Transcript Good Morning
TRAINING OF TRAINERS GURU PEMANDU MGMP SMA MAPEL BAHASA INGGRIS
Lembaga Penjaminan Mutu Pendidikan (LPMP) Jawa Tengah Semarang, 21 – 22 Juni 2007
Let me introduce myself
Rudi Hartono, S.S., M.Pd.
Tasikmalaya,September 7, 1969 S-1 (English Linguistics-UNPAD Bandung) S-2 (English Education-UPI Bandung) S3 (Linguistics: Translation Studies UNS/On going) English Lecturer of UNNES Semarang English Textbook Writer One Wife and Two Children Teaching & Traveling E-mail: [email protected]
PENDALAMAN MATERI
1.
2.
TEXT TYPES a. Listening b. Speaking c. Reading d. Writing LANGUAGE FUNCTIONS a. Listening b. Speaking c. Reading d. Writing
TEXT TYPES
Grade X (Smt 1) 1. Recount 2. Narrative 3. Procedure Grade XI (Smt 1) 1. Report 2. Narrative 3. Analytical Exposition Grade XII (Smt 1) 1. Narrative 2. Explanation 3. Discussion
Grade X (Smt 2) 1. Narrative 2. Descriptive 3. News Item Grade XI (Smt 2) 1. Narrative 2. Spoof 3. Hortatory Exposition Grade XII (Smt 2) 1. Narrative 2. Review
Additional Lesson Materials for Language Program
Grade XI (Smt 1) 1. Public Speaking: Master of Ceremony 2. Show Presenter (Host) 3. News Reader
Grade XII (Smt 1) 1. Public Speaking: Speech 2. Debate 3. Presentation
Grade XI (Smt 2) 1. English song 2. English Contemporary poetry 3. Film 4. Contemporary Drama 5. Novel 6. Figurative Languages
Grade XII (Smt 2) 1. English song 2. Contemporary Poetry 3. Film 4. Contemporary Drama
LANGUAGE FUNCTIONS (Grade X Semester 1)
Self introduction Introducing others Greetings Invitation Appointment Expressing happiness Sympathy Giving instructions
LANGUAGE FUNCTIONS (Grade X Semester 2)
Thanking Appreciating Congratulating Surprising Unbelieving
LANGUAGE FUNCTIONS (Grade XI Semester 1)
Asking comments/opinions Giving comments/opinions Expressing satisfactions Expressing dissatisfactions Giving advice Warning Expressing relief, pain, and pleasure
LANGUAGE FUNCTIONS (Grade XI Semester 2)
Scolding Expressing Annoyance Expressing Anger Asking for and Offering Suggestions Asking for and Offering Recommendations
LANGUAGE FUNCTIONS (Grade XII Semester 1)
Accusing Regretting Asking and Offering a Promise Asking and Expressing Wants, Hopes and Wishes
LANGUAGE FUNCTIONS (Grade XII Semester 2)
Asking Plans Asking Purposes Predicting Speculating Criticizing Persuading Encouraging Prohibiting
Short Functional Texts
Letters Listener’s letters Invitation cards Announcements Advertisements Manual instructions Editorials Schedules Contents Tourism information
BASIC COMPETENCE
LISTENING Memahami wacana transactional dan wacana interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis teks.
SPEAKING Mengungkapkan nuansa makna dalam wacana transactional dan wacana interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis teks.
READING Memahami nuansa makna dan langkah-langkah pengembangan retorika di dalam teks tertulis berdasarkan jenis teks.
WRITING Mengungkapkan nuansa makna dengan langkah-langkah pengembangan retorika yang benar di dalam teks tertulis berdasarkan jenis teks.
B.
Listening
Transactional Dialog (Recorded):
Andy Benny Andy : Ben, did you buy any ice cream?
: No. I only bought some bread, milk, and an apple.
: Oh, okay. I’ll buy the ice cream then.
What did Benny buy?
A. C.
D.
Listening
Interpersonal Dialog (Recorded):
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, wasn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
This conversation is between: a. Two close friends b. Two strangers c. teacher and student d. news reader and listener
Listening
Monolog Report (Dictated/Recorded)
Snakes are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in trees, some snakes live in water, but most live on the ground in thick, long grass and in old logs.
