LESSON ONE

EXPRESSION OF AGREEMENT/DISAGREEMENT, OPINION

BASIC COMPETENCE
3.1Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan untuk minta
persetujuan atas penyataan/pendapat/ ide dengan penjelasan, serta responnya, sesuai dengan
konteks penggunaannya.
4.1 Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan mendapatkan
persetujuan atas penyataan/pendapat/ide, dengan memperhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, yang benar dan sesuai konteks
INDICATOR:
a. Answer some questions based on the experience before discussing the topic
b. Read the Expression of agreement/disagreement, opinion
c. Study the Expression of agreement/disagreement, opinion
d. Do some exercises
e. Make the dialogue about the Expression of agreement/disagreement, opinion
f. Practice the dialogue about the Expression of agreement/disagreement, opinion in front
of the class

A. ANSWER SOME QUESTIONS BASED ON YOUR OWN EXPERIENCES

1. How do you express an opinion to your friend?
2. If you agree with his/her opinion, what would you say?
3. If you disagree with her/his opinion, what would you say?

B. READ AND STUDY ABOUT THE EXPRESSION OF

AGREEMENT/DISAGREEMENT

When people express their opinions we agree or disagree with what they are saying. There are several
ways how we can communicate our agreements or disagreements. Below you’ll find some expressions
you can use to agree and disagree;

Agreeing

That’s right!
Absolutely!
Exactly!
Me too!
Yes, I agree!
I totally agree!
I couldn’t agree more!
I see exactly what you mean!
You're right. That's a good point.

Disagreeing

I don’t agree!
I totally disagree!
Absolutely not!
That’s not right!
I’m not sure about that.
Partly agreeing

I agree up to a point, but ...

I see your point, but ...
That’s partly true, but ...
I'm not so sure about that.

See the other discussion about expression of agreement/disagreement

In my opinion…
The way I see it…
If you want my honest opinion….
According to Lisa…
As far as I’m concerned…
If you ask me…

Asking for an Opinion

What’s your idea?
What are your thoughts on all of this?
How do you feel about that?
Do you have anything to say about this?
What do you think?
Do you agree?
Wouldn’t you say?

Expressing Agreement
I agree with you 100 percent.
I couldn’t agree with you more.
That’s so true.
That’s for sure.
(slang) Tell me about it!
You’re absolutely right.
Absolutely.
That’s exactly how I feel.
Exactly.
I’m afraid I agree with James.
I have to side with Dad on this one.
No doubt about it.
(agree with negative statement) Me neither.
(weak) I suppose so./I guess so.
You have a point there.
I was just going to say that.

Expressing Disagreement
I don’t think so.
(strong) No way.
I’m afraid I disagree.
(strong) I totally disagree.
I beg to differ.
(strong) I’d say the exact opposite.
Not necessarily.
That’s not always true.
That’s not always the case.
No, I’m not so sure about that.
Interruptions
Can I add something here?
Is it okay if I jump in for a second?
If I might add something…
Can I throw my two cents in?
Sorry to interrupt, but…
(after accidentally interrupting someone) Sorry, go ahead. OR Sorry, you were saying…
(after being interrupted) You didn’t let me finish.

Settling an argument
Let’s just move on, shall we?
Let’s drop it.
I think we’re going to have to agree to disagree.
(sarcastic) Whatever you say./If you say so.

Example of Expression of Agreement and Disagreement

A: I was thinking of celebrating our annual family dinner in the mountains.

B: I totally agree with you. I think that would be perfect!
A: I was thinking it could take place sometime in December.
B: That might be a little too cold for some people, especially our grandparents.
A: Yes, you are right.
B: What about February? There is good weather in February. It isn’t too cold or too hot.
A: Yes, that would work out better.
B: Maybe we could have a survey to see if everyone likes that idea.
A: Great! We’ll have to get right on it.
B: Fine, well, I’ll start working on it!

C. DO SOME EXERCISES BELOW

1. What would you say if you want to give an opinion to your friend about the problem that
he/she has. For instance: He has got difficult in Math. His math test is very bad meanwhile you
are good in Math.
2. What would your friend answer if he/she agree with your opinion? For example: read for
questions number 1
3. What would your friend answer if he/she disagree with your opinion? For example: read for
questions number 1
4. What would you say if you want to give an opinion to your friend about the problem that
he/she has. For instance: She has a trouble with her boyfriend. Her boyfriend broke her love
due to one mistake that she has done.
5. What would your friend answer if he/she agree with your opinion? For example: read for
questions number 4
6. What would your friend answer if he/she disagree with your opinion? For example: read for
questions number 4

D. MAKE THE DIALOG ABOUT EXPRESSION AGREEMENT/DISAGREEMENT

E. PRACTICE THE DIALOG IN FRONT OF THE CLASS

 LESSON TWO
OFFERING SOMETHING

BASIC COMPETENCE
3.2 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari ungkapan untuk menawarkan
barang dan jasa, serta responnya, sesuai dengan konteks penggunaannya.
4.2. Menyusun teks lisan dan tulis untuk menyatakan dan merespon ungkapan menawarkan barang
dan jasa, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, yang benar
dan sesuai konteks.
INDICATOR:
a. Answer some questions based on the experience before discussing the topic
b. Read the expression
c. Study the expression of offering
d. Do some exercises
e. Make the dialogue about expression of offering
f. Practice the dialogue about expression of offering in front of the class

A. ANSWER SOME QUESTIONS BELOW

1. If you want to offer something to someone, what would you say?
2. What is your response toward someone offering something?
3. Mention the other expression of offering something?

B. READ AND STUDY THE EXPRESSION OF OFFERING SOMETHING

Expression used are

Offering help

 Can/may I help you?

 What can I do for you?
 Do you want me to joint us?
 Would you like me to ….
 Let me …
 I’ll …. if you ‘d like
 I’ll be happy to ….. if you ‘d like
 I’d be glad to ……. if you ‘d like
 Shall I …………….?
 Would you like me to……………..?
 Would you like ……………..?

Offering Something

Ø Can I get you something to drink?

Ø Would you like something to drink?

Ø Do like …..

Ø Do like …. or …..

Ø Do you wont …..

Ø Do you take ….. or ….

Ø May I give you ……

Ø Would you like some candies?

Ø Would you like to have dinner with me?

Ø Oh yes, I’d love to.

Ø That sounds nice.

Ø That’s very kind of you.

Ø Oh, thank you. Yes, please

Offering to friends

 Want some?
 Have some.
 Chocolate?
 Glass of lemonade?
 Grab some for yourself.

 Would you like to have a pancake?

 Why don’t you have some lemonade?
 What can I get for you?
 What will you have?

Offering to older people:

 Would you like a cup of coffee, Mr. Green?

 Should I get you a bottle of water?
 Could I offer you a glass of lemonade, Mrs. Lina?
 Would you care for some salad?

Accepting an Offer

 Yes, please
 Yes, of course
 Of course I can
  That’s very kind of you
 I appreciated that
 That would be marvelous
 Thank you
 Thanks a lot
 Thanks, I’d love to
 Many thanks
 Yes, please
 I’d like it very much
 Thank you, I would
 That would be very nice

Refusing an Offer

 That’s very kind of you but I can do it myself. Thank’s anyway

 I appreciate that but I can do it myself
 That would be marvelous but I can do it myself
 Thank you for your kindness but I can do it myself
 Please don’t be bother (yourself)
 I’m sorry …..
 I’m sorry I can’t. I have to …
 Oh, I’d love to, but I don’t
 think I can’t. It’s all right.
 I can …
 No, thanks.
 No, I really won’t thank you.
 Not for me, thanks.
 No, thanks. I’m not hungry.

C. MAKE THE DIALOG ABOUT EXPRESSION OF OFFERING

D. PRACTICE THE DIALOG ABOUT PAST CONDITIONAL

 LESSON THREE
NOUN MODIFIERS

BASIC COMPETENCE
3.3 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan pada pernyataan dan pertanyaan
tentang benda yang pewatasnya berupa fakta, sesuai dengan konteks penggunaannya.
4.3Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang benda disertai pewatas
berupa fakta, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar
dan sesuai konteks.
INDICATOR:
a. Study based on the experience before discussing the topic
b. Read the discussion about noun modifiers
c. Identify the discussion about noun modifiers
d. Change some sentences into the sentences using noun modifiers
e. Make the dialogue consisting noun modifiers
f. Practise the dialogue that has been made in front of the class

A. Study and identify these sentence below and find out the meaning of them
1. The tool that can cut the grass is a land mower
2. The person, who makes these statues, is a sculpture
3. The man, whose car is parked outside, has a handsome son.
4. The place where I was born has changed a lot
5. A woman, whom wears a flower dress, is my sister
6. A place, where I was born, has burnt
 7. The chair that made from teakwood has been bought by my uncle

B. Read and study these sentences

NOUN PHRASE

“Noun modifiers can modify slightly far away nouns”, we say that the noun modifiers if preceded
by a noun phrase can modify the head of the noun phrase. Through this article we will understand what
these noun phrases and noun modifiers are so that we can quickly identify them and as certain their
roles in modification. So let’s first begin with noun phrases. Now even before we start with noun
phrase, let us quickly take a look at the definition of noun.
NOUN – A noun is word used to show a place, a person, a thing, or an idea (abstract noun).
Now let’s understand what a noun phrase is.
NOUN PHRASE - A noun phrase is a group of words that consists of a noun and a modifier that
modifies that noun. Study the table for examples:

A noun phrase may optionally contain noun modifiers. If these modifiers are placed before the noun
they are called pre-modifiers. However, if they are placed after the noun, they are called post-
modifiers. Possible noun modifiers include the following:
1. Determiners:
 articles (the, a),
 demonstratives (this, that)
 numerals (two, five, etc.)
 possessives (my, their, etc.)
 quantifiers (some, many, etc.).
In English, determiners are usually placed before the noun

2. adjectives (the delicious food)

3. complements, in the form of a prepositional phrase (such as: the student of physics), or a That-
clause (the idea that the world is a small village )
Functions of a noun phrase
Noun phrases can function as subjects, objects:
1. That sophisticated woman is beautiful. (That sophisticated woman is a noun phrase that functions as
a subject.)
2. I like the book that you bought. (the book that you bought is a noun phrase that functions as
an object.)

