MODUL MATRIKULASI

Kurikulum KTSP Kurikulum 2013

MATA PELAJARAN PEMINATAN

BAHASA DAN SASTRA INGGRIS

BERDASARKAN KURIKULUM 2013

Penyusun :
NURDIN SYIDIK, S.Pd.

SMA PASUNDAN 1 BANDUNG

Jalan Balonggede Nomor 28
Bandung Tlp. 022-4235729
 Core Competence and Basic Competence 2013
English for Grade X Language and Culture Program

Core Competence
1. Comprehending and applying the religion divine values
2. Comprehending and applying the honesty, self-discipline, care to others (cooperation, tolerance,
peace-loving) polite, responsive and proactive attitudes in solving various matters; in interacting
effectively with the social and natural environment; and being good Indonesian in world
socialization.
3. Understanding, applying, analyzing factual, conceptual, and procedural knowledge based on the
interest in science, technology, cultural art, and humanities with humanity, nationalistic, and
civilized views in relating to the causes of phenomena and matters and applying the procedural
knowledge in the desired science in solving the actual problems
4. Processing, analyzing, and presenting the development in the concrete and abstract domains of
the learned materials independently and able to applying the rightful methods.

Chapter 1
Form Applications

A. Basic Competence
3.2 Analyzing the social function, generic structures, and language features of forms which are
used in company, bank, and other kind of institutes.
4.2 Understanding the message and filling in the forms which are-used in company, bank, and
other kind of institutes by focusing on social function, generic structures, and language
features.

B. Indicators and Learning Goals

Identifying the several types of forms
Identifying the characteristics of forms
Comprehending the types, function and characteristics of forms.

C. Material
1. Definition of form
Form is a paper or set of papers printed with spaces in which answers to question can be
written or information can be recorded an organized way. There are many types of form
depending of its function. Form is a paper or set of papers printed with spaces in which
answers to questions can be written or information can be recorded in an organized way.
2. Social Function
Giving the clearly data. Form is very important to run an organization . Almost all of the
events happening within the company due to the form and need a form to record it .
3. Examples
a. Form data information (Bank Form, College Form, etc.)
b. Form Applications for Employment or Job application

D. Exercises
Activity 1
Read the form below and answer the following questions.

Questions:
1. What is the form about?
2. Who need to apply this form?
3. Where do you can find this form?
4. What information can you get after reading the form?
5. ln your opinion, is it important to fill up the form with correct information? Why?

Activity 2
 Read the table below with proper pronunciation. Then, match each words in the table below with
its meaning.
No Words Meanings
a. A paper or set of papers printed with spaces in which answers to
1. Form questions can be written or information can be recorded in an organized
way.
2. Personal b. An official request for something, usually in writing.
c. Relating to post or to the public service that collects and delivers the
3. Application
post.
4. Initial d. Facts about a situation, person, event, etc.
e. Relating or belonging to a single or particular rather than to a group or
5. Information
an organization.
6. Postal f. The first letter of name, especially when used to represent a name.

Activity 3
Pick out five words from the table above at activity 2. Then, write down sentence for each word.
1. .
2. .
3. .
4. .
5. .

Activity 4
Read the example of Kmart Job Application and Starbucks for Employment form below.

Activity 5
Then, write down the similarities between the two forms in activity 4
Comparison Kmart Form Starbucks Form

Similarities

Differences

Chapter 2
Obligation and Advice

A. Basic Competence
 3.4 Analyzing the social function, generic structures, and language features of the expressions of
obligation and advice about activities/events in the past, presents, and future based on the
context.
4.4 Composing written and spoken text containing the expressions of obligation and advice in the
past, presents, and future by focusing on social function, generic structures, and language
based on the context.

B. Indicators & Learning Goals

Identify the expressions of obligation and advice;
Analyze the expressions of obligation and advice;
Imitate the expressions of obligation and advice;
Use the expressions in giving advice;
Show their confidence to communicate with others, in expressing obligation and advice.

C. Material
Enrichment
How do we use must, should and should have?
The word must is used to show obligation.
The word should is used to show necessity.
The word should have is used to show an advice or obligation that should be done in the past.
For example:
1. You must obey the rule.
It is your obligation to obey the rule.
2. The children should study hard for the exam.
It is necessary (for the children) to study hard in order to pass the exam.
3. I should have listened to your advice at first.
I did not take your advice seriously, now I regret it.
Source wwwperfect-english-grammar.com
Grammar Enrichment

Simple Present Tense

a. Water consists of hydrogen and oxygen.
b. The average person breathes 21,600
times a day.
c. The world is round
d. I study for two hours every night.
e. I get up at seven every morning.
f. He always eats a sandwich for lunch.
The simple present say that something was
true in the past, is true in the present, and
will be true in the future.
It expresses general statements of fact
and timeless truths.
The simple present is used to express
habitual or everyday activities.

Simple Past Tense

a. I walked to school yesterday.
b. John lived in Paris for ten years, but now
he lives in Rome.
c. I bought a new car three days ago.
d. Rita stood under a tree when it began to
rain.
e. When Mrs. Chu heard a strange noise, she
got up to investigate.
f. When I dropped my cup, the coffee spilled
on my lap.
The simple past indicates that an activity or
situation began and ended at a particular
time in the past.
If a sentence contains when and has the
simple past in both clauses, the action in
the when clause happens first. In (d):
1st:The rain began. 2nd: She stood under a
tree.

Simple Future Tense

a. Jack will finish his work tomorrow. Will or be going to is used to express
b. Jack is going to finish his work tomorrow. future time.* In speech, going to is often
c. Anna will not be here tomorrow. pronounced "gonna."
d. Anna won't be here tomorrow.
In (d): The contracted form of will + not is
won't.

D. Exercises
 Activity 1
Read the text of Ways to Take Care the Environment below.
Ways to Take Care the Environment
Our environment is one of the most important things that we should take care. It is the only
place where we can live and rear our children in the future. Therefore, it is our obligation to take
good care of our mother nature, so that we can enjoy the beauty of the nature. Nowadays, due to
the fast modernization of the world, we can experience different after-effects of factories and
technology-related activities.
Because of this, we should stop for a while and ponder on the things we made, which
destruct the environment, and what will be the things we must do to take good care of this
planet. To do this, the first simple things is to take care the environment by taking good care of
our own places.
Sources: http//www.offthehoof.co.uk/wp-content/uploads/2013/02:taking-care-of-the-en vironment.jpg

Activity 2
Answer the following questions
1. What is the topic of the text?
2. What is the message of the text?
3. In your opinion, is it our obligation to take care and protect our environment? Why?
4. How important is it to take care the environment?
5. What will you do to take care the environment in your surroundings?

Activity 3
Complete the gaps in the dialog about asking and giving advice below with the right words
provided in the box.

healthy, drink cola, am worried, take care, start, can you, sure, cook, stop consume,
exercise

Fery and Ryan are having lunch together in the school cafeteria.
Fery : Yan, don't you think you should 1) ___________ some of those high-calories foods?
Ryan : What do you mean, Fery? Everyone eats burger and 2) ___________ .
Fery : I don't think I'll have a heart attack from this food. Besides, eating 3) ___________ food is
no fun.
Ryan : Fer, look, I'm your brother. I 4) ___________ about you. You spend a lot of time sitting
down and the junk foods you consumed are really bad.
Fery : Well, if I get too fat, I can always 5) ___________. At least, Im not leading to dangerous
weight loss.
Ryan : Don't be foolish. 6) ___________ eating nutritious and delicious meals. We are getting
older and have to 7) ___________ our health.
Fery : Nutritious foods just don't do it for me.
Ryan : 8) ___________ try to change just a little at a time?
Fery : Okay. But we have to 9) ___________ for me.
Ryan : 10) ___________ , I'll cook for you.