Snakes belong to the same group as a. lizard b. crabs c. cold-blooded creatures d. warm-blooded animals
Speaking
Factual questions:
What’s your first name?
What do you do in your spare time?
Do you like cooking?
Assigned dialog (in pairs)
You planned to play basketball last night, but no one could come because of the heavy rain. Now make another plan to play basketball.
Interpersonal dialog
Monolog (describing a picture/photo, retelling a story) Aspects of speaking test: a. Grammar and vocabulary b. Discourse management c. Pronunciation d. Interactive Communication
Reading
Reading Text
Snake are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in tress, some snakes live in water, but most live on the ground in thick, long grass and in old logs.
The genre of the text is a. Description b. Explanation c. Report d. Exposition The first sentence functions as a. Identification b. General classification c. Description d. Introduction
Writing
Writing short transactional texts:
Sahabat pena Anda di London bermaksud mengunjungi Anda dalam liburan mendatang. Beri petunjuk bagaimana ia bisa sampai di kota Anda dengan mudah.
Writing one of genres (e.g. recount):
Tadi malam listrik di daerah Anda padam. Tiba-tiba, Anda mendengar orang menggedor pintu dan Anda ketakutan. Anda tidak mau membuka pintu sampai orang tersebut pergi. Ceriterakan ini kepada teman Anda.
ENGLISH TEXT TYPES
Lesson Materials (Theory and Practice)
Functions of Texts
Texts
Spoof Recount Report Analytical Exposition News Item
Functions To retell a humorous twist To retell events for the purpose of informing or entertaining To classify and describe the phenomena of our world.
To persuade the reader or listener that something is in the case To inform readers, listeners or viewers about events of the day which are considered newsworthy or important
Texts
Anecdote Narrative Procedure Description
Functions of Texts
Hortatory Exposition
Functions To share with others an account of an unusual or amusing incident To amuse, entertain and to deal with actual experience in different ways, I.e. to gain and hold the reader’s interest in a story.
To describe how something is accomplished through a sequence of actions or steps To describe a particular person, place or thing To persuade the reader or listener that something should or should not be the case
Functions of Texts
Texts Functions
Explanation Discussion Review Commentary
To explain the processes involved in the formation or workings of natural or socio-cultural phenomena To present (at least) two points of view about an issue To critique an art work or event for a public audience To explain the processes involved in the formation (evolution) of a socio-cultural phenomenon, though a natural phenomenon as
Schematic Structure of Recounts
Orientation
Event 1
Event 2
Event 3
Re-orientation
Linguistic Features of Recount Text
Focus on specific participant Use of material processes Circumstances of time and place Use of past tense Focus on temporal sequences
Linguistic Features of Spoof Text
Focus on individual participants Use of action verbs Temporal Circumstances Spatial circumstances Use of past tense
Schematic Structures of Spoof Text
Orientation : sets the scene Event(s) Twist : tell what happened : provides the ‘punch line’
Schematic Structure of Reports
General Classification: tells what the phenomenon under discussion is.
Description: tells what the phenomenon under discussion is like in terms of parts (and their functions), qualities, habits or behaviors, if living; uses, if non natural
Linguistic Features of Report Text
Focus on Generic Participants Use Relational Processes Use of simple present tense No temporal sequence
Schematic Structure of Narrative Text
Orientation
Evaluation
Complication
Resolution
Re-orientation
Linguistic Features of Narrative Text
Focus on specific and usually individualized participants Use of material processes Use of relational processes Use of temporal conjunction Use of past tense
Schematic Structure of Procedure
1) 2) 3) 4) 5) 6) 7) Goal Materials Step 1 Step 2 Step 3 Step 4 Step 5
Linguistic Features of Procedure
Focus on generalized human agents
Use of simple present tense, often imperative
Use mainly of temporal conjunction (or numbering to indicate sequence
Use mainly of material processes
Schematic Structure of Descriptive Text
Identification: Identifies phenomenon to be described Description: describes parts, qualities, characteristics
Linguistic Features of Descriptive Text
Focus on specific participants Use of attributive and identifying processes Frequent use of epithets and classifiers in nominal groups Use of simple present tense
Schematic Structure of News Item
Newsworthy Event(s): recounts the event in summary form Background Events: elaborate what happened, to whom, in what circumstances Sources: comments by participants in, witnesses to and authorities expert on the event.
