B as an example.
Activity 4
Activity 5
I'm Sorry to Hear That 49
Main idea:
In a very big forest there was a very clever and cunning
animal called Sang Kancil.
Supporting ideas:
• Sang Kancil's parents and brother were killed by a
cruel hunter.
• He was very angry with human beings, especially
hunters.
• One day he stole cucumbers from a farm.
• The owner of the farm trapped Sang Kancil and put
him inside a strong cage.
• Sang Kancil told the farmer's dog that the farmer
would let him marry his daughter.
• Sang Kancil offered the dog to take the place of him.
• The dog let Sang Kancil walk out and entered the
cage.
Your Project
Write a main idea
and its supporting
ideas. Then, develop
them into a short story.
Here are some ideas to
inspire you. You are free
to choose them or make
your own ideas.
1. A Greedy Child
2. The Legend of
(certain place)
Taken from Kancil and Cucumber, 1994
Activity 6 Develop a paragraph from the following outline.
50 Developing English Competencies for Grade X
After learning the lesson in this chapter, you are expected to be able to:
1. respond to expressions for showing happiness, sympathy and affection;
2. respond to narrative texts;
3. express happiness, sympathy, and affection;
4. perform a monologue of narrative texts;
6. identify ideational meanings and information in a narrative text;
7. identify the structure of a narrative text;
8. write a recount text.
Now, answer the questions:
1. What will you say when you are happy?
2. What will you say to show affection to someone?
3. What will you say to show sympathy to someone?
4. What is your favourite story? Write and tell it to your friends.
Identify the structure of the text.
If you find some difficulties, consult your teacher or discuss with your
friends.
Learning Reflection
1. Language Functions
a. Expressions of happiness
• I am delighted.
• It's really a great pleasure.
b. Expressions of giving attention (affection)
• Are you OK?
• What's wrong with you?
c. Expressions of showing sympathy
• I'm sorry to hear that.
• You have my sincere condolences.
2. Genre
Narrative
Social Function : to amuse, entertain and to deal with actual or vicarious
experience in different ways.
Generic Structure
- Orientation : sets the scene and introduces the participants.
- Complication : a crisis arises.
- Resolution : the crisis is resolved, for better or for worse.
Chapter Summary
Would You Like to Come?
Chapter 3
Listening:
• Responding to expressions of making, accepting and
declining an invitation
• Responding to expressions of making and cancelling an
appointment
• Responding to instructions
Speaking:
• Using expressions of making, accepting and declining an
invitation
• Using expressions of making and cancelling an appointment
• Performing a monologue of a procedure text
Reading:
• Identifying the structure of a procedure text
• Reading procedure texts
Writing:
• Writing short instructions
• Writing procedure texts
In This Chapter
51
Source: Publisher's Documentation
52 Developing English Competencies for Grade X
Listening
In this section, you will learn how to:
• respond to expressions of making, accepting and declining an invitation;
• respond to expressions of making and cancelling an appointment;
• respond to oral instructions.
1. What kind of card is this?
2. Have you ever been invited by someone?
3. What do you say if you want to invite someone?
4. What do you say if you want to accept an invitation?
5. What do you say if you want to decline an invitation?
6. What do you say when someone makes an appointment
with you?
7. What do you feel when someone cancels his/her
appointment?
8. What will you say to him/her?
1. Where or when would you find this situation?
2. What does Doni say to Susi?
3. How does Susi respond to Doni's invitation?
Look at the picture and study it. Then, answer the
questions.
Listen to the following short dialog and answer the
questions.
Source: CD Images
Activity 1
Activity 2
Would You Like to Come? 53
You will hear these expressions. Then find any
possible responses to each expression.
1. Would you like to come to lunch on Saturday?
2. You will come to my birthday, won't you?
3. Let's meet at ten o'clock tomorrow morning.
4. Shall we have dinner this evening at my house?
5. I'll promise I'll be there.
6. I'd love to. Thank you very much.
7. How about tomorrow morning?
8. Thank you for asking me, but I can't come.
9. I'm very sorry. I don't think I can come to your party.
10. I'd like to, but I've got an exam tomorrow.
Listen to the tape and complete the following dialogue
based on what you heard.
Dialogue 1
Arief and Rita are fond of literature. They enjoy reading stories,
novels, and watching drama. On the way home, Arief and Rita
have a chat.
Arief : Do you have a plan for tomorrow's holiday?
Rita : Too bad. I have nothing to do.
Arief : I've got a plan for tomorrow. 1 ?
Rita : Really? Tell me, please. Then, I'll decide to come
or not.
Arief : I've got a new interesting novel and VCD of a
drama performance.
Rita : Wow, great. What are they about? Are they
interesting?
Arief : If I tell you now, it won't surprise you. Now,
decide. 2 ?
Rita : 3 . I'll be at your house at 8.00 in the
morning.
Dialogue 2
Dr. Irwan Fauzi was a well-known doctor. He had a friend, Mr
Andre Posuma, who always sees him for general check up. One
day, his friend calls him.
Englishclub.com
The tone of an
invitation is always
positive, in anticipation
of a pleasurable
occasion. Picture your
guests smiling when
they read your letter
of invitation. Clever
phrasing, poetry or a
themed approach may
be appropriate for an
informal occasion, but
you should express the
details clearly.
For further tips visit to
invite someone www.
write.express.com
Activity 3
Activity 4
54 Developing English Competencies for Grade X
Mr Posuma : Hello, Fauzi. This is Andre.
Dr Fauzi : Hi Andre. Can I help you?
Mr Posuma : I'd like to have a general check up. It has
been two months since my last visit to
you.
Dr Fauzi : OK. I'm free on Tuesday afternoon.
4 .
Mr Posuma : 5 . Bye.
Dr Fauzi : Bye.
Ten minutes later, Mr Andre Posuma is informed by her
secretary that there will be a meeting on Tuesday afternoon,
Then, he calls Mr Iwan Fauzi to cancel his appointment.
Mr Posuma : Hello, Fauzi. It's me, Andrea. Thus is
about our appointment.
Dr Fauzi : What's wrong?
Mr Posuma : Hmm, actually, I will attend a meeting.
6 .
Dr Fauzi : Well 7 . We can meet next time.
Mr Posuma : Alright. See you.
Dr Fauzi : See you.
Complete the following dialogues with the expressions
of invitation and appointment. Work in pairs.
1. Ahmad : I plan to go to the National Library this
afternoon. .
Rudi : .
2. Mega : Why don't you go shopping with me?
Siti : . What time shall we go?
Mega : At 8:00 a.m.
Siti : .
3. Ina : My family is going to have a kambing guling
party tonight. .
Rini : . Kambing guling is my favourite
food.
Activity 5
Would You Like to Come? 55
Create dialogues based on the following situations.
Make appointment and invitation then accept each
of them.
1. playing tennis
2. playing chess
3. having lunch with the family
4. going to the theatre
5. joining you for having lunch
Lina is reading a book in the city park. There is someone
approaching her.
A girl : Excuse me. Do you mind if I sit here? I'm
waiting for my friend.
Lina : No. 1 .
Lina continues her reading. After a long silence, the girl offers
something.
The girl : I brought some sandwiches. 2 ? (She
hands a sandwich to Lina)
Lina : Thank you. (Lina takes the sandwich.) It's very
delicious. By the way, my name is Lina.
3 .
The girl : I'm Fanny. Nice to meet you too.
Lina :4 how to make this sandwich?
Fany : OK. 5 , take two pieces of bread.
Spread butter on each piece. Then, cut cheese
into slices. 6 , place the slices on one
piece of the bread. Finally, put the other piece
7 .
Lina : It's very simple. I think ...
A girl is coming over to Lina and Fani. She interrupts them.
Santi : Hi, Fany. 8 I'm late.
Fany : That's OK.
Listen to the following dialogue and fill in the blank
spaces. Compare your answers to your friends'.
Activity 6
Activity 7
56 Developing English Competencies for Grade X
You will hear some steps of making something. Match
the following titles with the correct steps.
How to Make a Cup of Tea
How to Boil an Egg
How to Make a Cheese
Sandwich
1
2
3
Provide the following materials. Follow the teacher's
instructions to make a pinwheel.
You will need:
• a square piece of paper
• a pencil with a rubber on the end
• a ruler
• scissors
• sticky tape
• a drawing pin
1
3
2
4
Source: Childcraft: Make and Do, 1996
Instructions:
1. First, draw two lines ....
2. Then, cut inwards ....
3. Next, fold over each point ....
4. After that, push the drawing pin ....
5. Finally, you can now blow ....
Activity 8
Activity 9
Would You Like to Come? 57
You will hear your teacher giving instructions for
making coffee. After listening, answer the questions.
1. What kind of coffee is the speaker talking about?
2. Copy the following table in your workbook. Then,
list the stages involved in making the coffee.
Things You Do Things That Happen
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
Listen to your teacher's instructions and do the following
tasks.
Making a Whale from a Sheet of Paper
You will need a sheet of paper, a pencil, a ruler, and
scissors. Listen carefully to your teacher's instruction.
By seeing the pictures below, you will make a whale.
Your teacher will guide you to fold the paper step by
step.
Source: The World Almanac for Kids 2000, 1999
Activity 10
Activity 11
58 Developing English Competencies for Grade X
Speaking
In this section, you will learn how to:
• use expressions of making, accepting and declining an invitation;
• use expressions of making and cancelling an appointment;
• perform a monologue of procedure texts.
Read and study the following expressions and answer
the questions.
Now look at the sentences below and decide if the
person is making an invitation or just being friendly.
1. Let's go jogging sometime.
2. How about going to the theatre on Saturday night?
3. Please stop by our house sometime.
4. It's my birthday on Friday. Will you like to come?
5. Let's get together for lunch soon.
1. When and where do you usually hear those expressions?
2. Are all those expressions used for invitations?
3. Which do you think are not expressions of invitation?
4. How are they different?
Would you like to
come over for dinner
Saturday night?
Please come over for a
drink sometime.
Hey, we're having a
party on Friday. Can
you come?
Why don't you come
over and see us
sometime soon?
I'll be there on time.
Just wait for me.
What about tomorrow
tonight. I'll be free at
that time.
Activity 1
Activity 2
Would You Like to Come? 59
Read and practise another dialogue. Then identify
the expressions of making an appointment.
Read and study these dialogues. Then act them out
with your friends.
Dialogue 1
Ira : Hello?
Ari : Hi, Ira! This is Ari.
Ira : Hi, how've you been?
Ari : Alright, thanks. Say, would you like to go out
tonight?
Ira : Sorry, I can't. I have many matters to settle
down.
Ari : Well, how about tomorrow night? Are you still
busy?
Ira : I guess not.
Ari : Well, would you like to go to a concert?
Ira : Sure, I'd love to!
Ari : That's settled then.
Dialogue 2
Robi invites Sandra to go to a movie.
Robi : Hi, Sandra. There will be a great film tonight.
It's about Nasreddin. Would you like to go to
the movie with me?
Sandra : Of course. I'd love to. When will you pick me
up?
Robi : I'll pick you up at 7.30. Be ready.
Sandra : OK.
Mrs Lita Sugiarto wants to get more information about a
programme at a Smoking Clinic. She calls the Clinic to make
an appointment.
Receptionist : Smoking Clinic, can I help you?
Mrs Sugiarto : Yes. I need further information about
your quitting smoking programme in
the Smoking Clinic.
Receptionist : The Clinic will gladly inform you about
the programme. But you have to come
to the clinic.
Mrs Sugiarto : Alright. When should I come?
UN Shot
X : Hi, Rin. Would
you accompany
me to the book
store?
Y : Oh, that's great.
I'd love to.
The italicised sentence is
used to ....
a. decline an invitation
b. accept an invitation
c. invite someone to go
d. ask for permission
e. ask for one's
agreement
(UAN 2003)
Activity 3
Activity 4
60 Developing English Competencies for Grade X
Receptionist : How about tomorrow at 9 p.m.? Dr.
Ali Wardana will be available for
consultation about the programme.
Mrs Sugiarto : I'II be there.
Receptionist : Can I have your name please?
Mrs Sugiarto : Lita Sugiarto. L-I-T-A.
Receptionist : Alright, Mrs Lina Sugiarto. You'll meet
Dr Ali Wardana Tomorrow at 9 p.m.
Mrs Sugiarto : Thank you. Bye.
Receptionist : You're welcome. Bye.
Accepting an Invitation
• I would/will ....
• That would be very nice.
• OK!
• I'd like to love to come.
• All right (then).
Declining an Invitation
• Sorry, I can't.
• I'd love to, but ....
• I don't think I can.
• I wish I could, but ....
What to Say
Inviting
• Would you like to ....
• I'd very much like
you to ....
• We should be
pleased/delighted if
you could ....
• Would you care to ....
• You will ... won't you?
Accepting an Invitation
• That's very kind of you.
• We'd very much like
to ....
• What a delightful idea.
• With the greatest
pleasure.
• Thank you very much
for inviting me.
Declining an Invitation
• I'm very sorry, I don't
think I can.
• I'd like to, but ....
• I 'm afraid I've
already promised ....
• Thank you for asking
me, but ....
• Unfortunately, I can't
....
Study the following expressions of inviting, accepting, declining
an invitation and an appointment.
Formal Situation
Informal Situation
Inviting
• Why don't you come
to ....
• Like to come to ....
• Come and ....
• Shall we come to ....
• You must come to ....
Would You Like to Come? 61
Making an Appointment
• How about tomorrow
morning?
• Let's meet at ... o'clock.
Accepting an Appointment
• I'll come I promise.
• I'll be there.
Cancelling an Appointment
• Sorry, I don't think I
can make it.
• I'm so sorry I can't
make it.
Make your own dialogue and act out these situations
using the expressions you have learned.
1. You are at school. You'll have a graduation party this
evening. Invite this people to your party.
2. The headmaster. He declines because he is busy.
3. The senior teacher. He accepts it.
4. You make an appointment with your classmates to
study together at the library. She/he promises that
she/he will come.
5. You invite a new student to join the party. He doesn't
want to accept, as he doesn't know anybody. Persuade
him to come.
6. A colleague invites you to have a dinner. You accept.
Then your cousin invites you out at the same night.
You refuse, but invite him/her for going to a theatre
on Saturday night. He/She accepts.
Work in pairs and complete the dialogue using the
expressions of making appointment and invitation.
Then act it out in front of the class.
Rendy : Hi, Wendy, ?
Wendy : Well, I don't have any plans at this moment.
Rendy : Oh, good. By the way, this weekend is my
special day.
Wendy : Oh really?
Rendy : Thank you Wendy. for a little party
at my house this weekend.
Wendy : OK. I'll promise I'll be there. .
Rendy : ?
Wendy : Sure, I'll help you.
Rendy : Thank you very much Wendy. See you then.
Wendy : You're welcome. See you. Bye.
Activity 5
Activity 6
62 Developing English Competencies for Grade X
1. Do you like instant noodles?
2. How often do you eat instant noodles?
3. Do you prepare your instant noodles by yourself?
4. How do you prepare your instant noodles?
Here are some words to help you.
put (v) water (n) stir (v)
heat (v) noodles (n) glass (n)
pour (v) minute (n) boiling (adj)
add (v) empty (n) chilli sauce (n)
Answer the questions orally.
v
Pronounce these words after your teacher.
Decide whether they have plural forms ending in an /s/
sound or a /z/ sound.
• tablespoons
• shallots
• leaves
• chilies
• cloves
• seeds
• bread crumbs
• fritters
• pieces
• vegetables
• minutes
• tomatoes
• onions
• peppers
• quarters
Pronunciation Practice
Activity 7
Would You Like to Come? 63
Read the following recipes. Pay attention to your
expressions in giving instructions.
How to Cook Spiced Chicken
• Clean the chicken.
• Cut the chicken into small pieces. Sprinkle it with salt,
pepper and spices.
• Fry with vegetables for five minutes.
• Add water and cook it slowly for about forty minutes.
How to Barbecue Lamb
• Cut the meat into small cubes.
• Cut up the tomatoes, onions and green peppers into
quarters.
• Put the meat and vegetable pieces on a skewer.
• Cover them with barbecue sauce and cook them in the
oven for thirty minutes.
Sally wants to know how to cook spiced chicken and how to
barbecue lamb.
Sally : How do you .
Emily : .
Sally : Then, what do you do?
Emily : .
Sally : And what do you do after that?
Emily : .
Study the following dialogue. Then, make a dialogue
about how to make tomato soup and to make egg and
lemon soup just like the examples.
Example:
Ismail : I'm going to tell you how to cook rice.
Yudi : Good. What do I need?
Ismail : You will need two cups of water, a cup of rice,
salt and a pan with a lid.
Yudi : All right. And then what should I do?
Work in pairs and read the instructions in Activity 8.
Now make a dialog to tell your friends how to cook
the dishes. Use the following model.
Activity 8
Activity 9
Activity 10
64 Developing English Competencies for Grade X
Tomato Soup
• 4 large tomatoes • spices
• 1 small onion • ½ teaspoon of salt
• 8 cups of water • ¼ teaspoon of pepper
• small clove garlic • ¼ teaspoon of butter
1. Cut tomatoes, onions, and garlic into small pieces.
2. Fry them in a pan with butter for five minutes.
3. Add water, spices, salt and pepper.
4. Heat until the water boils.
5. Turn down the heat and cover with lid. Cook gently for one
hour.
Choose your favourite food. Tell the class about it.
Here is the example of how you tell them about it.
Let me tell you how to make tomato soup. You need
to provide 4 large tomatoes, 1 small onion, 8 cups of
water, small clove garlic, spices, ½ teaspoon of salt, ¼
teaspoon of pepper, ¼ teaspoon of butter. Well, first of
all, cut tomatoes, onions, and garlic into small pieces. Be
careful with the knife. Then, fry them in a pan for five
minutes. Use butter instead of vegetable oil. (Continue
with your own words.)
Egg and Lemon Soup
• 3 pints chicken stock • juice of 2 lemon
• 3 oz rice • salt and pepper
• 4 eggs, well beaten
1. Put stock into a pan and heat until boiling.
2. Add rice and cook on low heat for fifteen minutes.
3. Mix together egg and lemon juice.
4. Add three tablespoons of stock to the mixture and stir.
5. Stir this mixture into the remaining stock in pan.
6. Add a little of salt and pepper.
7. Cook gently for three minutes.
Ismail : First, wash the rice in cold water. Then, put the
rice in the pan and add the water and the salt.
Next, you heat the pan without the lid on until
the water boils. When it has boiled, turn down
the heat, put the lid on and cook it for about
fifteen minutes.
Activity 11
Would You Like to Come? 65
Reading
In this section, you will learn how to:
• identify meaning and information in a procedure texts;
• identify the structure of a procedure text;
• read a monologue in the form of procedure text.
1. Have you ever been instructed to do something?
2. What kind of instruction was it?
3. Have you instructed someone to do something?
4. What kind of instruction was it?
Answer the following questions orally.
Ways to show the problems with gadget
Read the manual
Ask a friend
Ask the vendor
0 5 10 15 20 25 30
26
28
17
12
Write a letter on
the problem to an
electronics magazine
Study the bar graph and answer the questions that
follow.
1. How many students were involved in the survey?
2. How many students rely on their friends?
3. What percentage of students read the manual when
they find a problem with their gadgets?
4. What is the most popular way to solve the problem
with gadgets?
Activity 1
Activity 2
66 Developing English Competencies for Grade X
Read the following instructions and answer the questions.
Pay attention to the structure of the text.
Now read another text and identify the structure of
the text.
How to operate a fan
1. Plug the power cord into a wall
outlet. (AC 120 Volts 60 HZ)
2. To make the fan move sideways,
push the pin on top of the motor.
3. To move the fan up or down, first
pull up the oscilla ting pin, then
press the tilt adjustment knob.
4. To change the speed of the fan,
press one of the switches at the
bottom.
1. What do we do first to operate a fan?
2. How can we change the speed of the fan?
3. What do we do to make it move sideways?
4. How do we make it go up and down?
Goal
Method of Steps
The structure of procedure texts generally consists of
three parts, namely goal, materials needed and methods
or steps. This structure is appropriately applied in a
recipe. In a how–to–text, the materials needed part
sometimes is not applicable.
Bregedel Tempe (Tempe Fritters)
• 150 g tempe
• 2 tablespoons fried shallots
• 3 kaffir lime leaves
• 1 tablespoon flour
• 1 egg
• 1 cup vegetable oil for frying
Activity 3
Activity 4
Would You Like to Come? 67
Spice paste:
• 3 large chilies, seeds removed
• 3 small chilies
• 2 red shallots
• 2 cloves garlic
• 1/2 teaspoon chopped galangal
• 1 candle nut
• 1/2 teaspoon coriander seeds
• 1/2 teaspoon salt
• 1/4 teaspoon shrimp paste
1. Mash the tempe with a fork or place in the bowl
of a food processor and blend until it resembles
coarse bread crumbs.
2. Grind the spices in a mortar and pestle or place in
the bowl of a food processor and blend to a smooth
paste.
3. Put the mashed tempe in a bowl and mix with the
spice paste, fried shallots and lime leaves. Stir in the
flour, followed by the egg.
4. Shape the tempe into fritters the size of a golf ball
and flatten a little with a fork.
5. Heat the vegetable oil in a wok over a medium flame.
When the oil is hot, drop the fritters into the oil, five
or six at a time.
6. Fry until golden brown on both sides, drain on absorbent
paper and serve hot with rice.
Taken from The Jakarta Post, May 2, 2004
Pronounce the following words and find their meaning.
Pay attention to your pronunciation.
1. instruction
2. procedure
3. recipe
4. ingredients
5. knead
6. roll out
7. sprinkle
8. press
9. grease
10. knuckle
11. mix
12. blend
13. oven
14. fold
15. margarine
New Horizon
The purpose
procedural text is to tell
the reader how to do or
make something.
The information is
presented in a logical
sequence of events
which is broken up into
small sequenced steps.
These texts are
usually written in the
present tense.
The most common
example of a procedural
text is a recipe.
Source: www.english.
unitecnology.ac
Activity 5
68 Developing English Competencies for Grade X
Read the following text and choose the correct answer
to the questions that follow.
Giving gifts is a well-known way to
show our attention toward somebody
else. Moreover, giving gifts may be
important for certain special moments.
Unusual or even weird gifts would
leave a sweet memory for us and the
recipient. So, try these tips to find
something unusual as your gifts.
Look for gifts wherever you find
yourself, especially when you were on
a trip. From a bazaar in Bandung to a
tag sale in Berlin.
Use the Internet. Follow links until
you find what you want.
Track down items such as rare prints,
out-of-print books or antiques in the
auction.
Give a welcome service. A massage,
costume makeovers, a day at the spa, or
romantic dinner will be a nice welcome
gift.
Combine one or two things for a
spectacular effect. The picture frame
that you bought in Bali might provide
the perfect background for showing off
the portrait of the recipient.
Come to a handicrafts store and
talk to the people that make unique
pieces.
Visit art supply stores, craft shops,
art galleries and factory stores for
ideas.
Adapted www.howabout.com
How to Find Unusual Gifts
1. The word well-known in the first line means ….
a. great
b. weird
c. special
d. famous
2. Where may we look for unusual gifts?
a. Anywhere.
b. In an auction.
c. In the internet.
d. In the craft shop.
3. Before give an unusual gifts, it is suggested that we
give … first
a. a rare print
b. a photo frame
c. a unique furniture
d. a welcome service
Activity 6
Would You Like to Come? 69
Grammar Review
Imperatives
Study the following sentences.
1. a. You press the stop button.
b. Dian told Andi, "Press the stop button."
2. a. You plug the power cord into a wall outlet.
b. "Plug the power cord into a wall outlet," said
mother.
3. a. You make sure the car is in neutral.
b. "Make sure the car is in neutral," said David.
• Imperatives or imperative sentences are used
to give command or to make a request.
e.g. "Stand up," said the teacher. (command)
"Help me," asked the mother. (request)
• Imperative sentences can be used in negative
form. It functions as prohibition.
e.g. "Don't hurry," said father.
"Don't be noisy," the teacher told the
pupils.
We use "don't" or "do not" before verbs to state
a prohibition.
• In imperative sentences we can use the word
"do" before verbs. The word "do" could be
persuasive, but could also express irritation.
e.g. Do come on time.
Do be quiet.
4. The word in the text that means not too many is ….
a. rare
b. sweet
c. unique
d. important
5. Giving gifts may be important to ….
a. make us unusual
b. complete our collections
c. get the recipient attention
d. celebrate special moments
Englishclub.com
There are different
procedural texts for
different purposes:
• Texts that explain
how something
works or how to
use instruction /
operation manuals
e.g. how to use the
video, the computer,
the tape recorder, the
photocopier, the fax.
• Texts that instruct
how to do a
particular activity
e.g. recipes, rules
for games, science
experiments, road
safety rules.
• Texts that deal with
human behaviour eg
how to live happily,
how to succeed.
For further Information
visit www.english.
unitecnology.ac
70 Developing English Competencies for Grade X
Make imperative sentences using the following verbs
related to cooking.
1. cut
2. sprinkle
3. add
4. chop
5. slice
6. pour
7. put
8. heat
9. stir
10. bake
Find a recipe or manual instruction from a newspaper,
magazine or in the internet. Then identify the imperative
sentences on it. Report it to the class.
Make imperative sentences based on the situations
given.
1. Your uncle is writing a novel. He cannot concentrate
his mind well. The volume of the television is too
loud. What will your uncle say?
2. Your teacher will not come into the classroom because
it is very dirty. What will he/she say?
3. There is no sugar in the kitchen. What will your father
say?
4. It is 6 a.m. You are still sleeping when your mother
comes into your bedroom. What will your father say?
5. Mr Andre never comes on time. He always late
although his wife often warns him. What will Mr
Andre's wife say to him?