Activity 4
Read the dialog in activity 2 one more time. Then, answer the following questions.
1. What do Fery and Ryan talk about?
2. What does Fery worry about Ryan?
3. What does Fery think about eating high calories foods?
4. What does Ryan think about eating low-calories foods?
5. What is Fery's advice to his brother?

Activity 5
Act out the dialog in activity 3 in front of class with your partner!

Chapter 3
Adequate & Inadequate

A. Basic Competence
3.5 Analyzing the social function, generic structures, and language features of the expressions of
adequacy (adequate or inadequate) based on the context.
4.5 Composing written and spoken text containing adequacy (adequate or inadequate) by
focusing on social function, generic structures, and language features based on the context.
B. Indicators & Learning Goals
identify the expressions of adequate and inadequate;
apply the expressions of adequate and inadequate;
imitate the expressions of adequate and inadequate;
feel grateful to God for learning English so that they can express satisfactory expression
about something;
see something carefully and think critically and systematically.

C. Material
TOO AND ENOUGH

TOO + ADJECTIVE + INFINITIVE PHRASE ADJECTIVE + ENOUGH + INFINITIVE

Too expresses that something is inadequate
(below what is desirable) or excessive (above
what is desirable). The expression is
complemented by an infinitive.
Examples :
Examples :
Jill is too young to drive. (She cannot /
may not drive.)
The car is too complex for her to drive.
(She cannot drive it.)
The driving test is too difficult for her to
pass. (She cannot pass it.)
NOT TOO / ENOUGH
The degree adverbs not too and enough
express about the same thing: something is
adequate or meets requirements.
MEETS WHAT IS DESIRED
Examples :
Jill is not too young to drive.
Jill is old enough to drive.
The car isn't too complex to drive.
The car is simple enough to drive.
The driving test isn't too difficult for her
to pass
The driving test is easy enough for her
to pass.
PHRASE
Enough expresses that something is
adequate, within what is desirable. The
expression is complemented by an
infinitive. The infinitive may include a
subject introduced by for. [for her] to do.
Jill is old enough to drive. (She can /
may drive.)
The car is simple enough for her to
drive. (She can drive it.)
The driving test is easy enough for her
to pass. (She can pass it.)
NOT ENOUGH / TOO
The degree adverbs not enough and too
express about the same thing: something is
inadequate or does not meet requirements.
DOES NOT MEET WHAT IS DESIRED
Examples:
Jill isn't old enough to drive.
Jill is too young to drive.
The car isn't simple enough to drive.
The car is too complex to drive.
The driving test isn't easy enough for
her to pass
The driving test is too difficult for her
to pass.

D. Exercises
Activity 1
Read the dialog between students and teacher in the class.
A teacher and students are in the class discussing about their project.
Teacher : Morning, students. Let's start our class. Now, we are going to compare stories. Which
group wants to go first?
Diki : We are ready to compare our stories with other groups. Yuyus, read the story, please.
Yuyus : What about the story of the crazy eye-glasses guy who was telling an amusing story?
Diki : That is too boring. I think we didn't choose that story.
Yuyus : Oh, I remember. We decided to choose the story of Bizzare Adventure in Alaska
because it's interesting enough.
Diki : In Alaska? No. In the Rockies, remember?
Yuyus : Is it? Oh yeah, It's about the embarrassing enough?
Feri : No, it isn't. Didn't we agree to choose the frightening in that story?
Diki : I don't think so. I guess we're not ready enough to present our story. We all remember it
differently.
Teacher : Do you need more time?
Diki : Yes, we need more time to discuss it once more.

Activity 2
 Pick out the language expressions of something is adequate or inadequate from the dialog in
activity 1.

No Expressions

Activity 3
Answer the following questions based on the given situation. Number 1 has been done for you.
1. Situation : Bawang Putih is the prettiest in the world.
Question : How does Bawang Merah feel?
Answer : Bawang Merah feels too jealous.

2. Situation : Pinocchio story teaches us to tell the truth whatever the condition is.
Question : How is the story of Pinocchio for children?
Answer : ..

3. Situation : King Midas wants everything he touches turns to gold.

Question : How is King Midas characterization?
Answer : ..

Activity 4
Write new sentences with the same meaning. Use the prompts and the adjectives below.
1. Sura is too tired. He is not strong enough.
2. Bawang Merah is not kind enough. She is too
3. Kancil is not too ignorant. He is ________ enough.
4. The third pig is smart enough. He is not ________ enough.
5. Sangkuriang is too temperament. He is not ________ enough.

Activity 5
Write down five sentences which consist of adequate and inadequate (too and enough)
1.
2.
3.
4.
5.

Chapter 4
Expressing Future Activity

A. Basic Competence
3.8 Analyzing the social function, generic structures, and language features of statements and
questions about the activities/events will happen, are happening, and happened in the
future.
4.10 Composing written and spoken text to state and question about the activities/events will
happen, are happening, and happened in the future by focusing on its social function,
generic structures, and language features based on the context.

B. Indicators & Learning Goals

identify the expressions of future activities;
analyze the expressions of future activities;
use the expressions of future activities;
feel grateful to God for learning English so that they can explain their plan and prediction;
use the expressions as the manifestation of their gratefulness to God in reflection the future
activities;
show their responsibility and cooperation when telling future activities.

C. Material
Expressing Future Activity

Simple Future Tense

a. Jack will finish his work tomorrow. Will or be going to is used to express
b. Jack is going to finish his work tomorrow.
c. Anna will not be here tomorrow.
d. Anna won't be here tomorrow.
To express PREDICTION: Use either WILL or BE GOING TO.
a. According to the weather report, it will be
cloudy.
b. According to the weather report, it is
going to be cloudy tomorrow.
c. Be careful! You'll hurt yourself!
d. Watch out! You're going to hurt yourself!
To express a PRIOR PLAN: Use only BE GOING TO.
e. A: Why did you buy this paint? B: I'm
going to paint my bedroom tomorrow.
f. I talked to Bob yesterday. He is tired of
taking the bus to work. He's going to buy
a car. That's what he told me.
To express WILLINGNESS: Use only WILL.
g. A: The phone's ringing. B: I'll get it.
h. A: I don't understand this problem.
B: Ask your teacher about it. She'll help
you.
EXPRESSING THE FUTURE IN TIME CLAUSES
a. Bob will come soon. When Bob comes, we
will see him.
b. Linda is going to leave soon. Before she
leaves, she is going to finish her work.
c. I will get home at 5:30. After I get home, I
will eat dinner.
d. The taxi will arrive soon. As soon as it
arrives, we'll be able to leave for the
airport.
e. They are going to come soon. I'll wait here
until they come.
f. While I am traveling in Europe next year,
I'm going to save money by staying in
youth hostels.
future time.* In speech, going to is often
pronounced "gonna."
In (d): The contracted form of will + not is
won't.
When the speaker is making a prediction (a
statement about something sfhe thinks will
be true or will occur in the future), either
will or be going to is possible.
There is no difference in meaning between
(a) and (b).
There is no difference in meaning between
(c) and (d).
When the speaker is expressing a prior plan
(something the speaker intends to do in the
future because in the past s/he has made a
plan or decision to do it), only be going to is
used.*
In (e): Speaker B has made a prior plan.
Last week she decided to paint her
bedroom. She intends to paint it tomorrow.
In (f): The speaker knows Bob intends to
buy a car. Bob made the decision in the
past, and he plans to act on this decision in
the future.
Will is not appropriate in (e) and (f).
In (g): Speaker B is saying "I am willing; I
am happy to get the phone." He is not
making a prediction. He has made no prior
plan to answer the phone. He is, instead,
volunteering to answer the phone and uses
will to show his willingness.
In (h): Speaker B feels sure about the
teacher's willingness to help. Be going to is
not appropriate in (g) and (h).
In (a): When Bob comes is a time clause.'
when + subject + verb = a time clause
Will or be going to is NOT used in a time
ciau_st meaning of the clause is future, but
the simple present tense is used.
A time clause begins with such words as
when, before, after, as soon as, until, while
and
a subject and a verb. The time clause can
come either at the beginning of the
sentence or in the second par of the
sentence:
When he comes, we'll see him. OR
We'll see him when he comes.
Sometimes the present progressive is used
in a time clause to express an activity that
will be in progress in the future, as in (f)
 g. I will go to bed after I finish my work.
h. I will go to bed after I have finished my
work.
Occasionally, the present perfect is used in
a time clause, as in (h). Examples (g) and
(h) have the same meaning. The present
perfect in the time clause emphasizes the
completion of the act before the other act
occurs in the future.