Nouns as Modifiers
A noun can modify another noun by coming immediately before the noun that follows it. As a
modifier, the first noun tells us a bit more about the following noun. When a noun acts as a modifier, it
is in its singular form.
They do not have vegetable soup, but they do have chicken soup and tomato soup.
In the sentence, the nouns vegetable, chicken and tomato are modifiers. They modify soup. Without
the modifiers, we would not know what soup they have or do not have. All we would know is they have
soup.
 We need to use a modifying word such as an adjective or a noun, attributively (before a noun) to add
to the meaning of the noun being modified. For example, we know what a ship is, but do we know what
type of ship it is or what it is used for? By using a word, especially a noun acting as an adjective, before
the noun ship we get to know what ship it is – a battleship, cargo ship, container ship, cruise ship,
merchant ship, sailing ship, spaceship, or supply ship, or even an enemy ship or a pirate ship.

Other examples:
Business/girls’/language/village school – She is a teacher in a language school.
Corner/gift/pet/shoe shop – The gift shop offers a small selection of leather goods.
Family/farm/pet/police/sheep/sniffer/toy dog – The police dog was sniffing round the
detainee's heels.
Council/country/dream/farm/mansion/tree/summer house – They rented a council house when
they got married.
More examples:
We are renovating the old farm buildings after they were gutted by fire.
They spent the weekends doing the vegetable garden.
She kept her money box under her bed.
A car bomb went off, injuring a dozen people.
He lay in the hospital bed reading a library book.

When a noun used as a modifier is combined with a number expression, the noun is singular and a
hyphen is used, as follow:
They built their own half-timbered house overlooking the river.
He does a one-man show in a open-air theatre. / His one-man business is expanding fast.
The pilot overshot the runway and crashed his two-seater aircraft.
The three-day horse-riding event will take place next week.
They lived in a four-bedroom house in the suburbs.
She plays in a five-girl rock band.
He will have to serve a six-year sentence for burglaries.
He got a seven-month contract to work on an offshore oilrig.
The historic eight-room mansion stands in 60 acres of parkland.
The 100-year-old mansion stands in 60 acres of parkland.

Misplaced and Dangling Modifiers

Misplaced Modifier
A misplaced modifier is a word or phrase that is placed in a wrong place in a sentence. Usually, it is
placed too far away from the word that it is meant to modify; this results in the wrong word being
modified. When this happens, the sentence causes confusion or does not appear to make sense. To
correct it requires moving the modifier to the right place, which is next or as close as possible to the
word it is to modify.

We nearly lived in that house for five years. (Misplaced modifier)

We lived in that house for nearly five years. (Corrected: nearly modifies five)

He bought a squirrel from a friend with a bushy tail.

(The phrase with a bushy tail is wrongly placed to modify friend. It says that the friend has a bushy
tail.)
Correct: He bought a squirrel with a bushy tail from a friend. (with a bushy tail now correctly
modifies squirrel.)

Five occupants of the burning building were reported burnt to death by the police.
Correct: The police reported that five occupants of the burning building were burnt to death.

Gathering on the beach, the UFO was watched by a large number of people.
Correct: Gathering on the beach, a large number of people watched the UFO.
(Or: A large number of people gathered on the beach to watch the UFO.

Kept in her safe for many years, she decided to wear her gold necklace.
Correct: She decided to wear her gold necklace, which had been kept in her safe for many years.

Dangling Modifier
When we have a modifier in the form of a word, phrase, or clause, we must make sure there is
something for it to modify. If the something is not present in the sentence, the modifier will be wrongly
modifying something else and it is called a dangling modifier. A sentence having a dangling modifier
is confusing as it doesn't make sense. To make correction, put in the word that has been left out of the
sentence for the modifier to modify.

Looking at the sea, a boat approaching shore was noticed.

Correct: Looking at the sea, I noticed a boat approaching shore.

Having seen the movie once, there is no reason to see it again.

Correct: Having seen the movie once, we have no reason to see it again.

While lying under a tree, a bee stung his left ear.

Correct: While John was lying under a tree, a bee stung his left ear.

C. Study and Identify the following sentences

1. ADJECTIVE CLAUSES
Adjective clauses are used to give a particular characteristic to a noun. An adjective clause is also
useful to avoid repetition. In using adjective clause, we need some relative pronouns/Kata ganti
penghubung. Such as Who, whom, whose, that, etc.

1. Who/That-----------To talk about person as Subject

Example:
a. The man is very nice
b. The man interviewed me
------The man, who interviewed me, is very nice(Adjective Clause)
----- The man interviewed me is very nice (Adjective Phrase)

a. An old man looks very poor

b. An old man sleeps at the station
----- An old man, that sleeps at the station, looks very poor (Adjective Clause)
---- An old man sleeping at the station looks very poor (Adjective Phrase)

2. Which/That --- to talk about things as a subject and object

Example:
a. The house belongs to my aunt
b. The house is on the corner of this street
---- The house which is on the corner of this street belongs to my aunt (Adjective Clause)
--- The house on the corner of this street belongs to my aunt (Adjective Phrase)
c. He will go to the park
The park is flowery
-- He will go to the park that is flowery (Adjective Clause)
-- He will go to the park flowery

3. Whose ----- to talk about someone’s possession.

Example:
a. This is the man
b. His idea is always bright
---- This is the man whose idea is always bright.
--- This is the man idea is always bright
c. A girl looks very happy
Her hair is pleated
--- A girl, whose hair is pleated, looks very Happy.
--- A girl hair is pleated looks very happy

4.Whom----- to talk about the person as an object

Example:
a. The lady is the new teacher
b. Everybody talks about her
------ The lady whom everybody talks about is the new teacher.
------- The lady everybody talks about is the new teacher.
a. I know the person
b. You introduced him to me
----- I know the person whom you introduced to me.
----- I know the person you introduced to me

5.Where------To talk about place

Example:
a. The place has changed a lot
b. I was born there
---The place, where I was born, has changed a lot
--- The place I was born has changed a lot
a. A home has rebuild
b. My mom and I live there
--A home where my mom and I live has rebuild

D. Do some exercises below

1. My friend couldn’t swim. My friend almost lost his life when the tide hit
2. The crocodile used to be quite tame. The crocodile become very aggressive
3. She will pray to the mosque. The mosque is very huge
4. He is my uncle. His motorbike is new
5. Sulifah went to the bookstore yesterday. Sulifah wore a nice dress
6. I had a traffic accident when I was young. The accident has changed my life.
7. I love that girl. She has introduced to me for three months
8. A thief was caught by the police. The thief had stolen many times
9. The old car often broke down. I have sold the old car
10. The man went to Malang. The man told me the accident.
11. The school is very big. My brother and I study there
12. A hospital is near a post office. It has complete facilities

E. Write ten sentences consist of where, who, whom, whose and that to show noun modifiers

F. Make a dialogue with your friend beside you consisting noun modifier

G. Practice a dialogue that you have made in front of the class

 LESSON FOUR
MODAL WITH PERFECT FORM

BASIC COMPETENCE
3.4Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menyatakan
tentang modalitas terkait dengan tindakan/keadaan yang dilakukan/terjadi di waktu lampau, sesuai
dengan konteks penggunaannya.
4.4Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang modalitas terkait dengan
tindakan/keadaan yang dilakukan/terjadi di waktu lampau, dengan memperhatikan fungsi sosial,
struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks.
INDICATOR:
A. Answer some questions based on the topic that will discuss
B. Read the discussion about Modal with Perfect Form
C. Identify the discussion about Modal with Perfect Form
D. Write some sentences about Modal with Perfect Form
E. Create the dialogue that consist of Modal with Perfect Form

A. Answer some questions correctly

1. Do you know know about Modals?
2. Mention modals in English
3. How do you know about Simple perfect and past perfect Tense?
4. How do you know about Modal with perfect form?