Activity 7
Activity 8
Activity 9
Would You Like to Come? 71
Writing
In this section, you will learn how to:
• write a simple instruction;
• arrange an instruction into a good order of procedure text;
• write procedure texts.
Answer these questions orally.
1. Have you ever written a recipe taken from a magazine
or newspaper?
2. What should you write on a recipe?
3. What kind of information do we usually get from
recipes?
4. Are recipes important in our life? Why?
Classify these words into their categories in the following
table.
Method
remove
Sentence Connectors
first
Material
butter
• next
• butter
• roast
• first
• pour
• finally
• milk
• then
• chocolate
• remove
• sprinkle
• garnish
• knead
• boil
• braise
• sugar
• cheese
• flour
• mix
• add
• egg
• after that
Activity 1
Activity 2
72 Developing English Competencies for Grade X
Rearrange this jumbled text. The pictures will help
you to arrange it. Do it in pairs.
1 2 3
4 5 6
How to Prepare Fried Rice
• When the rice is cooked, add it to the meat and the
vegetables.
• Now, you can break in two or three eggs.
• The best vegetables to use are onions, garlic,
tomatoes and cucumber.
• At the same time, cook the rice in another pan.
• Stir the mixture and add salt, pepper and other
spices.
• Finally, cut up a cucumber into thin slices and place
the slices on top of the rice.
• To make fried rice, you will need some rice,
vegetables, meat and eggs.
• Then, cut up the onions and garlic and fry them.
• Serve the fried rice with hot sauce, if you like.
• First, cut up the meat into very small pieces and fry
it in a pan.
Activity 3
Would You Like to Come? 73
Study the following paragraph. It contains nine mistakes.
Find the errors and correct them. Rewrite the corrected
paragraph.
Now write one of the instructions based on the following
procedures. Work individually.
Activity 4
It is not difficult remove the shell from a lobster if
you follow these step. First, you should to put the
lobster on it's back and remove the two large claws
and tail section. After that, You must also twist off the
flippers at end of tail section. After these twisted off,
use your fingers to push the lobster meat out of the
tail in one piece. Next, remove the black vein. From
the tail meat. Finally, before you sit down to enjoy
your meal, break open the claws with a nutcracker
and remove the meat.
a. How to use a washing machine
b. How to operate a computer
c. How to use ATM machine
d. How to open an account at a bank
e. How to use a VCD/DVD player
Work in groups and arrange the following text into
appropriate order. Rewrite it using your own words.
How to record on the cassette player
/How to use a recorder
• Then you put in the tape on it.
• After that you connected the
• Finally pressed down the record and play button
microphone.
• And then tested the voice level recorder.
• Well, first you have to plug in the cord.
• Then you can begin to record it.
Activity 5
Activity 6
74 Developing English Competencies for Grade X
Learning Reflection
1. Language Functions
Expressions of invitation
• Lets ....
• Join me.
• Will you come with ....
Accepting an appointment
• I'll come I promise.
• I'll be there.
Declining an appointment
• Sorry. I don't think I can make it.
• I'm sorry I can't make it.
2. Genre
Procedure
Social function : to describe how something is accomplished through a sequence
of actions or steps.
Generic structure
- Goal.
- Materials (not required for all procedural texts)
- Steps (a series of steps oriented to achieving the goal)
Chapter Summary
After learning the lesson in this chapter, you are expected to be able to:
1. respond to invitation;
2. respond to expressions for an appointment;
3. respond to oral instructions;
4. invite someone, make and cancel an appointment;
6. perform a monologue of procedural texts;
7. identify the structure of procedural texts;
8. write an instruction or procedural text.
Now, answer the questions:
1. What will you say to accept someone's invitation?
2. How do you make an appointment and cancel it?
3. What should be included in a procedural text?
4. Write a recipe of your favourite food. Write the method or steps clearly.
If you find some difficulties, consult your teacher or discuss with your friends.
75
Review 1
A. Listening
Listen carefully to answer the questions.
You are going to hear several short
dialogues. Then, choose the best
answer.
1. a. Good afternoon.
b. Good morning.
c. Good evening.
d. Good night.
2. a. I'm fine, thank you.
b. Nice to meet you.
c. How nice to see you.
d. How do you do.
3. a. Here it is. c. It is here.
b. Here is it. d. Here they are.
4. a. I won't say no.
b. Sorry I can't.
c. Thanks anyway.
d. I'd love to.
5. a. gratitude c. offering
b. invitation d. giving help
Questions 6-10 are based on the listening
text you are going to hear.
6. Where does the story take place?
a. Bank manager's office.
b. Restaurant manager's office.
c. Hotel manager's office.
d. Hotel lobby.
7. How much money that the character
"I" lost?
a. £15. c. £5.
b. £50. d. £150.
8. What could the manager do?
a. The manager could do nothing.
b. The manager could help the man
who lost his money.
c. The manager could give back the
money
d. The manager could call the
police.
9. Where did the girl find the money?
a. Inside the gentleman's room.
b. Outside the gentleman's room.
c. Inside the manager's room.
d. Inside the waitress' room.
10. Who said that there was still some
honesty in the world?
a. The hotel owner.
b. The girl.
c. The manager.
d. The man losing his money.
Questions 11–12 are based on the
listening text you are going to hear.
11. How many steps are needed to make
tin-can stilts?
a. Two steps. c. Four steps.
b. Three steps. d. Five steps.
12. How many cans are needed to make
tin-can stilts?
a. Two tins. c. Four tins.
b. Three tins. d. Five tins.
Questions 13-17 are based on the
listening text you are going to hear.
13. Where was the landowner from?
a. Beijing. c. Seoul.
b. Countryside. d. Tokyo.
14. Who was shouting?
a. The landowner.
b. The farmer's oldest son.
c. The landowner's youngest son.
d. The farmer's youngest son.
76 Developing English Competencies for Grade X
15. How did the landowner tell the
farmer that he had enough food?
a. Rudely. c. Harshly.
b. Politely. d. Angrily.
16. Why did the boy shout "There it is!
He's eating the dead chicken."
a. Because he didn't want to eat the
boiled chicken.
b. Because he didn't want the landowner
to stop eating the boiled
chicken.
c. Because he wanted to eat live
chicken.
d. Because he wanted to eat the
boiled chicken.
17. Why did the landowner ask the
servant to clear the table?
a. Because he thought he had been
served a long-dead chicken.
b. He was not hungry.
c. His stomach couldn't take any
more food.
d. He wanted the table to be
cleaned.
B. Reading
Choose the best answer to the following questions.
Questions 18–24 are based on this text.
This is the way an omelette should
be made. It is important that the fryingpan
should be propor tionate to the
number of eggs; in other words, to
the size of the omelette. The fryingpan
must be made of iron, not of
aluminium, tin or enamel. And here
I feel I must stress a point essential to
what might be called the background
of omelette-making, namely that the
frying-pan must never be washed with
water but rubbed, when hot, with salt
and tissue–paper, as this is the only
way to prevent sticking.
For three portions, we take six eggs,
break them into a bowl, season them with
salt and freshly ground pepper, and add
a good teaspoonful of water. We beat this
lightly with a fork or the wire–broom, not
the whisk, until large bubbles form on
the top. This takes half a minute; it is fatal
to beat too long. Meanwhile, our fryingpan
is getting hot, not too hot, and we
Making an Omelette
drop in an ounce and a half of butter, or
butter and best lard, over a quick flame
for a minute or two, until it gives no
more froth and has turned light golden.
We give our egg-mixture another stir
and pour it into the fan, letting it spread
evenly over the frying–pan.
All this is a swift business, and we
may well feel a few extra heart–beats
and a little breath lessness at that
moment. The flame is now turned down
a little. With a fork or palette-knife (a
fork seems to work particularly well)
we loosen the edges of the omelette
all round and, once or twice, in the
middle, letting the liquid flow into the
empty spaces, taking care always to
move towards the middle.
This takes about two minutes.
Then, keeping as calm as we possibly
can, we fold it. This is easy if we fold
over and pin down with two or three
fork-pricks about an inch and-a-half
Review 1 77
of the omelette along one side. Then,
it is quite easy to roll it into shape.
Our omelette should be golden brown
outside and wet inside: baveuse, as the
classical French term says. It is then slid
on to a hot plate and its surface made
shiny with a little butter. This last touch
makes all the difference.
Taken from www.recipetips.com
18. What is important about the frying–
pan?
a. It should be the same size as the
omelette.
b. It should never be a small one.
c. It should never be too small to
hold the eggs.
d. It should never be a very flat
one.
19. Which of the following frying–pan
is among those mentioned by the
writer?
a. One made of aluminium.
b. One made of aluminium and
enamel.
c. One made of iron.
d. One made of tin
20. What is the only way to prevent
sticking?
a. Rubbing with hot salt and
tissue–paper.
b. Rubbing with hot water.
c. Rubbing with salt and paper.
d. Washing with salt and paper.
21. Is it a good thing to beat the omelette
too long?
a. Yes.
b. No.
c. It doesn't matter.
d. It is better than beating it for too
short a time.
22. When should we pour in the egg
mixture?
a. When the flame gives no more
froth.
b. When the butter is a different
shade.
c. A soon as the flame is light
golden.
d. When the frying-pan is getting
hot.
23. We may well feel a few extra heart–
beats because .
a. we feel tired
b. we feel impatient
c. we feel relaxed
d. we're in a rush
24. What does the word baveuse mean?
a. The states of an omelette.
b. The shape of an omelette.
c. The size of an omelette.
d. An omelette made in France.
25. Lia : Do you have a new magazine?
Ani : Yes, . It's very interesting.
a. here it is
b. here they are
c. here is it
d. here are they
26. Eka : to my friend, Dedy.
Dedy : How do you do?
Reni : How do you do?
a. I'll introduce
b. You are introduced
c. Won't you introduce
d. Let me introduce you
27. Heldy : How do you do? My name
is Heldy.
Ferry : I am Ferry.
a. Good morning.
b. How are you?
c. How do you do?
d. Let me introduce myself.
78 Developing English Competencies for Grade X
28. Evi : Will you come with me to the
concert?
Adi : .
Evi : Alright. I'll fetch you at 8 p.m.
a. That's very kind of you, but I'm
very busy.
b. Thanks a lot, but some other
time, maybe.
c. Yes, that would be very nice.
Thanks.
d. I'd be unhappy to accept it.
29. Teacher : Thanks for your help,
Hanny.
Student : .
a. Don't worry about it.
b. Sorry, it didn't work out.
c. Sure. Too bad it didn't work.
d. You are entirely welcome.
30. Jane : Where did you go last night?
Frank : . Why?
a. I go to the cinema
b. I went to the cinema
c. I have gone to the cinema
d. I was going to the cinema
31. I her a bunch of roses this
morning.
a. gave c. given
b. give d. giving
32. Dudi does his homework by
a. himself c. him
b. hisself d. he
33. Who are ?
a. themselves
b. them
c. their
d. they
34. The teacher asks a student to come
to school on time.
a. Did come on time.
b. Do come on time.
c. Do you come on time?
d. You did come on time.
35. Randy : What's wrong with you?
You look unhappy today.
Sania : I los t my pur s e thi s
morning.
Randy : Oh, how awful! I'm so
sorry.
The underlined sentence expresses
a. happiness. c. sympathy.
b. gratitude. d. compliment.
C. Writing
Do the following tasks based on
the instruction.
Complete the following sentences
using a, an, or the.
Look out of 36 window of
37 house you are in now you see
such 38 beautiful view.
Use substitution form to fill in the
blank spaces.
39. A : Do you think our teacher will
come?
B : Yes, I think .
40. A : Will you come along with me?
B : Yes, I .
Complete the following sentences
using the correct form of verb.
41. She (buy) many books from
Indonesian Book Fair two months
ago.
42. Yesterday, she (read) the
books all day along.
43. (put) the books in their
previous place.
44. I did not (shave) this morning
because I was in a hurry.
45. They (kill) the villagers and
(run away) to the jungle.
Listening:
• Responding to expressions of congratulating and
complimenting
• Responding to narrative texts
Speaking:
• Congratulating and complimenting
• Performing a monologue of a narrative text
Reading:
• Identifying meanings and information in a narrative text
• Reading narrative texts
Writing:
• Developing a paragraph of a narrative text based on the
pictures
• Writing narrative texts
Congratulations!
You Did It Very Well
Chapter 4
In This Chapter
Source: Publisher's Documentation
79
80 Developing English Competencies for Grade X
Listening
In this section, you will learn how to:
• respond to expressions for congratulating and complimenting;
• respond to narrative texts.
1. Have your ever got any achievements in your life?
2. What was the best achievement you got?
3. How did you feel when you got an achievement?
4. How did people respond to your achievement? Did
they congratulate you?
5. What do you say when you want to congratulate
someone?
6. How do you respond to someone congratulations?
7. What do you say when you want to compliment
someone?
8. How do you respond to someone compliment?
Answer these questions orally.
Listen carefully to your teacher pronouncing the following
words and expressions. Repeat after him/her.
Words
great
charming
fantastic
congratulate
terrific
farewell
achievements
extremely
No.
1.
2.
3.
4.
5.
6.
7.
8.
Expressions
You look great!
What a charming dress!
That's a very fantastic!
I must congratulate you!
Nice to meet you
See you later
Terrific. Well done!
How extremely nice of
you to say so.
Activity 1
Activity 2
Congratulations! You Did It Very Well 81
Listen to the tape and choose the correct response to
the expressions you hear.
For example:
You will hear : Congratulations on your success.
The best response is ....
a. It is nice to hear you.
b. Thank you very much
The correct response is (b) Thank you very much.
1. a. I can't believe it!
b. That's terrific. Congratulations!
2. a. You look great!
b. Wow, that's fantastic!
3. a. Thank you very much for your compliment.
b. Congratulations!
4. a. That's amazing. Congratulations.
b. That's awful!
5. a. Thanks anyway.
b. Never mind. It's my pleasure!
Listen to the tape and complete the following dialogue
based on what you hear.
Dialogue 1
Andi had passed on his final semester test. On the way home,
he meets Desi, his friend. She congratulates and compliments
Andi.
Desi : Hi, Andi. 1 ?
Andi : I am fine, thanks.
Desi : It's very nice to meet you here, Andi. 2
today! I love your new hair style.
Andi : 3 , Desi. You look great, too.
Desi : Thanks, Andi. By the way, how was your test?
Have you got the result?
Andi : Yes, I've got it. You know what? I have passed
for the final test. 4 right now.
Desi : That's great. 5 ! How's the score?
Andi : Thanks God. I got the highest score for the test.
Activity 3
Activity 4
82 Developing English Competencies for Grade X
1. What is your favourite folklore?
2. Tell the class about your favourite folklore.
Desi : Wow, that's amazing. I know you are very smart,
Andi. 6 !
Andi : 7 your compliment, Desi. You are so
kind.
Desi : Never mind Andi. It's my pleasure.
Dialogue 2
Andi has won the national novel writing competition. The next
day, Riska and Joko come to his house to congratulate him
Riska : 1 what the newspaper's headline
said?
Andi : What news?
Joko : The news about you winning the national novel
writing competition. Is it really you?
Andi : Yeah. 2 .
Riska : 3 ! We're happy for you.
Andi : Thanks a lot guys.
Joko : It's a 4 , Andi.
Andi : Oh, no, I guess it's just my luck.
Now, listen to the tape carefully and respond to each
expression you hear.
Your teacher will tell you some titles of folklore.
Mention where they are from.
Your teacher will tell you her/his favourite folklore.
Then, discuss the following questions with your
friends'.
For example:
1. You will hear "You're terrific/fantastic."
The possible response is "Thanks for your compliment."
2. You will hear "Well done. Congratulations"
The possible response is "Thank you very much."
UN Shot
Ina : What do you think
of your new red
dress?
Eta : I am very satisfied
with it. It goes with
my shoes.
Ina : I think so. ....
Eta : Thank you.
a. You look beautiful
on it.
b. I dont' think so
c. Sorry to hear that
d. I don't like it
e. It's so difficult to do
(UAN 2005)
Activity 5
Activity 6
Activity 7
Congratulations! You Did It Very Well 83
Now, listen to the tape once again and complete the
story.
Answer the following questions based on the story
you have completed.
One morning, one of the
Witch's friends 1 to visit.
When she looked around the room, she
said "Your house is ugly. My house is
2 than yours, and the walls
are bigger." The Witch was very angry
when she heard this and 3 ,
"Get out of my house! and don't ever
come back here!"
After her friend left, the Witch
4 her house and she said to
herself, "my friend was right. My house
looks ugly and the paint is faded. I have
to repaint it. Then she 5 the
shop and bought a can of paint. After
lunch she 6 to paint, and she
worked very carefully. In the afternoon
she 7 the lower part of her
house. When she wanted to start the
upper part she 8 that she
couldn't reach it. That she got an idea.
"I will use my magic broom!"
She shouted, "Broom, turn into
9 and paint my walls!"
Suddenly the broom turned into a
paint brush and 10 to paint
the upper walls. It worked very fast,
and in ten minutes all job was done.
The Witch was very happy.
Taken from 366 and More Fairy Tales, 1997
1. Who visited the witch?
2. How was the witch's home?
3. Which house was more beautiful?
4. Did the witch realise that her house was ugly?
5. Why did the witch go to the shop?
6. Why did the witch not paint the upper part herself?
7. Who helped the witch paint the upper part of her
house?
8. How long did the broom finish painting?
Activity 8
Activity 9
84 Developing English Competencies for Grade X
Listen to the tape and choose the correct answer to the
following questions based on the story you heard.
1. What was the purpose of the text?
a. Inform the reader about the Battle of Troy.
b. Persuade the reader to read Greek History.
c. To Argue that the Greek had won the war.
d. To show how cunning the Greeks were.
e. To describe Troy
2. Who was Odysseus?
a. A horse.
b. A Greek Soldier.
c. A Roman Soldier.
d. A Greek King.
e. No Information.
3. How did the Greeks win the battle?
a. They made the Romans drink
b. They scared the Romans
c. Odysseus used the help of Gods
d. They destroyed the city gate
e. They tricked the Romans
4. … in the form of a "Horse Statue" were overjoyed
The underlined word means…
a. Really sad
b. Drunk
c. Really happy
d. Defenseless
e. Cautious
5. How were the Romans beaten?
a. With the help of alcohol.
b. With help from a wooden horse.
c. Thanks to Odysseus's Idea.
d. All of the above.
e. None of the above.
New Horizon
There are many types
of narrative. They can
be imaginary, factual
or a combination
of both. They may
include fairy stories,
mysteries, science
fiction, romances, horror
stories, adventure
stories, fables, myths
and legends, historical
narratives, ballads,
slice of life, personal
experience.
Source: www.english.
unitechnology.ac
Activity 10
Congratulations! You Did It Very Well 85
Speaking
In this section, you will learn how to:
• congratulate and compliment others;
• perform a monologue of narrative texts.
Look at the picture and answer the questions.
1. What do you see in the picture?
2. What are they doing?
3. How do you congratulate anyone and give compliment
in your culture?
4. On what occasions do people usually congratulate or
compliment each other?
5. Mention some expressions of congratulating and
giving complement.
Source: Publisher's Documentation
Expressions Situations
1. What a nice dress!
2. You look great!
3. You're looking glamorous.
4. Congratulations!
5. Well, Done!
6. Thank you very much for your
compliment.
a. You compliment someone on their appearance.
b. You say nice thing about your friends' dress.
c. Your colleague is very fashionable and well
dress.
d. Your friend has just passed an important exam.
f. Your brother have got an award.
g. You give response to your friend compliment/
congratulation.
Match the following expressions into the appropriate
situation.
Activity 1
Activity 2
86 Developing English Competencies for Grade X
What to Say
Complimenting someone
• May I say how elegant you look.
• I f I may so, you are quite charming.
• My compliments on your beautiful.
• I really must express my admiration for your
party.
• You are looking good.
• What a charming dress!
• That's a very nice coat!
• You look nice.
• I like your hair style!
Less Formal • You're terrific/fantastic.
More Formal
1. Harsya : What a great Motorcycle you have, Pandu.
Pandu : Thank you, Harsya. I just finished
modifying it.
Harsya : You mean this is the old motorcycle that
you used to drive to school?
Pandu : Yes, it is.
Harsya : It looks a lot different. What did you do to
it?
Pandu : Not much. I had it paint with a brighter
colour and add some new accessories.
Harsya : Great job!
Pandu : Thanks.
2. Yani : Ussy, would you like to try this cookies?
Ussy : Sure, thanks. What is the occasion?
Yani : I just graduated at last grade on my English
course.
Ussy : I must congratulate you on being the
smartest student.
Yani : Oh, it's not necessary.
Ussy : No, it's a must. Let's go celebrate it.
Yani : Good idea.
Read and practise the following dialogues with your
Activity 3 friends. Pay attention to the italicised expressions.
Congratulations! You Did It Very Well 87
1. Your best friend has passed his exam and he gets a
good mark.
2. Your relative is going abroad for studying.
3. Your brother has done excellent job.
4. Your teacher is honoured with the "Teacher of the
month" title.
1. Nina : I've just got married.
Abraham :
2. Rudi : I won the race.
Rita :
3. Fuad : I've found a new job.
Ratna :
4. Agus : My father Just bought me a new MP3
player.
Ida :
5 Ahmad : I just won first prize from a quiz.
Narya :
Complete the dialogue with the expressions above.
Discuss with your partner.
Create a dialogue based on the following situations
using the expressions given in 'What to Say'.
Congratulating someone
• Please accept my warmest congratulations.
• I'd like to be the first to congratulate you on ….
• It was great to hear ….
• Congratulations on your ….
• I must congratulate you.
• May I congratulate you on ….
• Congratulations!
• Congratulations on your ….
• Well done!
Less Formal • Fantastic/terrific!
More Formal
Activity 4
Activity 5
88 Developing English Competencies for Grade X
1. Your partner got a scholarship.
2. Your partner becomes the best student in the class.
1. Your friend gets the highest grades at school.
2. Your friend is elected as one of the finalists in Puteri
Indonesia competition.
3. Your friend held a fantastic birthday party.
4. Your friend gets selected as the best youth novelist.
Your friend is good at:
1. playing the piano
2. playing tennis
3. story telling
4. playing chess
5. poetry reading
For example:
Donny has passed his exams with flying colour and get the best
ranking at his school.
Boby : Hi, Don. I heard that you got the best
grades in this year exams, didn't you?
Dony : That's right.
Bobby : Congratulations!
Dony : Thank you.
Dony's father : Well done, Don. I'm very proud of
you.
Dony's mother : I'm glad to hear that.
Dony : Thank you, Dad, Mom.
Work in a group of three. Act out a dialogue based on
one of the following situations. Use the expressions
of complimenting.
With your partner, create a short dialogue based on
the situations given. Choose one of them and act
it out in front of the class. Don't forget to use the
expressions you have learnt.
Work in a group of two. Act out a dialogue based
on one of these situations. Use the expressions of
congratulating.
Activity 6
Activity 7
Activity 8
Congratulations! You Did It Very Well 89
Work in group, play the characters on this story and
answer the questions that follow.
The Tiger Who Would Be King
One morning the tiger woke up in
the jungle and told his mate that he was
king of beasts.
"Leo, the lion, is king of beasts,"
she said.
"We need a change," said the tiger.
"The creatures are crying for a change."
The tigress listened but she could
hear no crying, except that of her cubs.
"I'll be king of beasts by the time
the moon rises," said the tiger. "It will
be a yellow moon with black stripes,
in my honour."
"Oh sure," said the tigress as she
went to look after her young, one of
whom, a male, very like his father, had
got an imaginary thorn in his paw.
The tiger prowled through the
jungle till he came to the lion's den.
"Come out," he roared," and greet the
king of beasts! The king is dead, long
live the king!"
Inside the den, the lioness woke
her mate. "The king is here to see you,"
she said.
"What king?" he inquired, sleepily.
"The king of beasts," she said.
"I am the king of beasts," roared Leo
and he charged out of the den to defend
his crown against the pretender.
It was a terrible fight and it lasted
until the setting of the sun. All the
animals of the jungle joined in, some
taking the side of the tiger and others
the side of the lion. Every creature from
the aardvark to the zebra took part in
the struggle to overthrow the lion or to
repulse the tiger, and some did not knot
know which they were fighting for, and
some fought for both, and some fought
whoever was nearest and some fought
for the sake of fighting.
"What are we fighting for?" someone
asked the aardvark.
"The old order," said the aardvark.
"What are we dying for?" someone
asked the zebra.
"The new order," said the zebra.
When the moon rose, fevered and
gibbous, it shone upon a jungle in
which nothing stirred except a macaw
and a cockatoo, screaming in horror.
All the beasts were dead except the
tiger, and his days were numbered
and his time was ticking away. He
was monarch of all he surveyed, but it
didn't seem to mean anything.
Taken from Readings to Remember, 2004
Activity 9
90 Developing English Competencies for Grade X
Work in group of three. Change the following text
into dialogue. Then act it out in front of the class.
The Cleverest Student
Evi, who is the cleverest student in
the class, doesn't go to school anymore.
She has to stop studying because she
cannot pay school fee.
Budi, her classmate, came to see
her at home.
"Why don't you go to school again?"
asked Budi. "Our teachers asked me
where you were," continued Budi.
"I am sorry. Now I have to stay at
home because my father has stopped
working at factory," told Evi.
"I am sorry to hear that. I think it is
not a serious problem," said Budi.
"Oh, not to me. What do you think
if I stop studying," asked Evi.
"No . . . it is not a good solution.
Tomorrow you and I meet our
headmaster to tell about this. Are you
with me?" asked Budi.
At school they meet the headmaster
in his office.
The headmaster is surprised to see
the two students in his office. "What's
up? What can I do for you?" asked the
headmaster.
"Excuse me, Sir. May I study here
without payment? My father cannot
pay my school fee. Because now he just
stays at home after he has been laid off
by the company," told Evi.