D. Exercises
Activity 1
Read the following text of Effects of Water Pollution and answer the following questions.
Effects of Water Pollution
Water pollution is very harmful to humans, animals and water life. The effects can be
catastrophic, depending on the kind of chemicals, concentrations of the pollutants and where
they are polluted. Below, is the summary of the effects of water pollution.
Many water bodies near urban areas (cities and towns) are highly polluted. This is the result
of both garbage dumped by humans and dangerous chemicals legally or illegally dumped by
manufacturing industries, health centers, schools and market places.
Death of aquatic (water) animals
The main problem caused by water pollution is that it will kill life that depends on these
water bodies. Dead fish, crabs, birds and sea gulls, dolphins, and many other animals often wind
up on beaches, killed by pollutants in their habitat (living environment).
Disruption of food-chains
Pollution disrupts the natural food chain. Pollutants such as lead and cadmium are eaten by
tiny animals. Later, these animals are consumed by fish and shellfish, and the food chain
continues to be disrupted at all higher levels.
Diseases
Eventually, humans are affected by this process as well. People are going to get diseases
such as hepatitis by eating seafood that has been poisoned. In many poor nations, there is
always outbreak of cholera and diseases as a result of poor drinking water treatment from
contaminated waters.
Destruction of ecosystems
Ecosystems (the interaction of living things in a place, depending on each other for life) can
be severely changed or destroyed by water pollution. Many areas are now being affected by
careless human pollution, and this pollution will be coming back to hurt humans in many ways.

Questions:
1. What is the text about?
2. What do you know about the effects of water pollution?
3. In your opinion, what is the purpose of this text?
4. Where can we find this kind of text?
5. What can you learn from the text?

Activity 2
Read the text in activity 1 and write down the sentences stating the expressions of future
activities on the table below.
Expressions of Future Activity

Activity 3
Compose sentences containing future activity. Number 1 has been done for you.
1. (destroy)
Floodwater will destroy home and business.
2. (disrupt)
3. (increase)
4. (contaminate)
5. (interrupt)

Activity 4
Write the possible sentences that contain future activity based on the sentences given below.
Number 1 has been done for you.
 1. Earthquake is one of the most destroying natural disasters.
Earthquake will destroy our environment because it is one of the great natural disasters.

2. Earthquake is caused when rock underground suddenly breaks along a fault.

3. When two blocks of rock or two plates are rubbing against each other, they stick a little.

4. Earthquake occurs after the rocks break because of all the pressure that's built up.

5. During the earthquake and afterward, the plates or block of rock star moving, and they
continue to move until they get stuck again.

Activity 5
Read the text of How Venus Eclipse Happens with correct pronunciation and intonation.
How Venus Eclipse Happens
In 2012, people in most regions in the world have seen a very rare natural phenomenon. It
was Venus eclipse. It was very rare amazing natural event. It was reported that the Venus eclipse
will be seen again in the future in 2050. Do you know how this rare Venus eclipse happens?
Well, actually Venus eclipse is like Sun eclipse. Venus eclipses will occur when the position of
the earth, moon and Venus is parallel. Venus planet will slowly disappear for a moment because
it is covered the surface of the Moon. Venus planet seems to move to the back side of the Moon.
The moon and planets are sharing a similar apparent path in the sky. That is why, it is not
unusual for the moon to appear to pass close to Venus. In fact, the moon appears somewhere
near it about once a month. However, most people don't see these events because they are
visible in the evening sky only half the time, and then only for a short period after sunset. The
apparent closeness varies from month to month as well.
Source: http://www.education-english. com/2011/02/explanation-text.htrn1

Find three sentences indicating future activity. Write them down in the table below. Find three
sentences indicating future activity. Write them down in the table below.

No Sentences Future Activity Form

1.
2.
3.
4.
5.

Chapter 5
Cause and Effect Linking Words

A. Basic Competence
3.10 Analyzing the social function, generic structures, and language features of statements and
questions of causality (cause-effect) based on the context.
4.12 Composing written and spoken text of statements and questions of causality (cause-effect)
by focusing on social function, generic structures, and language features based on the
context.

B. Indicators & Learning Goals

identify language elements causality;
understand various kinds of causality:
speak English confidently and systematically;
think critically in looking and solving something or problems

C. Material
Cause and Effect Linking Words and Phrases
Two main types of linking words and phrases are conjunctions and transitions. This handout
focuses on the conjunctions and transitions used for expressing relationships of cause and effect,
and also introduces some prepositions which can be used to express these relationships. Here is
a table of the most common words and phrases:
Type of word Introducing a reason or Introducing a result or
 cause effect
as, since,
Conjunctions because, for, So
due to the fact that
as a result,
Transitions [nothing] consequently,
therefore, thus
due to,
Prepositions because of, [nothing]
as a result of

Using Conjunctions, Transitions and Prepositions

Conjunctions link two clauses together, making one subordinate to the other. The clauses are
usually joined with commas:
I moved to Vancouver, because I got a new job there.
Transitions link two independent clauses or sentences together. The sentences are usually
separated by a period or a semicolon, and the transition is followed by a comma:
I got a new job; therefore, I moved to Vancouver.
Prepositions introduce a noun phrase (sometimes based on a gerund) rather than a clause:
I moved to Vancouver, because of my new job.

D. Exercises
Activity 1
Read the text below and answer the following questions.
Why Do Earthquakes Happen?
Earthquakes are usually caused when rock underground suddenly breaks along a fault. This
sudden release of energy causes the seismic waves that make the ground shake. When two
blocks of rock or two plates are rubbing against each other, they stick a little. They don't just
slide smoothly; the rocks catch on each other. The rocks are still pushing against each other, but
not moving. After a while, the rocks break due to all the pressure that's built up. The rocks break,
sd the earthquake occurs. During the earthquake and afterward, the plates or blocks of rock start
moving, and they continue to move until they get stuck again. The spot underground where the
rock breaks is called the focus of the earthquake. The place right above the focus (on top of the
ground) is called the epicenter of the earthquake.
Explosions underground also can cause earthquake-like seismic waves. These explosions
may be set off to break rock while making tunnels for roads, railroads, subways, or mines. These
explosions, however, don't cause very strong seismic waves. You may not even feel them.
Sometimes seismic waves occur when the roof or walls of a mine collapse. These can sometimes
be felt by people near the mine. The largest underground explosions, from tests nuclear
warheads (bombs) therefore can create seismic waves very much like larger earthquakes.
This fact has bee exploited as a means to enforce the global nuclear test ban, because no
nuclear warhead can be detonated on earth without producing such seismic waves.
Source: www.geo.mtu.edu
Questions:
1. What is the text about?
2. Who is the target reader of the text?
3. Where can you find this kind of text?
4. What can you get after reading the text?
5. According to text, what causes that make the earthquake happen?