B. Read the discussion about Modal with Perfect Form

Modal Verbs

Here's a list of the modal verbs in English:

Can could may might will

Would must shall should ought to

Modals are different from normal verbs:

1: They don't use an 's' for the third person singular.

2: They make questions by inversion ('she can go' becomes 'can she go?').
3: They are followed directly by the infinitive of another verb (without 'to').

Probability:

First, they can be used when we want to say how sure we are that something happened / is happening /
will happen. We often call these 'modals of deduction' or 'speculation' or 'certainty' or 'probability'.

For example:

 It's snowing, so it must be very cold outside.

 I don't know where John is. He could have missed the train.
 This bill can't be right. £200 for two cups of coffee!

Click here to find out more about probability.

Ability
We use 'can' and 'could' to talk about a skill or ability.

For example:

 She can speak six languages.

 My grandfather could play golf very well.
 I can't drive.

Obligation and Advice

We can use verbs such as 'must' or 'should' to say when something is necessary or unnecessary, or to
give advice.

For example:

 Children must do their homework.

 We have to wear a uniform at work.
 You should stop smoking.

Permission
We can use verbs such as 'can', 'could' and 'may' to ask for and give permission. We also use modal
verbs to say something is not allowed.

For example:
  Could I leave early today, please?
 You may not use the car tonight.
 Can we swim in the lake?

Habits
We can use 'will' and 'would' to talk about habits or things we usually do, or did in the past.

For example:

 When I lived in Italy, we would often eat in the restaurant next to my flat.
 John will always be late!

Past modals
The past modals 'could have + past participle', 'should have + past participle' and 'would have + past
participle' can be confusing. I explain about them here.

All modal perfect auxiliary verbs refer to the past.

FORM: Modal + Have (Infinitive) + Past Participle

1. must have done = we are almost sure something happened in the past

 Jane wasn't feeling well yesterday. She must have caught a cold.
 Bill didn't answer the phone when I called him. He must have fallen asleep.

2. can't have done = we are almost sure something did not happen in the past

 She can't have forgotten to send you an invitation. I gave her your address.
 They can't have gone to bed late. They were very tired.

3. may / might / could have done = it is possible that something happened in the past but we
aren't sure.

 Laura hasn't arrived yet. She may/might/could have missed the bus.
 I didn't see Paul at work. He may/might/could have been ill.

4. could have done = we had the ability to do something in the past but did not do it.

 You could have told us about the new project!

 She could have called me when she arrived but she forgot.

5. should have / ought to have done = (a) it was the right thing to do but we didn't do it. (b) we
expected something to happen but it didn't.

 You should have told him the truth.

 They ought to have received the cheque by now.

6. would have done = we wanted to do something but we didn't do it in the end.

 They would have emailed you but the Internet was down yesterday.
 I would have bought that DVD but I didn't have enough money.

7. needn't have done = it wasn't necessary to do something but we did it.

  You needn't have gone to the supermarket. I've already done the shopping.
 The weather was warm and sunny. I needn't have taken an umbrella.

c.Do some exercises below

New Modal Perfect Exercises
1) Select the correct option:

1. Janet's not in school today. She __________ have overslept.

a. should
b. might
c. couldn't
d. mustn't

2. Grandpa moved the piano by himself. He's okay, but he __________ have injured his back.

a. could
b. couldn't
c. should
d. must

3. My parents haven't arrived at the party yet. They don't know this city very well. They
____________ have gotten lost.

a. should
b. must
c. shouldn't
d. mustn't

4. I'm tired today. I definitely __________ have stayed up so late last night.
a. shouldn't
b. couldn't
c. may
d. could

5. How did Linda catch a cold? I'm not sure. She __________ have gone out in the rain.
a. couldn't
b. should
c. may
d. mustn't
6. Mother didn't answer the phone. She ____________ been sleeping.
a. should have
b. might have
c. hadn't
d. mustn't have
7. I think I ate too much at dinner. I definitely __________ skipped dessert.
a. should have
b. shouldn't have
c. had
d. must have
8. It's too bad you didn't practice for the marathon. You _________ won.
a. could have
b. may not have
c. must have
d. couldn't have
9. Jennifer had a lot of homework. She ____________ gone to the party last night.
a. couldn't have
b. must not have
c. hadn't
d. shouldn't have
10. Jack ______________ in a car accident yesterday. He was home all day.
a. shouldn't be
b. mustn't be
c. couldn't have been
d. shouldn't have been
11. Nancy did very well on her history test. She ______________ studied hard.
a. might have
b. should have
c. must have
d. shouldn't have
12. We couldn't hear our teacher all day. He __________________ spoken louder.
a. should have
b. must have
c. mustn't have
d. may have
13. Bill slept too late but he got to work on time. He's lucky. He _______________ missed the bus.
a. must have
b. should have
c. couldn’t have
d. mustn't have
14. It was a good movie. You _______________ seen it.
a. should have
b. shouldn't have
c. would have
d. mustn't have
15.I'm not sure. I _________ left my keys at home.
a. should have
b. might have
c. wouldn't have
d. must have
16. Be careful. That floor is wet. You _________ slipped.
a. should have
b. must have
c. shouldn't have
d. could have
17. The ground is very wet this morning. It ___________ rained last night.
a. couldn't have
b. must have
c. should have
d. would have
18. The ground is very dry this morning. It ___________ rained last night.
a. could have
b. must have
c. shouldn't have
d. mustn't have
19. You ________________ thrown out that painting. It might be worth something.
a. could have
b. must have
c. shouldn't have
 d. might have
20. They ________________ enjoyed the party if more of their friends had been there.
a. couldn't have
b. must have
c. should have
d. would have
21. The boss is in a terrible mood today. He ___________ had a very good cup of coffee.
a. must have
b. could have
c. shouldn't have
d. mustn't have
22. Andrew hurt his hand while he was fixing his sink. He _____________ been more careful.

a. mustn't have
b. should have
c. wouldn't have
d. couldn't have
23. We _______________ gone to Hawaii for vacation if we had known it was going to rain the whole
time.
a. wouldn't have
b. must have
c. should have
d. could have
24. Andrea is late for work. There ____________ been a lot of traffic on the Bay Bridge.
a. couldn't have
b. might not have
c. should have
d. must have
25. I _______________ answered the phone yesterday because I wasn't home.
a. couldn't have
b. didn't have
c. should have
d. might have
26. Did Marvin's cat pass away? He _____________ felt really sad.
a. couldn't have
b. should have
c. must have
d. might have
27. Why did my son become a low paying circus clown when he _____________ become a wealthy
lawyer??
a. couldn't have
b. must have
c. shouldn't have
d. could have
28. If we had known about the lecture, we ____________ attended it.
a. couldn't have
b. must have
c. would have
d. shouldn't have
29. I called the Stevensons, but no one answered. They ____________ gone to the country.
a. shouldn't have
b. mustn't have
c. might have
d. would have
30. Those cool musicians play beautifully together. They ________ practiced a lot.
a. couldn't have
b. must have
c. should have
d. would have
D.create the dialogue that consist of modal with perfect form

LESSON FIVE
CORRELATIVE CONJUNCTION

Teks lisan dan tulis, untuk menyatakan dan menanyakan tentang keterkaitan antara keadaan
benda dengan pengaruhnya (correlative conjunction)

BASIC COMPETENCE
3.5Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan
tentang keterkaitan antara keadaan benda dengan pengaruhnya, sesuai dengan konteks
penggunaannya.
4.5Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang keterkaitan antara
keadaan benda dengan pengaruhnya, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
INDICATOR:
A. Answer some questions based on the experience before discussing the topic
B. Read the discussion about correlative conjunction
C. Write some sentences consist of correlative conjunction

A. Answer some questions correctly

1.Read the sentences below and analyze what it means
a. This is such an interesting idea that I have to admire.
b. Handi is so calm that everyone loves him.
2. can you look for the other example of conjunction?

B. Read the discussion about correlative conjunction

Coordinating Conjunctions and Correlative Conjunctions
A conjunction joins words or groups of words in a sentence.

 I ate lunch with Kate and Derma.

 Because it is rainy today, the trip is canceled.
 She didn’t press the bell, but I did.

There are three types of conjunctions:

1. Coordinating Conjunctions
a. Connect words, phrases, or clauses that are independent or equal
b. and, but, or, so, for, yet, and not

2. Correlative Conjunctions
a. Used in pairs
b. both/and, either/or, neither/nor, not only/but also

3. Subordinating Conjunctions
a. Used at the beginning of subordinate clauses
b. although, after, before, because, how, if, once, since, so that, until, unless, when, while, where,
whether, etc.

Coordinating Conjunctions

1. And—means "in addition to":

 We are going to a zoo and an aquarium on the same day.

2. But—connects two different things that are not in agreement:

 I am a night owl, but she is an early bird.

3. Or—indicates a choice between two things:

 Do you want a red one or a blue one?

4. So—illustrates a result of the first thing:

 This song has been very popular, so I downloaded it.

5. For—means "because":

 I want to go there again, for it was a wonderful trip.

