Rabu, 03 Oktober 2012

Describing People


Describing People



Look at these two paragraphs about the fisherman:

1.    This is a picture of a fisherman from Chile. He has been fishing, and he is carrying a fishing net full of the day’s catch. His hair is grey. He is wearing black shorts and a T-shirt. He has a grey beard and moustache. He looks strong. There are many wrinkles around his eyes. Maybe his T-shirt is made out of fishing net. He is old.

2.    This is a picture of a fisherman from Chile. This man is very old. His hair is grey, and he has a grey beard and moustache. There are many wrinkles around his eyes, but he looks strong. He has been fishing, and he is carrying a fishing net full of the day’s catch. He is wearing black shorts and a T-shirt. Maybe his T-shirt is made out of fishing net.

Which paragraph is easier to understand? Why is it easy to understand?

Selasa, 02 Oktober 2012

Cristina Aguelera -- Hurt Chord

Cristina A_Hurt

Intro: Em B/D# Em C Am B
 
Verse One: Em                     B/D#                      Em
           Seems like it was yesterday when I saw your face
                                 C                          Am
           You told me how proud you were, but I walked away
                                 B
           If only I knew what I know today
           Em
           Ooooooo
 
Pre Chors: C
           I would hold you in my arms
           A/C#
           I would take the pain away
           D
           Thank you for all you've done
           B/D#
           Forgive all your mistakes
           C
           There's nothing I wouldn't do
           A/C#
           to hear your voice again
           D
           Sometimes I wanna call you
           B/D#
           But I know you won't be there
 
Chorus:    Em      B/D#            Em
           Woah, I'm sorry for, blaming you
                    C                Am
           For everything, I couldn't do
                             B
           and I hurt myself, by hurting you
 
Verse 2:   Em               B/D#                     Em
           Some days I feel broke inside but I won't admit
                                  C                    Am
           Sometimes I just wanna hide cause it's you I miss
                                           B
           And it's so hard to say goodbye, when it comes to this
           Em
           Oooooo
 
Pre Chs2:  C
           Would you tell me I was wrong
           A/C#
           Would you help me understand
           D
           Are you looking down upon me
           B/D#
           Are you proud of who I am
           C
           There's nothing I wouldn't do
           A/C#
           To have just one more chance
           D
           To look into your eyes
           B/D#
           And see you looking back
 
 
 
Chorus:    Em     B/D#                   Em
           Woah, I'm sorry for, blaming you
                          C                  Am
           For everything, I just couldn't do
                             B
           And I hurt myself, for hurting you
 
Bridge:    If I had just one more day, I would tell you how much that I've
           missed you since you've been away
           Ohh it's dangerous
           It's so out of line to try to turn back time
 
Chorus:    I'm sorry for blaming you
           For everything I just couldn't do
           And I've hurt myself
 
           By hurting you

Minggu, 23 September 2012

Conditional sentences (Present Conditionals)

Present Conditionals

Present Real Conditional

FORM

[If / When ... Simple Present ..., ... Simple Present ...]
[... Simple Present ... if / when ... Simple Present ...]

USE

The Present Real Conditional is used to talk about what you normally do in real-life situations.
Examples:
  • If I go to a friend's house for dinner, I usually take a bottle of wine or some flowers.
  • When I have a day off from work, I often go to the beach.
  • If the weather is nice, she walks to work.
  • Jerry helps me with my homework when he has time.
  • I read if there is nothing on TV.
  • A: What do you do when it rains?
    B: I stay at home.
  • A: Where do you stay if you go to Sydney?
    B: I stay with my friends near the harbor.

IMPORTANT If / When

Both "if" and "when" are used in the Present Real Conditional. Using "if" suggests that something happens less frequently. Using "when" suggests that something happens regularly.
Examples:
  • When I have a day off from work, I usually go to the beach.
    I regularly have days off from work.
  • If I have a day off from work, I usually go to the beach.
    I rarely have days off from work.

Present Unreal Conditional

FORM

[If ... Simple Past ..., ... would + verb ...]
[... would + verb ... if ... Simple Past ...]

USE

The Present Unreal Conditional is used to talk about what you would generally do in imaginary situations.
Examples:
  • If I owned a car, I would drive to work. But I don't own a car.
  • She would travel around the world if she had more money. But she doesn't have much money.
  • I would read more if I didn't watch so much TV.
  • Mary would move to Japan if she spoke Japanese.
  • If they worked harder, they would earn more money.
  • A: What would you do if you won the lottery?
    B: I would buy a house.
  • A: Where would you live if you moved to the U.S.?
    B: I would live in Seattle.

EXCEPTION If I were ...

In the Present Unreal Conditional, the form "was" is not considered grammatically correct. In written English or in testing situations, you should always use "were." However, in everyday conversation, "was" is often used.
Examples:
  • If he were French, he would live in Paris.
  • If she were rich, she would buy a yacht.
  • I would play basketball if I were taller.
  • I would buy that computer if it were cheaper.
  • I would buy that computer if it was cheaper. Not Correct (But often said in conversation.)