"Okay. If so, you may not stop
studying here. All payments are my
responsibility" said the headmaster.
"You are a very smart student.
I'm glad you still want to study in this
school."
"Thank you very much. That's kind
of you," said Evi happily.
Taken from English for SMA 2, 2005
1. How many characters are there in the story? Mention
them.
2. Where did the story take place?
3. Why did the tiger tell his mate that he was king of
beasts?
4. What did the tiger come to the lion's den for?
5. Did the tiger and the lion fight for the crown?
6. Did all the animals of the jungle join in the fight?
7. Were they on tiger's side or lion's?
8. Who won the fight, the tiger or the lion?
9. Were there any beasts survive the fight?
10. What is the moral of the story?
Activity 10
Congratulations! You Did It Very Well 91
Reading
In this section, you will learn how to:
• identify factual meaning in the texts;
• identify the structure of narrative texts;
• reading and understanding narrative texts.
1. What is the picture about?
2. Can you predict what the story is about?
3. Do you have a favourite folklore?
4. What is the title of the folklore?
5. Tell the class about it.
1. horrible
2. monster
3. castle
4. armour
5. swords
6. knight
7. fought
8. useless
Study the following picture and answer the questions
orally.
Before reading the story, read and study the following
words and find their meanings.
Activity 1
Activity 2
92 Developing English Competencies for Grade X
Once upon a time, there was a
horrible monster called Grendel. He
was half-man and half-monster. He
lived in Denmark. One day, he went
to the King's castle. The king and his
men tried to kill the monster but their
swords were useless. A knight called
Beowulf heard about the problem and
went to Denmark to help the king.
That night, Beowulf and his men
took off their armour and put away
their swords and went to sleep. The
monster came into the castle and killed
a knight. Beowulf woke up and fought
the monster-he pulled off an arm!
Grendel went back to his home in a lake
and died. Grendel's mother was very
angry and the next night she went to
the castle and killed a knight.
In the morning, Beowulf went to
the lake. He killed Grendel's mother
with a special sword. When he came
back, the king was very happy and he
gave Beowulf presents and money.
Beowulf went back to his country
and became a king. He was king for
fifty years. But one day, a dragon came
to his country, and it attacked people.
It lived in a cave with treasure. The
dragon was very big and breathed
fire. The knights were afraid and they
did not want to fight the dragon. King
Beowulf was an old man but he put
on his armour again and went to the
dragon's cave with his men. …
Taken from Opportunities Elementary, 2003
The Legend of Beowulf
Read the following story aloud.
Answer the following questions based on the text in
Activity 3.
1. Who was half-man and half-monster?
2. Were the king and his men succeed in killing Grendel?
Why?
3. Why did Beowulf come to Denmark?
4. What did Beowulf do to Grendel when he fought
him?
5. What happened to Grendel after he fought Beowulf?
6. What did Grendel's mother do when she find out
about her son's death?
7. What did Beowulf use to kill Grendel's mother?
8. How long did Beowulf become king?
9. What attacked the people in Beowulf's country?
10. What did Beowulf do about it?
Activity 3
Activity 4
Congratulations! You Did It Very Well 93
Read another story and identify its text structure in
the table that follow.
A crow, perched in a tree with a
piece of cheese in his beak, attracted
the eye and nose of a fox. "If you can
sing as prettily as you sit," said the
fox, "then you are the prettiest singer
within my scent and sight." The fox had
read somewhere, and somewhere, and
somewhere else, that praising the voice
of a crow with a cheese in his beak
would make him drop the cheese and
sing. But this is not what happened to
this particular crow in this particular
case.
"They say you are sly and they say
you are crazy," said the crow, having
carefully removed the cheese from
his beak with the claws of one foot,
"but you must be nearsighted as well.
Warblers wear gay hats and colored
jackets and bright vest, and they are
a dollar a hundred. I wear black and I
am unique.
"I am sure you are," said the fox,
who was neither crazy nor nearsighted,
but sly. "I recognize you, now that I
look more closely, as the most famed
and talented of all birds, and I fain
would hear you tell about yourself, but
I am hungry and must go."
"Tarry awhile," said the crow
quickly, "and share my lunch with
me." Whereupon he tossed the cunning
fox the lion's share of the cheese, and
began to tell about himself. "A ship
that sails without a crow's nest sails
to doom," he said. "Bars may come
and bars may go, but crow bars last
forever. I am the pioneer of flight, I am
the map maker. Last, but never least,
my flight is known to scientists and
engineers, geometricians, and scholar,
as the shortest distance between two
points. Any two points," he concluded
arrogantly.
"Oh, every two points, I am sure,"
said the fox. "And thank you for the
lion's share of what I know you could
not spare." And with this he trotted
away into the woods, his appetite
appeased, leaving the hungry crow
perched forlornly in the tree.
Taken from www.aesopfables.com
The Fox and the Crow
11. Decide how the story ends based on the following
options:
a. Beowulf killed Grendel and took the treasure.
b. Beowulf killed Grendel but he died.
c. Grendel killed Beowulf and escaped.
12. Provide reasons why you choose the option as the
ending of the story.
Activity 5
94 Developing English Competencies for Grade X
Your Project
Find a folklore that
you know. You can
do mini research in the
library. Ask your parents
or grand parents. Then,
retell it in front at the
class.
1. There are two main characters in the story.
2. The story probably took place in the jungle.
3. The fox had read somewhere that praising the voice
of a crow with a cheese in his beak would make him
drop the cheese and sing.
4. The fox said that the crows are sly and crazy.
5. The fox recognise that the crow look more closely, as
the most famed and talented of all birds
6. Whereupon the crow tossed the cunning fox the
crow's share of the cheese.
7. The fox is really arrogant. He is the map maker.
8. The crow's appetite appeased, leaving the hungry
crow perched forlornly in the tree.
Read and study the story in Activity 5 once again.
Then decide whether these statements are true or
false.
Answer the following questions based on the text in
Activity 5.
Setting Characters Events Outcome
1. How many characters are there in the story?
2. Where did the story probably take place?
3. Why did the fox praise the voice of the crow?
4. Had the crow known the fox's plan of praising him?
5. Did the fox give up trying to persuade the crow to
share his lunch?
6. What did the fox do in order that the crow shared his
lunch?
7. Did the fox succeed in getting what he wanted?
8. What is the moral of the story?
Activity 7
Activity 6
Congratulations! You Did It Very Well 95
Read and study the announcement. Then complete
the from that follow based on the announcement.
Topic:
Event:
Organizer:
Winners:
The Niagara Branch of the Canadian Authors Association is pleased
to announce the finalists of our Ten Stories High Eighth Annual Short
Story Competition. We would like to thank each and every one of our
entrants for making our contest such an ongoing success!
We will be officially launching our latest edition of Ten Stories High
in the Mills Room at the Public Library on Saturday, September 29 from
2 to 5 p.m. This gala event will feature readings by this year's winning
contestants as well as refreshments. We will also be offering copies of
our anthology for sale at that time.
The Niagara Branch of the Canadian Authors Association wishes to
congratulate the winners of our Ten Stories High Eighth Annual Short
Story Competition. Our top ten winners are:
First Prize
Colette Maitland
"Until Death Do We Part"
Second Prize
Ruth Taylor
"At the Corner of Petapa and Thirty-first"
Third Prize
Alison McCabe
"Until Recently"
"
Once again, we wish to thank all the entrants who participated in
our contest this year and congratulations to our winners!
Taken from www.canauthorsniagara.org
Announcement
Activity 8
96 Developing English Competencies for Grade X
1. The cameraman takes the President's several times.
2. A fire melts the wax statue at the House of Wax.
3. My brother buys me this new computer game.
4. She writes the beautiful story of prince and
princesses.
5. The firefighters helps a family from being trapped in
a ruin.
UN Shot
Komodo ... to be
descendant from
dinosaurs.
a. they belive
b. to belive
c. belived
d. to belived
e. are belived
(UAN 2004)
The sentences above use passive voice. Passive
voice is used when it is not important to know
exactly who performs an action. In passive voice,
the object of an active verb becomes the subject of
the passive verb. If the subject of an active sentence
is someone or the people, we do not have to put
them in the object of passive sentence. Some of the
verbs cannot be changed into passive form such as
happen, come, sleep, etc. The form of passive is: be
+ past participle.
Grammar Review
Passive Voice
Study the following sentences.
1. Fewer foods should be chosen from the meat and
dairy groups in the middle.
2. Even fewer foods should be chosen from the fats,
oils, and sweets at the top of the pyramid.
3. The pipe was replaced by the plumber.
4. Vitamins must be supplied in a person's daily
diet.
5. The play was written by Shakespeare.
Activity 9 Change the following sentences into passive voice.
Congratulations! You Did It Very Well 97
Read another story and identify its moral values. Then
choose ten sentences to change them into passive
sentences.
Once there was a wolf who was
nearly dead with hunger. He was
very thin, so that the outline of his
bones could be seen clearly beneath
his thinning coat of hair. With hardly
enough energy to walk, the wolf had
little hope of finding food. As he lay
beneath a large tree, a dog out for a
walk noticed him. Seeing how thin
and hungry-looking the wolf was, the
dog felt sorry for him and said, "You
are in terrible shape! You look as if you
haven't eaten for many days."
"You're right," said the wolf. "I
haven't eaten because you and your
friends are doing such a good job of
guarding the sheep. Now I am so weak
that I have little hope of finding food. I
think I will surely die."
Then why not join us? Asked the
dog. "I work regularly and I eat regularly.
You could do the same. I will arrange
it. You can help me and the other dogs
guard the sheep. In that way, we won't
have to worry about your stealing the
sheep any more and you won't have to
worry about going hungry any more. It's
a good deal for both of us."
The wolf thought it over for a few
minutes and then decided that the dog
was right. So they went off together
toward the ranch house where the dog
lived. But, as they were walking, the
wolf noticed that the hair on a certain
part of the dog's neck was very thin. He
was curious about this, for the dog had
such a beautiful coat every where else.
Finally, he asked the dog about it.
"Oh, don't worry about that," said
the dog. "It's the place where the collar
rubs on my neck when my master
chains me up at night."
"Chained up!" cried the wolf, "Do
you mean that you are chained up at
night? If I come to live with you, will I
be chained up at night too?"
That's right," answered the dog.
"But, You'll get used to it soon enough.
I hardly think about it anymore."
"But, if I am chained up, then I
won't be able to walk when I want to
take a walk or to run where I want to
run," the wolf said. "If I come to live
with you, I won't be free anymore."
After saying this, the wolf turned and
ran away.
"The dog called after the wolf,
saying, "Wait! Come back! I may not
be able to do everything I want to do,
but I'm healthy, well-fed, and I have
a warm place to sleep. You are too
worried about keeping alive to enjoy
life. I'm more free than you are."
Taken from www.aesopfables.com
The Wolf and the Dog
Activity 10
98 Developing English Competencies for Grade X
one day a monkey wanted to cross
a river he saw a crocodile in the river so
he asked the crocodile told the monkey
to jump onto its back. then the crocodile
swam down the river
now the crocodile was very hungry
so when it was in the middle of the
river it stopped and said to the monkey
monkey my father is very sick he must
eat the heart of a monkey the he will
be strong again
the monkey thought for a while
then he told the crocodile to swim back
to the river bank
what for asked the crocodile
because i didn't bring my heart
with me said the monkey i left it under
the tree near some coconuts
so the crocodile turned around and
swam back to the bank of the river as
soon as they reached the river bank the
monkey jumped off the crocodiles back
and climbed up to the top of a tree
where is your heart asked the
crocodile
you are foolish the monkey said
to the crocodile now i am free and you
have nothing
the monkey told the crocodile not
to try to trick him again the crocodile
swam away hungry
Taken from www.aesopfables.com
Punctuate and capitalise the following story.
Answer these questions.
Writing
In this section, you will learn how to:
• develop paragraph of narrative texts;
• writing narrative texts.
1. Have you ever written a story?
2. What do you do first when you write a story?
3. Have you ever written a fairy tale?
4. Are there any differences between writing fairy tales
and ordinary short stories?
Activity 1
Activity 2
Congratulations! You Did It Very Well 99
1 2
3 4
Look at the picture carefully, then read the sentence
given below, they are not in the correct order. Arrange
them by putting the letter after the number so they
tell the story shown in the picture.
5 6
a. This gave Pak Aman an idea how to get his has back
b. So has sat down under the tree to sleep.
c. He was very angry and threw a stone at them.
d. So Pak Aman managed to get his hat back.
Englishclub.com
The first important
thing to remember about
a narrative essay is that it
tells a story. The second
important thing about a
narrative essay is that the
story should have a point.
In the final paragraph, the
author should come to an
important conclusion about
the experience that has just
been described.
For further steps
in writing narrative, visit
www.infoplease.com
Activity 3
100 Developing English Competencies for Grade X
e. Pak Aman sells hat in the village.
f. At this the monkeys threw all the hats down at him.
g. There were lots of naughty monkeys up that tree.
h. He took off his hat and threw it at the monkeys.
i. The monkeys in turn threw fruit down at him.
j. The monkeys came down and took all the hats except
the one on Pak Aman's hats.
k. One day, while he was going from one village to
another, he felt very tired.
A miser sold all that he had and
bought a lump of gold, which he buried
in a hole in the ground by the side of an
old wall and went to look at daily. One
of his workmen observed his frequent
visits to the spot and decided to watch
his movements.
He soon discovered the secret
of the hidden treasure, and digging
down, came to the lump of gold, and
stole it. The Miser, on his next visit,
The Miser
found the hole empty and began to tear
his hair and to make loud lamentations.
A neighbor, seeing him overcome with
grief and learning the cause, said, "Pray
do not grieve so; but go and take a
stone, and place it in the hole, and fancy
that the gold is still lying there.
It will do you quite the same
service; for when the gold was there,
you had it not, as you did not make the
slightest use of it."
Taken from www.short-stories.co.uk
A Wolf found great difficulty
in getting at the sheep owing to the
vigilance of the shepherd and his dogs.
But one day it found the skin of a sheep
that had been flayed and thrown aside,
so it put it on over its own pelt and
strolled down among the sheep.
The Wolf in Sheep's Clothing
The Lamb that belonged to the
sheep whose skin the Wolf was wearing
began to follow the Wolf in the Sheep's
clothing. So, leading the Lamb a little
apart, he soon made a meal off her
- and for some time he succeeded in
deceiving the sheep, and enjoying
hearty meals.
Appearances are deceptive.
Taken from www.short-stories.co.uk
Study these stories and fill in the narrative text
pattern that follow based on the story. Activity 4
Congratulations! You Did It Very Well 101
1. Fable story
2. Folklore
3. Myth or legend
Climax
Narrative Text Pattern
Tittle :
Events: Rising Action
Setting: Theme:
Resolution:
Conflict:
Falling
Action
Major Characters
Minor Characters
Now, make your own narrative story. Choose from
the following categories. Activity 5
102 Developing English Competencies for Grade X
After learning the lesson in this chapter, you are expected to be able to:
1. respond to expressions for congratulation and giving compliment;
2. respond to a monologue of a narrative text;
3. congratulate and compliment others;
4. performing a monologue of narrative texts;
5. identify factual meaning in the texts;
6. identify the structure of narrative texts;
7. write narrative texts.
Now, answer the questions:
1. What do you say to give complement and congratulate someone?
2. What do you say when someone congratulates and complements you?
3. Write and tell your favourite folklore. Pay attention to the structure of the text.
If you find some difficulties, consult your teacher or discuss with your friends.
Learning Reflection
Chapter Summary
1. Language Functions
a. Congratulating
• Congratulations! • Well done!
• Congratulations on.... • Great job!
b. Complimenting
• You look great. • How beautiful you are.
• You look terrific. • I must say that you are ....
2. Genre
Narrative
Function : to amuse, entertain and to deal with actual or vicarious experience
in different ways.
Generic Structure
- Orientation : sets the scene and introduces the participants.
- Evaluation : a stepping back to evaluate the plight.
- Complication : a crisis arises.
- Resolution : the crisis is resolved, for better or for worse.
- Re-orientation : optional.
Listening:
• Responding to expressions of gratitude
• Responding to invitation
• Responding to a monologue of a descriptive text
Speaking:
• Expressing gratitude
• Performing a monologue of descriptive texts
Reading:
• Identifying the structure of a descriptive text
• Reading descriptive texts
Writing:
• Writing short descriptions and announcement
• Writing descriptive texts
I'm Very Grateful to You
Chapter 5
In This Chapter
Source: Publishers's Documentation
103
104 Developing English Competencies for Grade X
Listening
In this section, you will learn how to:
• respond to gratitude;
• respond to invitation;
• respond to descriptive texts.
1. How do you respond to someone expressing
gratitude?
2. Is it alright if you just say nothing?
Answer these questions orally.
You will listen to a tape playing a dialogue. Listen carefully
to complete the dialogue and answer the questions that
follow.
Henry : Hello Yuni. How are you this morning?
Yuni : Hi, Henry. Fine, 1 . And you?
Henry : I'm just fine, 2 .
Yuni : Please come in and have a seat.
Henry : 3 . I'm returning your brother's
sports magazine. Here it is and 4 .
Yuni : It's all right. Would you like any other
magazine or newspaper to read?
Henry : Yes, please. 5 . Can I see today's
newspaper?
Yuni : Of course. Here it is.
Henry : 6 , Yuni. By the way, would you
do me a favour?
Yuni : Why not? What can I do for you?
Henry : Could you tell your brother how 7
I am for his help to lend me his magazine?
Yuni : Oh, sure. I'll tell him.
Henry : Great. 8 .
1. Where does this conversation take place?
2. What is the purpose of Henry's coming?
3. What does Henry want Yuni to do?
Activity 1
Activity 2
I'm Very Grateful to You 105
Listen to the tape. You will hear some expressions.
Choose the best response for the expressions.
4. Find some expressions of thanks in the dialogue.
5. What are the responses of the expressions?
1. a. No, I won't.
b. Yes, I'd love to.
2. a. I'm sorry, I can't.
b. Thank you so much.
3. a. I'm very grateful to you.
b. How can I refuse?
4. a. I'd love to come.
b. You're great.
5. a. How can I thank you?
b. It doesn't matter.
1. What picture is it?
2. Where do you usually find that place?
3. What can you do if you go to that place?
4. Can you describe the situation on the picture?
5. How do we prevent the beauty of the place?
Source: ML Calendar Catalogue, 2002
Study the picture and then answer these questions
orally.
Activity 3
Activity 4
106 Developing English Competencies for Grade X
You are going to listen to three descriptions of the following
pictures. Match the pictures and the descriptions you hear.
Listen to the tape then complete the following description
of Lawang Sewu.
1 2
3
Colosseum: Borobudur:
Stonehenge:
Source: Microsoft Encarta, 2008
Lawang Sewu
Lawang Sewu is one of the famous
1 in Indonesia. It is named
2 which means 3 . Besides
its thousand doors, it is also well
known for the fascinating 4
representing the Dutch Symbolism.
The stained glass windows are similar
with those of the places like The Hague
and Rotterdam and also the Royal
family. The building has numerous
5 which open out to the offices
on one side of the office and the other
end of the building on the other hand.
It is a famous 6 in the region of
Semarang and a pride for Java.
Adapted from www.central-java-tourism.com
Activity 5
Activity 6
I'm Very Grateful to You 107
Speaking
In this section, you will learn how to:
• express gratitude;
• perform a monologue of descriptive text.
Answer these questions orally.
1. When is the time to express gratitude to someone?
2. What do you say when you want to thank someone
who helps you?
Read and act out the following dialogue.
Ardi : I'm going to the museum on Sunday morning.
Would you like to come with me?
Ratna : I'd love to. Will you pick me up?
Ardi : Sure. Be ready at 7, OK?
Ratna : All right.
After visiting the museum, on the way home, Ratna invites
Ardi to have dinner together.
Ratna : Are you free tonight?
Ardi : Why?
Ratna : I wonder if you would like to have dinner at
my house.
Ardi : I won't say no. I'll be there.
1. When will they go to the museum?
2. Who invites Ratna to go to the museum?
3. Does Ratna like to go the museum? What does she say?
4. Is Ardi free tonight?
5. Can Ardi go to Ratna's house to have dinner together?
Why?
6. What does Ardi say to decline Ratna's invitation?
Answer the following questions based on the information
given in the dialogue above.
Activity 1
Activity 2
Activity 3
108 Developing English Competencies for Grade X
Study the following dialogue. Then, make your own
dialogue and act it out in front of the class.
Dandy : I've never been to Borobudur before. What is
it like?
Kayla : It's very beautiful. The temple is extravagant.
Beautiful stone carvings surrounded the
temple and the statues are amazing too.
Dandy : Wow, I wish I can see it for myself.
Kayla : Actually, my parents are taking me there
again this vacation. What if you come and
join us?
Dandy : How can I say no? Of course I'd love to
come.
Kayla : Great. I'm sure my parents won't mind.
What to Say
Inviting someone
• I’d like to invite you to ...
• Would you like to ...?
• Will you join ...?
• Do you want to come with ...?
Accepting invitations
• I’d be delighted to ....
• Yes, I’d like to very much.
• I won’t say no ....
• I’d love to.
Expressing gratitude
• I would like to thank you for ....
• Let me express my gratitude ....
• Thank you.
• Thanks.
Less Formal
Less Formal
Less Formal
More Formal
More Formal
More Formal
Activity 4
I'm Very Grateful to You 109
Work in pairs. Give suitable responses.
There are many kinds of expressions for thanks. Use them
to express your gratitude for the following.
1. Your friend has just given you a bar of chocolate.
2. Tini has lent you a magazine.
3. Sandi has just given you a ticket for a music show.
4. A policeman has just shown you the way to the
railway station.
Create dialogues based on the following situations.
There are many kinds of expressions for thanking. Use them to
express your gratitude for the following.
1. Your friend has just given you a bar of chocolate.
2. Tini has lent you a magazine.
3. Sandi has just given you a ticket for a music show.
4. A policeman has just shown you the way to the
railway station.
Answer the following questions orally.
1. Have you ever gone to a historical place?
2. Can you mention some historical places in Indonesia
that have become tourist resorts?
3. Can you mention some outstanding historical places
around the world?
VPronunciation Practice
1. explorer /ɪk'splɔ:rɘ(r)/
2. war /wɔ:(r)/
3. resource /rɪ'sɔ:s/
4. wall /wɔ:l/
5. enormous /'ɪnɔ:mɘs/
6. probably /'prɔbɘblɪ/
7. archaeologists /ˌɑ:kɪˈɒlɘdʒɪst/
8. foreign /'fɒrɘn/
9. forest /'fɒrɪst/
10. crop /krɒp/
UN Shot
The original ...
manuscript of the play
is on display in the
museum.
a. written by hand
b. writing hand
c. hand-written
d. that is hand-written
e. hand-writing
(UN 2004)
Activity 5
Activity 6
Activity 7
110 Developing English Competencies for Grade X
Read aloud the following texts with appropriate
pronunciation.
Easter Island is in the South Pacific,
3,700 kilometres from the coast of
Chile. On the island, there are 600 large
statues. We don't know who built them
but they were probably constructed
between 1150 and 1500. We don't
really know why they are there. The
Easter Island
Source: Cambridge English for Schools, 2000
Norwegian explorer, Thor Heyerdahl,
believed that they were built by people
from South America. To prove this, he
made a simple raft and sailed there, all
the way from Peru.
Archaeologists think that the statues
represent dead tribal leaders. We don't
know why the statues left alone on the
island. Perhaps they were killed by
disease or war. Perhaps the builders
used all the natural resources on the
island. There are many unanswered
questions about Easter Island.
Taken from Cambridge English for Schools, 2000
Great Zimbabwe
In 1871 Karl Mauch, a German,
discovered a huge stonewalls in
Zimbabwe, Africa. The walls covered
25 hectares around what is now called
‘Great Zimbabwe'. Great Zimbabwe is
the most impressive Iron Age site in
Africa. On top of a hill, there is a large
castle and under neath this is the ‘Great
Enclosure'. The Great Enclosure has
enormous walls – sometimes 11 metres
high and 1.2 metres thick. Inside the
Great Enclosure there are many huts,
passages and rooms and a mysterious
9-metre-high stone tower that has no
stairs, no windows, and no doors.
Why did they build the tower? We
don't know. We don't even know who
built Great Zimbabwe – it is a mystery
to African and foreign archaeologists.
They think the Great Enclosure was
built about 1,000 years ago.
Taken from Cambridge English for Schools, 2000
Source: Cambridge English for Schools, 2000
Activity 8
I'm Very Grateful to You 111
Pueblo Bonito
One thousand years ago, in the
desert of the Chaco Canyon, the
Anasazi people built nine multi-storey
buildings called ‘Great Houses'. They
used stone for the walls and wood
for the floors, doors and roofs. They
transported more than 200,000 trees
from forests almost 80 kilometres
away. How did they move the trees?
We don't know.
In some buildings there are huge
circular rooms called ‘kivas'—the
biggest one is under ground and it is
about 16 metres wide. Why did the
Anasazi build circular rooms? We
don't know. Perhaps they used them
for religious ceremonies or for storing
crops. We know the Anasazi people
abandoned the Great Houses. Why did
they leave? Hunger? War? We really
don't know.
Taken from Cambridge English for Schools, 2000
Source: Cambridge English for Schools, 2000
Complete the following box with the information from
the text to show the description of those places.
Easter Island Great Zimbabwe
1. Location
2. Time of building
(approximation)
3. Physical appearance
Pueblo Bonito
Activity 9
112 Developing English Competencies for Grade X
Perform a monologue about the description of Niagara
Falls.