6. Yet—indicates contrast with something:

 He performed very well, yet he didn’t make the final cut.

Correlative Conjunctions

1. Both/and
  She won gold medals from both the single and group races.
 Both TV and television are correct words.

2. Either/or

 I am fine with either Monday or Wednesday.

 You can have either apples or pears.

3. Neither/nor

 He enjoys neither drinking nor gambling.

 Neither you nor I will get off early today.

4. Not only/but also

 Not only red but also green looks good on you.

 She got the perfect score in not only English but also math.

[Quiz 25.1]

Write the correct conjunction in each sentence.

1) my friend I are taking the geography class.

2) Do you want to go swimming golfing?
3) I studied grammar for a long time, I still make mistakes.
4) wood bricks can be used as homebuilding materials.
5) I wasn’t feeling well this morning, I had to go to work.

Simple sentences:

A simple sentence has only one clause:

The children were laughing.

John wanted a new bicycle.
All the girls are learning English.

Compound sentences:

A compound sentence has two or more clauses:

(We stayed behind) and (finished the job)

(We stayed behind) and (finished the job), then (we went home)

The clauses in a compound sentence are joined by co-ordinating conjunctions:

John shouted and everybody waved.

We looked everywhere but we couldn’t find him.
They are coming by car so they should be here soon.

The common coordinating conjunctions are:

and – but – or – nor – so – then – yet

Complex sentences:

A complex sentence has a main clause and one or more adverbial clauses. Adverbial clauses usually
come after the main clause:

Her father died when she was very young

>>>
Her father died (main clause)
when (subordinating conjunction)
she was very young (adverbial clause)

She had a difficult childhood because her father died when she was very young.
>>>
She had a difficult childhood (main clause)
because (subordinating conjunction)
her father died (adverbial clause)
when (subordinating conjunction)
she was very young (adverbial clause).

Some subordinate clauses can come in front of the main clause:

Although a few snakes are dangerous most of them are quite harmless
>>>
Although (subordinating conjunction)
some snakes are dangerous (adverbial clause)
most of them are harmless (main clause).

A sentence can contain both subordinate and coordinate clauses:

Although she has always lived in France, she speaks fluent English because her mother was American
and her father was Nigerian
>>>
Although (subordinating conjunction)
she has always lived in France (adverbial clause),
she speaks fluent English (main clause)
because (subordinating conjunction)
her mother was American (adverbial clause)
and (coordinating conjunction)
her father was Nigerian (adverbial clause).

There are seven types of adverbial clauses:

Common conjunctions

Contrast clauses although; though; even though; while;

Reason clauses because; since; as

Place clauses where; wherever; everywhere

Purpose clauses so that; so; because + want

 Common conjunctions

Result clauses so that; so … that; such … that

when; before; after; since; while; as; as soon as; by the time;
Time clauses
until

Conditional
if; unless; provided (that); as long as
clauses

c. Write some sentences consist of correlative conjunction

LESSON SIX
SUBORDINATING CONJUNCTION

BASIC COMPETENCE
3.6Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan
tentang keterkaitan waktu antar tindakan/kejadian, sesuai dengan konteks penggunaannya.
4.6Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang keterkaitan waktu antar
tindakan/kejadian, dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang
benar dan sesuai konteks.
INDICATOR:
A. Answer some questions based on the experience before discussing the topic
B. Read the discussion about Subordinating conjunction
C. Write some sentences about Subordinating conjunction

A. Answer some questions correctly

1. Have you ever learned about subordinating conjunction?
2. Can you give some example about the sentences consisting subordinating conjunction?
3. Analyze and give the meaning the sentences below
a. Before I left, I have handed in my work.
b. After joining this game, I have got some new vocabulary.
c. Before coming here, I have called him several times.
 B. Read the discussion about Subordinating conjunction

Subordinating Conjunctions
1. Although—means "in spite of the fact that":

 Although it was raining, I ran home.

 She showed up, although she felt sick.
 Although my mom told me to come home early, I stayed out late.

2. After—indicates "subsequently to the time when":

 Please text me after you arrive at the shopping mall.

 We were forced to stop watching TV after the electricity went out.
 I always tell my daughter that she can have dessert after she eats her dinner.

3. Before—indicates "earlier than the time that":

 He had written a living will before he died.

 Before he contacted me, I was going to call him.
 I need to finish the dishes before my wife gets home.

4. Because—means "for the reason that":

 Because he was smart and worked hard, he was able to make a lot of money.
 They stopped building the house because it was pouring.
 I love dogs because they are so cute.

5. How—means "the way in which":

 I wonder how you did it.

 He explained how he completed it in a few days.
 Can you show me how you fixed the computer?

6. If—means "in the event that":

 If it is sunny tomorrow, we can go to the beach.

 If I receive a promotion, you will be the first to know.
 You can watch TV if you finish your homework.

7. Once—indicates "at the moment when":

 Once you see him, you will recognize him.

 Once the light came on, we all shouted with joy.
 Call me once you start having contractions.

8. Since—means "from the time when":

 I’ve been a singer since I was young.

 Since he graduated, he has been doing nothing.
  This building has been remodeled three times since I lived here.

9. So that—means "in order to":

 So that she could keep her position, she didn’t complain at all.
 He finished his work as fast as possible so that he could leave early.
 He worked harder for a raise so he could buy a nice car.

10. Until—means "up to the time that":

 Don’t go anywhere until I come back.

 She didn’t realize her talent in painting until her teacher mentioned it.
 They won’t allow us to sit until everyone arrives.

11. Unless—means "except, on the condition":

 You will not pass the exam unless you get a score of 80 or higher.
 I will not tell you anything unless you tell me what you know first.
 Unless you ask her, you will never know.

12. When—means "at that time":

 When I came in the room, everyone looked at me.

 I woke up when my baby was crying.
 I started looking for a gas station when my gas light went on.

13. While—means "during the time":

 Someone called you while you were at the meeting.

 We met while we were working at the University.
 My dog started barking while I was talking on the phone.

14. Where—indicates "in the place":

 This is where I came from.

 Please tell me where you are going.
 I need to know where John hid the present.

15. Whether—means "if it is true or not":

 We will have a picnic whether it rains or not.

 It is time to decide whether we should take action.
 You need to decide whether or not you are hungry.

[Quiz 26.1]

Fill in the blanks with an appropriate conjunction.

 1) Could you email me you receive the offer?
2) I want to buy it it is expensive or not.
3) Don’t do that I allow it.
4) you are confident with it, you should go for it.
5) I didn’t enroll this semester I could go backpacking in Europe.
6) My neighbor’s cat has been missing last Friday.
7) I own a house, I am required to pay property taxes.

Choose from among these subordinating conjunctions to complete each sentence:

although as long as because even if so that unless until while

1. She has decided to move to Portland _______________ there are more opportunities for
employment in that city.

2. You can borrow my car ________________ you agree to be very careful with it.

3. They'll have a good corn harvest this year _______________ it rains a lot and prevents them from
harvesting their crops.

4. Our neighbor is going to buy a gun ________________ she can protect herself from intruders who
break into her apartment.

5. _______________ he can save a lot of money by taking the bus, Russ still drives his car into the city
every day.

6. Ronald is going to finish his homework ________________ it takes him all night.

7. My daughter can't wait _____________ she gets her new bike.

8. Stay in the car _______________ I go into the store. I'll be right back.

9. It's a good idea to go to college for four years _______________ it's possible to get a good job
without a degree.

10. ________________ he's overweight, Tony eats a lot of food before he goes to bed. That's not
healthy.

11. The police can't arrest the suspect in the crime______________ they have more evidence against
him.

12. Tim's parents will let him have his own car _______________ he pays for his own insurance and
doesn't get into any trouble with it.

13. _______________ Terry was talking on the phone and not paying attention, her kids were making
a big mess in the kitchen.

14. _______________ the police caught him driving while drunk, he lost his license.
15. Hubert's wife will have to get a job _______________ they can afford to pay their mortgage and
other expenses.

16. You shouldn't accept a ride in a car from someone ________________ you know the person really
well.

17. Rogelio needs to see a doctor _________________ his back is really bothering him a lot.

18. Jorge Shrubino was not a popular leader in his country __________________ he had support from
the business community.

19. Tanya and Uri have agreed not to move in together __________________ they get married.

20. The teacher got angry because the students were talking ________________ he was trying to teach
the class.

C. write some sentences about subordinating conjunction

LESSON SEVEN
FORMAL AND BUSSINESS LETTER

BASIC COMPETENCE
3.7Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat resmi/bisnis, sesuai
dengan konteks penggunaannya.
4.7Menangkap makna surat resmi/bisnis.
4.8Menyusun surat resmi/bisnis, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
INDICATOR
A. Answer some questions before discussing the topic
B. Read the discussion about official and bussiness letter
C. Write some letter about official and bussiness letter
A. Answer some questions before discussing the topic
1. have you ever written a letter?
2. To whom do you write a letter?
3. If you write an application letter, what kind of letter will you write?
4. If you want to complain about product that you have bought, what kind of letter will you write?
B. Read the discussion about official and bussiness letter
Formal Letter Writing
How to Write Formal Letters

Help with formal and business letter writing. A summary of writing rules including outlines for cover
letters and letters of enquiry, and abbreviations used in letters.

