walked out to the car and drove to the forest. With the baby in my arms, I start to walk in among the t
rees. I was worried. „if the mother doesn‟t recognize the baby, she won‟t take it back,‟ I thought. „Perhaps she‟ll even kill it‟.
The family was there. I put the baby Gorilla down on the ground and walked a few meters away. Then I stopped and watched. I could see the mother
looking at the baby, and I thought, „will she come closer? What will she do?‟ Suddenly the father was there, in front of me. He was the biggest Gorilla
of the family. It was frightening because he was only few meters away. I was frightened, but I knew what I to do. People think gorillas often attack people, but
they don‟t-they only attack when you show you‟re so scared. „if I turn and run away, this gorilla will attack me,‟ I thought. But I don‟t move, he‟ll go away.‟ I
didn‟t move.
Suddenly male gorilla lifted his hand. I was terrified. But he wanted to frighten me, not hit me. After few seconds, he dropped his hand and turned. He
went over the baby, picked it up and moved away into the trees. I sat down on the ground. I was shaking.
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e. Dialogue
Using realistic dialogue, the students will be easily in applying the function of conditional sentence type 1. Realistic dialogue sets in a
perfectly acceptable context: a situation where one speaker does not find, meanwhile the other is doing and wanting to find out.
Alex in dialogue below is trying to make a conversation with Dave and Amy. And language is used presented as purposeful behavior, and can
be readily accepted as relevant to the students potential communicative needs. Let us see the dialogue below:
Alex: you like Amy a lot, don‟t you?
Dave: well, yeah, I do. She‟s lovely Alex: does she like you too?
Dave: how should I know?
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Herbert and Jeff Stranks, English in Mind. Cambridge University Press, 2007
Alex: ask her out, Dave . Then you‟ll know.
“Maybe I should ask Amy to go with me. But, if she does not like me
, she will say no. maybe she‟ll get angry. Alex: so-did you ask her out?
Dave: no way Alex: come on, Dave
. She‟s a girl, not a monster. Dave: ha, ha
Alex: look, if you do not try, you will never know her, will you? Dave: um, I was thinking, maybe………..
f. Role Play
Role play can be set up so that the students are structured. The use of role play in teaching and learning process can give the students an
opportunity to practice communication in different social context and in different social roles.
For instance, the students think one of the conditional sentence type 1 in the form of a question such as, “what will you do if you meet a Gorilla
in the jungle?” and ask that question to other students and the students
must answer in 10 seconds, if the student can no answer in 10 seconds, the student must write 3 possible answer from that question on the whiteboard
correctly. From that example, the teacher‟s role is being monitor whether the students‟ answer are correct, then after all the student get turn, the
students make a dialog in pair based on the statement written above and demonstrate it in front of the class.
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g. Work Discussion
Group work is particularly useful in the transaction of knowledge and also very effective for developing foreign language. This technique
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Herbert Puchta and jeff Stranks, Teacher Resourches, Cambridge University Press, 2007