Niagara Falls
Niagara Falls is a famous area
of waterfalls. It is one of the most
beautiful natural wonders of North
America. It is on the Niagara River,
about halfway between Lake Erie
and Lake Ontario. The Niagara River
forms part of the border between
Canada and the United States. At
Niagara Falls, Ontario, Canada is on
one side of the river, and the U.S. state
of New York is on the other side.
Niagara Falls really has two
waterfalls. The Horseshoe Falls are in
Canada, and the American Falls are in
the United States.
The Niagara River drops into a
steep gorge or canyon, at the falls.
Most of the water flows over the
Horseshoe Falls. They are not as high
as the American Falls, but they are 2,600
feet (792 metres) wide–about 0.5 mile
(0.8 kilometre). The American Falls
are about 1,000 feet (305 metres) wide.
Beyond the falls are the Whirlpool
Rapids. There, the powerful swirling
water has carved a bowl out of the
rock.
At night, coloured lights shine on
the thundering falls. About 10 million
people visit Niagara Falls each year.
Taken from The World Book Student Discovery
Encyclopedia, 2006
Source: The World Book Student Discovery Encyclopedia,
2006
Answer the following questions orally.
1. Where is Niagara Falls located?
2. What countries are separated by Niagara Falls?
3. Where are the two waterfalls of Niagara Falls?
4. What is Canyon?
5. How big are the Horseshoe Falls?
Activity 10
Activity 11
I'm Very Grateful to You 113
New Horizon
The name "Easter
Island" was given by the
island's first recorded
European visitor,
the Dutch explorer
Jacob Roggeveen,
who encountered
Easter Island on Easter
Sunday 1722, while
searching for Davis or
David's island.[2] The
island's official Spanish
name, Isla de Pascua,
is Spanish for "Easter
Island".
Grammar Review
Preposition
Study the following explanation of prepositions.
1. At is used with times and also with places: at
Niagara Falls, at midnight, at lunch, at Jln. Soka
no.11.
2. In is used with periods of time and also with
places: in October, in 2005, in the Middle Ages,
in the United States, in Canada, in the park.
3. On is used with dates and days and also with
places: on Niagara River, on June 18, on Monday,
on the wall.
4. Of is used with nouns and also with -ing forms:
legs of the table, glance of eye, of making.
5. Off is used with verbs: get off, take off, put off.
6. After/before is used with period of times, with
pronouns and also with -ing forms: before winter,
before June, after summer, after lunch time, after
me, before him, after reading, before asking.
7. For is used with a period of time: for one hour,
for a week, for ages.
For is also intended to be given to or belong
to a particular person: The Great Sphinx was
probably built for Khafre.
8. During is used with a period of time: during our
holiday, during the night.
9. While is used with subject + verb: while you went
out, while she was at the bank.
Some prepositions with more than one word are
in front of, for the sake of, at the corner of.
Example:
• I stand in front of the class.
• For the sake of God.
• He has to stand at the corner of the classroom.
114 Developing English Competencies for Grade X
Complete the text with appropriate prepositions given
in the box.
• of • at • for • for • of
• on • of • in • for • for
• of • of • to • for • near
1. There is only one pyramid at Giza.
2. Giza is located near the Nile River.
3. Pyramids are built for king's servants.
4. The largest pyramid was built for King
Khufu.
5. The Great Sphinx was built for King
Khufu.
T/F
Read aloud the text you have completed. Then, decide
whether the following statements are true or false.
The pyramids 1 Giza (Al Jizah) stand
2 the west bank 3 the Nile River outside
Cairo. There are 10 pyramids 4 Giza, including
three 5 the largest and best preserved 6
all Egyptian pyramids. They were built 7 kings
8 about 2600 9 2500 B.C. The largest was
built 10 King Khufu. The second was built
11 King Khafre, and the third 12 King
Menkaure. A huge statue 13 a sphinx, called
the Great Sphinx, was probably built 14 Khafre.
It stands 15 his pyramid.
Source: Microsoft Encarta, 2006
Activity 12
Activity 13
I'm Very Grateful to You 115
Reading
In this section, you will learn how to:
• find specific information from descriptive texts;
• identify the structure of descriptive texts;
• read and understand descriptive texts.
Source: www.upload.wikimedia.org
1. Can you find a place like this in your village?
2. What do people call this place?
3. Is it a kind of tourist resort?
4. What do you think of this place?
5. Where can you find this place?
6. Have you ever visited some tourist resorts in East
Java? Mention them.
Before you read the story about “Gua Tabuhan”, learn
these words. Then match them with their meanings
or synonyms.
1. located
2. lime
3. scenery
4. peddlers
5. agates
a. view
b. considered
c. to be brave
d. strike something with a hard blow
e. situated
Words Meanings or Synonyms
Activity 1 Answer the questions based on the picture.
Activity 2
116 Developing English Competencies for Grade X
Read the following text. Pay attention to the structure
of the text.
In the cave, Nyi (Mrs) Kamiyem and Ki (Mr) Padmo
sit on a big stone. Nyi Kamiyem will sing a song and
Ki Padmo will beat the drum. Joining them are people
called wiyogo which are drummers and other gamelan
musicians.
What makes this unique is that they mix gamelan
with the sounds of nature. The visitors dance, forgetting
all problems.
Many tourists go to this cave. Maybe you are
interested in going there too but you don't know where
it is. Gua Tabuhan is located near Pacitan in East Java.
It is situated in a lime hill called Tapan, in Tabuhan,
Wareng village. The route is easy. Along the road there
is beautiful tropical scenery to enjoy rice fields, coconutpalms
and birds.
East of the cave peddlers sell souvenirs. The drink and
food peddlers are on the north side. People sell agates on
the cave terraces. Somehow, it is like a fair.
It is said that the cave is the only place where nature
produces sounds like the music of gamelan. Nyi Kamiyem,
a well-known pesinden (traditional Javanese singer) from
the village of Gabuhan, who often sings in the cave, does
not doubt anything.
Gua Tabuhan Is a Lively Unique Cave
6. sacred
7. dared
8. chased
9. bump
10. prayer mat
11. seclude
12. cave
13. stream
f. a hollow place in the side of hill
g. very hard stones
h. place on which Muslims kneel when praying
i. goods sellers moving from place to place
j. keep apart from others
k. a small narrow river
l. run after something
m. holy
identification
description
Activity 3
I'm Very Grateful to You 117
Answer the following questions based on the text in
Activity 3.
1. What do you call people who join Nyi Kamiyem and
Ki Padmo in the cave?
2. Where is Gua Tabuhan located?
3. What can you see along the road to Gua Tabuhan?
4. Where can you find peddlers selling souvenirs?
Gua Tabuhan did not use to welcome visitors.
According to Kartowiryo (90), village elder, Gua Tabuhan
used to be a hiding place for robbers. It was believed to
be a sacred place. No one dared go inside. However,
Wedana (chief of a district) Kertodiprojo, went to the cave
to find out what was wrong. He found out that the cave
was inhabited by the annoying evil spirits. The people
chased the spirits away.
The cave is dark, so people need lights, and a local
guide will lead the way. Sometimes visitors bump their
heads against the sharp rocks on the ceiling.
Inside the cave there is a plain big stone which is
believed to be the prayer mat of Pangeran Diponegoro, one
of the Indonesian heroes who fought against the Dutch. It is
said that Pangeran Diponegoro used to seclude himself in
the cave. Some people now use the place for meditation.
There is a stream in the cave, in the east corner, which
can only be seen outside. However, it can be heard from
inside.
Besides the cave, Watukarang, a beach nearby, is good
to visit. By the way, do you want different souvenirs? You
can find them in Donorodjo village where agate craftsman
work. So, have a nice journey.
Taken from Hello English Magazine, January, 1996
The structure of descriptive text is divided into two
parts: Identification and description. The identification
part is the part where writers of descriptive text
identifies phenomenon to be described. The description
part describes parts, qualities, and characteristics.
Description text focuses on specific participants. It
normally uses simple present tense.
Activity 4
118 Developing English Competencies for Grade X
In pairs, choose T if the statement is true and F if it
is false according to the text.
1. You find the drink and food peddlers on the
east of the cave.
2. The visitors will forget all their problems
when hearing the sounds of nature and
gamelan.
3. To reach Wareng village the visitors have
trouble.
4. Nyi Kamiyem is not a well-known pesinden.
5. The inside of the cave is like a fair because
visitors and peddlers bring light if they
come in.
6. The cave is used for meditation.
7. Visitors who visit the cave cannot find
water easily.
8. Gua Tabuhan is located in Wareng
Village.
9. People who are in the cave can hear the
stream.
10. Pangeran Diponegoro secluded himself
inside the cave.
T / F
5. What is Nyi Kamiyem?
6. How old is Ki Kartowiryo?
7. What did Kertodiprojo find out inside the cave?
8. What do people need when they enter the cave?
9. What did Pangeran Diponegoro use as a prayer mat
to perform prayer in the cave?
10. Can you see the stream inside the cave?
Activity 5
I'm Very Grateful to You 119
The Hawaiian language is based on
five vowels and just seven consonants,
but this is more than enough to utter
the word "Aloha".
This greeting written out in lights
already welcomes those arriving at
Honolulu airport, but it is in fact much
more than a greeting or farewell.
Aloha means love and well-being
and somehow stands for everything
that goes to make up the image of
Hawaii, from colourful shirts, through
flower garlands and grass skirts to
coconut bikinis.
Hawaii is the "Aloha State" and
the 50th state of the United States of
America.
A visitor to these islands in the
middle of the Pacific feels immediately
that he has one foot firmly anchored
in the American Way of Life, and this
is particularly true when he sees the
islands from the vantage point of a
cruise ship.
"Aloha. How are you today?" is
a frequently asked question on the
"Pride of Aloha". The simple response,
"Fine", or Mahalo in Hawaiian, suffices
as answer.
The passenger aboard the
Norwegian Cruise Line vessel would
have little reason to respond otherwise.
At breakfast, travellers are greeted
by mountains of ham and pancakes,
and this is the pattern throughout the
day.
Most of the almost 2,000 aboard
have their homes in the U.S. Midwest,
where there is general scorn at the
notion of going on diet.
The Pride of Aloha bears witness
to this attitude, consuming 9,700
kilograms of meat during the sevenday
cruise – the equivalent of 700
grams per passenger per day.
The Norwegian Cruise Line is no
more Norwegian than the food aboard
the Pride of Aloha is Hawaiian.
The cruise ship belongs to Star
Cruises, the third-largest cruise
operator in the world, and the Pride of
Aloha was built in 1999, initially bearing
the name Norwegian Sky.
In 2004 it was converted for duty
on the Pacific cruise route and is the
first cruise ship to fly the U.S. flag in
some time.
A cruise aboard the Norwegian
Cruise Line vessel is perhaps the most
comfortable and by no means the most
exclusive way to see Hawaii.
A cabin with a sea view costs as little
as 1,250 euros per person for the seven
nights of the cruise. Included in the price
is full board, a nightly entertainment
program and transfers between the four
most important islands of the Hawaiian
Archipelago, Oahu, Kauai, Big Island
and Maui.
Honolulu on Oahu, where the
cruise starts, has a population of
900,000 inhabitants and is the largest
human settlement in the South Sea.
Read the following text and then answer the questions
that follow.
Seeing Hawaii in Cruising Style
Activity 6
120 Developing English Competencies for Grade X
1. What does the word "Aloha" mean and stand for
according to the text?
2. What are the possible responses to the greeting
"Aloha"?
3. How are the travellers aboard the Norwegian Cruise
Line vessel greeted at breakfast?
4. How many kilograms of meat are consumed by the
passengers a week?
5. When was Pride of Aloha built?
6. How much does a cabin with a sea view cost?
7. What are included in the price of the cabin?
8. Can you describe Honolulu on Oahu in a sentence?
9. How is the building in the seaside resort of
Waikiki?
10. What is the reason for the crowds bustle along the
shopping streets of Kalakaua and Kuhio avenues?
Decide in which paragraph you can find the following
information.
Information Paragraph
1. Definition of “Aloha”
2. The reason why few passengers in the vessel do not respond
to the greeting
3. History of Norwegian Cruise Line vessel
4. The rate of a cabin with a sea view
5. Description of situation in Kalakaua and Kuhio avenues
Faceless apartment blocks turn
into equally faceless hotel towers and
shopping malls in the seaside resort
of Waikiki.
Thousands of Japanese bustle
along the shopping streets of Kalakaua
and Kuhio avenues. There is a reason
for the crowds, the endless concrete
and the activity: Waikiki Beach is
perhaps the most famous in the world
after the Copacabana.
But anyone who gazes out over
the blue ocean to watch the surfers
ride the perfect waves knows why he
has come to Hawaii. One hopes at the
same time that the evidence of human
progress will become less apparent as
the cruise progresses while the beach
remains as beautiful.
Taken from The Jakarta Post, February 13, 2005
Activity 7
I'm Very Grateful to You 121
See two exciting cities and one of the world’s wonders
11 days $799 + airfare!
There’s a lot to do in this exciting
city! Beijing is famous for
its beautiful palaces, temples,
and huge stone walls and gates.
Its art treasure and universities
have long made the city China’s
cultural centre. You must visit
the Temple of Heaven, the most
famous temple in China. The Hall
of Prayer of Good Harvests is an
architectural wonder, constructed
entirely of wood, without nails.
Shanghai is China’s largest city, major
industrial and commercial centre
and seaport. It resembles a modern
Western city more than does any
other Chinese city. Nanjing Road is
the major shopping thoroughfare. The
bund waterfront area is lined with
banks and office buildings. Shanghai
Industrial Exhibition displays variety
of manufactured products. Temple of
the Jade Buddha, crowded with worshippers,
has two statues of Buddha,
each carved from a single huge piece
of white jade.
Great Wall of China is the longest structure ever built. Its
length is about 6,400 kilometres, and it was erected entirely
by hand. The wall crosses northern China between
the east coast and north-central China. The main part
of the wall is about 3,460 kilometres long. One of the
highest sections of the Great Wall, on Mount Badaling,
near Beijing, rises to about 11 metres high. This section is
about 7.5 metres wide at its base and nearly 6 metres at
the top. Watchtowers stand about 90 to 180 metres apart
along the wall.
Source: Microsoft Encarta, 2008
Call 800-999-TRIP for more information and reservations.
Adapted from New Interchange Workbook 2, 2000
Read this travel ad and check whether the statements
that follow are true or false according to the ad. Activity 8
122 Developing English Competencies for Grade X
Answer the following questions.
1. Beijing is China's largest city.
2. Shanghai is the most modern city in
China.
3. Both Shanghai and Beijing have beautiful
temples.
4. Temple of the Jade Buddha is constructed
entirely of wood.
5. No machine was used to erect the Great
Wall of China.
6. The top of the Great Wall is wider than its
base.
7. Mount Badaling isn't far from Beijing.
8. There are many watchtowers in Shanghai.
Writing
In this section, you will learn how to:
• write a short description;
• write descriptive texts.
1. In your opinion, which one is the most amazing,
scenery of mountain or beach?
2. Can you mention some mountains in the world which
have interesting scenery?
3. What should we do to preserve the resources in the
mountains?
4. How is the condition of the beaches in Indonesia?
5. Can you mention some of the beaches that have
become popular tourist resorts?
T / F
Activity 1
I'm Very Grateful to You 123
Mount Kosciusko
v
The amazing choice of different
activities available in Bali means that
there is indeed something for everyone.
Whether you want to throw yourself
from high attitudes, hurtle down
frothing rapids, explore the wonders of
the deep or just lie back and take it easy.
Bali has perfected the art of keeping its
guests happy.
The beach is a major factor in any
island holiday and Bali has a coastline
which offers every possible water activity
including surfing some of the best
waves in the world, swimming with
dolphins, cruises, snorkelling, diving,
sailing and parasailing. For snorkelling
and diving, the closest spots to Kuta
are Benoa and Sanur beaches where all
the relevant equipment can be hired.
Further afield, good destinations include
Pulau Serangan, Nusa Penida and Nusa
Lembongan in the south, Padang Bai,
Candidasa, Tulamben and Amed in the
east, Lovina, in the north and the amazing
Pulau Menjangan in the northwest.
Bali's waves are world famous
and range from safe beach breaks for
beginners like Kuta to the awesome
swells at Padang Padang, Uluwatu
and Nusa Lembongan, which regularly
attract the pros. Beginners should
respect the sea and stay within depth
to start with as the current can be very
strong. Apart from Kuta and Legian
beaches, Medewi is also good for
beginners. For the more experienced,
Nusa Dua has a number of breaks as
does Sanur; Canggu, Ketewel and the
area around the airport are also popular
with experienced surfers.
Taken from Hello Bali, September 2000
Source: www.masham3d.files.wordpress.com
Bali Action
Analyse the structure of the following descriptive
texts. Then answer the questions.
Mount Kosciusko is actually the
highest mountain (2,228 metres) on the
world's flattest and smallest continent,
Australia. It does not rise up out of the
surrounding countryside as do many
of Indonesia's spectacular mountains.
Elevation gain is minimal and the wide
open terrain is scenic. In the winter there
Activity 2
124 Developing English Competencies for Grade X
1. Do the texts have a similarity in their structure?
Explain your answer.
2. What are the topics of the two texts?
List the use of prepositions within the text of Activity
2 in your workbook.
Study the following text well. Discuss with your
friend to punctuate and capitalise it well.
since then it has been a fortress a
palace and a prison the scene of murder
execution ceremonies and years of
imprisonments
the tower is one of the UK's finest
castles and as one of the strongest
fortresses in the land is the home of
the crown jewels it also houses a fine
collection of armour and many other
displays showing nine centuries of
british history
Taken from Take Off, 2006
the tower of london
Source: The World Book Student Discovery Encyclopedia, 2000
the tower of london was first built
in the 11th century within the roman
city walls its purpose was to protect
and control the city
some interesting moun tainous terrain,
including areas of the Blue Mountains,
the crags of Tasmania, and even Mt.
Townshend, a craggier peak about one
kilometre north of Kosciusko.
Taken from Kang Guru, 2004
is deep snow on the upper parts of the
mountain. The mountain is within a
national park so no cars are allowed
and the vegetation and wildlife is
protected. Mt. Kosciusko was named
by Polish explorer Paul Strzelecki in
1840. Actually, Australia does have
Activity 3
Activity 4
I'm Very Grateful to You 125
Your Project
Have you ever
visited Bali or another
famous tourist resorts in
Indonesia?
Write the description
about it on a paper.
Compare it to your
friend's.
Answer these questions.
1. Can you explain the function of period (.), comma (,)
and apostrophe (')?
2. What is the topic sentence of the first paragraph?
3. What is the topic sentence of the third paragraph?
Work in pairs. Study the following announcements.
Discuss what they are about. Write down the
conclusion of your discussion.
1
2
Source: True Colors, 1998; Take Off, 2001
Activity 5
Activity 6
126 Developing English Competencies for Grade X
With your friend, make an announcement containing
information about your school’s activities, e.g. study
tour, camping, hiking, singing contest, etc.
Study this text and write down the noun phrases. Pay
attention to the description
Paris
Paris is the capital city of France. It
is one of the most beautiful cities in the
world. It is also one of the world's most
crowded cities. Lovely gardens and
parks are found throughout Paris. At
night, many palaces and statues are lit
up. For this reason, Paris is often called
the City of Light.
Every year, millions of people visit
Paris. The most popular place to visit
is the Eiffel Tower. This huge structure
has become the symbol of Paris. The
Louvre, one of the world's largest art
museums, draws many visitors. The
Cathedral of Notre Dame, a famous
church, is another favourite place to
visit.
Taken from The World Book Student Discovery
Encyclopedia, 2006
Source: The World Book Student Discovery Encyclopedia, 2000
Find the synonym of the following words in the
text. Then write your own sentences based on these
words.
1. dense 6. visit
2. beautiful 7. popular
3. annually 8. famous
4. very large 9. largest
5. attract 10. symbol
Look at the following pictures of tourist resort.
Choose one of them and then describe it.
Activity 7
Activity 8
Activity 9
Activity 10
I'm Very Grateful to You 127
Source: The World Book Student Discovery Encyclopedia, 2006
Pyramid
The Wall of China
Taj Mahal
Englishclub.com
The New7Wonders
organization is happy
to announce that the
following 7 candidates
have been elected by
more than 100 million
votes to represent global
heritage throughout
history. To find out about
them, just visit www.
new7wonders.com
2
1
3
Source: The World Book Student Discovery Encyclopedia, 2006
Source: www3.nationalgeographic.com
128 Developing English Competencies for Grade X
1. Language Functions
Expressing gratitude
a. Thank you very much.
b. Thanks a lot.
c. I really appreciate your ...
d. I'm very grateful to you for....
Accepting an invitation
a. I'd love to
b. I'd be delighted to.
c. That sounds a nice idea.
d. I'd be happy to accept
2. Genre
Descriptive
Function : to describe a particular person, place or thing.
Generic Structure
a. Identification : identifies phenomenon to be described.
b. Description : describes parts, qualities, characters.
Chapter Summary
After learning the lesson in this chapter, you are expected to be able to:
1. respond to gratitude
2. respond to invitation
3. respond to report texts
4. guess meaning in context.
5. express gratitude;
6. perform a monologue of descriptive.
7. find specific information from descriptive texts;
8. read a descriptive text aloud.
9. write a form of announcement;
10. write accurately words phrases, sentences into paragraphs.
Now, answer the questions:
1. What will you say to express gratitude?
2. What will you say to accept an invitation?
If you find some difficulties, consult your teacher or discuss with your friends.
Learning Reflection
Listening:
• Responding to expressions of surprise and amazement
• Responding to news item texts
Speaking:
• Expressing surprise and amazement
• Performing a monologue of news item texts
Reading:
• Identifying meanings and information in news item texts
• Reading news item texts
Writing:
• Developing paragraph of news item texts
• Writing news item texts
Headline News
Chapter 6
In This Chapter
Source: www.photobucket.com
129
130 Developing English Competencies for Grade X
Listening
In this section, you will learn how to:
• respond to expressions of surprise and amazement;
• respond to news item texts.
Listen and repeat these expressions. What kind of
expressions are they?
1. What is your reaction when you hear bad news?
2. What is your reaction when you hear good news?
3. What will you say if you hear a news that surprise
you?
4. What news that make you surprise lately?
Answer the following questions orally.
1. What a surprise!
2. Oh really? Is it true?
3. Are you serious?
4. You must be kidding.
5. Good heavens!
6. No, I don't believe it.
7. I find that very surprising.
Listen to the tape attentively to complete the dialogue.
Compare your answer with your friends'.
Dialogue 1
Iwan reads a newspaper. He finds news that attracts his
attention and informs his father.
Iwan : Dad, 1 ! There was an earthquake
in Ecuador. Many people became homeless.
2 .
Father : 3 . Another disaster? (Then, Iwan's
father reads the newspaper.)
Iwan : Yeah. It's very tragic. Thousands of people
were killed.
Father : 4 . Remember the earthquake in
our country last year. Ecuador's earthquake
is worse than in our country. I can't imagine
that.
Activity 1
Activity 2
Activity 3
Headline News 131
Now, listen to the tape and respond to each expression
you hear.
Work in pair and take turns telling your friends some
news. Respond to each news that your friends tell
you.
In groups of four, answer these questions. Report your
answers in front of the class. The other groups respond
to each news that the group told.
Activity 4
Activity 5
Activity 6
Dialogue 2
Andi brings news to his class. He informs that the headmaster
cancels tomorrow's holiday.
Andi : 1 , please! I have something to tell
you, guys. Please, be quiet.
Aldi : Shh....OK my friends, pay attention to our
leader. It seems that he brings 2 for
us.
Andi : I've just met the headmaster in the teachers'
room. He told me about our holiday.
Feny : Really? Why are you 3 ? Bad news?
Aldi : Be quiet Feny!
Andi : The headmaster cancelled tomorrow's holiday.
Feny : What! 4 ?
Aldi : Oh, no. What a shocking. 5 .
Andi : I'm serious. I tell you the truth.
Indah : 6 . That's very disappointing.
Andi : Keep calm guys. We will have a holiday
someday. Don't forget to come to the school
tomorrow.
1. Who has had the best week? What is it about?
2. Who has had the worst week? What is it about?
3. Who has had the best news this year?
4. Who has the most shocking news?
5. Who has had the most unusual news story to tell?
Tell it to the class.
132 Developing English Competencies for Grade X
Motorists trapped in floods
Singing Contest Still Hot
Ferguson Relieved
after Big Win
Food Prices Bring Trade
Barriers Down
Listen to tape, then match each news item you heard
with the following headlines.
Listen to the news once again and make any responses
based on each news you hear.
Ayodia City Park Set for July
Greenfest 2008 to Educate
on Global Warming Threat
3
2
1
4
5
6
Activity 7
Activity 8
For example:
You hear news about the plan of Jakarta administration to
build a public park.
Your response: I think it's good news. I think it will be great
if we have many city parks in Jakarta.
Headline News 133
Listen to the tape and complete the text while you
are listening.
Activity 9
Find another news in a newspaper or magazine. Then
read it in front of the class while another students
listen to it. Ask your friends to guess what the news
is about.
Activity 10
Bekasi: The Bekasi municipality
administration 1 students to
allocate at least one hour in the evening
to review school lessons of finish
homework.
"My office is still drafting 2
on study time," said the Mayor Muchtar
Mohamad, as quoted by Tempointeraktif.
com on Monday.
The regulation, he said, would be
3 on May 2, in time for National
Education Day.
Elementary and high school
students will have 4 from 6
p.m. to 7:30 p.m., either at home or in
groups along with classmates living in
the same neighbourhood.
During study time, no TV, game
consoles, visiting shopping malls or
going to 5 will be allowed.
"The study time must be effective,"
Mochtar said.
He failed to mention what
punishments 6 on students
who did not comply.
Taken from The Jakarta Post, April 15, 2008
Bekasi Makes Study Time Compulsory
134 Developing English Competencies for Grade X
Speaking
In this section, you will learn how to:
• express surprise and amazement;
• perform a dialogue of news item texts.