Jump to:

Layout of a formal letter

Formal letter writing rules
Content of a formal letter
Abbreviations used in letter writing
Outline for a covering letter
Outline for a letter of enquiry

Layout of a Formal Letter

The example letter below shows you a general format for a formal or business letter. Pass your mouse
over the different areas of it to find out more information (JavaScript needs to be turned on in your
browser).

Rules for Writing Formal Letters in English

In English there are a number of conventions that should be used when formatting a formal or business
letter. Furthermore, you try to write as simply and as clearly as possible, and not to make the letter
longer than necessary. Remember not to use informal language like contractions.
Addresses:

1) Your Address
The return address should be written in the top right-hand corner of the letter.

2) The Address of the person you are writing to

The inside address should be written on the left, starting below your address.

Date:

Different people put the date on different sides of the page. You can write this on the right or the left
on the line after the address you are writing to. Write the month as a word.

Salutation or greeting:

1) Dear Sir or Madam,

If you do not know the name of the person you are writing to, use this. It is always advisable to try
to find out a name.

2) Dear Mr Jenkins,
 If you know the name, use the title (Mr, Mrs, Miss or Ms, Dr, etc.) and the surname only. If you are
writing to a woman and do not know if she uses Mrs or Miss, you can use Ms, which is for married
and single women.

Ending a letter:

1) Yours faithfully
If you do not know the name of the person, end the letter this way.

2) Yours sincerely
If you know the name of the person, end the letter this way.

3) Your signature
Sign your name, then print it underneath the signature. If you think the person you are writing to
might not know whether you are male of female, put you title in brackets after your name.

Content of a Formal Letter

First paragraph
The first paragraph should be short and state the purpose of the letter- to make an enquiry, complain,
request something, etc.

The paragraph or paragraphs in the middle of the letter should contain the relevant information behind
the writing of the letter. Most letters in English are not very long, so keep the information to the
essentials and concentrate on organising it in a clear and logical manner rather than expanding too
much.

Last Paragraph
The last paragraph of a formal letter should state what action you expect the recipient to take- to
refund, send you information, etc.
Abbreviations Used in Letter Writing

The following abbreviations are widely used in letters:

asap = as soon as possible

cc = carbon copy (when you send a copy of a letter to more than one person, you use this
abbreviation to let them know)
enc. = enclosure (when you include other papers with your letter)
pp = per procurationem (A Latin phrase meaning that you are signing the letter on somebody else's
behalf; if they are not there to sign it themselves, etc)
ps = postscript (when you want to add something after you've finished and signed it)
pto (informal) = please turn over (to make sure that the other person knows the letter continues on
the other side of the page)
RSVP = please reply

Outline: A Covering Letter

A covering letter is the one that accompanies your CV when you are applying for a job. Here is a fairly
conventional plan for the layout of the paragraphs.

Opening Paragraph
Briefly identify yourself and the position you are applying for. Add how you found out about the
vacancy.
 Paragraph 2
Give the reasons why you are interested in working for the company and why you wish to be
considered for that particular post. State your relevant qualifications and experience, as well as your
personal qualities that make you a suitable candidate.

Paragraph 3
Inform them that you have enclosed your current CV and add any further information that you think
could help your case.

Closing Paragraph
Give your availability for interview, thank them for their consideration, restate your interest and
close the letter.

Outline: A Letter of Enquiry

A letter of enquiry is when you are approaching a company speculatively, that is you are making an
approach without their having advertised or announced a vacancy.

Opening Paragraph
Introduce yourself briefly and give your reason for writing. Let them know of the kind of position
you are seeking, why you are interested and how you heard about them.

Paragraph 2
Show why their company in particular interests you, mention your qualifications and experience
along with any further details that might make them interested in seeing you.

Paragraph 3
Refer to your enclosed CV and draw their attention to any particularly important points you would
like them to focus on in it.

Closing Paragraph
Thank them, explain your availability for interview and restate your enthusiasm for their company
and desire to be considered for posts that might as yet be unavailable.

Business Letters

A business letter is more formal than a personal letter. It should have a margin of at least one inch on
all four edges. It is always written on 8½"x11" (or metric equivalent) unlined stationery. There are six
parts to a business letter.

1. The Heading. This contains the return address (usually two or three lines) with the date on the last
line.

Sometimes it may be necessary to include a line after the address and before the date for a phone
number, fax number, E-mail address, or something similar.

Often a line is skipped between the address and date. That should always be done if the heading is next
to the left margin. (See Business Letter Styles.)
It is not necessary to type the return address if you are using stationery with the return address already
imprinted. Always include the date.

2. The Inside Address. This is the address you are sending your letter to. Make it as complete as
possible. Include titles and names if you know them.

This is always on the left margin. If an 8½" x 11" paper is folded in thirds to fit in a standard 9"
business envelope, the inside address can appear through the window in the envelope.

An inside address also helps the recipient route the letter properly and can help should the envelope be
damaged and the address become unreadable.

Skip a line after the heading before the inside address. Skip another line after the inside address before
the greeting.

3. The Greeting. Also called the salutation. The greeting in a business letter is always formal. It
normally begins with the word "Dear" and always includes the person's last name.

It normally has a title. Use a first name only if the title is unclear--for example, you are writing to
someone named "Leslie," but do not know whether the person is male or female. For more on the form
of titles, see Titles with Names.

The greeting in a business letter always ends in a colon. (You know you are in trouble if you get a
letter from a boyfriend or girlfriend and the greeting ends in a colon--it is not going to be friendly.)

4. The Body. The body is written as text. A business letter is never hand written. Depending on the
letter style you choose, paragraphs may be indented. Regardless of format, skip a line between
paragraphs.

Skip a line between the greeting and the body. Skip a line between the body and the close.

5. The Complimentary Close. This short, polite closing ends with a comma. It is either at the left
margin or its left edge is in the center, depending on the Business Letter Style that you use. It begins at
the same column the heading does.

The block style is becoming more widely used because there is no indenting to bother with in the
whole letter.

6. The Signature Line. Skip two lines (unless you have unusually wide or narrow lines) and type out
the name to be signed. This customarily includes a middle initial, but does not have to. Women may
indicate how they wish to be addressed by placing Miss, Mrs., Ms. or similar title in parentheses
before their name.

The signature line may include a second line for a title, if appropriate. The term "By direction" in the
second line means that a superior is authorizing the signer.

The signature should start directly above the first letter of the signature line in the space between the
close and the signature line. Use blue or black ink.

Business letters should not contain postscripts.

Some organizations and companies may have formats that vary slightly.

Here's a formal letter example:

123 Elm Ave.
Treesville, ON M1N 2P3
November 23, 2008

Mr. M. Leaf
Chief of Syrup Production
Old Sticky Pancake Company
456 Maple Lane
Forest, ON 7W8 9Y0

Dear Mr. Leaf:

Let me begin by thanking you for your past contributions to our Little League baseball team. Your
sponsorship aided in the purchase of ten full uniforms and several pieces of baseball equipment for last
year's season.

Next month, our company is planning an employee appreciation pancake breakfast honoring retired
employees for their past years of service and present employees for their loyalty and dedication in spite
of the current difficult economic conditions.

We would like to place an order with your company for 25 pounds of pancake mix and five gallons of
maple syrup. We hope you will be able to provide these products in the bulk quantities we require.

As you are a committed corporate sponsor and long-time associate, we hope that you will be able to
join us for breakfast on December 22, 2008.

Respectfully yours,

Derek Jeter

Example bussiness letter

Dreamtime Movies Ltd

54 Oxford Road, Skagnes SK3 4RG
Tel: 0223 123 4567
Email: info@dtmovies.co.uk

4 November 20--

Lingua Services Galactic Ltd

69 Milk Street
LONDON SW7 6AW

Dear Sirs

Translation Brochure

I should be grateful if you would send us your brochure and price list about your translation services.
We are currently developing our sales literature and web sites and are interested in translating these
into five languages apart from English.

I look forward to hearing from you.

Yours faithfully

Andrea Philips

Andrea Philips
Marketing Manager

C. Write bussiness letter and formal letter by your own

LESSON SEVEN
READERS’ LETTER

BASIC COMPETENCE
3.8Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks surat pembaca, sesuai
dengan konteks penggunaannya.
4.9 Menangkap makna surat pembaca
4.10 Menyusun surat pembaca, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
INDICATOR
A. Answer the questions before discussing the topic
B. Read the discussion and example about readers’ letter
C. Look for the news on news paper and try to write reader’s letter about it.
 A. Answer the questions before discussing the topic
1. Have you ever read the newspaper?
2. Have you ever read the coloumn of reader letter on it?
3. What is the purpose of the reader letter?

B. Read the discussion and example about

A letter to the editor[1] (sometimes abbreviated LTTE or LTE) is a letter sent to a publication about
issues of concern from its readers. Usually, letters are intended for publication. In many publications,
letters to the editor may be sent either through conventional mail or electronic mail.