Linguistic Features of a News Item
Short, telegraphic information about story captured in headline
Use of Material processes to retell the event
Use of projecting verbal processes in sources stage
Focus on circumstances
Schematic Structure of Analytical Exposition
Thesis Position: introduces topic and indicates writer’s position Preview: outlines the main Arguments Point: restates main argument outlined in preview Elaboration: develops and supports each point/argument Reiteration: restates writer’s position
Linguistic Features of a Analytical Exposition
Focus on generic human and non human participants
Use of simple present tense Use of relational processes Use of internal conjunction to stage argument
Reasoning through causal conjunction or nominalization
Schematic Structure of Hortatory Exposition
Thesis: announcement of issue of concern
Arguments: reasons for concern, leading to recommendation
Recommendation: statement of what ought or ought not to happen
Linguistic Features of a Hortatory Exposition
Focus on generic human and non- human participants Use of simple present tense Use of mental processes: to state what writer thinks or feels about issue e.g. realize, feel, appreciate.
Use of material processes: to state what happens e.g. drive, travel, spend, etc.
Use of relational processes: to state what is or should be e.g. doesn’t seem, is, are, etc.
Schematic Structure of Explanation Text
A general statement to position the reader A sequenced explanation of why or how something occurs
Linguistic Features of a Explanation Text
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
Schematic Structure of Discussion
Issue: - Statement - Preview Arguments for and against or statements of differing points of view: - Point - Elaboration Conclusion or recommendations
Linguistic Features of a Discussion
Focus on generic human and generic non human participants
Use of mental processes: to state what writer thinks or feels about issue e.g. realize, feel, appreciate, etc.
Use of material processes: to state what happens e.g. has produced, have developed, to feed, etc.
Use of relational processes: to state what is or should be e.g. is, could have, cause, are.
Schematic Structure of Reviews
1) Orientation 2) Interpretative recount 3) Evaluation 4) Evaluative summation
Linguistic Features of an Review Text
Focus on particular participants (on movies, TV shows, plays, operas, recordings, exhibitions, concerts and ballets Direct expression of opinions through use of attitudinal lexis Use of elaborating and extending clause and group complexes to package information Use metaphorical language
Schematic Structure Orientation
Event 1
Event 2
Reorientation Dear Dewi,
On Saturday I went to Mount Bromo. I stayed at
On Sunday was scary. Then
Nisa and Achmad’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colourful flowers and a fishpond.
Nisa and I saw Gunung Batok and went on the scenic ride on horseback. It we went to get a closer look at the mountain. We took pictures of the beautiful sceneries there.
On Monday we went to
the Zoo
at Wonokromo. We saw cockatoos having a shower. In the afternoon I
went
home.
It was fun.
Love, Dini RECOUNT TEXT Linguistic Features Specific participant Material Process Circumstance of time Temporal sequence Circumstance of place Past Tense
Schematic Structure Orientation Major Complication
Resolution
Complication
Resolution
Complication
Major Resolution
Snow White and the Seven Dwarfs
Snow Once upon a time there lived a little girl named White, She lived with her Aunt and Uncle because her parents were died.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White Snow White .
did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast.
She ran away into the woods.
asleep.
White.” Then She was very tired and hungry.
Then she saw this little cottage. She but no one answered so she went inside and fell Meanwhile knocked , the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My name is Snow Doc said, “If you wish, you may live here with us”. Snow White said, “Oh could I? Thank you.” Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.
Linguistic Features Past Tense Temporal Circumstance Specific participant Mental process Relational process Material process Temporal Conjunction Temporal Conjunction Specific participant
Language Functions
Lesson Materials (Theory and Practice)
FORMS OF DIALOG
Transactional dialog
Interpersonal dialog
TRANSACTIONAL DIALOG
Andy Benny Andy : Ben, did you buy any ice cream?
: No. I only bought some bread, milk, and an apple.
: Oh, okay. I’ll buy the ice cream then.
Interpersonal Dialog
A: Hi, Ben. How are you?