Look at the picture and answer these questions orally.
Read the following sentences. What will you say if
you hear this news?
Activity 1
Activity 2
1. What does the picture tell you about?
2. What is the cause of the damage in the buildings?
3. What do you say when you hear surprising news?
4. What do you say when you hear bad news?
5. Imagine that you hear a surprising news. Ask five
questions about it. What? Who? Where? When?
How?
1. Did you hear that Mr Setiadi got a serious cancer
disease?
2. I heard that Rian was in jail. He was arrested for traffic
violence.
3. Romi was knocked down by a car. He was in hospital
for five weeks.
4. Yesterday, on the TV news, I saw a bad thunder
storm in East Java. Many people died and got serious
injured.
Source: Earthquakes, 2006
Headline News 135
Read and practise these dialogues. Act them out
with your friends. Pay attention to the italicised
expressions.
Dialogue 1
Sandi and Dina are talking about the accident which happened to
an airline pilot they read about in the headline of a newspaper.
Dina : Good heavens! Look at this. It says a pilot was
nearly sucked out of the window of his plane.
It was in mid air.
Sandi : Really? He didn't die, did he?
Dina : No, it says he was hanging out of the window
while the plane was 23,000 feet in the air.
Sandi : I don't understand. The window didn't break, did
it?
Dina : Yes, it did, actually.
Sandy : Oh, that's terrible.
Dialogue 2
Wati chats with her best friend, Ria, at the school canteen.
They talk about Ari who is the most favourite student in their
school.
Wati : Do you know that Ari has a girlfriend?
Ria : Are you kidding? That's not true.
Wati : Listen, I got the news from his best friend,
Frans.
Ria : That's too bad. Yesterday, he gave me a bar of
chocolate.
Wati : It doesn't mean that he loves you. Oh, come
on. He's not the only guy in the world. Take it
easy.
Ria : Yeah, you're right. Besides, I don't have time to
think about love right now.
Wati : You're right. Let's go to the class. The bell is
ringing.
Activity 3
UN Shot
Mr Ruli :
I heard that the new art
gallery will be opened
this month.
Mrs. Hadi :
really? ... ! I've been
waiting for it so long.
a. pleasure
b. agreement
c. sympathy
d. expectation
e. satisfaction
(UAN 2004)
136 Developing English Competencies for Grade X
Make dialogues based on the following situations. Act
them out with your friends.
1. You read the news about tsunami in Aceh and North
Sumatra. Tell your classmates about it.
2. Your friend's father has passed away. Express your
sympathy.
3. You heard that one of your friends is invited to Istana
Merdeka to meet with the President. Give respond to
the news.
4. You heard that a dinosaur-like fish is found in
Indonesian sea. Respond to the news appropriately.
5. Your brother who is an athletic athlete has broken the
world record and claimed as the fastest man in the
world. Express your amazement.
Activity 4
What to Say
Expressions of Surprise and Amazement
• I must say that ... surprises me.
• I find it astonishing/extraordinary.
• I find that very surprising.
• How very surprising/amazing.
• Well, that's very surprising.
• Really?
• My goodness!
• Are you serious?
• You're kidding!
• That's amazing/extraordinary. Less Formal
More Formal
We can also use questions tag form to show
surprises and express disbelief.
1. I'm on strike now.
You aren't, are you?
2. Mr Anwar was very ill..
He wasn't, was he?
Headline News 137
Answer these questions orally.
1. Do you always read newspapers or magazines?
2. What kinds of newspaper or magazine do you read?
3. Do you know what is a headline?
4. Where can you find the headline?
Source: Tempo, November 23-29, 2004; The Jakarta Post, March 8, 2005; Time,
December 29, 2003/January 5, 2004
Englishclub.com
If you want to get
interesting information
about anything in
Indonesia, just visit
www.indonesiaheadline.com/
english
Activity 5
Read and study the following news items. Read the
news in front of the class. Pretend you are a news
reader. Pay attention to your intonation.
Thieves Rob Bus Full of Policemen
Rio De Janeiro: Four thieves robbed the bus
carrying forty six policemen. The unarmed policemen
were on the way to a sport competition. The
robbers took their cameras, cellular phones, wallets
and even the sports uniforms and sneakers.
Adapted from The Jakarta Post January 18, 2008
1
14 Ujungkulon Rhinos On Verge Of Extinction
Banten: Authorities overseeing Ujung-kulon
antional Park plan to expand the rhinoceros
enclosure, as the protected species, one of many at
the reserve, is on the verge of extinction, an official
said Saturday. The population of the two horned
species stands at less than 60.
Taken from The Jakarta Post April 15, 2008
2
Activity 6
138 Developing English Competencies for Grade X
Woman Fined for Eating Apple While Driving
London: British police spent 10,000 pounds to
catch and prosecute a woman driver for eating an
apple while driving. Sarah McCaffrey was fined 60
pounds and ordered to pay 100 pounds in legal fees
for her infraction starting from December 2003.
Adapted from AFP's news in The Jakarta Post January 27, 2005
Sharapova Wins First Claycourt Title
Amelia Island, Florida: Maria Sharapova captured
her first claycourt title when she defeated Slovakia's
Dominika Cibukolva 7-6 6-3 in the final of the
Amelia Island Championship on Sunday.
Sharapova became the first woman to win
three titles this season following her success at the
Australian open and Qatar open and improved her
2008 win-loss record to 22-1.
Taken from The Jakarta Post April 15, 2008
In pairs, make a dialogue, respond to each of the news
items in Activity 6 with the expressions of surprise.
Example:
A : It says here that policemen were robbed by
thieves.
B : Really? I don't believe it.
3
4
Discuss with your friend and decide the type of the
news in Activity 6 .
• Sport news :
• Social news :
• Headline news :
• Breaking news :
Activity 7
Activity 8
Headline News 139
Read news in a newspaper or magazine and tell your
partner the news item that you have read. Use the
following guidance.
1. Find out the main event of the news.
2. Identify its background. Background consists of event
elaboration, people involved, and the place where the
event happened.
3. Find out the information sources. They include
witnesses, expert opinions, or the authority.
4. Tell your friend about the news starting with the
expression: "Did you know there was ...."
(Continue with your own words.)
Activity 9
Pronounce the following words related to news
item.
1. news /nju:z/
2. newspaper /nju:speɪpə(r)/
3. magazine /mægəˈzɪ:n/
4. television /ˈtelɪvɪʒn/
5. headline /hedlaɪn/
6. newscaster /nju:zkæstə(r)/
7. article /ˈɑ:tikl/
8. reporter /rɪˈpɔ:ta/
9. journalist /ˈdʒɜ:nlɪz/
10. media /ˈmi:dɪə/
11. entertainment /entəˈteɪnmənt/
12. daily /dɵɪlɪ/
13. weekly /ˈwɪklɪ/
14. bulletin /ˈbʊlətɪn/
15. features /fɪ:tʃər/
Pronunciation Practice
140 Developing English Competencies for Grade X
Ask your classmates and fill in the name of those doing
the following activities. Activity 2
Reading
In this section, you will learn how to:
• identify factual information in news item texts;
• identify the structure of news item texts.
Answer these questions orally.
1. Do you have the habit of reading any newspaper or
magazine?
2. Which do you usually read: newspaper or magazine?
Why?
3. What kind of newspaper/magazine do you read?
4. Do you also read English newspaper/magazine? Why?
5. Of the tree kinds of newspaper/magazine in the
pictures, which one do you prefer to read? Why?
Activity 1
v
Read a daily newspaper
Read a weekly news magazine
Listen to news on the radio
Watch cable network news
Watch news on the TV
Read news on the Internet
Read news on a school bulletin
1.
2.
3.
4.
5.
6.
7.
No Activities Name Kind of news
Source: Publisher's Documentation
Headline News 141
Seven people were killed in a collision between a bus,
a car and a truck at 10:35 p.m. on Jalan Sultan last night.
The dead were all passengers in the car. Police believe the
car may have been trying to overtake the bus when it was
struck by a truck coming from the opposite direction. The
driver of the car may not have been using his lights, as
the truck driver said he did not see the car approaching.
The police said the car should not have been trying
to pass the bus, since overtaking is not allowed on Jalan
Sultan. In addition, the police reported that the car–a
small Japanese car–should not have been carrying more
than five people. The names of the victims are not yet
known.
Taken from www.thejakartapost.com
Seven Killed in Accident on Jalan Sultan
newsworthy event
background event
source
State whether the following state ments are true or
false based on Activity 3.
Read and study the following text. Pay attention to
the structure of news item text.
1. The bus must have been travelling too fast.
2. The driver of the car must have been driving
dangerously.
3. The driver of the truck may not have been
driving carefully.
4. The bus was struck by the truck.
5. The bus and the car were in the same
direction.
6. To overtake is forbidden on Jalan Sultan.
(T/F)
Activity 4
Activity 3
The structure of news item text is divided into three
parts. The first part is newsworthy events that consists
of recount of the event in summary form. The second
part is background events. This part includes the
elaboration of what happened, to whom and in what
circumstances. The last part is source that consists of
comments by participants, witnesses and authorities
experts on the event.
142 Developing English Competencies for Grade X
Choose the correct answer to the following questions
Activity 5 based on the text.
The soccer star David Beckham
and his wife, former Spice Girl Victoria,
are going to court to defend their image
and marriage. The Beckhams are angry
that a British tabloid newspaper printed
a story that their "happy marriage" was
a lie. The News of the World wrote
an article saying the Beckhams are
just pretending to be happily married
to make more money from their
"Beckham brand". The newspaper
said the marriage was really "on the
rocks" because of a relationship David
had with another woman. He strongly
denies this.
The newspaper article suggested
that the Beckhams' huge income
depended on their public image. It
said the couple tried to convince the
public that their marriage was happy
to get more advertising contracts.
The article also said David almost
had a nervous breakdown because
of arguments with his wife. A lawyer
for the newspaper commented on the
high profile marriage, asking: "Is it
unhappy, full of rows and tensions
because of David Beckham's infidelity,
or is it happy? We say unhappy." The
Beckhams, meanwhile, insist they are
a happily married couple.
Taken from www.breakingnewsenglish.com
1. The Beckhams huge income is depended on their
….
a. news
b. image
c. contracts
d. marriage
e. lifestyle
2. According to the newspaper, the Beckhams marriage
was unhappy because of David Beckham's ….
a. affair
b. income
c. profession
d. public image
e. free kick
Source: www.football-wallpapers.com
Headline News 143
Read the following words taken from text and find
the synonyms.
1. former
2. court
3. article
4. tensions
5. insist
6. lawyer
7. pretend
8. convince
9. contracts
10. advertise
Activity 6
3. The marriage was really "on the rocks" (Paragraph 1
sentence 4)
The phrase "on the rocks" means that the beckhams
marriage is in a …. condition.
a. bad
b. good
c. strong
d. happy
e. strange
4. The Beckhams' huge income (Paragraph 2 sentence 1)
The word huge means ….
a. large
b. high
c. wide
d. big
e. small
5. David almost had a nervous breakdown because of
arguments with his wife (Paragraph 2 sentence 3)
The word arguments means ….
a. fight
b. angry
c. marriage
d. discussion
e. exercise
New Horizon
Before the invention
of printing machines,
people spread news by
word of mouth, written
letters, or public notices.
As more people learned
to read and write, news
reports gained added
reliability.
Ancient Rome
had a particularly
sophisticated system
for circulating written
news. Its publishing
practises centered on
acta diurna (daily events)
Source: Microsoft
Encarta, 2006
144 Developing English Competencies for Grade X
Answer the questions by looking through the following
news items. Then, identify the structure of the text.
Do it individually.
1. Do you think a man or a woman has been arrested?
Why do you think so?
2. Which ministry has this person been working for?
3. Where was the microphone found?
4. Have the authorities had their suspicions about this
person for some time?
The Ministry of Defence was in turmoil yesterday
after it was learnt that a secretary had been arrested
and accused of spying. The secretary has been working
for scientists who have secret information regarding
germ warfare.
Rumours spread like wildfire and employees
were instructed not to talk to the press. However, our
reporter was told: "At least one hidden microphone
was found in a room where top scientists meet. The
discussions held in that room would obviously be of
great interest to a foreign power."
Taken from English Form, 1990
A Spy at the Ministry!
1
2
Activity 7
Rumours that a secretary working for the Ministry
of Defence has been arrested were confirmed last
night. It is believed that this person knows about
research work being carried out on germ warfare.
A spokesman for the Ministry of Defence said:
"A secretary has been watching this person for some
weeks."
The exact nature of the charge has not been
revealed, but it is understood that a microphone was
found under a piece of furniture in a room where
important meetings are held.
Taken from English Form, 1990
Secretary Arrested at Ministry of Defence
Headline News 145
Read the news in Activity 7 once again and answer
the following questions.
Questions 1 to 3 are based on the first news item.
1. Who had been arrested?
2. What is the person accused of?
3. What was told to the reporter of the news?
Questions 4 to 6 are based on the second news item.
4. When was the rumours confirmed.
5. What did the person know?
6. What was found in the meeting room?
Activity 8
Grammar Review
Reported Speech and Direct Speech
Study the following sentences.
1. The truck driver said he did not see the car
approaching.
2. The truck driver said, "I do not see the car
approaching."
Sentence number 1 is a reported speech and sentence
number 2 is a direct speech. Reported speech is used
when we want to report what someone said. The
word order is the same as direct speech but we
don't use certain punctuation as indirect speech. The
tenses in reported speech normally change. Look at
the following examples:
Direct Speech
1. He said, "I buy a newspaper every day."
2. He said, "I am buying a newspaper."
3. He said, "I have bought a newspaper."
4. He said, "I bought a newspaper."
5. He said, "I will buy a newspaper."
6. He said, "I can buy a newspaper."
7. He said, "I may buy a newspaper."
8. He said, "I must buy a newspaper."
9. He said, "I have to buy a newspaper."
10. He said, "Buy a newspaper."
Your Project
Find an article in a
newspaper or magazine.
Then identify the direct
speeches on it and
change them into a
reported speeches.
Compare your work
with your friends.
146 Developing English Competencies for Grade X
Reported Speech
1. He said (that) he bought a newspaper every
day.
2. He said he was buying a newspaper.
3. He said he had bought a newspaper.
4. He said he had bought a newspaper.
5. He said he would buy a newspaper.
6. He said he could buy a newspaper.
7. He said he might buy a newspaper.
8. He said he had to buy a newspaper.
9. He said he had to buy a newspaper.
10. He told me to buy a newspaper.
Other changes in adverbial of time and place.
Direct Speech
• here
• this
• now
• today
• tonight
• tomorrow
• next week
• yesterday
• last week
• two days go
Reported Speech
• there
• that
• then
• that day
• that night
• the following day/
the next day
• the following week
• the day before/the
previous day
• the week before/the
previous week
• two days before
Activity 9 Change the following sentences into direct speech.
1. Hamdan asked me to participate in school workshop.
2. Nia wanted me to return her books that I borrowed.
3. Mr Ardi ordered me not to forget submitting my
assignment.
4. Alya said she going to watch a new movie tomorrow.
5. Mrs Zakia told me to meet her in the office.
Headline News 147
1. Father said, "Open the window."
2. Ms Anissa said, "Don't forget to do your homework."
3. Prasti said, "I'm going to go on a vacation to Medan."
4. Mr. Siregar said, "I want you to help me delivering
some books."
5. Bondan said, "I'm happy for you, Renita."
6. Retno said, "You should read the news."
7. Anita asked, "Have you read today headline news?"
8. "I'm will be a freelance reporter," said Andri.
9. Kania said, "I will write an article to the local
newspaper."
10. Deni asked, "What is the hot celebrity gossip today."
Change the following sentences into reported speech.
Read this news and identify the direct speeches. Then
change them into reported speech.
Activity 10
Activity 11
Jakarta: Freeport-Mc-MoRan Copper
& Gold Inc., the world's second-largest
copper producer, had its maximum ore
production permit in Indonesia cut 26
percent on environmental concerns.
"The government only approves a
Freeport ore output this year of 220,000
tons a day to reduce the impact on the
environment," Witoro S. Soelarno, head
of mine inspection at the Energy and
Mineral Resources Ministry, said. The
previous limit was 300,000 tons a day,
he said.
Phoenix-based Freeport produced
on average 229,000 tons of copper and
gold ore a day from its Grasberg mine
in 2006.
Freeport's copper ore output in
the fourth quarter of 2007 fell to 926
million of recoverable pounds from
1,044 million of recoverable pounds a
year earlier, the company said on its
Web site. Gold output in the quarter
dropped to 186,000 of recoverable
ounces from 544,000 of recoverable
ounces, it said. — Bloomberg
Taken from The Jakarta Post, April 15 , 2008
Government Reduces Freeport's Output
148 Developing English Competencies for Grade X
Answer the following questions orally.
1. What short of news do you like to read?
2. Do you usually read news headlines?
3 What other parts of a newspaper do you know?
Complete the following sentences using the appropriate
words given in the box.
Activity 1
Activity 2
Writing
In this section, you will learn how to:
• develop paragraph of a news item text;
• write news item text.
1. The … of the newspaper is usually short, simple and
catchy. This is soon encourage readers to read the
newspaper report.
2. The … usually answers the questions ‘who', what,
when and where. If the newspaper talks about more
than one event, the most recent event is reported in this
paragraph.
• headline • date
• caption • quotes
• the events • photograph
• introductory • ending statement
paragraph
Source: Microsoft Encarta, 2008
Headline News 149
3. There is a series of short paragraphs that provides the
details of …
4. The … tells us when the newspaper report appeared in
the newspapers.
5. Sometimes, there is a … that shows who or what the
newspaper report is about.
6. The photograph in a newspaper is usually accompanied
by a …
7. A news paper report may contain … that are comments
made by people involved in the event.
8. The newspaper report may end with an … or comment
on the events reported.
It takes an enormous amount of
strength and concentration to be able
to throw the crown around and to
make the peacock feathers wave.
Work in pairs and match the following headline to the
appropriate news. Activity 3
Kick-boxing Orangutans
Return to Jungle
Reog Dance: Battle between
Man and Beast
Jazz Forecast All
Weekend, Don't forget
Your Umbrella
Jamu: from Generation
to Generation
Epicenter of Diversity Found
1
2
3
4
The secret of preparation has been 5
passed on from generation to
generation by word of mouth. Along
the way, several new recipes have
been added and old ones revised.
They are the survivors of one of the
biggest cases of great ape smuggling
ever detected.
In addition to Marina and Coco, there
is an impressive lineup ready to greet
fans in Jakarta.
They urged more protection for seas
around the Bird's Head peninsula
at the western end of New Guinea
Island from threats including mining
and dynamite fishing that can smash
coral reefs.
Source: www.my-indonesia.info
150 Developing English Competencies for Grade X
TEMPO Interactive, Jakarta: the
government asked pt Pertamina to add
to the kerosene supply in several areas
in indonesia. the additional kerosene
supply is being carried out starting
today until the end of year
pertamina's director of marketing
and commerce ahmad faisal said vice
president jusuf kalla ordered that
the kerosene supply is being added
in order to meet the people's need.
the extra kerosene is around 100000
kiloliter up to the end of year, he
said after the coordination meeting
on the kerosene shortage in the Vice
President's palace yesterday.
Additional supply, said faisal will
be done throughout the nation except
in balikpapan and sulawesi. "because,
in those areas there is no kerosene
shortage, he said. According to him,
the extra supply is only for subsidized
and household kerosene
faisal said the additional kerosene
will normalize distribution in two or
three days. This will give kerosene
subsidies by between Rp300 billion to
Rp250 billion based on the assumption
that the subsidy is between Rp3000 and
Rp5000 per liter. kerosene extra supply,
he said, has not yet been discussed with
the House The important thing is, meet
the people's demand he said.
According to him, the kerosene
shortage occurred due to the decrease
of the quota allocation in the State
Budget from 10 million kiloliter to 9.9
million kiloliter. At first, pertamina
estimated a declining trend of kerosene
consumption. however, after the fasting
month, there was a kerosene demand
hike. The worst shortages are in Medan
and jakarta, especially Cempaka putih
and Tomang.
faisal argued that it is said the
kerosene shortage is because pertamina
is in a stock deficit. The kerosene stock
is still enough for 29 days What we do
is only to limit sales volume, he said. To
prevent abuse, pertamina cooperates
with the Agency for Oil and natural
gas and the police.
Source: www.tempointeraktif.com
Capitalise and punctuate the following news items.
Do it individually. Activity 4
pertamina Adds To kerosene supply
Headline News 151
Work in groups and rewrite the following news report
in your own words. Then present it to the class.
Look at the following pictures. Then find a related
news report in a newspaper or magazine based on
the pictures. Rewrite them in your workbook.
Write a news report for your bulletin board at your
school. Pay attention to the text structure of news item
text. You can choose one of the following topics.
Activity 5
Activity 6
Activity 7
There was a fire at the Plaza Hotel
on Jalan Ciomas at 1:30 a.m. last night.
Most of the 74 guests had already
gone to bed when the fire started on
the third floor. The hotel manager, Mr
Iwan Sugiarto, said the fire had started
in a guest bedroom. A guest had fallen
asleep while smoking a cigarette. The
guest was badly injured in the fire, but
all the other guests escaped safely. By
the time the fire department arrived,
the fire had spread to the 4th and 5th
floors of the hotel. Mr Sugiarto said the
fire had caused over US$70,000 worth
of damage to the hotel.
Source: www.tempointeraktif.com
Fire in City Hotel
1. sport events
2. outdoors activities
3. extracurricular activities
4. gathering (class, groups, etc)
5. contest (speech, debate, etc)
6. technology
7. education, etc
Source: Kompas, January 23, 2008 Source: Tempo, May, 2007
152 Developing English Competencies for Grade X
After learning the lesson in this chapter, you are expected to be able to:
1. respond to surprise, and amazement;
2. respond to news item texts;
3. express surprise, and amazement;
4. perform a monologue of news item texts;
5. identify factual information in news item texts;
6. write news item texts.
Now, answer the questions:
1. What will you say when you feel surprised?
2. How do you respond when you hear an amazing news?
3. What should be included in a news item text?
If you find some difficulties, consult your teacher or discuss with your friends
Learning Reflection
1. Language Functions
Expressions of surprise and amazement
• Really?
• Good heavens!
• Are you serious?
• What a surprise!
2. Genre
News item
Social Function : to inform readers, listeners or viewers about events
of the day which are considered news worthy or
important.
Generic structure
- Newsworthy event (s) : recounts the event in summary form.
- Back ground Events : elaborate what happened; to whom, in what curriculum
stances.
- Sources : Comments, by participants, witnesses to and authorities
expert on the event.
Chapter Summary
Review 2
You are going to listen to some short
dialogues. Questions 1–5 are based on the
dialogues you are going to hear.
1. a. Of course.
b. Thanks.
c. Oh, yeah.
d. Not at all.
2. a. Are you kidding?
b. No, thank you.
c. Well done.
d. Thank you.
3. a. Of course.
b. Yeah.
c. No, thank you.
d. I don’t think I can make it.
4. a. Fantastic.
b. You’re joking.
c. I’m sorry to hear that.
d. What a surprise!
5. a. It's nothing.
b. Thank you.
c. You must be kidding.
d. Of course.
Questions 6-7 are based on the listening
text you are going to hear.
6. Which one is the correct statement
according to the text?
a. Milk contains all nutrients
needed by people.
b. Milk contains half of nutrients
needed by people.
c. Milk contains nearly all the nutrients
needed by people.
d. Milk contains nothing.
7. What does milk do to the body?
a. It keeps the body strong.
b. It keeps the body healthy.
c. It keeps the body strong and
healthy.
d. It keeps the body big.
Questions 8-12 are based on the listening
text you are going to hear.
8. What hit a village in Kerinci Regency?
a. A landslide.
b. An earthquake.
c. A tidal wave.
d. A mount eruption.
9. What was the effect of the natural
disaster to people travelling from
Sungai Penuh to Jambi and vice
versa?
a. The travelling cost doubled.
b. The travelling cost to Jambi became
cheaper.
c. The travelling cost was still the
same.
d. There was no effect to the travelling
cost.
10. What was the cause of the disaster
according to a staff of local transportation
office in Sungai Penuh?
a. Tsunami.
b. Rock.
c. Dirt.
d. Incessant rain.
A. Listening
Listen carefully to your teacher to answer the questions.
153
154 Developing English Competencies for Grade X
11. How long did it take to travel along
Jambi-Kerinci route?
a. Fifteen hours.
b. Ffty hours.
c. Five hours.
d. Ten hours.
I have never known a dog and
an elephant make friends. Elephants
will eventually become accus tomed to
certain dogs in camps, and dogs learn
not to bark at them and always to keep
out of reach of the slash of a trunk or the
kick of a leg. The hatred of elephants
for dogs cannot easily be explained.
It is possible that they are afraid of
dogs biting their trunks, though I do
not think such a thing ever happened.
It has occurred to me that it might be
an instinctive dread of hydrophobia,
which is the dread of everyone who
keeps a dog in camp, Burman and
European Assistant alike.
Nevertheless practically every
European Assistant keeps a dog and I
have almost always had one myself. The
elephants hate them and one is always
losing one's dog, owing to leopard,
tiger, bear and snakes. The tragedies of
lost dogs are often an Assistant's first
experience of real grief.
B. Reading
12. When was the traffic expected to
return to normal?
a. On Tuesday.
b. On Friday.
c. On Thursday.
d. On Saturday.
Choose the best answer to the following questions.
It is easy to ask, why, under such
conditions, do you keep a dog? But I
know of no other existence where a
dog is so necessary as a com panion to
share every moment of one's life and
to drive away loneliness.
