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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J
meaning which
verb? example
really certain will
My birthday will be on a Monday this year.
won’t I won’t have a party.
shall
I shall have plenty to tell you when I see you.
shan’t I shan’t ask you to come again.
must
The cakes must be ready soon. They’ve been in the oven for an hour.
can’t
You can’t be hungry. You had a huge lunch.
very likely should
The traffic isn’t heavy. We should be there in an hour.
ought to
The traffic isn’t heavy. We ought to be there in an hour.
possible may
She may be a friend of Richard’s.
might She might be a friend of Richard’s.
could She could be a friend of Richard’s.
strong obligation
must
You must arrive at 6 to pick up the tickets.
have to
I have to go up to the hospital twice a week.
need to
We need to win this game to get into the final.
weak obligation should
Children should look after their parents in old age.
ought to
Children ought to look after their parents in old age.
no obligation needn’t
I needn’t do it now. I’ll do it later.
don’t need to
I don’t need to do it now. I’ll do it later.
don’t have to
I don’t have to do it now. I’ll do it later.
permission can
Can we go out now? You can go now if you’ve finished.
may
You may go now if you’ve finished. May I borrow a chair?
could Could we borrow the car?
might
Might we have a little more time to finish the exam? very formal
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43 meaning
which verb?
example
no permission can’t
You can’t go in without a ticket.
may not
You may not enter while the exam is in progress. formal
must not
You must not leave your bike in front of the fire exit.
offer will
I’ll get it. You stay there.
shall Shall I go and make dinner?
request will
Will you close that door?
would Would you close that door?
could Could you help me with this?
promise will
I’ll come back before 6.
decision will
I think I’ll eat later. I’m not hungry now.
advice and suggestion
should You should apply for that job.
ability can
Can you swim underwater?
could
I could play much better ten years ago.
general truth can
Too much exercise can be bad for you.
may
A list of verbs may be found at the back of the book.
• Expression of agreement and disagreement When we agree strongly, we can say:
¾ You’re absolutely right. ¾ I couldn’t agree more.
¾ That’s exactly what I think. ¾ Absolutely
¾ Exactly. Partial agreement is a little more difficult.
¾ Yes, OK, but perhaps.. ¾ I see what you mean but have you thought about..
¾ I hear what you’re saying but.. ¾ I accept what you’re saying but…
¾ I see your point but… ¾ I agree to some extent but..
¾ True enough but….
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J
¾ On the whole, I agree with you but… We also often show we are in general agreement and then say ‘but’ to
introduce a reservation or a different point of view. As well as partial agreement, we can also express doubt or weak disagreement:
¾ Yeah, I’m not really sure about that. ¾ Maybe, but isn’t is more a question of …
¾ That’s not really how I see it, I’m afraid. ¾ I’m not really with you on that one.
¾ Mmm, but don’t you think…? And then of course, sometimes we just have to disagree:
¾ I can’t agree. I really think… ¾ I have to disagree there..
¾ No, I disagree. What about….? ¾ No way I completely disagree with you
¾ Come on How can you say that…. ¾ Absolutely not
¾ You’re talking rubbish. ¾ You don’t know what you’re saying.
¾ That’s absolute nonsense.
G. UMPAN BALIK DAN TINDAK LANJUT
Setelah selesai membaca, merangkum dan mengerjakan latihantugas selanjutnya peserta diharapkan mampu
1. menggunakan logical conjunction yang tepat dalam keterampilan berbahasa Inggris khususnya untuk jenis jenis teks yang membutuhkan
penggunaannya 2. menggunakan ungkapan agreement dan disagreement secara tepat
sesuai konteks dalam diskusi 3. menggunakan
core modality yang tepat sesuai konteks pembicaraan Sebagai tindak lanjut, peserta dapat :
1. mencari contoh contoh berbagai jenis teks dan menganalisis penggunaan logical conjuction yang ada dalam teks tersebut .
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45 2. menulis teks dengan berbagai variasi penggunaan logical conjuction di
dalamnya 3. mendesain materi pembelajaran mengenai core modal verbs dan
ungkapan agreement dan disagreement sesuai dengan level siswa
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Modul Guru Pembelajar Bahasa Inggris Kelompok Kompetensi Profesional J
Kegiatan Belajar 2 Analysis On Coherence and Cohesion in Text
A. Tujuan
Tujuan kegiatan belajar ini adalah meningkatkan keterampilan guru pembelajar dalam bahasa Inggris lisan dan tulisan, reseptif dan produktif dalam segala
aspek komunikatifnya linguistik,wacana,sosiolinguistik dan strategis
B. Indikator Pencapaian Kompetensi
Indikator pencapaian kompetensi dalam kegiatan belajar ini adalah guru pembelajar dapat:
1. Menganalisis coherence dan cohesion pada jenis teks Discussion
2. Menganalisis coherence dan cohesion pada jenis teks News item 3. Menganalisis
coherence dan cohesion pada jenis teks Hortatory exposition
C. Uraian Materi
COHERENCE AND COHESION IN TEXT
Source http:www.onestopenglish.commethodologyask-the-expertsmethodology- questionsmethodology-coherence-and-cohesion154867.article
A text is cohesive if its elements are linked together. A text is coherent if it makes sense. It should be clear that these are not the same thing. That is, a
text may be cohesive i.e. linked together, but incoherent i.e. meaningless Thornburry, 2007 . Here is one such invented text:
I am a teacher. The teacher was late for class. Class rhymes with grass. The grass is always greener on the other side of the fence. But it wasnt.
Each sentence is notionally linked to the one that precedes it, using both lexical and grammatical means, but the text is ultimately senseless.
The following much quoted exchange, however, is coherent to most people, even though there are no obvious links between its parts:
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47 A: Theres the phone.
B: Im in the bath. A: OK.
It is coherent because we can easily imagine a context in which it would make sense. Just as albeit with more ingenuity perhaps we can imagine a context in
which the following would make sense:
A: Whose hands are these? B: Theyre your hands.
A: Good.
Put simply, then: cohesion is a formal feature of texts it gives them their texture, while coherence is in the eye of the beholder - that is to say, it is the extent to
which the reader or listener is able to infer the writers or speakers communicative intentions. Thus, cohesion is objectively verifiable, while coherence
is more subjective. A text may be coherent to you, but incoherent to me. The exact relationship between cohesion and coherence is a matter of contention,
however. While it is true that a sequence of unlinked utterances can make sense, it is often the case that some form of linking, e.g. with cohesive devices such as and,
but, so, can make it easier for the reader or listener to process and to make sense of what they read or hear. Nevertheless, a text which is basically poorly organised
is not going to be made more coherent simply by peppering it with moreover, however and notwithstanding. The following text devised by the writer on writing,
Ann Raimes is an example of a text that is over-egged with cohesive markers, and which is typical of the kind of texts that many students produce as a result of an
over-emphasis on linking devices at the expense of other ways of making texts cohesive of which probably the most important is lexis:
Louie rushed and got ready for work, but, when he went out the door, he saw the snowstorm was very heavy. Therefore, he decided not to go to work. Then, he sat
down to enjoy his newspaper. However, he realized his boss might get angry because he did not go to the office. Finally, he made another decision, that he must go to
work. So, he went out the door and walked to the bus stop.
Source: Raimes, A. 1983. Anguish as a second language? Remedies for composition teachers. In Freedman, A., Pringle, I., and
Yalden, J. Eds., Learning to write: First languagesecond language. Longman.