B: Not bad. Thanks. And yourself?
A: Fine, thanks.
B: Good weather, isn’t it?
A: Yes, … better than last week.
B: I know. That was terrible, don’t you think?
A: Indeed. I had never seen such heavy rain in my life.
B: Neither had I.
A: It was pouring!
B: It was, isn’t it?
A: The winds blew trees down. One of those trees fell on my neighbor’s car.
B: That’s too bad.
A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.
B: See you. Bye.
Greetings
Dialog 1:
Anny David Anny David Anny
Dialog 2:
Masduki Mr. Hartono Masduki Mr. Hartono : Hi, Dave.
: Hello, Ann.
: How are you today?
: Fine thanks. How is everything?
: Good, thanks : Good morning, Mr. Hartono?
: Good morning.
: How are you this morning?
: Just fine, thank you.
Introducing people
Fred Tom Ronald Tom Dini Helen Bill Hilmi : Tom, this is my brother, Ronald.
: Hello.
: Nice to meet you.
: Nice meeting you, too.
: Excuse me, are you Helen Smith?
: That’s right.
: Excuse me, are you Frederick?
: No, I am not. I’m Nur Hilmi.
Inviting Someone
Toni Jaka Toto
Jaka Toto
Jaka Toto
Jaka :
Jaka, are you free on Sunday morning?
:
Yes, Toni. I have nothing to do.
:
“I was wondering if you’d like to come to a forum meeting to celebrate the Earth Day.
:
Sounds great.
:
And after the meeting we are going to save our earth.
:
What do you mean, Toto?
:
Just picking up the rubbish, cleaning the wastes and other litters.
:
That’s a very useful thing to do. That’s OK.
Satisfaction and Dissatisfaction
Fera : Morning, Tuti Tuti Fera Tuti Fera : Morning, Fera.
: How’s everything today?
: It’s okay, but ….
: What’ the matter, Tuti. Are you not satisfied with reading that story?
Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me sleepy.
Fera : Do you have any complaints?
Wati : I don’t like the story. It is a lousy story.
Fera : What are you complaining about?
Wati : I’m a bit disappointed with the main character of the story.
The story is also a sad ending story.
Fera : Oh, I see.
But don’t worry, Wati. Be happy please. It’s just a story.
Wati Fera You can read other stories that can make you happy.
: Yes, that’s good idea. Thanks for your suggestion, Fera.
: You’re welcome. By the way, I must go now, Wati See you tomorrow at school.
Wati : See you.
Asking and Giving Comments
Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones in the school?
Jimmy : Yeah… Rudi : What do you think about it?
Jimmy : Well, I think that’s fair enough. I agree with banning it.
Rudi : Why do you think so?
Jimmy: You see, cellular phone has caused so much trouble in our class. Remember yesterday’s English class? Our teacher got very angry because he was interrupted by cellular phone’s ringing many times. This may happen again and Rudi again.
: Oh, that’s terrible.
Jimmy: Another thing is cellular phone has caused bad effects, Students send SMS only for dating and gossiping their friends. They often keep forbidden photos.
Rudi : What do you mean?
Jimmy : You know… some of them see the pornography on the cellular phone display downloaded from internet. Rudi : Oh, that’s too bad.
Jimmy : So, it’s a good idea if the school doesn’t allow students to use their hand phone in Rudi the school.
: Your comments have been very helpful.
Jimmy: Thanks.
Predicting and Speculating
Andi Susi Andi Susi Andi Susi Andi Susi Andi Susi Andi Susi Andi Susi : Hi, Susi.
: Hello, Andi.
: Susi, do you feel that the wind blows fast.
: Yes, I do. And it’s too cold today.
: I was predicted that a big storm will come.
: How do you know that?
: I heard the forecast from the radio. The scientist predicted that the weather would turn next month.
: What does it mean?
: The following month our country would be in the bad weather.
: Really? Or it is just a speculation, Andi.
: I do not know exactly. It is not a speculation I think, because they did a research how to predict the weather. And it is not a speculation because all give logic reasons.
: But I don’t believe it.
: Yes, it depends on. By the way, I must go now. Bye, Susi.
: Bye, Andi, See you later.