Letters to the editor are most frequently associated with newspapers and newsmagazines. However,
they are sometimes published in other periodicals (such as entertainment and technical magazines),
and radio and television stations. In the latter instance, letters are sometimes read on the air (usually,
on a news broadcast or on talk radio).

In academic publishing, letters to the editor of an academic journal are usually open postpublication
reviews of a paper, often critical of some aspect of the original paper. The authors of the original paper
sometimes respond to these with a letter of their own. Controversial papers in mainstream journals
often attract numerous letters to the editor. Good citation indexing services list the original papers
together with all replies. Depending on the length of the letter and the journal's style, other types of
headings may be used, such as peer commentary. There are some variations on this practice. Some
journals request open commentaries as a matter of course, which are published together with the
original paper, and any authors' reply, in a process called open peer commentary. The introduction of
the "epub ahead of print" practice in many journals now allows unsolicited letters to the editor (and
authors' reply) to appear in the same print issue of the journal, as long as they are sent in the interval
between the electronic publication of the original paper and its appearance in print.

1. 122

Will alwayz Live The subject matter of letters to the editor vary widely. However, the most common
topics include:

 Supporting or opposing a stance taken by the publication in its editorial, or responding to

another writer's letter to the editor.
 Commenting on a current issue being debated by a governing body – local, regional or national
depending on the publication's circulation. Often, the writer will urge elected officials to make
their decision based on his/her viewpoint.
 Remarking on materials (such as a news story) that have appeared in a previous edition. Such
letters may either be critical or praising.
 Correcting a perceived error or misrepresentation

Here are some more letters from our readers that we couldn't fit in the paper.

Dear Editor

In issue 38 of The Newspaper I came across the article titled 'Is dyslexia a gift?' I go to a special school
for children with dyslexia, so this article was of interest to me.

I think that dyslexia is a gift because sometimes I can see things in a different way than others, this
often helps when problem solving. However, not all my school friends agree with me. Some of my
classmates think that dyslexia is not a gift. These are some of the words that they used to describe
dyslexia: cross, rubbish, annoying, frustrating. Having dyslexia is all of these things, but it doesn't
mean you can't achieve great things. For example, last year one of my friends at this school won an
ipod nano in a poetry competition.

I came to Edington and Shapwick school in Easter 2007 and I couldn't read or write. Now I am writing
this letter to you!

My parents have given me the best gift of all because they sent me to this school. When I think of all
the things I have achieved since being here, it makes me feel so lucky and happy.

If you have dyslexia, please remember that if you set your mind to it you can still do fabulous things!

Chloe Archer - Edington

Dear Editor

I am responding to the 'Is dyslexia a gift?' article in issue 38. I've seen in The Newspaper all the
famous people that have dyslexia.

My parents also have dyslexia. My father has a gift as he sometimes helps crypto-analysts crack codes.

So, I think dyslexia is a gift because you think differently than others and you may be more creative. I
have dyslexia and dyspraxia and I must admit that it is annoying, but you learn to get round it, I have
done.

Sometimes the state don't pay for children that have those difficulties, my parents had to fight for the
statement so I could go to a specialist school for children with dyslexia.

Edington and Shapwick is a great school. The teachers are properly trained to help us and teach us.

I also get O.T. (occupational therapy) and speech and language and this also helps a lot.

Alex Bentley - Edington

Dear Editor

I read your article about the freerunning marines. It think it is a very good activity because it trains
people for anything. It gives them different things to learn about. I don't think I would like to join the
Royal Marines or the army because you have to go away on exercise and to foreign countries and you
have to go through lots of things.

I think more people need to support the army and Royal Marines. If you decided to go in the army or
the Royal Marines your Mum, Dad, friends and family should support you.

Chelsea Quaife - Beckers Green

Dear Editor

I love ladybirds walking across my hand but this article made me think again. When I first read that
Harlequin Ladybirds are spreading across the UK I started looking all over my garden but found no
sign of them.
Ladybirds affect us in quite a way that upsets us because the ladybirds eat the caterpillars and because
when they get eaten they die. Then, the birds will have nothing to eat so they will die and it goes on
and on until it affects us.

Rosie Stubbs - Beckers Green

Dear Editor

I am writing to you to offer my opinion about critically endangered animals around the world.

One of the animals that are currently endangered is the orang-utans.

I have found out that on the island of Borneo, an area of rainforests the size of three football pitches is
cut down every minute of every day. This tropical island (the third largest in the world) is under siege
as never before from loggers and plantation owners. They are destroying these rainforests because
palm oil is used in many of our everyday products. These include ice cream, chocolate, biscuits, crisps,
margarine, toothpaste, soap, detergents and cosmetics. The shelves in your supermarket are full of
products, containing palm oil, which is contributing to the destruction of rainforests wildlife.

I have decided not to buy anything that has palm oil in it. This means checking the label of products
before I buy them. If everyone only bought products that do not contain palm oil then the producers
will have to find an alternative to put in their products. This will mean that the people that chop down
the trees will not do it anymore because no one will buy it from them.

This is the best way to prevent oran-utans from becoming extinct. This is an amazing creature that I
would like to help save!

Lewis Delphin - Edington

Dear Editor

I am writing to you because I would like to tell you some things about the article 'Whatâ's on your
menu?'. People should eat more insects because one, they are very nutritious and two, they can save
loads of animals from becoming extinct. There are lots of bugs around the world. There are more
insects than mammals. Have you ever tasted an insect? If you have what does it taste like? Do you
think that animals are going to become extinct? I would like to taste a centipede because it looks quite
nice.

Georgia Thomson - Beckers Green

Dear Editor

I’m really angry with the fact that only 1,411 tigers are left in India. Tigers are living creatures, not
rugs and coats. They are beautiful but they look better ALIVE! Killing tigers is like killing humans
because we are all living creatures and we all feel pain. I'm glad people are doing something, but is it
enough? If there are only 400 - 500 Sumatran Tigers left, and if we keep killing them like this they'll
be extinct in the wild in years. I think tigers should be protected. Do you?

Rebecca Haley - Beckers Green

Dear Editor

I read about the earthquake hitting the UK but I didn't feel it. I can't believe that it only lasted about 10
seconds. It is good that no-one got seriously hurt but not so good that there was a lot of property
damaged - like walls, houses and fences which came down. My fences came down where I live, it
ruined our garden and we now have to go outside with the dog. Some people said to my Mum that
things were moving around their house. Dogs were barking. Our door flew open and our next door
neighbour's alarm went off.

Jade Price - Beckers Green

C.Look for the news on news paper and try to write reader’s letter about it.

LESSON EIGHT
SUBORDINATING CONJUNCTION (CONCESSION AND CONTRAST CONJUNCTION)

BASIC COMPETENCE
3.9Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan menanyakan
tentang ketetapan terjadinya atau dilakukannya sesuatu dalam kondisi apapun, sesuai dengan
konteks penggunaannya.
4.11 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang ketetapan terjadinya
atau dilakukannya sesuatu dalam kondisi apapun, dengan memperhatikan fungsi sosial, struktur
teks, dan unsur kebahasaan yang benar dan sesuai konteks.

INDICATOR
A. Answer some questions before discussing the topic
 B. Read the discussion of subordinating conjunction
C. Create some sentences based on the topic discussed

A. Answer some qustions before discussing the topic

1. Based on the previous chapter about subordinating conjunction,do you still remember about
subordinating conjunction?
2. Write two sentences about subordinating conjunction
3. Write three examples by using conjunction of concession. They are ‘although’, ‘eventhough’ and
‘though’
B. Read the discussion of subordinating conjunction

Concessive clause

A concessive clause is a clause which begins with "although" or "even though" and which expresses
an idea that suggests the opposite of the main part of the sentence.

The sentence "Although he's quiet, he's not shy" begins with a concessive clause- "Although he's quiet
" which has an opposite meaning of - "he's not shy" which is the main part of the sentence.

NOTE: " In spite of" , " despite" have similar meaning to "although" or "even though". BUT they don't
introduce clauses. They have different syntax. They are followed by nouns or gerunds (verb+ing.)
They don't introduce a clause (subject + verb.)

Although, even though:

Study these examples:

"He had enough money."

" He refused to buy a new car."

The above two statements can be combined as follows :

Although he had enough money, he refused to buy a new car

Even though

OR

although
he had enough money.
He refused to buy a new car even though

Structure:

"Although", and "even though" introduce concessive clauses.

Although /even though subject verb

Examples:

Although it was raining, he walked to the station.

Even though she is very old, she runs fast.

Despite / in spite of:

Despite and in spite of do not introduce a concessive clause. They are rather followed by a noun or a
verb+ing form.

Study this example:

"He had enough money."

"He refused to buy a new car."

The above two statements can be combined as follows :

all his money,

Despite he refused to buy a new car.
In spite of having enough money,

OR

all his money.

despite
He refused to buy a new car in spite of
having enough money.

Structure
+ a noun,
Despite / in spite of
+ verb + ing.

Examples:

Despite /in spite of the rain, he walked to the station.