So far as I know, elephants don't
worry about snakes, though the 'oozies'
(drivers) believe that a number of
elephants calves die of snake-bite. I
have had this reported to me many
times but in no instance could I find
any proof. The Burmans believe that
the hairs of an elephant's tail pull out
very easily after it has been bitten
by a snake. But, as this has also to be
proved, I was never able to accept it as
conclusive evidence that an elephant
had been killed by snake-bite.
There is a widespread belief that
an elephant is really terrified of a
mouse. The idea makes an obvious
appeal to the human love of paradox.
But, if it is true, I can see no reason
Elephants, Dog and Mice
Questions 13-20 are based on the following text.
Review 2 155
for it. It certainly cannot be because
the elephant is afraid of the mouse
getting inside his trunk, since, with
one snort, he could eject it like a cork
from a popgun. However, most fears
are imaginary and there is no reason
why elephants should be immune
from such terrors.
Taken from www.aesopfables,com
13. Which of the following, according
to the writer, is true about dogs and
elephants?
a. Sometimes they make friends.
b. Elephants like dogs in camp.
c. Elephants are afraid of being
bitten by a dog.
d. The hatred of elephants for dogs
cannot be explained at all.
14. It has occurred to me that it might be
an instinctive dread of hydro phobia.
Hydrophobia .
a. is a disease of dogs
b. means being afraid of dogs
c. is something only the Burmese
are afraid of
d. is a disease dogs usually catch
from humans
15. Why is one always losing one's
dog?
a. They go off with other animals.
b. They chase other animals and
get lost.
c. They are killed by other animals.
d. The elephants frighten them
away.
16. Why do Assistants keep dogs?
a. The dogs can stand the difficult
condi tions.
b. They need dogs to protect them.
c. The Assistants are lonely.
d. The dogs are necessary to accompany
elephants.
17. What proof is there, according to the
writer, that elephants die of snakebite?
a. Baby elephants die of it.
b. None.
c. The tail hairs of a bitten elephant
come out very easily.
d. There have been many reports
of this happening.
18. Which of the following would you
say was true?
a. Snakes never bite elephants.
b. Snakes only bite baby elephants.
c. Snakes may bite elephants.
d. None of the above.
19. What is the human love of paradox?
a. A love of ideas that seem to
contra dict each other.
b. A love of argument.
c. A love of small creatures that
frighten large ones.
d. A love of strangeness.
20. According to what the writer says
of elephants and mice, which of the
following is correct?
a. Elephants are afraid of mice.
b. Elephants may be afraid of
mice.
c. Elephants are immune from the
terrors of mice.
d. Elephants are never afraid of
mice.
156 Developing English Competencies for Grade X
Questions 21-28 are based on the following text.
Residents assessed the damage
after a tornado damaged 150 houses in
the district of Tembalang in Semarang,
Central Java late on Saturday afternoon.
Three people were injured
and at least five of the houses in
the Sendangguwo and Tandang
neighbourhoods were destroyed, while
many others were seriously damaged
as the tornado ripped off their roofs.
Tohirin aka Jayeng, 40, a resident whose
house was levelled at the Sendang Asri
housing complex, said the winds hit
about 4 p.m.
"I saw this black wind coming
and becoming pointed into a funnel.
It suddenly approached and hit my
house," he said.
Tohirin's wife, two children and
mother-in law were in the kitchen at
the time when the tornado known
locally as "Ulur-ulur" passed over
their home, destroying the guest and
bedrooms.
"It was as if the wind had lifted my
home up," Tohirin said.
The disaster also destroyed the
walls of four neighbouring houses.
Many other homes in the area
lost their roofs and residents and
neighbours had started rebuilding on
Sunday.
Tembalang district head Dayat
said the tornado also damaged a
small mosque and felled power lines
and about 50 trees. His office was
still collecting data on the damage, he
said.
Villagers said the tornado was
the worst to hit the district in living
memory.
Semarang Mayor Sukawi Sutarip
and his wife, Sinto Sukawi, visited
the scene on Sunday, accom panied by
senior officials.
"We will provide the victims with
assistance immediately," the mayoral
spokesman Achyani said.
Taken from The Jakarta Post, December 20, 2004
Tornado Wreaks Havoc in Semarang
21. When did the tornado hit the district
of Tembalang in semarang?
a. On December 17, 2004.
b. On December 18, 2004.
c. On December 19, 2004.
d. On December 20, 2004.
22. How many houses were destroyed
by the tornado in the Sendangguwo
and Tandang neighbourhoods?
a. Less than five houses.
b. More than five houses.
c. Five houses.
d. Three houses.
23. The tornado hit the district .
a. in the morning
b. in the afternoon
c. in the evening
d. at midnight
Review 2 157
24. Which parts of Tohirin's house were
destroyed?
a. The kitchen.
b. The guest rooms.
c. The bedrooms.
d. The guest and bedrooms.
25. The disaster also destroyed the walls
of four neighbouring houses.
The synonym of the italicised word
is .
a. fortune
b. whirlwind
c. storm
d. calamity
26. Who rebuilt the damaged homes?
a. The residents.
b. The residents and neighbours.
c. The Tembalang District head.
d. The mayor of Semarang.
27. Who is Sukawi Sutarip?
a. A resident of the District of
Tembalang.
b. Tohirin's neighbour.
c. A villager of Sendangguwo.
d. The mayor of Semarang.
28. Who went to see the scene of disaster
on Sunday?
a. Sukawi Sutarip.
b. Dayat.
c. Sukawi Sutarip, his wife and
senior officials.
d. Achyani.
Questions 29-38 are based on the following text.
Parents strive to have their children
aca demically competitive. Their goal is
to send their children to good schools
as well as to choose extracurricular
activities that improve their children's
skills and abilities.
Children learn what is important
through their school year. The question
then becomes what should parents
consider in choosing the best education
for their children? When should the
process begin?
The answer is, from the time of
birth, how ever, the schools become
part of the process, when children
begin preschools and kinder garten.
This is when parents pick a school that
parallel their educational beliefs. A
joint effort between parents, students,
and the schools is established. Success
will be based on how well the "team"
works. Parents need to look for a school
that will be a "second home" for their
children.
These are some important factors
that should be considered. It is very
important that students have good
reading comprehension, writing and
speaking skills. In today's world,
students who develop skill in two
or more languages will find further
studies easier. English is considered
Preparing the Children Today
for Tomorrow
158 Developing English Competencies for Grade X
the business language of today and
is important for students who plan to
attend university in English speaking
countries. Mandarin is becoming more
important as China begins to move into
world economy. French and German
are necessary for many students
are now looking at oppor tunities in
Europe. Students who develop more
than one language have an advantage
over competitors applying for college
place ment. However one cannot
develop a second language unless
one develops his or her first language.
Studies show that children between
the ages of two and six best acquire a
second language parallel to their own.
Therefore, starting students in school
offering dual language instruction
programmes have an advantage. If
a dual language programmes isn't
available, or is too expensive, parents
may need to look at different ways to
get the needed language instruction.
Language acquisition needs to
be active. A good school will begin
with oral language at the earliest
opportunity to develop speaking
confi dence and to set grammatical
structures. When a child learn two
languages in parallel, vocabulary and
grammatical structures are easier to
acquire. The earlier a second language
is learned, the less problem a child
will have with improper word use.
The more active in each language
students become the more proficient
and confident they will be.
Taken from The Jakarta Post, 2007
Answer the following questions based on the text above.
29. Why do parents tend to send their
children to good schools?
30. When do children start the process
of learning?
31. Success will be based on how well
the "team" work. What is meant by
the "team"?
32. A school is considered to be a "second
home" for the children. What is the
meaning of "second home"?
33. What language should you study if
you want to continue your study in
Europe?
34. Why is Mandarin important?
35. In what age should the children
study a second language?
36. What should we do if a dual
language programme isn't available
at school?
37. What is the advantage of dual language
programme?
38. What should the teacher do to activate
the language acquisition?
Review 2 159
C. Writing
Do the following tasks based on the instructions.
Change the following sentences into
passive voice and vice versa
39. The teacher gave the students a new
book.
40. The national museum is visited by
the students.
Change the following sentences into
reported speech and vice versa.
41. She said, "I don't know anything
about the robbery."
42. The man said (that) he had been
sleeping when the storm had come.
Put this, that, those or these to complete
the sentences.
43. books are mine. (said
while pointing out the books on the
table)
44. pair of shoes is broken. (said
while showing the shoes he wears)
Use and, but, or or so to connect the
sentences below.
45. He buys a ruler he looses it
on the way home.
46. She plans to go to a movie
it's raining.
Use for, before, after or nor to connect
the sentences below.
47. I sleep in the class I'm really
sleepy.
48. I know her I work in the
same place with her.
Complete the following sentences with
appropriate expressions.
49. A : .
B : I'd love to. Just pick me up at
seven.
50. A : Congratulations on
your success of getting
a scholarship.
B : .
51. A : My uncle has had an
accident.
B : .
52. A : please. I have to
inform you.
B : Yeah. What's the matter?
53. A : Britney Spears will marry
me.
B : !
Here are the parts of news items from
The Jakarta Post. Match them with their
headlines.
54. We suggest that police start to
develop a new approach to dealing
with ab duc tions and better protection
of our children. Alarm bells are
ringing for parents to be alert, as
anybody could kidnap their children
anywhere, anytime. They must never
leave their own residential areas or
neighbour hoods. In the end, who else
can children rely on to protect them.
160 Developing English Competencies for Grade X
55. A man begging at a mosque in
Yemen was exposed as not being
destitute as he pretended when his
mobile started ringing inopportunely.
The Yemen news agency said the
embarrassed man beat a quick
retreat after wors hippers found his
phone ringing inside the bag.
56. We pray hard. We work hard. We
laugh hard. Spare us cliches like the
God-awful one that a doctor gave me
recently–after she collapsed and had
to be taken to the emergency unit.
Her illness is now at an advanced
stage. Take her home and make her
happy. As if that had not been our
intention all along.
57. According to the parents of the
victim, the gang members claimed
that they had experience in abducting
and killing children particularly in
Jakarta, Bogor and Tangerang.
58. Torrential rain since August 19, has
caused the Awash river to overflow
its banks, sweeping away hundreds
of animals and destroying a large
number of properties in Gewani area
of Northeast Ethiopia.
The Headlines
a. Floods Displace More than
7,000 People
b. Protecting Our Children
c. Mobile Phone Gives Away Beggar
d. Sadistic Kidnappers
e. My Mother Has Cancer
Bibliography
Books
Alexander, L.G. 1994. Practice and Progress: An Integrated Course for
Pre-Intermediate Students. Yogyakarta: Kanisius.
Badan Standar Nasional Pendidikan. 2006. Standar Isi. Jakarta:
Departemen Pendidikan Nasional.
Balanchard Karen, Root Christine. 2003. Ready to Write. New York:
Pearson Education.
Blundell, Jon et al. 1988. Function in English. London: Oxford University
Press.
Comber, Leon and Charles Shuttleworth. 2000. Favourite Stories from
Taiwan. Bandung: Remaja Rosdakarya.
Doddy, Achmad et. al. 2003. English for SMA Volume 2. Bandung:
Grafindo Media Pratama.
Harris, Michael et al. 2003. Opportunities Elementary. Harlow: Pearson
Education Limited.
Hartmann, Pamela and James Mentel. 2002. Interactions Access: Reading/
Writing. New York: McGraw-Hill/Contemporary.
Hill, L. A. 1981. Intermediate Stories for Reproduction. Jakarta: Pustaka
Ilmu.
Hock, Tan Soon et al. 1990. English Form 3. Selangor: Pelanduk
Publication.
Ibrahim, Farida J and Beatrice ThiyagaRajah. 1990. English Form 4.
Selangor: Mutiara Cemerlang.
Israel, Elaine (ed.). 1999. The World Almanac for Kids 2000. New Jersey:
Primedia Reference.
Kirn, Elaine and Darcy Jack. 1990. Interactions I: A Communicative
Grammar. Second Edition. Singapore: McGraw-Hill Publishing
Company.
Little John, Andrew and Diana Hicks. 2000. Cambridge English for School.
Cambridge: Cambridge University Press.
Mellgren, Lars and Michael Walker. 2002. New Horizons in English
4: Second Edition. Singapore: Addison-Wesley Publishing
Company.
Monteiro, Irene-Anne and Jenny Watson. 2000. Favourite Stories from
Singapore. Bandung: Remaja Rosdakarya.
161
162 Developing English Competencies for Grade X
Nolasco, Rob. 1993. Streetwise: Intermediate Student's Book. Singapore:
Oxford University Press.
Oshima, Alice and Ann Hogue. 1983. Writing Academic English: A
Writing and Sentence Structure Workbook for International Students.
Reading. London: Addison-Wesley Publishing Company.
Oxford Advanced Learner's Dictionary. 2004. Oxford: Oxford University
Press.
Schlakman, Solomon (ed.). 2004. Readings to Remember. New York:
Macmillan.
Swan, Michael. 2005. Practical English Usage. London: Oxford University
Press.
Tanka, Judith et al. 2002. Interactions 1: Listening/Speaking. Fourth Edition.
New York: McGraw-Hill/Contemporary.
The World Book Encyclopedia. 2007. USA: World Book, Inc.
The World Book Student Discovery Encyclopedia. 2006. World Book, Inc.
Watson, Brown. 1997. 366 and More Fairy Tales. London: Brown Watson
Publishing
CD-ROM
Encyclopaedia Britannica, 2007 Deluxe Edition
Microsoft Encarta Reference Library, 2008
Periodicals
Publishers Weekly, May 10, 2004
The Jakarta Post, May 2, 2004
The Jakarta Post January 27, 2005
The Jakarta Post, March 8, 2005
Time, December 29, 2006
The Jakarta Post, January 18, 2008
The Jakarta Post, April 15, 2008
Websites
http://www.about.com
http://www.aesopfables.com
http://www.breakingnewsenglish.com
http://www.canauthorsniagara.org
http://www.english.unitechnology.ac
http://www.grimmfairytales.com
http://www.indonesiaheadline.com/english
http://www.joglosemar.com
http://www.masham3d.files.wordpress.com
http://www.my-indonesia.info
http://www.photobucket.com
http://www.short-stories.co.uk
http://www.thejakartapost.com
http://www.wikipedia.org
http://www.write.express.com
Bibliography 163
Photo Credits
Chapter 1
page 1 Publisher's Documentation
page 2 Publisher's Documentation
Chapter 2
page 25 Publisher's Documentation
page 37 Publishers Weekly, May 10, 2004
page 38 Publishers Weekly, May 10, 2004
page 49 Kancil and Cucumber, 1994
Chapter 3
page 51 Publisher's Documentation
page 52 CD Images
page 56 Childcraft: Make and Do, 1996
page 57 The Almanac for Kids 2000, 1999
Chapter 4
page 79 Publisher's Documentation
page 83 366 and More Fairy Tales, 1997
page 85 Publisher's Documentation
Chapter 5
page 103 Publisher's Documentation
page 105 ML calendar catalogue, 2002
page 106 Microsoft Encarta, 2006
page 110 Cambridge for Schools, 2000
page 112 The World Book Student Discovery Encyclopedia, 2006
page 114 Microsoft Encarta, 2008
page 124 The World Book Student Discovery Encyclopedia, 2006
page 126 The World Book Student Discovery Encyclopedia, 2006
page 127 The World Book Student Discovery Encyclopedia, 2006
Chapter 6
page 129 www.photobucket.com
page 134 Earthquakes, 1992
page 137 Tempo, November 23-29, 2004; The Jakarta Post,
March 8, 2005; Time, December 29, 2003
page 140 Publisher's Documentation
page 142 www.football-walpapers.com
page 148 Microsoft Encarta, 2008
page 151 Kompas January, 23, 2008
Tempo Kompas, May, 2007
164 Developing English Competencies for Grade X
Glossary
accelerator /əkˈseləˈreɪtə / (n): a device
(as a pedal) for controlling the speed of a
motor vehicle engine
appetite/ˈæpətaɪt/ (n): any of the
instinctive desires necessary to keep up
organic life; especially the desire to eat
appointment /əpɔɪnmənt/ (n): an
arrange ment for a meeting
approach /əˈprəʊtʃ/ (v): to come very
near to
armour /ˈɑ:rmər/ (n): defensive covering
for the body; especially: covering (as of
metal) used in combat
authority /ɔ:ɵɒrɪti/ (n): persons in
command; speci fically: government
bake /beɪk/ (v): 1: to cook (as food) by
dry heat especially in an oven 2: to dry or
harden by subjecting to heat
barrier /ˈbærɪə/ (n): something material
that blocks or is intended to block
passage
bear /beə/ (n): any of a family (Ursidae
of the order Carnivora) of large heavy
mammals of America and Eurasia that
have long shaggy hair, rudimentary tails,
and planti grade feet and feed largely on
fruit and insects as well as on flesh
bear /beə/ (v): to put up with especially
without giving way (couldn't bear the
pain)
blacksmith /'blækˌsmɪɵ/(n): a smith
who forges iron
blossom /'blɒsəm/ (n): the state of
bearing flowers
broil /brɔɪl/ (v): to cook by direct
exposure to radiant heat: grill
cartoon /kɑ:'tu:n/ (n): 1: a drawing
intended as satire, caricature, or humour
2: comic strip
cellular /'seljʊlə/ (adj): of, relating to, or
being a radiotelephone system in which
a geo graphi cal area (as a city) is divided
into small sections each served by a
transmitter of limited range so that any
available radio channel can be used in
different parts of the area simul taneously
character /'kærəktə/ (n): one of the
attributes or features that make up and
distinguish an individual
chemical /'kemɪkl/ (adj): of, relating to,
used in, or produced by chemistry
chop /tʃɒp/ (v): to cut into pieces
claim /kleɪm/ (v): to assert in the face of
possible contradiction
clot /klɒt/ (v): to undergo a sequence of
complex chemical and physical reactions
that results in conversion of fluid blood
into a coagulated mass: coagulate
clutch /klʌtʃ/ (n): a coupling used to
connect and disconnect a driving and a
driven part of a mechanism
collapse /kə'læps/ (v): to break down
completely
collision /kə'liʒn/ (n): an act or instance
of colliding: clash
completion /kəm'plɪ:ʃn/ (n): the act or
process of com pleting
complication /ˌkɒmplə'keɪʃn/ (n):
complexity, intricacy; especially:
a situation or a detail of character
complicating the main thread of a plot
compound /'kɒmpaʊnd/ (n): something
formed by a union of elements or parts
content /kæ'ntent/ (adj): satisfy
convert /'kən'vɜ:t/ (v): to change from
one form or function to another
cottage /'kɒtɪdʒ/ (n): a usually small
frame one-family house
Glossary 165
countryside /'kʌntrisaɪd/ (n): a rural
area
couple /'kʌpl/ (n): two persons paired
together
crash /kræʃ/ (n): a breaking to pieces by
or as if by collision
crash /kræʃ/ (v): to break violently and
noisily: smash
cope with /kəʊp wɪð/ (v): to deal with
and attempt to overcome problems and
difficulties
crown prince /kraʊn prɪns/ (n): a male
heir apparent to a crown or throne
cubic /'kju:bɪk/ (n): the regular solid of
six equal square sides
curb /kɜ:b/ (v): to check or control with
or as if with a curb
cure /kjʊə/ (v): to restore to health,
soundness, or normality
cut off /kʌt ɒf/ (v): separate, isolate
dangerous /'deɪndʒərəs/ (adj): exposing
to or involving danger
decline /dɪ'klaɪn/ (v): to tend toward an
inferior state or weaker condition
defence /dɪ'fens/ (n): the act or action of
defending
deficiency /dɪ'fɪʃənsi/ (adj): the quality
or state of being deficient: inadequacy
deposit /dɪ'pɒzət/ (v): to place
especially for safe keeping or as a pledge
deserve /dɪ'zɜ:v/ (v): to be worthy of:
merit
devastation /ˌdevə'steɪʃn/ (n) desolation
by violent action
dig /dɪg/ (v): to hollow out or form by
removing earth: excavate
direction /dɪ'rekʃn/ (n): the line or
course on which something is moving
or is aimed to move or along which
something is pointing or facing
disaster /dɪ'zɑ:stə/ (n): a sudden
calamitous event bringing great damage,
loss, or destruction; broadly
disease /dɪ'zɪ:z/ (n): a condition of the
living animal or plant body or of one of
its parts that impairs normal functioning:
sickness, malady
enhance /ɪn'hɑ:ns/ (v): heighten,
increase; especially: to increase or
improve in value, quality, desira bility, or
attractiveness
erupt /ɪ'rʌpt/ (v): to force out or release
suddenly and often violently something
(as lava or steam) that is pent up
excellent /'eksələnt/ (adj): very good of
its kind: eminently good: first-class
folk tale /fəʊk 'teil/ (n): a
characteristically anonymous, timeless,
and placeless tale circulated orally
among a people
furious /'fjʊəriəs/ (adj): exhibiting or
goaded by anger
gathering /'gæðəriŋ/ (n): assembly,
meeting
glimpse /glɪmps/ (n): a fleeting view or
look
gloomy /'glu:mi/ (adj): lacking in
promise or hopefulness: pessimistic
gore /gɔ:/ (v): to pierce or wound with
something pointed (as a horn or knife)
grain /greɪn/ (n): the seeds or fruits of
various food plants including the cereal
grasses and in commercial and statutory
usage other plants
headline /'hedlaɪn/ (n): 1: a head of
a news paper story or article usually
printed in large type and giving the
gist of the story or article that follows 2:
plural: front-page news
heavy /'hevi/ (n): having great weight
honest /'ɑnɪst/ (adj): free from fraud or
deception: legitimate, truthful
horn /hɔ:n/ (n): a usually electrical
device that makes a noise
166 Developing English Competencies for Grade X
horrible /'hɒrɪbəl/ (adj): extremely
unpleasant or disagreeable
huge /hju:dʒ/ (adj): very large or
extensive
improve /ɪm'pru:v/ (v): to enhance in
value or quality: make better
incidence /'ɪnsɪdəns/ (n): occurrence
interest /'ɪntrɪst/ (n): a feeling that
accompanies or causes special attention
to an object or class of objects: concern
intestinal /ɪn'testɪnl/ (n): affecting,
occurring, or living in the intestine
invite /ɪn'vaɪt/ (v): to request the
presence or parti cipation of
jack /dʒæk/ (n): something that supports
or holds in position
jewellery /dʒu:əlri/ (n): jewels;
especially: objects of precious metal often
set with gems and worn for personal
adornment
kidnap /'kɪdnæp/ (v): to seize and detain
or carry away by unlawful force or fraud
and often with a demand for ransom
sually high sea wave that sometimes
follows an earth quake; an unusual rise of
water along shore due to strong winds
legend /'ledʒənd/ (n): a story coming
down from the past; especially: one
popularly regardedas historical although
not verifiable
librarian /laɪ'breəriən/ (n): a specialist in
the care or mana gement of a library
liquid /'lɪkwɪd/ (n): a fluid (as water)
that has no independent shape but has
a definite volume and does not expand
indefinitely and that is only slightly
compressible
loyalty /'lɔɪəlti/ (n): the quality or state
or an instance of being loyal
lug nut /lu:ʒ nʌt/ (n): a nut used to
secure a wheel on an automotive vehicle
magnificent /mæg'nɪfɪsənt/ (adj):
impressive to the mind or spirit
mash /mæʃ/ (v): to subject (as crushed
malt) to the action of water with heating
and stirring in preparing wort
massive /'mæsɪv/ (adj): bulky
meal /mi:l/ (n): an act or the time
of eating a portion of food to satisfy
appetite
melt /melt/ (v): to reduce from a solid to
a liquid state usually by heat
merchant /'mɜ:tʃənt/ (n): a buyer and
seller of commo dities for profit: trader
narrative /'nærətɪv/ (n): something that
is narrated: story
network /'netwɜ:k/ (n): an interconnected
or interrelated chain, group, or system
news /nju:z/ (n): a report of recent
events
nowhere /'nəʊweə/ (adv): not in or at
any place
nutrition /nju:'triʃn/ (n): the act or
process of nourishing or being nourished;
specifically: the sum of the processes by
which an animal or plant takes in and
utilizes food substances
opposite /'ɒpəzɪt/ (adj): set over against
something that is at the other end or side
of an inter vening line or space
orientation /ˌɔ:rɪən'teɪʃn/ (n): the act or
process of orienting or of being oriented
outlook /'aʊtlʊk/ (n): point of view
outstanding /'aʊt'stændiŋ/ (n): marked
by eminence and distinction
oxidation /ˌɒksɪ'deɪʃn/ (n): the act or
process of oxidizing
parsley /'pɑ:sli/ (n): a European biennial
herb (Petro selinum crispum) of the carrot
family that is widely cultivated for its
leaves which are used as a culinary herb
or garnish
Glossary 167
pasta /'pæstə/ (n): a dish of cooked pasta
peel /pi:l/ (v): to strip off an outer layer
of
plug /plʌg/ (v): to stop, make tight, or
secure by inserting a plug
procedure /'prə'sidʒə/ (n): 1: a particular
way of accom plishing something or of
acting b: a step in a procedure 2: series of
steps followed in a regular definite order
quarrel /'kwɒrəl/ (n): a usually verbal
conflict between antagonists: altercation
question /'kwestʃən/ (v): to interrogate
intensively: cross-examine
recipe /'resɪpi/ (n): a set of instructions
for making something from various
ingredients
recount /'rɪ:kaʊnt/ (n): a second or fresh
count
requirement /rɪ'kwaɪəmənt/ (n):
something wanted or needed: necessity
reward /rɪ'wɔ:d/ (n): something that is
given in return for good or evil done or
received and espe cially that is offered or
given for some service or attainment
rumour /'ru:mə/ (n): talk or opinion
widely dissemi nated with no discernible
source
sandwiches /'sænwɪdʒɪz/ (n): two or
more slices of bread or a split roll having
a filling in between b: one slice of bread
covered with food
scenery /'sə:nəri/ (n): a picturesque view
or landscape
science-fiction /'saɪənsfikʃn/ (n): fiction
dealing prin cipally with the impact of
actual or imagined science on society or
individuals or having a scientific factor
as an essential orienting component
shelter /'ʃeltə/ (n): something that covers
or affords protection
shrimp /ʃrɪmp/ (n): any of
numerous mostly small and marine
decapod crustaceans (sub orders
Dendrobranchiata and Pleocye-mata)
having a slender elongated body, a
compressed abdomen, and a long spiny
rostrum
tape /teɪp/ (n): a narrow flexible strip
or band: as a: adhesive tape b: magnetic
tape
terrific /tə'rɪfɪk/ (adj): extraordinary
theatre /ɵɪətə/ (n): a building for
dramatic perfor mances; a building or
area for showing motion pictures
thief /ɵi:f/ (n): one that steals especially
stealthily or secretly;
treasure /'treʒə/ (n): wealth (as money,
jewels, or precious metals) stored up or
hoarded
useless /'ju:sləs/ (adj): having or being of
no use:
victim /'vɪktɪm/ (n): one that is injured,
destroyed, or sacrificed under any of
various conditions
village /'vɪlidʒ/ (n): a settlement usually
larger than a hamlet and smaller than a
town
wealth /welɵ/ (n): all property that has a
money value or an exchangeable value
whisper /'wɪspə/ (v): something
communi cated by or as if by whispering;
especially: rumour
wildfire /'waɪldfaɪə/ (n): very rapidly
will /wɪl/ (n): desire, wish
wolf /wʊlf/ (n): any of various large
predatory canids (genus Canis) that
live and hunt in packs and resemble the
related dogs
wrap /ræp/ (v): to cover especially by
winding or folding
168 Developing English Competencies for Grade X
Index
Index of Subject
A
affection 28, 29, 34
appointment 54, 55, 60, 61
C
character 13, 43, 75, 164
complication 41, 50, 102
compliment 78, 80, 81, 82, 85, 102, 174
congratulate 79, 80, 81, 82, 85, 86
D
description 106, 111, 112, 116, 117, 122, 125
descriptive 107, 112, 116, 117, 122, 125
direct speech 145, 146
E
events 11, 15, 24, 30, 94, 101, 152
F
fable 37, 171, 179
G
gratitude 75, 78, 103, 104, 107, 128, 108,
109, 184
greeting 2, 3, 4, 8, 9, 10
H
happiness 25, 26, 31, 27, 28, 31, 33, 50, 78,
170
headline 82, 135, 137, 139, 147, 148, 149,
162, 165, 174, 184
I
instruction 2, 3, 4, 7, 8, 10, 158
introduce 3, 4, 9, 10, 169, 178
invitation 53, 59, 173, 177, 184
L
legend 36, 37, 101, 166
N
narrative 14, 22, 25, 26, 31, 37, 41, 46, 50, 79,
80, 84, 85, 91, 99, 98, 100, 101, 102, 166
news item 151, 129, 130, 132, 134, 139, 140,
141, 142, 145, 148, 152
O
orientation 15, 24, 40, 41, 102, 166
P
parting 2, 3, 4, 8, 9, 10
passive voice 96, 159
pleasure 81, 82, 135, 174
procedure 57, 63, 68, 72, 73
R
recipe 66, 67, 70, 71, 74, 167
recount 141, 167
reported speech 145, 147, 159
S
story 75, 83, 84, 88, 89, 90, 91, 92, 93, 94, 96,
97, 98, 99, 100, 101, 115, 131, 142, 165,
166, 169, 171, 175, 179, 181
surprise 53, 129, 130, 134, 138, 152, 153,
172, 176
sympathy 78, 135, 136, 170, 177, 184,
T
text structure 15, 16, 40, 42, 66, 93, 98, 115,
143, 151
Index of Author
Molgana, Agus 11
Mellgren, Lars and Michael Walker 13, 16
Balanchard Karen, Root Christine 14
Alexander, L.G 17
Thurber James 30
Leon and Charles Shuttleworth 39, 41
Watson, Brown 83
Schlakman, Solomon 89
Effendi 90
Harris, Michael 92
Little John, Andrew and Diana Hicks 110
Activity 2
Words
Introduce
Introducing
Greeting
Meeting
Parting
Farewell
No.
