20
Developing English Competencies f or Grade XII of Language Programme
Combine the two sentences below into one sentence using
before and aft er. If possible use a subordinate phrases. Number one has been done for you.
1. I knew the time was up. I told the students to collect the answer sheets.
a. Before I told the students to hand-in the answer sheets, I knew the time was up.
b. After I knew the time was up, I told the students to hand-in the answer sheets.
c. After seeing the time was up, I told the students to hand-in the answer sheets.
2. The bell rang. I woke up.
3. Santi doesnt want to take it. The doctor recommended the medicine.
4. Doni goes to the front of the class. The teacher calls him.
5. She read the magazine and ate biscuits. She
À nished cleaning the house.
Work in pairs. Write a short story by following the stages of writing.
• Stage 1 : Planning
Discuss the topic with your friend. You can write the same topic as your friends.
• Stage 2
: Drafting
Write your own story based on the topic you have just discussed with your friend.
• Stage 3
: Revising
Swap your piece of writing with your friend and edit each others scripts.
• Stage 4
: Proof–reading
Check your spelling and punctuation. You can do this yourself or ask your friend.
• Stage 5
: Presentation
Write the
À nal version neatly.
Activity
7
Activity
8
21
Can You Tel l Me t he St ory?
Read and study this announcement.
Answer the questions based on the announcement you have j ust read.
1. What is the announcement about? 2. When will the contest be closed?
3. What must the short stories relate to? 4. Who will choose the semi
À nalists? 5. Who will choose the
À nalists? 6. What are the prizes for the winner?
7. When will the results of the contest be announced? 8. Where can we send our manuscript?
Mighty River Short Story Contest
Deadline: August 1, 2008 Deadline: August 1, 2008
About the contest:
Were searching for the best short story relating in some way to the Mississippi River, the River Valley, or a sister River: its landscape, people, culture, history, current events, or
future. Semi-i nalists will be chosen by a regional team of published writers. The i nal manuscript
will be chosen by Susan Swartwout, publisher of Southeast Missouri State University Press. The winner receives an award of 500 and publication in Big Muddy: A Journal of the
Mississipi River
Valley. Winner will be announced October 1, 2008.
Mail manuscripts to:
MRSS Contest Southeast Missouri State University Press
MS 2650, One University Plaza Cape Girardeau, MO 63701
Activity
9
Activity
10
22
Developing English Competencies f or Grade XII of Language Programme
1. Language Functions
a. Making suggestions and requests •
Will you open the door for me, please? •
Why dont you tell your problem to your mum? b.
Giving instructions
• You should follow this map.
2. Genre Narrative
Social function:
to amuse,
entertain and to deal with a actual or vicarious experience in different ways narratives deal with problematic events which
lead to a crisis or turning point of some kind, which in turn À nds
a resolution. Generic
structure: •
Orientation : sets the scene and introduces the participants
• Complication:
a crisis arises •
Resolution : the crisis is resolved, for better or for worse
Chapt er Summary
After learning the lesson in this chapter, you are expected to be able to: 1. respond to expressions for giving suggestion, request and instructions;
2. make suggestions, requests and instructions; 3. perform a monologue of narrative text;
4. read and write narrative texts; 5. identify an advertisement, poster, and pamphlet.
Now, answer the questions: 1. What expressions do you use for suggesting, requesting, and giving instructions?
2. What do you say if you want to accept and decline a request? 3. What is your favourite story? What are the beginning, middle and end like?
If you À nd some difÀ culties, consult your teacher or discuss with your friend.
Learning Re
Á
ect ion
How the Water Cycle Works
Chapter
2
In T his Chapt er
23
Source
: http:nhn.ou.edu
Listening:
• Responding to blame, accusation and complaints
• Responding to promises and deterrence
• Responding to explanation texts
Speaking:
• Blaming, accusing and complaining
• Making a promise and deterrence
• Performing monologues of explanation texts
Reading:
• Reading explanation texts
• Reading short functional texts: picture diagrams
Writing:
• Writing an explanation text
• Writing short functional texts: picture diagrams
24
Developing English Competencies f or Grade XII of Language Programme
List ening
In this section, you will learn how to:
• respond to blame, accusation and complaints;
• respond to promises and deterrence;
• respond to explanation texts.
Listen to the dialogue and answer these questions.
1. If you borrow something and your sister breaks it, should you pay for the repair?
2. Should you apologise for it? 3. Will you get angry with your sister?
4. Your friend blames and accuses you of something you didnt do. How do you respond?
Answer the questions orally.
1. Whats wrong with Adi? 2. What happened to his CD?
3. Does Rifki admit that it is his fault at À rst?
4. Will he pay for it? 5. Does Rifki say sorry for it?
Nadia : Whats
1
, Adi? You look unhappy. Adi
: Im not. Its not
2
. Look at this. Nadia : Whats
that? Adi
: Its my favourite CD. I
3
it to Rifki and he broke it.
Nadia : What What did he do to it? Adi
: He didnt do anything. His sisters dog
4
it. Its completely destroyed. Nadia : So? Whats the
5
? Rifki can buy you a new CD.
You are going to listen to the same dialogue. Complete the text while you are listening. Compare your answer
with your friends.
Activity
1
Activity
2
Activity
3