Despite /in spite of being tired, he walked to the station.

Remember:

1. Although, even though + subject + verb (Concessive clause)

3. In spite of, despite + noun or verb+ing (Not a concessive clause)

2. There are structural similarities between:

 "in spite of", "despite" and "although", "even though"

 "because of", "due to", "owing to", "thanks to" and "because", "since ,"as", "for". (Expressing
cause and effect)
 In spite of
Despite

Because of + noun
Due to
owing to
Thanks to

Although
Even though

Because + verb
Since
For
As

More on cause and effect to see the use of "because, since, as, for, because of, due to ... "

Transitional Subordinating Prepositional Phrase

But Although Despite

However Though In spite of
Nonetheless Even though For all
Yet Much as Regardless of
Even so Notwithstanding Notwithstanding
Nevertheless No matter + question word
Still However + adjective/adverb
Notwithstanding Adjective/adverb + though/as

Transitional Conjunctions:

They are mostly used between two independent sentences or clauses to join them.

Example:

I studied hard, nevertheless, I couldn't pass my English Exam.

Subordinating Conjunctions

They are used to join a dependent clause(also called a subordinate clause) with an independent clause.

Used with a clause

Example:

Although I studied hard, I couldn't pass my English Exam.

c. Create some sentences based on the topic discussed

LESSON NINE
CONDITIONAL SENTENCES

BASIC COMPETENCE

3.10 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan untuk menyatakan dan
menanyakan tentang persyaratan terjadinya/dilakukannya sesuatu, sesuai dengan konteks
penggunaannya.
4.12 Menyusun teks lisan dan tulis, untuk menyatakan dan menanyakan tentang persyaratan
terjadinya/dilakukannya sesuatu, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
INDICATOR:
a. Answer some questions based on the experience before discussing the topic
b. Study the Present Conditional
c. Do some exercises
d. Make the dialogue about Present Conditional
 e. Practice the dialogue about Present Conditional in front of the class

A. ANSWER SOME QUESTIONS BASED ON YOUR OWN EXPERIENCES

1. Have you ever learned about conditional sentences?
2. What is conditional sentence?
3. How many type are conditional sentences?
4. Analyze the sentences below
a. If I have much money, I will go to Paris
b. She will visit her grandma in Solo if she is holiday

B. READ AND STUDY ABOUT PRESENT CONDITIONAL

Present Conditional
What is the present real conditional?

The present real conditional expresses a cause-effect type relationship that may happen in the present
or in the future. We use the present real conditional when the cause is a true, factual statement or
idea
Examples:
When I go to sleep at night, I always dream of pleasant things.

I will go home when my mother calls.

What are the causes in these two sentences? What are the effects?

Is there another way to write these sentences?

Using the correct verb tense

What are the verb tenses in these two examples?

If I don't have class tomorrow, I will go to the beach.

I like to eat hot soup when I feel cold.

In the present real conditional, the if clause takes the simple present; even when the action happens in
the future.

If I go to America next year, I will live in Miami.

The result clause can take either the simple present tense or the simple future tense depending on the
meaning.
1. use the simple present in the result clause to talk about general truths.

The roof leaks when it rains.

2. Use the simple future in the result clause to make a general statement about the future
The room will get hot if you turn off the heat.
3.Use the simple future in the result clause to write about things that will happen in the future.
If I have Saturday off, I will go to the park.

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.

C. DO SOME EXERCISES BELOW

Give the correct form of the verb in brackets to make a conditional sentence type 1
1. If you ….(do) this test well, you….(get) a good mark.
2. Hasya ….(buy/not) the bike if it….(be) very expensive
3. Susan….(move/not) into the new house next week if it….(be/not) ready
4. Dita ….(go) shopping if she ….(have) time tomorrow afternoon
5. If his test ….(be) very good, his mother ….(give) him a present
6. If you ….(look) at him, you….(call) him
7. She ….(visit/not) her grandma in Solo if she ….(get) the test
8. Mr. Burhan….(teach) us if she ….(come) to school
9. If the students ….(do) the homework, their teacher….(be/not) angry
10.We ….(bring) a lot of money if we….(travel) out side our town

D. MAKE THE DIALOG ABOUT PRESENT CONDITIONAL

E. PRACTICE THE DIALOG ABOUT PRESENT CONDITIONAL
INDICATOR:
a. Answer some questions based on the experience before discussing the topic
b. Read and Study the Past Conditional
c. Do some exercises
d. Make the dialogue about Past Conditional
e. Practice the dialogue about Past Conditional in front of the class

A. ANSWER SOME QUESTIONS BELOW

1. I would ask my brother to Surabaya if he came back to school
a. What type is conditional sentence?
b. Analyze the conditional sentence above?
2. What is “Past Conditional”?
3. What is a pattern of past conditional?

B. READ AND STUDY PAST CONDITIONAL

Past Conditionals
Past Real Conditional
FORM
[If / When ... Simple Past ..., ... Simple Past ...]
[... Simple Past... if / when ... Simple Past ...]
USE
The Past Real Conditional describes what you used to do in particular real-life situations. It suggests
that your habits have changed and you do not usually do these things today.
Examples:
 If I went to a friend's house for dinner, I usually took a bottle of wine or some flowers. I don't do
that anymore.
 When I had a day off from work, I often went to the beach. Now, I never get time off.
 If the weather was nice, she often walked to work. Now, she usually drives.
 Jerry always helped me with my homework when he had time. But he doesn't do that anymore.
 A: What did you usually do when it rained?
B: I usually stayed at home.
IMPORTANT Used to
The form "used to" expresses the idea that something was an old habit that stopped in the past. This
form is commonly used in Past Real Conditional sentences to emphasize that something was a habit.
The examples below have the same meaning as the examples above.
Examples:
 If I went to a friend's house for dinner, I used to take a bottle of wine or some flowers. I don't do
that anymore.
 When I had a day off from work, I used to go to the beach. Now, I never get time off.
 If the weather was nice, she used to walk to work. Now, she usually drives.
 Jerry used to help me with my homework when he had time. But he doesn't do that anymore.
 A: What did you usually do when it rained?
B: I used to stay at home.

IMPORTANT If / When
Both "if" and "when" are used in the Past Real Conditional. Using "if" suggests that something
happened less frequently. Using "when" suggests that something happened regularly.
Examples:
 When I had a day off from work, I usually went to the beach.
I regularly had days off from work.
 If I had a day off from work, I usually went to the beach.
I rarely had days off from work.
Past Unreal Conditional
FORM
[If ... Past Perfect ..., ... would have + past participle ... ]
[... would have + past participle ... if ... Past Perfect ...]
USE
The Past Unreal Conditional is used to talk about imaginary situations in the past. You can describe
what you would have done differently or how something could have happened differently if
circumstances had been different.
Examples:
 If I had owned a car, I would have driven to work. But I didn't own one, so I took the bus.
 She would have traveled around the world if she had had more money. But she didn't have much
money, so she never traveled.
 I would have read more as a child if I hadn't watched so much TV. Unfortunately, I did watch a
lot of TV, so I never read for entertainment.
 Mary would have gotten the job and moved to Japan if she had studied Japanese in school instead
of French.
 If Jack had worked harder, he would have earned more money. Unfortunately, he was lazy and he
didn't earn much.
 A: What would you have done if you had won the lottery last week?
B: I would have bought a house.
 A: What city would you have chosen if you had decided to move to the United States?
B: I would have chosen Seattle.

IMPORTANT Only use "If"

Only the word "if" is used with the Past Unreal Conditional because you are discussing imaginary
situations. "When" cannot be used.
Examples:
 I would have bought that computer when it had been cheaper. Not Correct
 I would have bought that computer if it had been cheaper. Correct
EXCEPTION Conditional with Modal Verbs
There are some special conditional forms for modal verbs in English:
would have + can = could have
would have + shall = should have
would have + may = might have
The words "can," "shall" and "may" cannot be used with "would have." Instead, they must be used in
these special forms.
Examples:
 If I had gone to Egypt, I could have learned Arabic.
 If she had had time, she might have gone to the party.
The words "could," should," "might" and "ought to" include Conditional, so you cannot combine them
with "would have."
Examples:
 If I had had more time, I could have exercised after work.
 If he had invited you, you might have gone.
C. DO SOME EXERCISES
Give the correct form of the verb in brackets to make a conditional sentence type 2
1. We don’t have a yacht. If we….(have) a yacht, we….(sail) the seven seas.
2. She talks to you. She….(talk/not) to you if she….(be) mad to you.
3. They get punished because they don’t tell their father earlier. If they….(tell) their father
4. earlier, they….(get/not) punishment.
5. My brother is not angry. My brother….(reply/not) your SMS if he….(be) angry.
6. Dani doesn’t go to Europe. If He….(have) much money, he ….(go) to Europe.
7. My mother is sad. If My father….(be/not) ill, she….(not/be) sad
8. Selvi isn’t happy. She….(be) happy if she….(get) a good mark in math test
9. He breaks his leg, so he doesn’t take part in the contest. If he….(break/not) his leg, he….(take
part) in the contest
10. They don’t find the building, they don’t listen to me. They….(find) the building if they….
(listen) to me.
11.we are very busy, we can’t come to her wedding. If we….(be/not) busy, we….(come) to her
wedding

D. MAKE THE DIALOG ABOUT PAST CONDITIONAL

E. PRACTICE THE DIALOG ABOUT PAST CONDITIONAL

PERFECT CONDITIONAL
Type 3 Conditional

Form

In a Type 3 conditional sentence, the tense in the 'if' clause is the past perfect, and the tense in the main
clause is the perfect conditional or the perfect continuous conditional.