Activity 2
Fill in the blanks in the text by choosing the correct words in the box.
therefore, because, consequently, because.
Why Are We Always Hungry?
When do you feel hungry? It's 1) ________ your stomach is empty. Hunger is registered by
the part of your brain called the hypothalamus. The hypothalamus acts as a supervisory center
that regulates many body functions. After you eat, your body digests your food, 2) ________ it
becomes empty again. This is why you are hungry. Why does your tummy rumble? Well, your
stomach and your intestines are always moving 3) ________ they are digesting the food that you
eat. When the food is gone, then air is all that is left in your stomach. This air is pushed around
by your stomach and intestines, 4) ________ your stomach make all those noises.
Source: www.nuttritionstyle.net

Activity 3
Circle the correct answer to complete the sentences.
 Many spices of wildlife are becoming extinct, 1) ______ (therefore, because, consequently)
the rainforest are being destroyed.

2) ______ (so, due to, because) logging provides jobs and profits, the government is reluctant to
control it.

Bark can be used to make paper, 3) ______ (therefore, because, due to it could reduce the need
for logging.

Coconut tree was grown throughout history, 4 ) ______ (due to, because, therefore) its
versatility; 5) ______ (therefore, because, due to) it can be used to make many different things.

Activity 4
1. Find a text containing linking cause-effect linking words.
2. Identify what the causes and effects mentioned in the text you found.
3. Compare the text that you found with the text you have learnt (Why Do Earthquakes Happen?
and Why Do We Always Hungry?) Do you find any similarities and differences of the
implementation of cause-effect linking words in the text you and the text you have learnt?

Activity 5
Connect two sentences into one full sentence containing cause-effect relationship.
1. My friend was sad. I tried to cheer her up.

2. My friend loses her wallet. I give her half of my money.

3. Parick felt sick. We paid him a visit.

4. The leaves blew all over the yard. I raked them.

5. Amber could not see the board. She got glasses.

Chapter 6
Explanation Text

A. Basic Competence
3.11 Analyzing the social function, generic structures, and language features of explanation text
about natural phenomenon based on the lesson learned in Grade X.
4.13 Understanding the message of explanation text about natural phenomenon based on the
lesson learned in Grade X.
4.14 Editing explanation text about natural phenomenon as learned in Grade X by focusing on its
social function, generic structures, and language features based on the context.
4.15 Composing explanation text about natural phenomenon as learned in Grade X by focusing
on its social function, generic structures, and language features based on the context..

B. Indicators & Learning Goals

identify social function of explanation text ;
apply generic structure of explanation text ;
understand language elements of explanation text ;
feel grateful for learning English so they can read important information;
look something especially natural and scientific phenomenon critically;
feel responsible to take good care about environment.

C. Material
EXPLANATION
Social function:
To explain the processes involved in the formation or workings of natural or socio-cultural
phenomena.
Generic structure
A general statement to position the reader.
A sequenced explanation of why or how something occurs
Lexicogrammatical Features
Focus on generic, non-human Participants
Use mainly of Material and Relational Processes
Use mainly of temporal and causal Circumstances and Conjunctions
 Use of simple present tense
Some use of Passive Voice to get Theme right.
Example:
A brief Summary of Speech Production
General statement Speech production is made possible by the specialized movements of
to position the our vocal organs that generate speech sound waves.
reader
Explanation Like all sound production, speech production requires a source of energy.
The source of energy for speech production is the steady stream of air
that comes from the lungs as we exhale. When we breathe normally, the
air stream is inaudible. To become audible, the air stream must vibrate
rapidly. The vocal cords cause the air stream to vibrate
Explanation As we talk, the vocal cords open and close rapidly, chopping up the
steady air stream into a series of puffs. These puffs are heard as a buzz.
But this buzz is still not speech.
Explanation To produce speech sounds, the vocal tract must change shape. During
speech we continually alter the shape of the vocal tract by moving the
tongue and lips, etc. These movements change the acoustic properties
of the vocal tract, which in turn produce the different sounds of speech.

Tenses
The Passive Voice
An active sentence like I sent the email has the subject, the verb, and the object.
The email was sent. (we can add by me' if we want, but it isn't necessary).
Why we use passive voice:
1. when we want to change the focus of the sentence;
2. when who or what causes the action is unknown or unimportant or obvious or 'people in
general :
3. in factual or scientific writing:
4. in formal writing instead of using someone/ people/ they (these can be used in speaking or
informal writing):
5. in order to put the new information at the end of the sentence to improve style;
6. when the subject is very long.

Examples:
New glassed bottles are made mainly of silica scent.
The scent is melted in a furnace.
It is mixed with the small amount of silica scent.
However, the air higher up in the atmosphere is less affected by this dragging or stirring
effect.
A series of water wave is caused b. the displacement of a large volume of a body of water,
typically an ocean or a large lake.

D. Exercises
Activity 1
Read and comprehend the text of How Do Strawberry Plants Reproduce? And answer the
questions.
How Do Strawberry Plants Reproduce?
General Do you like Strawberry? Strawberries are part of the Roseacea family. It is a
Statement very large family which includes: cherries, raspberries, peaches, apples.
plums, prunes, almonds, and, of course, roses. They are not berries, because
their seeds are on the outside. Do you know how strawberry plant reproduce?

Explanation 1 Strawberry plants reproduce in two ways; sexually and asexually. Sexual
reproduction involves the flowers and pollination. When a flower cluster
appears on the plant, nectar will attract the insects. They collect the pollen
and fly around to other plants and pollinate them.

Explanation 2 Strawberry plants can self-pollinate and also pollinate other strawberry plants.
How big the strawberry gets depends on how many pistils get fertilized. Then
when the seeds and ovaries grow, the flowers fall off, and strawberry ripens.

Explanation 3 When birds eat the strawberries, they can deposit the seeds far away from the
plant. With a little sun and moisture, a new plant will grow.
Questions.
1. What is the text above?
2. Why does the writer open the first paragraph with a question?
3. What is the main idea of the second paragraph?
4. What information can you get after reading the text?
5. To whom will this text be useful? Why?

Activity 2
Scan and skim of How Do Strawberry Plants Reproduce? and answer the following questions.
1. What fruits belong to Roseacea family?
2. How do strawberries reproduce?
3. What factors affect the pollination?
4. How do strawberries reproduce asexually?
5. How does the plant grow at a distance from its main plant?
6. It is a very large family which includes: cherries, raspberries, peaches, apples, plums, prunes,
almonds, and, of course, roses.
What does the word it refers to?
7. They are not berries, because their seeds are on the outside.
What does the word they refer to?
8. They collect the pollen and fly around to other plants and pollinate them.
What does the word they refer to?