IMPORTANT Only use "If"

Only the word "if" is used with the Present Unreal Conditional because you are discussing imaginary situations. "When" cannot be used.
Examples:
  • I would buy that computer when it were cheaper. Not Correct
  • I would buy that computer if it were cheaper. Correct

EXCEPTION Conditional with Modal Verbs

There are some special conditional forms for modal verbs in English:
would + can = could
would + shall = should
would + may = might
The words "can," "shall" and "may" cannot be used with "would." Instead, they must be used in these special forms.
Examples:
  • If I went to Egypt, I would can learn Arabic. Not Correct
  • If I went to Egypt, I could learn Arabic. Correct
  • If she had time, she would may go to the party. Not Correct
  • If she had time, she might go to the party. Correct
The words "could," should," "might" and "ought to" include conditional, so you cannot combine them with "would."
Examples:
  • If I had more time, I would could exercise after work. Not Correct
  • If I had more time, I could exercise after work. Correct
  • If he invited you, you really would should go. Not Correct
  • If he invited you, you really should go. Correct

Selasa, 04 September 2012

RPP Bahasa Inggris kelas XI IPA/IPS


RENCANA PELAKSANAAN PEMBELAJARAN
(RPP)

Satuan Pendidikan     :   SMA Negeri
Mata Pelajaran            :   Bahasa Inggris
Kelas/Semester            :           XI   /1
Alokasi Waktu            :           2 jam pelajaran

I.    STANDAR KOMPETENSI     
Mengungkapkan makna dalam teks fungsional pendek dan monolog yang berbentuk hortatory exposition dan analytical exposition dalam konteks kehidupan sehari-hari.

II. KOMPETENSI DASAR     
Mengungkapkan makna dalam teks monolog dengan  menggunakan ragam bahasa lisan secara akurat, lancar dan berterima dalam konteks kehidupan sehari-hari dalam teks berbentuk: hortatory exposition dan analytical exposition

III. Indikator                                
1. Kognitif:
      a. Proses
1.      Mengidentifikasi dengan tepat komponen Generic Structure and Grammar Features dari hortatory exposition texts.
2.      Merespon dengan tepat wacana monolog yang berbentuk hortatory exposition dengan memahami teks model dan menjawab pertanyaan terkait dengan wacana.
   b.     Produk
1.        Mengidentifikasi text hortatory exposition berdasarkan generic structure dan language features yang benar.
2.        Membuat perbandingan antara text hortatory exposition dan analytical exposition.
2.      Psikomotor:
a.       Mengidentifikasi generic structure dan language features sebuah text; hortatory dan analytical exposition
3. Afektif:
a.       Karakter: Berpikir kreatif, kritis, dan logis; bekerja teliti, jujur, dan bertanggung jawab, peduli, serta berperilaku santun.
b.      Keterampilan sosial: bekerjasama, menyampaikan pendapat, menjadi pendengar yang baik, dan menanggapi pendapat orang lain

IV. Tujuan Pembelajaran
1. Kognitif
a.      Proses
1.      Siswa dapat mengidentifikasi dengan tepat komponen Generic Structure and Grammar Features dari hortatory exposition texts.
2.      Siswa dapat merespon dengan tepat wacana monolog yang berbentuk hortatory exposition dengan memahami teks model dan menjawab pertanyaan terkait dengan wacana
b.    Produk:
1.      Mengidentifikasi text hortatory exposition berdasarkan generic structure dan language features yang benar.
2.      Membuat perbandingan antara text hortatory exposition dan analytical exposition
2.      Psikomotorik:
a.       Siswa dapat mengidentifikasi generic structure dan language features sebuah text; hortatory exposition dan analytical exposition.
3.      Afektif:
a.       Siswa dapat terlibat secara aktif dalam pembelajaran dan menunjukkan karakter berpikir kreatif, kritis, logis, bekerja teliti, jujur, dan berperilaku santun.
b.      Siswa dapat bekerjasama dalam kegiatan praktik dan aktif menyampaikan pendapat, menjadi pendengar yang baik, dan menanggapi pendapat orang lain dalam diskusi.
V. Materi Pembelajaran
            Hortatory Exposition
To persuade the readers or the listeners that something should or shouldn’t be the case
                                                              i.      Generic structure
a.      Thesis Position (Stating an issue of concern)
b.      Arguments Points (Giving reasons for concern, leading recommendation)
c.       Recommendation
Stating should or shouldn’t to happen. (There is an action)
                                                            ii.      Language Features
·         Uses present tense
·         Connectives/enumerations
·         Passive voice

Terlampir.