1.
2.
3.
4.
5.
6.
Expressions
Good morning.
How are you?
My name is ....
How do you do?
Nice to meet you.
See you later.
Activity 3
Today is the first day at school for Dian. She meets
Rian. Then, they introduce each other.
Dian : Good morning. Allow me to introduce myself.
I'm Dian.
Rian : Good morning. My name is Rian. Nice to meet
you.
Dian : Nice to meet you too. We are in the same
class, right? I saw your name in the
students' list of my class.
Rian : Yeah, right. By the way, what book is
that?
Dian : This is a book about cooking, Mari Memasak
Sendiri.
Rian : Oh, so you like cooking? I like cooking
too.
Dian : Really? Good, so I have a friend to share
with. Anyway, I must go now. Bye.
Rian : Bye. Take care.
Activity 4
1. Good morning. I'm Rendi.
2. Hello, My name's Desi.
3. Hi, Andi. How do you do?
4. Let me introduce myself. My name is Rudi.
5. Nice to see you, Wina.
Activity 5
Lina is reading a book in the city park. There is someone
approaching her.
A girl : Excuse me. Do you mind if I sit beside
you? I'm waiting my friend.
Lina : No. It's OK. My name is Lina.
A girl : Hi, I'm Fany.
Tapescripts
A girl is coming over to Lina and Fany. She interrupts
them.
Santi : Hi, Fany. I'm sorry I'm late.
Fany : That's O.K. Let me introduce you to
Lina. Lina, this is Santi. Santi, this
Lina.
Lina : Hi, Santi. How do you do? Pleased to
meet you.
Santi : Hi, Lina. How do you do? Pleased to
meet you, too.
Fany : Well, Santi and I have to go right now.
See you later.
Lina : See you.
Activity 8
Mirna : Hi, Toni, nice to meet you again after
long holiday.
Toni : Hello. Mirna, nice to meet you too.
Mirna : Anyway, where did you go on the last
holiday?
Toni : Well. I went to Bali. It's a wonderful
place with beautiful beaches and
sceneries.
Mirna : Wow. It sounds great. What did you
do there?
Toni : My family and I spent four nights
there in a bungalow in Kuta beach.
I had a great vacation there. I swam
and surfed on the beach. I also played
football and sand with my brother.
Mirna : What else did you do there?
Toni : The next morning I visited another
small island around Bali on a boat.
It was a great experience to see many
beautiful places and have a talk with
tourists there.
Mirna : What did you do before you left
Bali?
Toni : On the last day, I went to the merchandise
shops and bought some stuffs
there. I bought shirts, shorts, and also
traditional clothes. Unfortunately I
couldn't afford to buy a surfing board
because it was too expensive.
Mirna : Well, it's nice to hear your story. I hope
that I can also visit Bali someday.
Chapter 1
It's Nice to See You
169
170 Developing English Competencies for Grade X
Activity 9
1. was
2. did
3. had
4. went
5. left
6. swam
7. bought
8. surfed
9. played
10. visited
Activity 10
Yogyakarta
April, 1st 2008
Dear Evi and Andi,
Just a note to let you know that we had a wonderful
holiday in Bali. It was a really great place.
The people are friendly, the food's great, and the
weather's a lot better than at home. Can you believe
it?
Most days were pretty lazy. I swam two or three
times a day, but my brother Fachri just spent all his
time lying on the beach with his eyes closed.
Last Saturday I got on the bus and get to the
north and of the island. It was much quiet there
than here–very beautiful, but no tourists. The next
day we went across to the east coast saw some of the
old villages.
I learn) Balinese–I still can't say much, but it was
fun to try. Fachri actually spoke it quite well, but he
was afraid to open his mouth, so I was the one who
talked to people.
Love to your parents. See you soon, I hope.
Aisha
Activity 11
I was driving along the coast road when the car
suddenly lurched to one side. At first I thought a tyre
had gone but then I saw telegraph poles collapsing
like matchsticks. The rocks came tumbling across the
road and I had to abandon the car. When I got back
to town, well, as I said, there wasn't much left.
Chapter 2
I'm Sorry to Hear That
Activity 2
Words
good news
happy
happiness
bad news
sympathy
affection
terrible
condolence
Expressions
It's really great. I'm so happy.
I'm delighted to hear that.
It gives me satisfaction.
I'm very sorry to hear that!
That is a pity/shame!
Are you OK?
What a terrible situation!
Please accept my condolences!
No.
1.
2.
3.
4.
5.
6.
7.
8.
Activity 3
1. You win a free ticket to Bali.
2. My brother got an accident last night.
3. Your friend hurt himself when playing
football.
4. You know what. Our teacher's father just
passed away.
5. I'm so happy. My father bought me a
motorcycle.
Activity 4
Dialogue 1
Mother : My dear daughter, your father
said that he would take you to the
department store.
Hani : Hooray! That's great. When do we go
there, Mom?
Mother : Perhaps after dinner. Father will buy a
new pair of shoes for you. Frankly we
both are so proud for your performance
at school.
Hani : Thanks for your praise, Mom. I am
also happy to have parents like you
both.
Mother : You are a wonderful daughter for
us. I'm so blessed to be your Mom.
Hani : Thanks Mom.
Dialogue 2
Deni : Hi, Andi. Did you hear that Rudi fell off
when he was riding his motorcycles?
Andi : Oh really? How awful! What happened?
Deni : He was riding in a big storm. He must
have skidded in the rain.
Tapescripts 171
Andi : Oh that's too bad. Was he badly injured?
Deni : Sure, he was such in pain.
Andi : He wasn't, was he?
Deni : He was. He couldn't even stand up. He
broke his legs.
Andi : That's terrible. Where is he now? Is he
in the hospital?
Deni : He is still in the Emergency Unit of
Sumber Waras Hospital.
Andi : I'll see him in the hospital right away.
Activity 5
1. "Congratulations. You get Rp 10,000 credit
bonus."
2. "You are excellent and brilliant. You got a
great mark for the final test."
3. "Well done. You get a free ticket for this holiday."
4. "I've lost my wallet somewhere. It's got Rp.
100.000,- on it."
5. "Did you hear that Mr. Rendy got a serious
cancer disease?"
6. "I heard that Budi was in jail. He was arrested
for traffic violence"
7. "Rendi was knocked down by a car. He was
in hospital for five weeks."
8. "Yesterday, on the TV news, I saw a bad
thunder storm in California. Many people
died and got serious injured.
Activity 6
Boni : Hi, Panji. What can I do for you?
Panji : Hello, Bon. I'm looking for some
books for my assignments. But i
don't know where to find them.
Boni : Let me help you. What I don't know
where to find them.
Panji : Thank you. I need some books about
folk tale.
Boni : Folk tale books ... hmmm ... they
are on the corner shelves. (Panji and
Boni go to the corner shelves.) These
are the books that you need. All of
them are folk tale books.
Panji : Thank you very much. That's very
kind of you.
Boni : Don't mention it. It's my job to help
everyone who needs books in this
library.
Activity 7
1. My name is Putra I like reading comics.its a bout
superhero. The title is Uzumaki Naruto.
2 I am Lita. Right now I am reading new series
of Harry Potter. The story and the adventure
is interesting.
3. I am Ridwan. I like Sangkuriang story. I'm
interested in reading legends.
4. My name's Fitra. I like to read fable. Now, I'm
reading Aesop's fables.
The Little Girl and the Wolf
James Thurber
One afternoon, a big wolf waited in the
dark forest for a little girl to come along
carrying a basket of food to her grandmother.
Finally, the little girl came along and she was
carrying a basket of food. "Are you carrying
that basket to your grandmother?" asked the
wolf. The little girl said yes she was. So the
wolf asked her where her grandmother lived
and the little girl told him and he disappeared
into the woods.
When the little girl opened the door of her
grand mother's house, she saw there was somebody
in bed with a nightcap and nightgown on.
She had approached no nearer than twenty-five
feet from the bed when she saw that it was
not her grandmother but the wolf, for even in
a nightcap a wolf doesn't look anymore like
your grandmother than Metro-Goldwyn lion
looks like Calvin Coolidge. So the little girl
took an automatic out of her basket and shot
the wolf dead.
Taken from Readings to Remember, 2004
Activity 8
The Father and His Sons
A father had a family of sons who were
always fighting. He had no luck trying to stop
their arguments with words, so he decided to
teach them a lesson.
He told his sons to bring him a bunch of
sticks. He took the sticks and gave them to his
eldest son and asked him to break them. The
eldest son tried with all his strength but was
not able to do it. The other sons tried and were
also unsuccessful.
The father said, "My sons, if you are of
one mind, and unite to assist each other, you
will be like these sticks together; but if you are
divided among yourselves, you will be broken
as easily as a single stick."
Activity 9
172 Developing English Competencies for Grade X
Chapter 3
Would You Like to Come?
Activity 2
Doni : We're having a party on Saturday night,
Susi. Would you like to come?
Susi : Certainly. I'd love to come.
Doni : Great. See you there.
Activity 3
1. Would you like to come to lunch on Saturday?
2. You will come to my birthday, won't you?
3. Let's meet at ten o'clock tomorrow morning.
4. Shall we have dinner this evening at my
house?
5. I'll promise I'll be there.
6. I'd love to. Thank you very much.
7. How about tomorrow morning?
8. Thank you for asking me, but I can't come.
9. I'm very sorry. I don't think I can come to your
party.
10. I'd like to, but I've got an exam tomorrow.
Activity 4
Dialogue 1
Arief and Rita are fond of literature. They enjoy reading
stories, novels, and watching drama. On the way home,
Arief and Rita have a chat.
Arief : Do you have a plan for tomorrow holiday?
Rita : Too bad. I have nothing to do.
Arief : I've got a plan for tomorrow. Would you
like to come to my house?
Rita : Really? Tell me, please. Then, I'll decide
to come or not.
Arief : I've got a new interesting novel and VCD
of a drama performance.
Rita : Wow, great. What are they about? Are
they interesting?
Arief : If I tell you now, it won't surprise you.
Now, decide. Would you come to my house
to enjoy them?
Rita : I'd love to. I'll be at your house at 8.00 in
the morning.
Dialogue 2
Dr Iwan Fauzi was a well-known doctor. He had a
friend, Mr Andre Posuma, who always sees him for
general check up. One day, his friend calls him.
Mr Posuma : Hello, Fauzi. This is Andre.
Dr Fauzi : Hi Andre. Can I help you?
Mr Posuma : I'd like to have a general check
up. It has been two months since
my last visit to you.
Dr Fauzi : OK. I'm free on Tuesday afternoon.
Let's meet at five.
Mr Posuma : I'll be there. Bye.
Dr Fauzi : Bye.
Ten minutes later, Mr Andre Posuma is informed by
her secretary that there will be a meeting on Tuesday
afternoon. Then, he calls Mr Iwan Fauzi to cancel his
appointment.
Mr Posuma : Hello, Fauzi. It's me, Andre. This
is about our appointment.
Dr Fauzi : What's wrong?
Mr Posuma : Mmm… actually, I will attend a
meeting. I'm sorry I can't make
it.
Dr Fauzi : Well, that's OK. We can meet next
time.
Mr Posuma : Alright. See you.
Dr Fauzi : See you.
Activity 7
Lina is reading a book in the city park. There is someone
approaching her.
A girl : Excuse me. Do you mind if I sit
here? I'm waiting for my friend.
Lina : No. It's OK.
Lina continues her reading. After a long silence, the
girl offers something.
The girl : I brought some sandwiches. Do
you want some? (She hands a
sandwich to Lina)
Lina : Thank you. (Lina takes the sandwich.)
It's very delicious. By the
way, my name is Lina. Nice to
meet you.
The girl : I'm Fanny. Nice to meet you
too.
Lina : Could you tell me how to make
this sandwich?
Fany : OK. First, take two pieces of
bread. Spread butter on each
piece. Then, cut cheese into slices.
After that, place the slices on one
piece of the bread. Finally, put the
other piece on the top.
Lina : It's very simple. I think ...
A girl is coming over to Lina and Fani. She interrupts
them.
Santi : Hi, Fany. I'm sorry I'm late.
Fany : That's OK.
Activity 8
1. • Take two slices of bread.
• Put a slice of butter on each slice.
• Cut some cheese into slices.
• Place the slices on a piece of bread.
• Put the other piece of bread on the
top.
Tapescripts 173
2. • Put some tea into a teapot.
• Add boiling water.
• Leave it for three minutes.
• Pour it into a glass or cup.
• Add some sugar or milk.
3. • Put some water in a pot.
• Heat the water.
• Put an egg into the water.
• Boil the water for three minutes.
• Take out the egg and let it cool.
Activity 9
Instruction:
1. Draw two lines from one corner to another of
the paper.
2. Cut inwards from each corner halfway to the
centre point.
3. Fold over each point with a dot on it and tape
it to the centre.
4. Push the drawing pin through the centre and
into the rubber on the end of the pencil.
5. You can now blow on the pinwheel and watch
it spining.
Activity 10
Andre : How do you make Turkish coffee? What
do you have to do exactly?
Jim : Well, say you want to make four cups
of coffee, OK? You put four cups of
cold water, and four level teaspoons of
sugar in the coffee pot. Then you light
the gas, and put the coffee on the stove
and pour a bit of the water into one of
the cups. Then, you put the four heaped
teaspoons of coffee in the coffee pot,
and stir it. Now, it's very important not
to put the coffee in before you've poured
some water off, or else it'll overflow
and make a terrible mess. So, anyway
you put the pot back on the stove and
let the coffee come back to the boil very
slowly. When it starts to boil, the coffee
will rise slowly up to the top of the pot,
and when it reaches the top, you take it
off the stove, OK? Before you pour the
coffee out, you should pour back the
water that you poured off earlier–this
helps to make the grounds settle. See?
OK?
Andre : Yes, thanks a lot, Jim.
Activity 11
1. Place the paper on a flat surface with one corner
on top in the shape of a diamond.
2. Fold the point on the left over to meet the right
point, then unfold it. You will have a crease
in the centre.
3. Fold the lower left and lower right sides so
they meet at the crease. Make your folds as
sharp as possible.
4. What you have should look like a kite. Now
fold down the top point to make a small triangle.
5. Fold over the right side to meet the left side.
6. Turn the shape so that the long side is facing
you.
7. Fold up the point at the end to make a tail.
8. Draw a face on your whale.
Review 1
The following short dialogues are for questions
1 to 5.
1. Alex : Good morning. How are you today?
Dani : Good morning. I'm fine, thanks.
What does Dani say to reply to Alex's greeting?
2. Mr Smith : I don't think we've met before.
I'm Smith. How do you do?
Mr Black : I'm Black. How do you do?
What does Mr Black say?
3. Ali : Can I borrow your pen?
Andi : Sure. Here it is.
What does Andi say when he gives the
pen?
4. Santi : Din, would you like to go to the
movie with me?
Dina : Thanks anyway but I'm busy right
now.
What does Dina say before she refuses the
invitation?
5. James : Thanks for your help, Jim.
Jim : Don't mention it.
What does James say?
The following text is for questions 6 to 10.
It Could Be Worse
I entered the hotel manager's office and sat
down. I had just lost £50 and I felt very upset. "I
left the money in my room,' I said, "and it's not
there now.' The manager was sympathetic, but he
could do nothing. ‘Everyone's losing money these
days,' he said. He started to complain about this
wicked world but was interrupted by a knock at
the door. A girl came in and put an envelope on
his desk. It contained £50. "I found this outside
this gentleman's room,' she said. "Well,' I said to
the manager, "there is still some honesty in this
world!'
Taken from Practice and Progress, 1994
174 Developing English Competencies for Grade X
The following text is for questions 11 and 12.
Move around on Tin-Can Stilts
You will need:
• 2 large coffee or dried milk tins
• 4 metres plastic clothes line
Step 1 : Ask an adult to punch two holes near the
unopened end of each tin.
Step 2 : Thread the plastic clothes line through
the holes. Tie the ends together.
Step 3 : Pull up on the strings as you walk tall on
your tin-can stilts.
Taken from Childcraft: Make and Do, 1996
The following text is for questions 13 to 17.
Live Chicken for Dinner?
A landowner from Seoul went to visit his
farmer in the countryside and was treated to a
grand dinner of boiled chicken.
In the course of the meal, the farmer's youngest
son ran in, shouting, "There it is! He's eating
the dead chicken.'
The landowner thought that he had been
served a long-dead chicken. So he put down his
chopsticks and told the servant to clear the table,
politely saying, "This is enough for me. My stomach
can't take any more food.'
Just then, the boy started eating the chicken's
legs greedily, saying at the same time, "Oh, this is
really delicious.'
"Why are you eating the dead chicken?' asked
the surprised landowner.
"Who eats live chickens?' replied the boy.
Taken from English Bestseller 12, 2001
Chapter 4
Congratulations! You Did It Very Well
Activity 2
Words
1. great 5. terrific
2. charming 6. farewell
3. fantastic 7. achievements
4. congratulate 8. extremely
Expressions
1. You look great!
2. What a charming dress!
3. That's a very fantastic!
4. I must congratulate you!
5. Nice to meet you
6. See you later
7. Terrific. Well done!
8. How extremely nice of you to say so.
Activity 3
1. I got a scholarship to study abroad.
2. My brother won a national singing contest.
3. You look charming Andi I like your style
4. You know what, I passed my final exam
5. Your performance is amazing.
Activity 4
Dialogue 1
Andi had passed on his final semester test. On the way
home, he meets Desi, his friend. She congratulates and
compliments Andi.
Desi : Hi, Andi. How are you doing?
Andi : I am fine, thanks.
Desi : It's very nice to meet you here, Andi.
You look great today! I love your new
hair style.
Andi : Thank you very much, Desi. You look
great, too.
Desi : Thanks, Andi. By the way, how was
your test? Have you got the result?
Andi : Yes, I've got it. You know what? I have
passed for the final test. I'm so happy
right now.
Desi : That's great. Congratulations! How's the
score?
Andi : Thanks God. I got the highest score for
the test.
Desi : Wow, that's amazing. I know you are
very smart, Andi. Well done!
Andi : Thanks for your compliment, Desi. You
are so kind.
Desi : Never mind Andi. It's my pleasure.
Dialogue 2
Andi has won the national novel writing competition.
The next day, Riska and Joko come to his house to
congratulate him
Riska : Is it true what the newspaper's
headline said?
Andi : What news?
Joko : The news about you winning the
national novel writing competition.
Is it really you?
Andi : Yeah. It is me.
Riska : Congratulations! We're happy for
you.
Andi : Thanks a lot guys.
Joko : It's a terrific job, Andi.
Andi : Oh, no, I guess it's just my luck.
Activity 5
• What a charming dress!
• That's a very nice coat!
• You look nice.
• I like your hair style!
• You're terrific/fantastic.
• May I congratulate you on ….
• Congratulations!
• Congratulations on your ….
• Well done!
• Fantastic/terrific!
Tapescripts 175
Activity 6
Here are some folklores. Where do they originally
come from?
1. Malin Kundang
2. The Red and White Onions
3. Sangkuriang
4. The Tongue Bitter
Activity 7 and 8
Chapter 5
I'm Very Grateful to You
Activity 2
Henry : Hello Yuni. How are you this
morning?
Yuni : Hi, Henry. Fine, thanks. And
you?
Henry : I'm just fine, thank you.
Yuni : Please come in and have a seat.
Henry : Thanks. I'm returning your brother's
sports magazine. Here it is and
thanks.
Yuni : It's all right. Would you like any
other magazine or newspaper to
read?
Henry : Yes, please. How kind of you. Can I
see today's newspaper?
Yuni : Of course. Here it is.
Henry : Thanks, Yuni. By the way, would
you do me a favour?
Yuni : Why not? What can I do for you?
Henry : Could you tell your brother how
grateful I am for his help to lend
me his magazine?
Yuni : Oh, sure. I'll tell him.
Henry : Great. Thanks.
Activity 3
1. Would you like to go with me to a music
concert?
2. I have kept the package for you.
3. This man has saved y our daughter's life.
4. I would like to invite you for dinner tonight.
5. The police have found your missing purse.
Activity 5
A. It is constructed on a hill 46 m (150 ft) high
and consists of eight step-like stone terraces,
one on top of the other. The entire edifice is
crowned by a large stupa at the centre of the
top circle.
B. It is a prehistoric monument on Salisbury Plain,
in southwestern England. The monument
consists of a circular group of large upright
stones surrounded by a circular earthwork.
C. It is the largest and most famous ancient Roman
amphitheatre. It is elliptical and has three
stories surmounted by a fourth story pierced
with window like openings. Each of the three
arcaded stories originally had 80 arches.
Taken from Microsoft Encarta, 2005
One morning, one of the Witch's friends
come over to visit. When she looked around the
room, she said "Your house is ugly. My house
is more beautiful than yours, and the walls are
bigger." The Witch was very angry when she
heard this and shouted, "Get out of my house!
and don't ever come back here!"
After her friend left, the Witch looked around
her house and she said to herself, "my friend
was right. My house looks ugly and the paint is
faded. I have to repaint it. Then she went to the
shop and bought a can of paint. After lunch she
started to paint, and she worked very carefully.
In the afternoon she finished the lower part of her
house. When she wanted to start the upper part
she found out that she couldn't reach it. That she
got an idea. "I will use my magic broom!"
She shouted, "Broom, turn into a paint brush
and paint my walls!"
Suddenly the broom turned into a paint
brush and it started to paint the upper walls. It
worked very fast, and in ten minutes all job was
done. The Witch was very happy.
Activity 10
During the battle of Troy there was a Greek
hero named Odysseus, he was one of the many
"tribal kings' that went to attack the Romans.