Activity 3
Read the text of Recycling Glass Bottles. Then answer the questions.
1. New glass bottles are made mainly of silica sand. The sand is melted in a furnace, at a very
high temperature. Recycled glass bottles are made in a very similar way, but cost less and
use up fewer natural resources. Do you know how to recycle glass bottle?
2. The process begins when people take their used bottles and jars to a bottle bank. Next, the
bottles and jars are taken by lorry to the recycling plant. At the plant, bottle tops and lids are
removed. After that, the glass is crushed into small pieces.
3. The crushed glass is then sent by lorry to a bottle factory. Here, it is mixed with a small
amount of silica sand. It is then melted in a furnace, at a lower temperature than new glass.
4. Finally, the hot liquid glass is drawn out of the furnace and fed into machinery that makes it
into bottles.
5. Recycled glass is as pure and as strong as new glass. Glass can be recycled many times
without losing its quality.
Source: www.primaryresources.co.uk/english/docs/explanation_glass.doc
Questions:
1. Have you ever had any experiences recycling things? If so, what is it?
2. What do you usually do with your wasted bottle?
3. In your opinion, does recycling glass bottle give many advantages? Why?
4. In your opinion, what else can be recycled?
5. Which paragraph tells us about the process of recycling glassed bottle?
6. In your own words, explain how are the steps to recycle the glassed bottle?
7. Here, it is mixed with a small amount of silica scent.
What does the word it refers to?
8. Finally, the hot liquid glass is drawn out of the furnace and fed into machinery that makes it
into bottles.
What does the word it in the sentence refers to?

Activity 4
Match the words with the correct meanings!
Words Meanings

Density a. The mixture of gases that surrounds the earth.

Float b. A quantity or thickness of something that lies over a surface or between

surfaces.

Layer c. To stay on or near the surface of a liquid and not sink.

Pressure d. A series of sudden and violent changes in the direction that air or water is
moving in.
Spin e. The thickness of a solid, liquid or gas measured by its mass per unit of
volume.

Turbulence f. The force produced by a particular amount of gas or liquid in a confined

space or container; the amount of this.
 Atmospher g. To turn round and round quickly to make something do this.
e

Activity 5
Circle the correct form of verb that is suitable for the sentence.
1. These strawberries plans (were watered/was watered) by my sister a few minutes ago.
2. The soil (was fertilized/Is fertilized) by us every 6 months.
3. This plant (was destroyed/is destroyed) by pest this morning.
4. Pollution (is caused/was caused) by human activities and natural phenomenon.
5. Land pollution happens because people burry plastic wastes, Styrofoam, or cans that can't
(be broken/brokered) by land bacteria.

Chapter 7
Paired Conjunction

A. Basic Competence
3.12 Analyzing the social function, generic structures, and language features of the statements
and questions of conjunction (paired conjunction) about two things or activities based on the
context.
4.16 Composing written and spoken text containing statements and questions about conjunction
(paired conjunction) about two things or activities by focusing on social function, generic
structures, and language features based on the context

B. Indicators & Learning Goals

analyze linking words (both ... and ..., either or , neither ... nor ..., and not only ...
but also ...);
classify linking words (connecting ideas, connecting two negative ideas, and expressing
choice);
comparing the similarities and differences of the paired conjunction used in the examples;
apply linking words in given text;
feet grateful for learning English so they communicate with other people around the
world:
be more confident to speak English.

C. Material
Paired Conjunction
Paired conjunctions are often used in both spoken and written English to make a point. Give an
explanation or discuss alternatives. The most common paired conjunction includes:
both.. and.
neither. nor..
either.. or..
not only.. but also

Paired Conjunction also can be used in the beginning of sentences for example:
Both trees and flowers grow colorfully during sunnier.
Not only do students enjoy summer vacation, they also enjoy Christmas break.
Either teachers are happy or the sad all are decided to students' success.

D. Exercises
Activity 1
Read the journal experience text below.
Last week my friend, Lina, and I went to Pangandaran Beach. We decided to go to
Pangandaran Beach by our motorbike. Both Lina and I prepared the trip very well. This trip was
not only interesting but also challenging. Riding a motorbike from my hometown, Cirebon, to
Pangandaran Beach with my best friend made me feel excited.
The trip to Pangandaran Beach began at 09:00 a.m. in the morning. It took 5 hours riding to
Pangandaran Beach. There were so many stories that my friends and I got when we were in the
trip such as a friend of my mine who got lost, we ran out of fuel in the middle of jungle, and so
forth. However. it was interesting. It was the first moment that I ever had in touring.
We arrived in Pangandaran Beach at 02:00 p.m. and we move straight to the beach. We just
lied down there to either stretch our muscle or take a nap. We also had a lunch at the beach
eating foods we brought from home. That was a very nice moment as we shared our food
together.
After we had enough rest, we began to explore Pangandaran Beach using rented boat. Then,
we went to snorkel after renting the snorkeling equipment. We could see many coral there.
 Neither Lina nor I could explore the sea too far from the beach because it was too dangerous. We
just had 2 hours to enjoy Pangandaran Beach as we had to go back to Cirebon at 04:00 pm.
As it was impossible for us to ride in the night so we just decided to stay over in our friend's
house in Ciamis. We started our journey in the morning. That was a very nice experience for both
my friends and me. We will never forget that moment.
Adapted from hr 7p: www.belajarbahasainggris. s 207 2 01/contoh-teks-recount.html

Activity 2
Answers the questions!
1. What does the text tell you?
2. In your opinion, what is the best title of the text?
3. What do you know about Pangandaran Beach?
4. What else you can do in Pangandaran Beach besides snorkeling?
5. What are interesting parts of the story? Why?

Activity 3
Read the text in Activity 1. Write down the language expressions of paired conjunction by
completing the table below.
Paired Conjunctions Expressions
both ... and ...
either ... or ...
neither ... nor ...
Not only but also

Activity 4
Use paired conjunctions either ... or ..., neither ... nor ..., or both ... and ... to answer the
questions below.
Example:
Buses and factories cause air pollution. Is that right?
Yes, both buses and factories cause air pollution.

1. Oil spills will destroy marine life and will be dangerous to our environment and ecosystem.
Do you agree?
2. Many industries release their waste into the air or the water. What do you think?
3. She doesn't enjoy living in the city because of the pollution and the noise. Does she enjoy
living in the city?
4. Illegal logging will damage the rain forest and will damage ecosystems. Is that right?
5. Smoking is not good for our health and bad for environment. What do you think?

Activity 5
Combine the following sentences using one of the following either ... or ..., neither ... nor ..., or
both ... and ....
1. Kennedy was the President of the United State. Habibie was the President of Republic of
Indonesia.
2. People know Sukarno as the Proclaimer. People know Sukarno as the first President of
Indonesia.
3. Sukarno was the first President of Indonesia. Suharto was the second President of Indonesia.
4. I like to go to the beach. I like to go to the mountain.
5. Noah does not like to go hiking. Ryan does not like to go hiking.

Chapter 8
Similarities and Differences of Descriptive and Explanations Text

A. Basic Competence
3.13 Analyzing the differences of social function, generic structures, and language features
between descriptive and explanation text.
4.17 Mentioning the differences and similarities between descriptive and explanation text by
focusing on its social function, generic structures, and language features.

B. Indicators & Learning Goals

identify social function of descriptive and explanation text;
analyze generic structure of descriptive and explanation text;
 compare the similarities and differences of descriptive and explanation text;
feel grateful to God for learning English so that they can describe and explain something in
deal to someone else;
honest and confident to describe and explain an opinion about something.

C. Material
DESCRIPTIVE
Social Function:
To describe a particular person, place or thing
Generic structure:
- Identification: Identifies phenomenon to be described
- Description: describes parts, qualities, characteristics
Lexicogrammatical Features:
Who?, what?
Linking verb
Epithet: adjective or adjective phrase
Attributive
Focus on specific participants
Use of attributive and identifying process
Frequent use of epithets and classifier in nominal groups
Use of simple present
Example:
Natural Brigade National Park
Identification Natural Bridge National Park is a luscious tropical rainforest.
It is located 110 kilometers south of Brisbane and is reached by following
the Pacific Highway to Nerang and then by travelling through the Numinbah
Valley. This scenic roadway lies in the shadow of the Lamington National
Park
The phenomenon of the rock formed into a natural arch and the cave
Descriptions through which a waterfall cascades is a short one-kilometer walk below a
dense rainforest canopy from the main picnic area. Swimming is permitted
in the rock pools. Nighttime visitors to the cave will discover the unique
feature of the glowworms.
The picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces;
however, overnight camping is not permitted.