VI. Pendekatan Model Metode   
      Model Pembelajaran    : Student Centre Learning (SCL)
Metode Pembelajaran :  Explanation, Discussion, Tanya Jawab
VII. Alat dan Media pembelajaran
- Handout
- Laptop+LCD

VII. Langkah-langkah Pembelajaran
 (2 x 45 menit)
No
Aktivitas Pembelajaran
Penilaian
1
2
3
4
A         Pendahuluan (15 menit)
1
Pre-teaching
Guru mereview materi analytical exposition




2
Guru menjelaskan materi yang akan dipelajari





B         Kegiatan Inti (65 menit)
1
Guru menjelaskan tentang generic structure and language features of hortatory exposition texts.




2
Guru memberikan contoh hortatory exposition texts kepada siswa.




3
Guru meminta beberapa siswa untuk membaca text tersebut dan menjelaskan generic structure dan language features pada text.




4
Guru meminta siswa berdiskusi mengenai hortatory exposition text yang telah disiapkan.




5
Guru meminta siswa untuk membacakan hasil diskusinya.




6

Guru meminta siswa mengerjakan exercise yang telah disiapkan




7
membandingkan antara hortatory and analytical text





C
Penutup (10 menit)


1
Guru me-review hortatory exposition text.




2
Guru memberikan homework kepada siswa.












H. Penilaian
Teknik       :     Penilaian Produk
                        Penilaian Afektif (LP-01 – LP-03)



Bengkulu, 19 Januari 2012



Guru



 ________________


 Example of texts
Text 1
Is it important to know what your kids are watching? Of course yes. Television can expose things you have tried to protect them from, especially violence, pornography, consumerism, etc.
A study demonstrated that spending too much time on watching TV during the day or bedtime often causes bedtime disruption, stress, and short of sleep duration.
Another research found that there is a significant relationship between the amount of time spent for watching television during adolescence and early adulthood, and the possibility of being aggressive.
Meanwhile, many studies have identified a relationship between kids who watch TV a lot and being inactive and overweight.
Considering some facts mentioned above, protect your children with the following tips:
1.      Limit television viewing to 1 – 2 hours each day
2.      Do not allow your children to have a TV set in their bedrooms
3.      Review the rating of TV shows that your children watch
4.      Watch television with your children and discuss what is happening the show

Text 2
Smoking in restaurants
Smoking in restaurants is just not on. It must not be allowed because it is rude, harmful to others and dangerous for the smokers.
Firstly, smoking in a restaurant is impolite. The smell of the smoke affects all people and can turn them off their food. People pay to taste good food and not to be put off by foul smelling smoke.
Another reason smoking should not be allowed in restaurant is the harm it can do to others. Passive smoking that is breathing in smoke made by a smoker can lead to asthma attacks and even cancer.
Finally, smoking is dangerous and a health risk to the smokers. Cigarettes cause heart and lung disease and people should not smoke anywhere, not just in restaurants.
Therefore, smoking in restaurants is impolite, harmful to others and a health risk to the smokers and should not be allowed in any restaurants.

EXERCISE
Bring Mobile Phone to School. Ban or not?
Recently most people own mobile phone. Why does mobile phone user increase dramatically in recent years? First, the feature and functions has increased. Mobile phone is not used just for calling, but sending text, taking pictures, recording videos, accessing internet, playing games and much more. Second, mobile phone has also become a lot cheaper. Now this communication device does not only fill the pocket of adult but also teenager and student. However should they be allowed to bring them to school?
Many schools do not allow students to bring cell phones to school. It is very reasonable because bringing phone to school potentially disrupts the learning process. Most students use cell phones irresponsibly. They use cell phones to talk to their friend during class time. They also use the calculator and camera features in the class as well. Those potentially lead less concentration in the time of learning and teaching process.
Students go to school to learn and behave fair way. Mobile phones provide a large temptation to cheat in tests. They can communicate to anyone and almost anywhere in the world. Because of the small size of the cell phone, students can send a text quietly and discreetly. The text can go unnoticed anywhere to get help on answering tests, homework, and other class assignment. Learning in school is to behave fair not cheating.
Therefore, schools should ban students from bringing their cell phones. However it should be done fairly. In case of an emergency some student need a call for help, providing easy access to phone is better.
1.      What kind of text above?

a.       Narrative text
b.      Recount  text
c.       Report  text
d.      Diary text
e.       Explanation text

2.      However should they be allowed to bring them to school?. (paragraph 1). The underlined word refers to......

a.       Videos
b.      Mobile phone
c.       Adult
d.      Teenagers

e.       People


3.      What is the recommendation of the text above?

a.       Schools should learn behave of students
b.      Mobile phone provide many functions
c.       Schools should ban mobile phone
d.      Schools shouldn’t provide phone access
e.       Mobile phone is important


4.      They can communicate to anyone…….. (paragraph 3). They refers to.......

a.       Students
b.      Mobile phones
c.       The school
d.      Adults
e.       Teachers


5.      What is the text tell about?

a.       Recently most people own mobile phone
b.      School do not allow students to bring cell phones to school
c.       Mobile phone can be disturbed learning process in school
d.      Mobile phone can be damage for students
e.       Mobile phone should be ban