The Greeks won that battle decisively thanks
to Odysseus' brilliant idea of building a "Trojan
Horse'.
The horse was a gigantic wooden statue of a
horse built in the guise of a gift for the Romans.
The Greeks then built chambers within the giant
horse to allow some soldiers to hide inside to
infiltrate the strong roman defense.
The Romans, thinking that the Greeks have
admitted defeat by leaving them a gift of gesture
in the form of a "Horse Statue' were overjoyed.
They brought the "gift' into their castle and
partied throughout the night.
When all the Roman soldiers were drunk
and unconscious, the Greeks slowly descended
out of the "Horse Statue', rendered the Roman
defense useless and opened the gate into the
well defended city; allowing other Greek soldiers
who were waiting outside the gates to
come inside.
176 Developing English Competencies for Grade X
Activity 6
Lawang Sewu is one of the famous historical
buildings in Indonesia. It is named Lawang Sewu
which means a thousand doors. Besides its thousand
doors, it is also well known for the fascinating
stained glass windows representing the Dutch
Symbolism. The stained glass windows are similar
with those of the places like The Hague and
Rotterdam and also the Royal family. The building
has numerous long winding corridors which open
out to the offices on one side of the office and the
other end of the building on the other hand. It is
a famous landmark in the region of Semarang and
a pride for Java.
Chapter 6
Headline News
Activity 2
1. What a surprise!
2. Oh really? Is it true?
3. Are you serious?
4. You must be kidding.
5. Good heavens!
6. No, I don't believe it.
7. I find that very surprising
Activity 3
Dialogue 1
Iwan reads a newspaper. He finds news that attracts
his attention and informs his father.
Iwan : Dad, look! There was an earth quake in
Ecuador. Many people became homeless.
This is terrible.
Father : Oh, no! Another disaster? (Then, Iwan's
father reads the newspaper.)
Iwan : Yeah. It's very tragic. Thousands of
people were killed.
Father : We know how it feels. Remem ber the
earthquake in our country last year.
Ecuador's earthquake is worse than in
our country. I can't imagine that.
Dialogue 2
Andi brings news to his class. He informs that the
headmaster cancels tomorrow's holiday.
Andi : Attention, please! I have something to
tell you, guys. Please, be quiet.
Aldi : Shh....OK my friends, pay attention to
our leader. It seems that he brings bad
news for us.
Andi : I've just met the headmaster in the
teachers' room. He told me about our
holiday.
Feny : Really? Why are you so gloomy? Bad
news?
Aldi : Be quiet Feny!
Andi : The headmaster cancelled tomorrow's
holiday.
Feny : What! Are you serious?
Aldi : Oh, no. What a shocking. I don't believe it.
Andi : I'm serious. I tell you the truth.
Indah : Oh, dear. That's very disappointing.
Andi : Keep calm guys. We will have a holiday
someday. Don't forget to come to the
school tomorrow.
Activity 4
1. How very surprising/amazing.
2. Well, that's very surprising.
3. Really?
4. My goodness!
5. Are you serious?
6. You're kidding!
Activity 7
News 1
The torrential rain which has been falling now
for the last four days has resulted in many people
in the south-east of Britain being unable to leave
their homes. Many roads are flooded, with cars
and other vehicles unable to move.
News 2
Jakarta: The Jakarta administration will begin
development of Ayodia public park in Barito,
South Jakarta, in July.
" The design of the park is under way. The
tender process for the project is expected to finish
by the end of June," Deputy Governor Prijanto said
Monday at city hall.
News 3
Lately, television singing contest (known as
variety shows or talent shows) are jostling for
airspace with sinetron (Tv soaps).
"One singing contest even secured higher
ratings than the most popular sinetron, "AGB
Nielsen Media Research communications executive
Andini Wijendaru told The Jakarta Post on
Friday.
News 4
Five companies have collaborated to stage in
Jakarta a three day environmental festival called
Greenfast2008 that is aimed to promote awareness
of global warming in a approachable and
entertaining design.
The festival is to be held at the eastern parking
a lot of Senayan, South Jakarta, from April
18 to 20.
Tapescripts 177
News 5
The surge in world food prices is accomplishing
what seven years of trade talks haven't knocking
down import barriers.
Since early 2007, when cereal prices began
rising, developing nations have taken a raft of
measures to increase imports.
News 6
Manager Alex Ferguson said Manchester
United had beaten their nerves and a very good
Arsenal side in Sunday's 2-1 victory at Old trafford.
Trailing to an Emmanuel Adebayor goal,
United hit back with a penalty from Cristiano
Ronaldo and Owen Hargreaves free-kick to go
six points clear of Chelsea, who play Wigan
Athletic on Monday, with four Premier League
games to go.
Activity 9
Bekasi Makes Study Time Compulsory
BEKASI: The Bekasi municipality administration
will force students to allocate at least one hour
in the evening to review school lessons of finish
homework.
"My office is still drafting the regulation on
study time," said the Mayor Muchtar Mohamad,
as quoted by Tempointeraktif.com on Monday.
The regulation, he said, would be issued on
May 2, in time for National Education Day.
Elementary and high school students will
have to study from 6 p.m. to 7:30 p.m., either at
home or in groups along with classmates living
in the same neighbourhood.
During study time, no TV, game consoles,
visiting shopping malls or going to entertainment
centers will be allowed.
"The study time must be effective," Mochtar
said.
He failed to mention what punishments would
be imposed on students who did not comply.
Review 2
The following short dialogues are for questions
1 to 5.
1. Agus : Well done. You deserve to get that
award.
Rani : Thanks.
What does Rani say when Agus congratulates
her?
2. Tanti : Hey, do you know that Antonio
Banderas will marry me?
Anti : Really? Are you kidding?
What does Anti say to response to Tanti?
3. Indra : Let's meet at 8.00.
Ken : I'm busy. I don't think I can make
it.
What does Ken say to refuse Indra's invitation?
4. Kristin : I can't come to your party. My
brother is ill. He is in the hospital
now.
Erwin : I'm sorry to hear that.
What does Erwin say to express his sympathy?
5. Nany : Your performance in the drama is
very great.
Rita : Thank you.
What does Rita say when Nany compliments
her?
The following text is for questions 6 and 7.
Milk is the most nourishing of all foods and a
favourite drink of people throughout the world.
Milk has almost all the nutrients (nourishing
substances) that people need for growth and
good health. In addition, milk has most of these
nutrients in large amounts and in such proportions
that they can work as a team to help keep
the body strong and healthy.
Taken from The World Book Encyclopedia, 1996
The following text is for questions 8 to 12.
Transportation Paralysed in Jambi
JAMBI CITY, Jambi: A landslides hit a village
in Kerinci regency, paralysing traffic between
Jambi and Sungai Penuh, the regency's capital.
People travelling from Sungai Penuh to Jambi
and vice versa have to take the Trans-Sumatra
highway bypassing Solok in the neighbouring
province of West Sumatra, which costs them twice
as much as the regular fare.
A staff of the local transportation office in
Sungai Penuh said on Wednesday that the landslides
was caused by incessant rain on Monday
which caused dirt and rocks to cover and damage
two sections of the road.
Herman, a driver of a passenger bus plying
the Jambi-Kerinci route, said that it took him 15
hours for the trip, five hours longer than usual
and passengers were charged Rp125,000, instead
of the regular fare of Rp50,000.
The traffic between Jambi and Sungai Penuh
was expected to return to normal on Thursday after
the Kerinci administration deployed necessary
equipment to repair the damaged road.
Taken from The Jakarta Post, November 18, 2004
178 Developing English Competencies for Grade X
Chapter 1
It's Nice to See You
Listening
Activity 1
Answers may vary.
Activity 3
1. Good morning
2. Allow me to introduce myself
3. I'm Dian.
4. Good morning
5. My name is Rian
6. Nice to meet you.
7. Nice to meet you too
8. I must go now
9. Bye.
10. Take care.
Activity 4
1. (b) Good morning. I'm Deni.
2. (b) Hi, Desi. How are you?
3. (a) I'm just fine.
4. (b) Hi, Rudi. Nice to see you.
5. (b) Glad to meet you, too.
Activity 5
1. It takes place in the city park.
2. Three persons are involved in the dialogue.
3. She talks to Lina.
4. Hi, My name is Lina.
5. She also introduces herself.
6. Let me introduce you to Lina. Lina, this is
Santi. Santi, this Lina.
7. She says see you.
Activity 10
1. had 7. got
2. than 8. get
3. believe 9. quiet
4. lazy 10. went
5. swam 11. saw
6. spent 12. learn
Activity 10
Event 1 : At first I thought a tyre had gone but
then I saw telegraph poles collapsing
like matchsticks.
Event 2 : The rocks came tumbling across the
road and I had to abandon the car.
Event 3 : When I got back to town, well, as I
said, there wasn't much left.
Speaking
Activity 1
Answers may vary.
Activity 8
1. We went camping.
2. It took for about one and a half hour.
3. At noon when it was getting darker.
4. We spent our time observing plantation and
insects.
5. We sang, danced, read poetry, played magic
tricks, and even some of my friends performed
a standing comedy.
Reading
Activity 1
Answers may vary.
Activity 3
1. He was walking down Sunda Street.
2. He was looking for a record store.
3. He asked me the way to the Hyatt Hotel.
4. He was very friendly.
5. Yes he did.
6. He decided to bu a new record of D' Massive.
7. A piece of paper that the man gave.
8. He was so surprised.
Activity 4
1. c 4. b
2. b 5. c
3. a
Activity 8
1. I lived in Jakarta from 1995 to 1998.
2. Linda was born in 1952.
3. She was born in October 31, at 4:00 in the afternoon.
4. I'll meet you for lunch on Tuesday at noon.
5. Rudi goes to Singapore every weekend. She
takes the train on Saturday at 9.00 in the
morning and arrives in Singapore at 10:45.
Writing
Activity 1
Answers may vary.
Activity 2
1. In March, 28th 2008 at 8.00 p.m.
2. Andika did.
3. She was so surprised.
4. No, she didn't.
5. She confuse. happy. speechless. Yes, she
does. Her heart beat faster when she heard
his voice.
Answer Key
Answer Key 179
Chapter 2
I'm Sorry to Hear That
Listening
Activity 1
Answers may vary.
Activity 3
1. (a) Oh, that's good news.
2. (a) How terrible!
3. (b) Is that right? That's too bad.
4. (a) I'm sorry to hear that.
5. (b) Oh really? That's great.
Activity 4
Dialogue 1
1. great 3. happy
2. proud 4. blessed
Dialogue 2
1. Did you hear 4. even stand up
2. How awful! 5. That's terrible
3. that's too bad 6. see him
Activity 5
Answers may vary.
Activity 6
1. It's about finding the story books.
2. Boni and Panji.
3. He is looking for some books for his assignments.
4. Folk tales books
5. Answer may vary.
6. Answer may vary.
7. Answer may vary.
8. Answer may vary.
Activity 7
1. Putra; superhero comics; Uzumaki Naruto
2 Lita; adventure novel; Harry Potter
3. Ridwan; legends; Sangkuriang
4. Fitra; fable; Aesop's fables
Activity 8
1. waited 5. opened
2. a basket of food 6. nightgown on
3. asked 7. saw that
4. disappeared 8. Metro-Goldwyn
Speaking
Activity 1
Answers may vary.
Activity 4
1. I'm so happy for you.
2. I'm so glad right now.
3. I'm so sorry to hear that. You have my sincere
condolences.
4. I'll take care of it.
Reading
Activity 1
Answers may vary.
Activity 2
1. Superhero fiction.
2. Six peoples.
3. Legends.
4. Answers may vary.
Activity 4
Answers may vary.
Activity 8
1. Rosaura.
2. Hiding from her mother and father.
3. Because she wanted to go back into the sunshine
to play.
4. No, she didn't.
5. No, they couldn't.
6. Because the colour of the petals of the flowers
was the same as the colour of Rosaura's
ribbon.
7. Because Rosaura's mother thought that
Rosaura was always happier when she was
in the fields.
8. The red flowers were there to remind them
about Rosaura.
9. The story reveals how the red poppy come to
be.
10. A folk tale.
Activity 9
1. She cried in front of me.
2. Rosaura ran away from her house.
3 Wahyu falled in love with the new student.
4. They didn't not know each other.
5. Did the teacher visit Indonesia Book fair in
Jakarta?
6. Sally was listening to music in her room.
7. Roy was taking a nap on the couch.
8. Anita was attending a conference in England
last month.
9. The teacher was correcting paper at her
desk.
10. Some of the students were late to class because
they were playing soccer at the park.
Writing
Activity 1
Answers may vary.
Activity 4
Story A is not in the correct order.
180 Developing English Competencies for Grade X
Chapter 3
Would You Like to Come?
Listening
Activity 1
Answers may vary.
Activity 2
1. Answer may vary.
2. Would you like to come to my party on Saturday
night?
3. Certainly. I'd love to come.
Activity 4
1. Would you like to come to my house?
2. Would you come to my house to enjoy
them?
3. I'd love to.
4. Let's meet at five.
5. I'll be there
6. I'm sorry I can't make it.
7. that's OK.
Activity 7
1. It's OK.
2. Do you want some?
3. Nice to meet you.
4. Could you tell me
5. First,
6. After that
7. on the top.
8. I'm sorry.
Activity 8
1. How to Make a Cheese Sandwich.
2. How to Make a Cup of Tea.
3. How to Boil an Egg.
Activity 10
1. Turkish coffee.
2. Answers may vary
Speaking
Activity 1
Answers may vary.
Activity 2
1. Being friendly.
2. Invitation.
3. Being friendly.
4. Invitation.
Reading
Activity 1
Answers may vary.
Activity 2
1. Thirty students.
2. Twenty eight.
3. Eighty six percents.
4. Ask a friend.
Activity 3
1. Plug the power cord into a wall outlet.
2. To change the speed of the fan, press one of
the switches at the bottom.
3. To make the fan move sideways, push the pin
on top of the motor
4. To move the fan up or down, first pull up the
oscilla ting pin, then press the tilt adjustment
knob.
Activity 6
1. d
2. a
3. d
4. a
5. d
Writing
Activity 1
Answers may vary.
Activity 2
Material
butter milk
egg chocolate
cheese flour
sugar
Method
remove chocolate
pour garnish
roast mix
knead add
boil sprinkle
braise
Sentence Connector
first then
next finally
Activity 3
How to Prepare Fried Rice
• To make fried rice you will need some rice,
vege tables, meat and eggs.
• The best vegetables to use are onions, garlic,
tomatoes and cucumber.
• First, cut up the meat into very small pieces
and fry it in a pan
• At the same time cook the rice in another
pan.
• Then, cut up the onions and garlic and fry
them.
• Now, you can break in two or three eggs.
• Stir the mixture and add salt, pepper and
other spices.
• When the rice is cooked add it to the meat
and the vegetables.
• Finally, cut up a cucumber into thin slices and
place the slices on top.
• Serve the fried rice with hot sauce, if you
like.
Review 1
A. Listening
1. b 6. c 11. b 16. d
2. d 7. b 12. a 17. a
3. a 8. a 13. c
4. c 9. b 14. c
5. a 10. d 15. b
Answer Key 181
B. Reading
18. a 23. d 28. c 33. d
19. c 24. a 29. d 34. b
20. c 25. a 30. b 35. c
21. b 26. d 31. a
22. c 27. c 32. a
C. Writing
36. the 41. bought
37. the 42. read
38. a 43. Put
39. Yes, I think so. 44. shave
40. Yes, I do. 45. killed, ran away.
Chapter 4
Would You Like to Come?
Listening
Activity 1
Answers may vary.
Activity 3
1. b 4. a
2. b 5. a
3. a
Activity 4
Dialogue 1
1. How are you doing
2. You look great today
3. Thank you very much
4. I'm so happy
5. Congratulations
6. Well done!
7. Thanks for
Dialogue 2
1. Is it true 3. It is me
2. Congratulations 4. terrific job
Activity 5
Answers may vary.
Activity 8
1. come over
2. more beautiful
3. shouted
4. looked around
5. went to the shop
6. started to
7. finished
8. found out
9. a paint brush
10. it started
Activity 10
1. a 4. c
2. b 5. c
3. e
Speaking
Activity 1
Answers may vary.
Activity 2
1. b 4. f
2. a 5. d
3. c 6. g
Reading
Activity 1
Answers may vary.
Activity 4
1. Grendel
2. No, they didin't.
3. Beowulf heard about the problem and went
to Denmark to help the king.
4. Beowulf woke up and fought the monster-he
pulled off an arm! Grendel went back to his
home in a lake.
5. He died.
6. She went to the castle and killed a knight.
7. A special sword.
8. Fifty years.
9. A dragon.
10. He put on his armour again and went to the
dragon's cave with his men.
Activity 6
1. True 5. True
2. True 6. False
3. True 7. False
4. False 8. True
Activity 9
1. The President's is taken by the cameraman
several times.
2. The wax statue is melted by a fire at the House
of Wax.
3. This new computer game is bought by my
brother for me.
4. The beautiful story of prince and princesses
is written by her.
5. A family is helped by the firefighters from
being trapped in a ruin.
Writing
Activity 1
Answers may vary.
Activity 3
1. (e) Pak Aman sells hat in the village
2. (k) One day, while he was going from one
village to another, he felt very tired
3. (b) So has sat down under the tree to
sleep.
4. (g) There were lots of naughty monkeys up
that tree.
5. (j) The monkeys came down and took all
the hats except the one on Pak Aman's
hats.
6. (c) He was very angry and threw a stone
at them.
7. (i) The monkeys in turn threw fruit down
at him.
182 Developing English Competencies for Grade X
8. (a) This gave Pak Aman an idea how to get
his has back.
9. (d) So Pak Aman managed to get his hat
back.
10. (h) He took off his hat and threw it at the
monkeys.
11. (f) At this the monkeys threw all the hats
down at him.
Chapter 5
I'm Very Grateful to You
Listening
Activity 1
Answers may vary.
Activity 2
1. thanks 5. how kind of you
2. thank you 6. thanks
3. thanks 7. grateful
4. thanks 8. thanks
1. At the library.
2. Returning sport magazine he lent.
3. Tell her brother how grateful he is for his help
to lend him his magazine.
4. Thanks, how grateful I am.
5. It's all right, how kind of you.
Activity 3
1. b 4. a
2. b 5. a
3. a
Activity 4
Answers may vary.
Activity 5
A. Picture 2
B. Picture 3
C. Picture 1
Activity 6
1. historical buildings
2. Lawang Sewu
3. a thousand doors
4. stained glass windows
5. long winding corridors
6. landmark
Speaking
Activity 1
Answers may vary.
Activity 3
1. On Sunday morning.
2. Ardi does.
3. She'd love to.
4. Yes, he is.
5. Yes, he can.
6. I won't say no.
Activity 7
Answers may vary.
Activity 8
1. Easter Island
Location: in the South Pacific, 3,700 km from
the coast of Chile
Time of building: between 1150–1500
Physical appearance: 600 large statues
2. Great Zimbabwe
Location: Zimbabwe, Africa
Time of building: 1,000 years ago
Physical appearance: on top of a hill, there is a
large castle and underneath this is the ‘Great
Enclosure'. And so on.
3. Pueblo Bonito
Location: in the desert of the Chaco Canyon
Time of building: 1,000 years ago
Physical appearance: nine multi-storey building
called ‘Great Houses'. The wall is from
stone and the floors, doors, and roofs are from
wood.
Activity 10
1. It is on Niagara River, about halfway between
Lake Erie and Lake Ontario.
2. Canada and the United States.
3. The Horseshoe falls and the American Falls.
4. A steep gorge.
5. 2,600 feet (792 metres) wide–about 0.5 mile
(0.8 kilometre).
Activity 12
1. of 6. of 11. for
2. on 7. for 12. for
3. of 8. in 13. of
4. at 9. to 14. for
5. of 10. for 15. near
Activity 13
1. F 4. T
2. T 5. F
3. F
Reading
Activity 1
Answers may vary.
Activity 2
1. e 6. m 11. j
2. g 7. c 12. f
3. a 8. l 13. k
4. i 9. d
5. b 10. h
Activity 4
1. Wiyogo.
2. It is located near Pacitan in East Java, in a
lime hill called Tapan, in Tabuhan, Wareng
village.
3. Beautiful tropical scenery to enjoy-ricefields,
coconut-palms and birds.
4. East of the cave.
5. A well-known pesinden (traditional Javanese
singer).
6. 90 years old.
7. He found out that the cave was in habited by
the annoying evil spirit.
Answer Key 183
8. Lights.
9. A plain big stone.
10. No, we can't.
Activity 5
1. F 3. F 5. F 7. F 9. T
2. T 4. F 6. T 8. F 10. T
Activity 6
1. "Aloha" means love and well-being and
stands for everything that goes to make up
the image of Hawaii, from colourful shirts,
through flower garlands and grass skirts to
coconut bikinis.
2. "Fine", or Mahalo in Hawaiian.
3. They are greeted by mountains of ham and
pancake.
4. 9,700 kilograms.
5. In 1999.
6. As little as 1,250 euros per person for seven
nights.
7. Full board, a nightly entertainment program
and transfers between the four most important
islands of the Hawaiian Archipelago,
Oahu, Kauai, Big Island and Maui.
8. To visit Waikiki Beach which is perhaps the
most famous in the world after the Copacobana.
Activity 7
1. Paragraph 3 4. Paragraph 14
2. Paragraph 7 5. Paragraph 17
3. Paragraph 10–12
Writing
Activity 1
Answers may vary.
Activity 2
1. Yes, they do. They contain a description of
places.
2. Mount Kosciusko : spectacular moun tains in
Australia.
Bali in Action : amazing activities in Bali.
Activity 4
The Tower of London was first built in the
11th century within the Roman city walls. Its
purpose was to protect and control the city.
Since then it has been a fortress, a palace, and
a prison-the scene of murder, execution, ceremonies,
and years of impri sonments.
The Tower is one of the U.K.'s finest castles,
and, as one of the strongest fortresses in the land,
is the home of the Crown Jewels. It also houses a
fine collec tion of armour and many other displays,
showing nine centuries of British history.
Activity 5
1. period: to end sentence
comma: to separate words, phrases, or clauses
in a series
apostrophe: to show possession
2. How the Tower of London was.
3. How the Tower of London is now.
Activity 8
• the capital city of France
• one of the most beautiful cities in the world
• one of the world's most crowded cities
• lovely gardens and parks
• many palaces and statues
• the city of light
• millions of people
• the most popular place to visit
• the Eiffel Tower
• this huge structure
• the Louvre
• one of the world's largest art museums
• many visitors
• the Cathedral of Notre Dame
• a famous church
• another favourite place to visit
Activity 9
1. crowded 4. huge
2. lovely 5. draw
3. every year
Chapter 6
Headline News
Activity 1
Answers may vary.
Activity 3
Dialogue 1
1. look!
2. This is terrible.
3. Oh, no!
4. We know how it feels
Dialogue 2
1. Attention 4. Are you serious?
2. bad news 5. I don't believe it.
3. so gloomy 6. Oh, dear
Activity 4 to 6
Answers may vary.
Activity 7
1. News 2 4. News 3
2. News 1 5. News 6
3. News 4 6. News 5
Activity 9
1. will force
2. regulation
3. issued
4. to study
5. entertainment centers
6. would be imposed
Speaking
Activity 1 to 9
Answers may vary.
184 Developing English Competencies for Grade X
Reading
Activity 1
Answers may vary.
Activity 4
1. F 4. T
2. T 5. T
3. F 6. T
Activity 5
1. b 4. b
2. a 5. a
3. a
Activity 7
1. Answers may vary.
2. Ministry of Defence.
3. In the room where top scientists meet
4. Yes, they have.
Activity 9
1. Hamdan asked, "Would you like to participate
in school workshop."
2. "Please return my books that you borrowed,"
asked Nia.
3. "Do not forget submitting my assignment,"
said Mr Ardi.
4. Alya said,"I going to watch a new movie
tomorrow."
5. "Meet me in my office," said Mrs Zakia.
Writing
Activity 1
Answers may vary.
Activity 2
1. headline
2. introductory paragraph
3. the events
4. date
5. photograph
6. caption
7. quotes
8. ending statements
Activity 3
1. Reog Dance: Battle between Man and Beast
2. Jamu: from Generation to Generation
3. Kick boxing Orangutans return to jungle
4. Jazz forecast All weekend, Don't forget Your
Umbrella
5. Epicenter of Diversity Found
Activity 4 to 7
Answers may vary.
Review 2
A. Listening
1. b 5. b 9. a
2. a 6. c 10. d
3. d 7. c 11. a
4. c 8. a 12. c
B. Reading
13. c 21. b
14. a 22. c
15. c 23. b
16. c 24. d
17. b 25. d
18. d 26. b
19. c 27. d
20. b 28. d
29. Because parents want their children academically
competitive.
30. From the time of birth.
31. "The team' means parents, students, and
schools.
32. The second home means school should be as
comfortable as home so that the student feels
at home.
33. French and German
34. It is important because China begins to move
into world economy.
35. Between the age of two and six.
36. We should look at different ways to get the
needed language.
37. Students who attend dual language programme
will acquire more than language so
they have an advantage over the competitors
applying college placement.
38. The teacher should encourage the students to
be active in language learning.
C. Writing
39. The students were given a new book by the
teacher.
40. The students visit the national museum.
41. She said that she didn't know anything about
the robbery.
42. The man said, "I was sleeping when the storm
came?"
43. Those 46. but
44. These 47. for
45. but 48. before
49. Answer may vary using invitation expressions.
50. Answer may vary using gratitude expressions.
51. Answer may vary using sympathy expressions.
52. Answer may vary using attracting attention
expressions.
53. Answer may vary using surprised expressions.
54. b 57. d
55. c 58. a
56. e