EXPLANATION
Social function:
To explain the processes involved in the formation or workings of natural or socio-cultural
phenomena.
Generic structure
A general statement to position the reader.
A sequenced explanation of why or how something occurs
Lexicogrammatical Features
Focus on generic, non-human Participants
Use mainly of Material and Relational Processes
Use mainly of temporal and causal Circumstances and Conjunctions
Use of simple present tense
Some use of Passive Voice to get Theme right.
Example:
A brief Summary of Speech Production
General statement Speech production is made possible by the specialized movements of
to position the our vocal organs that generate speech sound waves.
reader
Explanation Like all sound production, speech production requires a source of energy.
The source of energy for speech production is the steady stream of air
that comes from the lungs as we exhale. When we breathe normally, the
air stream is inaudible. To become audible, the air stream must vibrate
rapidly. The vocal cords cause the air stream to vibrate
Explanation As we talk, the vocal cords open and close rapidly, chopping up the
steady air stream into a series of puffs. These puffs are heard as a buzz.
But this buzz is still not speech.
 Explanation To produce speech sounds, the vocal tract must change shape. During
speech we continually alter the shape of the vocal tract by moving the
tongue and lips, etc. These movements change the acoustic properties
of the vocal tract, which in turn produce the different sounds of speech.

Enrichment
The order of adjectives for modifying a noun:
determiner - number - opinion - size- age - shape color - origin -material - NOUN
Example:
Suzan's got long, curly blond hair.
Nary is a charming, tall, young, Indonesian boy.
Jessica is a smart, young, Chinese girl.

D. Exercises
Activity 1
Read the text of A Short Story about A Bird, A Cat, and A Dog with correct pronunciation and
intonation. Then, answer the following questions.

A Short Story about A Bird, A Cat, and A Dog

I have a bird pet named Chooch. She's still about 9-10 months old, she's not grown up and I
can't really tell exactly if she's a girl or a boy, but I read any information about my pet's type.
They said that only a small percentage of females will learn how to sing. Most females are quiet.
The males on the other hand, are very vocal.
Chooch has the physical appearance of a female, and she acts like a female except for one
thing - she speaks a lot! She began learning copy cat me and my boyfriend and sing since she
was 3 months old. She is a very intelligent bird, she learns really fast. She always wants to learn
everything. Even males are often very selective in what they want to learn to sing, and it takes a
lot of work to encourage them to say something. But Chooch is different. She wants to learn
everything. She even knows how to copy my laugh! Yeah, she laughs when I laugh. I think she is
smartest pet in the house relatively to the fact that she's a
Adapted from: http://thewomensnest.com/content/small_story_about_bird_cat_and_dog_my_dear_pets

Questions:
1. What is the text about?
2. Who are the target readers of the text?
3. Where can you find this kind of text?
4. What can you get after reading the text?
5. Are you interested in having a pet? If yes, what is that? Why? If roo what are you interested
in?
6. What is the function of first paragraph?
7. In your opinion, what is the purpose of the second paragraph?
8. What does the third paragraph talk about?
9. What is the main idea of the last paragraph?
10. In your opinion, in what way does the writer describe his/her pet?

Activity 2
Read the following text and answer the following questions.
How do Birds Fly? (by Mya Kagan)

Birds have very special features (like beaks, feathers, and wings) that other animals don't
have. It's thanks to these unique characteristics that birds are able to fly!
One of the things that really helps birds to be able to fly is that they are lightweight. Can you
think of any reasons why this would be helpful for flying?

Any extra weight would pull a bird downwards, so the bird would have to use up extra energy
to keep its heavier weight in the air. Birds are more lightweight than other creatures because
they have special hollow-like bones, and beaks that weigh much less than jaws. Birds also have
feathers, which help them to catch the air that keeps them in flight.
Of course, a bird's wings are also essential to flight depending on the type of bird and how
it's built. A bird will use his or her wings differently, such as to flap, soar, or hover in the air. A
bird's wings direct air to create lift so that the bird can stay up in the sky.
Source: http://www.whyzz.com/how-do-birds-fly

Questions:
1. What does the text tell us?
2. Where can you find this kind of text?
3. What can you get after reading the text?
4. In your opinion, why do some birds migrate?
5. Is penguin a kind of bird? Why?
6. What does the first paragraph talk about?
7. What is the main idea of the second paragraph?
8. What is the main idea of the third paragraph?
9. What is the main idea of the last paragraph?
10. After reading it, what are the functions of the birds' wings?

Activity 3
Match the words with their meanings.
Words Meanings
Leaf a. One of the flat usually green parts of a plant which are joined at one end to
the stem or branch.
Soil b. Any a group of natural substances which are necessary in small amounts for
the growth and good health of the body.
Sugar c. The material on the surface of the ground in which plant grow.
Protein d. A sweet substance especially from the plants sugar cane and sugar beet,
used to make food and drinks sweet.
Vitamin e. One of the many substances found in food such as meat cheese, fish or
eggs, that is necessary or the body to grow and be strong.

Activity 4
There are many kinds of museums in Taman Mini Indonesia Indah. Read the following
descriptions about these museums and match the headings (A-E) with the descriptions.
A. The Transportation Museum
B. The Heirloom Museum
C. The Indonesia Philately Museum
D. The Oil and Natural Gas Museum
E. The Komodo Museum and Reptile Park

Headin
Descriptions
gs

1. Oil has been one of Indonesia's assets to develop this country. Thus, this
museum was built to commemorate 100 years of the oil and natural gas
industry in Indonesia.

2. In this museum you can see various stamps from Indonesia as well as foreign
countries.

3. In this museum you can find various modes of transportation, from the
traditional horse cart to the modern highway, airplanes and many more.

4. This museum preserves and exhibits traditional weapons across Indonesia.

5. This museum shows Indonesian animal in preserved form. They are displayed
according to their natural environments. You can find this museum easily since
it looks like a giant komodo. Komodo is an extinct animal lived in Komodo
Island, in Lesser Sunda Island. Beside this museum, is the Reptile Park which
exhibits live reptiles.

Activity 5
Match the heading (A-E) with the explanation (1-5) of the kinds of phenomenon.
A. How does the solar eclipse happen?
B. How does the snow form?
C. How does the storm happen?
D. How does the lightning form?
E. How does the rainbow happen?

Headin
Explanations
gs

1. It happens when sunlight and rain combine in a very specific way The beams
of sunlight separate into the colors we see in the rainbow as they enter a
raindrop. Sunlight is actually made up of different colors that we don't usually
see. When a beam of sunlight comes down to Earth, the light is white. But, if
the light beam happens to hit raindrops on the way down at a certain angle,
 the different colors that make up the beam separate so that we can see the
color.

2. It forms when the atmospheric temperature is at or below freezing (0 degrees

Celsius or 32 degrees Fahrenheit) and there is a minimum amount of moisture
in the air. If the ground temperature is at or below freezing, the snow will reach
the ground. However, the snow can still reach the ground when the ground
temperature is above freezing if the conditions are just right.

3. It is created when a center of low pressure develops with a system of high

pressure surrounding it. This combination of opposing forces can create winds
and result in the formation of storm clouds, such as the cumulonimbus. Small
localized areas of low pressure can form from hot air rising off hot ground;
resulting in smaller disturbances such as dust devils and whirlwinds.

4. It happens if moon lines up exactly with the Earth and the Sun. Solar eclipses
occur at New Moon, when the Moon is between Earth and the Sun. Lunar
eclipses occur at Full Moon, when Earth is between the Sun and the Moon.
Eclipses do not take place every month because the orbits of the Moon and
Earth are tilted at an angle. Most of the time, the line- up is not precise enough
for an eclipse.

5. When the ground is hot, it heats the air above it. This warm air rises. As the air
rises, water vapor cools and forms a cloud until becomes a thundercloud. Lots
of small bits of ice bump into each other as they move around and whole cloud
fills up with electrical charges. When the positive and negative charges grow
large enough, a giant spark - lightning - occurs between the two charges
within the cloud. This is like a static electricity sparks you see, but much
bigger.

Chapter 9
Proverbs and Riddles

A. Basic Competence
3.14 Analyzing the social function, generic structures, and language features of the proverb and
riddle based on the context.
4.18 Understanding the message of proverb and riddle.

B. Indicators & Learning Goals

identify proverbs and riddles;
analyze the meaning of proverb and riddles;
feel grateful to God for learning English so that they can read and learn many proverbs and
riddles;
be wise and responsible in living the live as they learn from proverbs;
see and think something critically.

C. Material
Proverbs
Succinct and pithy saying that is in general use and expresses commonly held ideas and
beliefs. Proverbs are part of every spoken language and folk literature, originating in oral
tradition. Often a proverb is found with variations in many different parts of the world. Literate
societies dating to the ancient Egyptians have collected proverbs. One of the earliest English
proverb collections, The Proverbs of Alfred, dates from c. 115080. In North America the best-
known collection is probably Poor Richard's, an almanac published 173257 by Benjamin Franklin.
A proverb (from Latin: proverbium) is a simple and concrete saying, popularly known and
repeated, that expresses a truth based on common sense or the practical experience of
humanity. They are often metaphorical. A proverb that describes a basic rule of conduct may also
be known as a maxim.
Proverbs are often borrowed from similar languages and cultures, and sometimes come down
to the present through more than one language. Both the Bible (including, but not limited to the
Book of Proverbs) and medieval Latin (aided by the work of Erasmus) have played a considerable
role in distributing proverbs across Europe. Mieder has concluded that cultures that treat the
Bible as their "major spiritual book contain between three hundred and five hundred proverbs
that stem from the Bible."[1] However, almost every culture has examples of its own unique
proverbs.
 Riddles
A question or observation deliberately worded in a puzzling manner and presented as a
problem to be solved. A riddle is a type of verbal play.
"A riddle comes in the form of a snap joke, playing with similitude and incongruity in order to
spark laughter; but enigma is a larger matter, and allied to the sacred. So at one end of the
spectrum, riddles can be very feeble, silly or smutty (What goes in hard and comes out soft?
Answer: Macaroni); at the other, they can be baffling, like the kennings of Anglo-Saxon poetry,
some of which have still not been answered, or the mystery of the Eucharist or the Trinity. Like
nonsense verse and nursery rhymes, they are as ancient as anything ever told, and they occur in
every culture."
(Marina Warner, "Doubly Damned." London Review of Books, Feb. 8, 2007)

D. Exercises
Activity 1
Read three following stories.
Text 1
The Man, The Boy, and The Donkey
One day, a wise man said to his young son. "Come with me and I will show you something."
The father got onto his donkey and told his son to walk behind him.
One the road, some people pointed at the man and said, "Look at that man. Why doesn't he
let the boy ride the donkey?" The man and the boy heard this, and so they changed places. The
boy rode and the man walked.
A few minutes later they passed some other people. The people pointed and said, "Look at
that boy. How can he ride while his old father walks?" So, the man got onto the donkey with the
boy.
Then, they passed some other people, who said, "That poor little donkey can't carry two
people. They're too heavy." So they got off the donkey and they both walked.
They walked through a village, and people laughed at them, saying, "Look those two fools!
Why do they walk when they have a donkey?"
The man and the boy thought. And the man said. "We've tried walking and we've tried riding.
Let's try carrying it." So they carried the donkey, and all the people in the village laughed at
them, saying, "Look! They're carrying the donkey! They're mad!"
Finally, they put the donkey down, and the man said to his son, "This is a leson for you, my
son. In this life, you can never please everyone."
Source: http://www.bartleby.com/17/1/62.html

Text 2
Frog and Scorpion
Once upon a time there was a frog. One day, Frog was sitting by a river bank when along
came a Scorpion.
"Hello brother Frog," said Scorpion. "I wonder if you might be so kind as to give me a ride
across the river on your back."
Frog knew that Scorpion could not swim. I don't think thats a good idea," said Frog. "You
have a deadly sting. You might kill me.
"But why would I do that?" replied Scorpion. "If I stung you, we would both die."
"Mmm," thought Frog. "That makes sense." "Alright Scorpion, jump onto my back and I will
give you a ride across the river," he said.
So Scorpion jumped onto Frog's back and Frog began to swim the river. But halfway across,
Scorpion took his deadly sting and stuck it into Frog's back. And as the poison filled Frog's body
his arms stiffen and they both began to sink. "Why?" gasped Frog in despair.
"Sorry Frog," said Scorpion. "It's my nature."
And Frog and Scorpion died.
Source: http://www.storymuseum.org.uk/1001stories/upload_files/text_pdf_80.pdf

Text 3
The Power of Stories
Once there was a woman who lived in a house with her father. husband and her son. Every
day the men in her life would tell her do this, do that, do that, do this, and usually she would do it
in sullen silence without ever telling her story to them.
One day she went for a walk and came across a ruined cottage without a roof, just four walls
standing. First she turned to the north 1 wall and started with great force telling the wall about
her father, about all the things he had done, all the things he had said and how she had felt
about them but had never said. The force of her words was so grew:
the wall crumbled to the ground until it was nothing more than a pile bricks.
Then she turned to the east wall and started telling it all about her husband, about all the
things he had said, how she felt and so on a so on and the force of her words was so great the
wall crumbled into pile of bricks.
Then she turned to the south wall and started telling it about her son, about all the things he
had said to her in his life and how it had made her feel, and how she had never once said
anything. Again the power of her words was so great, the wall collapsed into a pile of bricks.
 Finally she turned to the east wall and started to tell it all about herself, about all the things
she had never said, all the things she wished for and how she felt about everything and yet again
the force of her words was so great the wall fell down.
Then she turned around and headed home. "1 feel much better now," she thought.
Source: : http://www.storymuseum.org.uk/1001 stories/upload_files/text _pdf _201.pdf

Activity 2
Match the correct proverbs that are suitable with the stories.
No Proverbs - Meanings Title Stories

1. Every cloud has a silver lining - There is a positive or hopeful

side to every situation.

2. You can't teach new tricks to an old dog - A person who is used
to doing things a certain way cannot change.

3. A tree is known by its fruit - A person is judged by their actions.

Activity 3
Read the riddles in the table below. Then, match with the correct answers.
No Riddles Answers

1. What has a face and two hands but no arms or legs a. A bottle

2. Everyone has it and no one can lose it, what is it? b. The moon

3. What has a neck but no head? c. A shadow

4. What goes up and doesn't come back down? d. Your age

5. It's been around for millions of years, but it's no more than a e. A clock
month old. What is it?

Activity 4
Work in pairs and discuss the following questions.
1. What do you know about proverb?
2. What do you know about riddle?
3. What are the differences between proverb and riddle?
4. What are the similarity between proverb and riddle?
5. Do you think English proverb and riddle are different from Indonesian proverb and riddle?

Activity 5
Read the following proverbs. Then, find and write the meaning of each proverb.

No Proverbs Meanings

1. A friend in need is a friend indeed.

2. Better late than never.

3. Don't judge a book by its cover.

4. Every cloud has a silver lining.

5. (A) good mind possesses a kingdom.

6. (A) stumble may prevent a fall.

7. Silence gives consent.

8. Money doesn't grow on trees.

9. A tree is known by its fruit.

10. Practice what you preach.

 Activity 6
Read the following riddles. Then, find and write the answer of each riddle.

No Riddles Answers

1. There is one that has a head without an eye,

And there's one that has an eye without a head.
You may find the answer if you try;
And when all is said,
Half the answer hangs upon a thread.

2. The beginning of eternity,

The end of time and space,
The beginning of every end,
And the end of every place.

3. At the back of every Igloo,

And the middle of the Moon,
Always running around in Loops you'll find me, If you
look inside the Room.
What am I?
Source: www.readwritethink.org/files/resources/lesson_images/lesson169/RidllePoems.pdf

Chapter 10
Proverbs and Riddles

A. Basic Competence
3.15 Analyzing the social function, generic structures, and language features of songs based on
the context.
4.19 Understanding the message brought by songs.

B. Indicators & Learning Goals

analyze various kinds of songs;
feel grateful as by learning English they can sing and understand beautiful songs and the
meaning behind them;
be honest and confident to express their feeling to other people through songs as media.

C. Material
Songs
In music, a song is a composition for voice performed by singing or alongside musical
instruments. A choral or vocal song may be accompanied by musical instruments, or it may be
unaccompanied, as in the case of a cappella songs. The lyrics (words) of songs are typically of a
poetic, rhyming nature, though they may be religious verses or free prose.
Art songs are songs created for performance in their own right, usually with piano
accompaniment, although they can also have other types of accompaniment such as an
orchestra or string quartet, and are always notated. Generally they have an identified author and
composer and require voice training for acceptable performance. German-speaking communities
use the term art song ("Kunstlied") to distinguish so-called "serious" compositions from folk song
("Volkslied"). The lyrics are often written by a poet or lyricist and the music separately by a
composer. Art songs may be more formally complicated than popular or folk songs, though many
early Lieder by the likes of Franz Schubert are in simple strophic form. They are often important
to national identity.
Folk songs are songs of often anonymous origin (or are public domain) that are transmitted
orally. They are frequently a major aspect of national or cultural identity. Art songs often
approach the status of folk songs when people forget who the author was. Folk songs are also
frequently transmitted non-orally (that is, as sheet music), especially in the modern era. Folk
songs exist in almost every culture.
Modern popular songs are typically distributed as recordings and are played on the radio,
though all other mass media that have audio capabilities are involved. Their relative popularity is
 inferred from commercially significant sales of recordings, ratings of stations and networks that
play them, and ticket sales for concerts by the recording artists. A popular song can become a
modern folk song when members of the public who learn to sing it from the recorded version
teach their version to others. Songs that are popular may be called pop songs for short, although
pop songs and/or pop music may instead be considered a more commercially popular genre of
popular music as a whole.

D. Exercises
Activity 1
Listen to the song entitled Firework. Sing along with Katy Perry using the lyric provided. Answer
the following questions.
Katy Perry Firework
Do you ever feel like a plastic bag
Drifting through the wind, wanting to start again?
Do you ever feel, feel so paper thin
Like a house of cards, one blow from caving in?

Do you ever feel already buried deep?

Six feet under screams, but no one seems to hear a thing
Do you know that there's still a chance for you
'Cause there's a spark in you?

You just gotta ignite the light and let it shine

Just own the night like the 4th of July

'Cause baby, you're a firework

Come on, show 'em what you're worth
Make 'em go, oh, oh, oh
As you shoot across the sky

Baby, you're a firework

Come on, let your colors burst
Make 'em go, oh, oh, oh
You're gonna leave 'em falling down

You don't have to feel like a waste of space

You're original, cannot be replaced
If you only knew what the future holds
After a hurricane comes a rainbow
Maybe you're reason why all the doors are closed
So you could open one that leads you to the perfect road
Like a lightning bolt, your heart will glow
And when it's time, you'll know

You just gotta ignite the light and let it shine

Just own the night like the 4th of July

Boom, boom, boom

Even brighter than the moon, moon, moon
It's always been inside of you, you, you
And now it's time to let it through

Boom, boom, boom

Even brighter than the moon, moon, moon 2x
Source: http://www.azlyrics.com/lyrics/katyperry/firework.html
Questions:
1. Have you heard the song before?
2. What is the song about?
3. What do you know about the 4th of July?
4. Why does the songwriter state the 4th of July in the song? What is your opinion?
5. How do you feel when listening to this English song? (sad, glad, happy, confused, nothing)
6. What is the most interesting part of the song? (the melody, the lyric, the genre)
7. Do you think you can improve your English by singing an English song?

Activity 2
Read the song Lyric entitled Graduation ( Forever). Then, answer the following question
Vit.C Graduation (Friends Forever)

And so we talked all night about the rest of our lives

Where we're gonna be when we turn 25
I keep thinking times will never charge
Keep on thinking things will always be the same
But when we leave this year we won't be coming back
No more hanging out cause we're on a different track
And if you got something that you need to say
You better say it right now cause you don't have another day
Cause we're moving on and we can't slow down
These memories are playing like a film without sound
And I keep thinking of that night in June
I didn't know much of love
But it came too soon
And there was me and you
And then we got real blue
Stay at home talking on the telephone
And we would get so excited and we'd get so scared
Laughing at ourselves thinking life's not fair
And this is how it feels

As we go on
We remember
All the times we
Had together
And as our lives change
Come whatever
We will still be
Friends Forever

So if we get the big jobs

And we make the big money
When we look back now
Will our jokes still be funny?
Will we still remember everything we learned in school?
Still be trying to break every single rule
Will little brainy Bobby be the stockbroker man,
Can Heather find a job that won't interfere with her tan?
I keep, keep thinking that it's not goodbye
Keep on thinking it's a time to fly
And this is how it feels

Will we think about tomorrow like we think about now?

Can we survive it out there?
Can we make it somehow?
I guess I thought that this would never end
And suddenly it's like we're women and men
Will the past be a shadow that will follow us around?
Will these memories fade when I leave this town
I keep, keep thinking that it's not goodbye
Keep on thinking it's a time to fly

Source: WWW.IllepiCS. comilyricsivitaminc/gra dua don friends forever. html

Questions:
1. What does the song talk about?
2. To whom is the song intended?
3. How do you feel when you hear the song?
4. What messages can you get from the lyrics?
5. Do you know any song that has similar theme and messages? Mention them.

Activity 3
Complete the following table by asking your friends about his/her favorite singers, local and/or
international.
Name of the Genre Country Famous song Message of the
singer song

==GOOD LUCK==
References
1. Azar, Betty S. 1999. Understanding and Using English Grammar (Third Edition). USA.
Longman
2. Benyamin, Herman. 2014. Advace Learning Englis 1 (for grade X Senior High School Language
and Culture Program. Bandung: Facil Grafindo.
3. http://en.wikipedia.org/wiki/Proverb
4. http://grammar.about.com/od/rs/g/riddleterm.htm
5. http://www.cateringcomplete.com/laura/english/Cause_and_Effect_Linking_Words_and_Phrase
s.htm
6. http://www.grammar-quizzes.com/infinitive3b.html
7. http://www.merriam-webster.com/dictionary/proverb