If clause (condition) Main clause (result)

If + past perfect perfect conditional or perfect continuous conditional

If this thing had happened that thing would have happened.

As in all conditional sentences, the order of the clauses is not fixed. You may have to rearrange the
pronouns and adjust punctuation when you change the order of the clauses, but the meaning is
identical.

Examples
 If it had rained, you would have gotten wet.
 You would have gotten wet if it had rained.
 You would have passed your exam if you had worked harder.
 If you had worked harder, you would have passed your exam.
 I would have believed you if you hadn't lied to me before.
 If you hadn't lied to me before, I would have believed you.

Function

The type 3 conditional refers to an impossible condition in the past and its probable result in the past.
These sentences are truly hypothetical and unreal, because it is now too late for the condition or its
result to exist. There is always some implication of regret with type 3 conditional sentences. The
reality is the opposite of, or contrary to, what the sentence expresses. In type 3 conditional sentences,
the time is the past and the situation is hypothetical.

Examples
 If I had worked harder I would have passed the exam. (But I didn't work hard, and I didn't pass
the exam.)
 If I had known you were coming I would have baked a cake. (But I didn't know and I didn't
bake a cake.)
 I would have been happy if you had called me on my birthday. (But you didn't call me and I am
not happy.)

In type 3 conditional sentences, you can also use modals in the main clause instead of "would" to
express the degree of certainty, permission, or a recommendation about the outcome.

Examples
 If I had worked harder I might have passed the exam.
 You could have been on time if you had caught the bus.
 If he called you, you could go.
  If you bought my school supplies for me, I might be able to go to the park.

Contractions

Both would and had can be contracted to 'd, which can be confusing if you are not confident with type
3 conditional sentences. Remember 2 rules:
1. would never appears in the if-clause so if 'd appears in the if clause, it must be abbreviating had.
2. had never appears before have so if 'd appears on a pronoun just before have, it must be
abbreviating would.

Examples
 If I'd known you were in hospital, I'd have visited you.
 If I had known you were in hospital, I would have visited you.
 I'd have bought you a present if I'd known it was your birthday.
 I would have bought you a present if I had known it was your birthday.
 If you'd given me your e-mail, I'd have written to you.
 If you had given me your e-mail, I would have written to you.

The perfect conditional tense

The perfect conditional of any verb is composed of three elements:

would + have + past participle
Have followed by the past participle is used in other constructions as well. it is called the "perfect
infinitive".

Subject + would + have + past participle

He would Have gone

They would Have stayed

Conditional Perfect

Conditional perfect is an English grammatical tense. It relates an action that someone would have
done.

Form
would + have + past participle

Affirmative
I would have traveled around the world.
Interrogative
Would you have traveled around the world?
Negative
I wouldn't have stayed in my hometown.
Use
 Conditional perfect is used for something that might have happened in the past.
 It is also used in the main clause of conditional sentences type in type III.
Examples
 She would have met him if she had come earlier.
 You would have got more money, if you had worked harder.

 He would have passed the test, if he had studied.

 We would have arrived on time, if we had run faster

Do some exercises below

Change these sentences into conditional sentences type 3

1. The weather (to be) nice, they (to play) football.

2. If we (to go) to a good restaurant, we (to have) a better dinner.

3. If John (to learn) more words, he (to write) a good report.

4. If the boys (to take) the bus to school, they (to arrive) on time.

5. If the teacher (to explain) the homework, I (to do) it.

6. If they (to wait) for another 10 minutes, they (to see) the pop star.

7. If the police (to come) earlier, they (to arrest) the burglar.

8. If you (to buy) fresh green vegetable, your salad (to taste) better.

9. If Alex (to ask) me, I (to email) the documents.

10. If he (to speak) more slowy, Peggy (to understand) him

MAKE THE DIALOG ABOUT PAST CONDITIONAL

PRACTICE THE DIALOG ABOUT PAST CONDITIONAL

LESSON TEN
DISCUSSION TEXT

BASIC COMPETENCE
3.11 Menganalisis fungsi sosial, struktur teks, dan unsur kebahasaan dari teks pembahasan ilmiah
(discussion) tentang orang, binatang, benda, gejala dan peristiwa alam dan sosial, sesuai dengan
konteks penggunaannya.
4.13 Menangkap makna dalam teks pembahasan ilmiah (discussion) tentang orang, binatang, benda,
gejala dan peristiwa alam dan sosial.
4.14 Menyunting teks pembahasan ilmiah (discussion) tentang orang, binatang, benda, gejala dan
peristiwa alam dan sosial , dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
4.15 Menyusun teks pembahasan ilmiah (discussion) tentang orang, binatang, benda, gejala dan
peristiwa alam dan sosial , dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan yang benar dan sesuai konteks.
INDICATOR:
a. Answer some questions based on the experience before discussing the topic
b. Read and Study Discussion text
c. Do some exercises
d. Write the discussion text

A. Answer some questions based on the experience before discussing the topic
1. Have you ever read a discussion text?
2. What is discussion text?
3. What is the purpose of the discussion text?
B. Read and Study Discussion text

What is Discussion?

Definition of Discussion

Discussion is a text which present a problematic discourse. This problem will be discussed from
different viewpoints. Discussion is commonly found in philosophical, historic, and social text.

1. 2. Generic Structure of Discussion

 Statement of issue; stating the issue which is to discussed

 List of supporting points; presenting the point in in supporting the presented issue
 List of contrastive point; presenting other points which disagree to the supporting point
 Recommendation; stating the writer’ recommendation of the discourse

1. 3. Language Feature of Discussion

 Introducing category or generic participant

 Using thinking verb; feel, hope, believe, etc
 Using additive, contrastive, and causal connection; similarly, on the hand, however, etc
 Using modalities; must, should, could, may, etc
 Using adverbial of manner; deliberately, hopefully, etc

1. 4. Examples and structures of the text

Homework
Issue I have been wondering if homework is necessary.
Statement of I think we should have homework because it helps us to learn and revise
issue and our work.
Preview
Homework helps people who aren’t very smart to remember what they have
learned. Homework is really good because it helps with our education.
Statement of But, many times, doing homework is not a great idea. I think we shouldn’t
various have homework because I like to go out after school to a restaurant or the
viewpoints movies. Sometimes homework is boring and not important.

I think homework is bad because I like to play and discuss things with my
family.

Example of Discussion Text

1. A. Example of Discussion Text on Nuclear Power

The Advantage and Disadvantage of Nuclear Power

Nuclear power is generated by using uranium which is a metal mined in various part of the world. The
first large scale of nuclear power station was opened at Calder Hall in Cumbria, England in 1956.

Some military ships and submarines have nuclear power plant for engine. Nuclear power produces
around 11% of the world’s energy needed, and produces huge amounts of energy. It cause no pollution
as we would get when burning fossil fuels. The advantages of nuclear plant are as follow:

 It costs about the same coal, so it is not expansive to make.

 It does not produce smoke or carbon dioxide, so it does not contribute to the greenhouse effect.
 It produces huge amounts of energy from small amount of uranium.
 It produces small amount of waste.
 It is reliable.

On the other hand, nuclear power is very, very dangerous. It must be sealed up and buried for many
years to allow the radioactivity to die away. Furthermore, although it is reliable, a lot of money has to
be spent on safety because if it does go wrong, a nuclear accident ca be a major accident.

People are increasingly concerned about this matter. In the 1990’s nuclear power was the fastest
growing source of power in many parts of the world.

Note on the Generic Structure of Discussion Text

Discussion is a process to find the meet point between two different ideas. It is important to to get the
understanding between the two differences. In many social activities, discussion is the effective way to
calm down any friction and difference in thought, perception and recommendation.
This example of discussion text present the two poles, between the advantage and disadvantage of
using nuclear plant to fulfill the energy needed. It is a case which need to be talked and discussed from
two points. They are represented in the generic structure which is used:

Stating the Issue: In the first paragraph, it is stated that using nuclear power can be the choice in
fulfilling the needed energy.

Supporting Point: In the second paragraph, it is presented the advantages of nuclear power plant to be
used as the source of the world’s energy needed

Contrastive Point: The third paragraph shows the balance. It gives the contradictory idea in using
nuclear power plant as the resource of energy.

Recommendation: This text is ended with a similar recommendation on how people should concern
in the matter of nuclear energy.

C. Do some exercise about discussion text

TEXT ONE

Bus way
Governor Sutiyoso has launched his mass rapid transportation plan. This includes monorail,
subway, water transportation, and Busway. Among the public transportation plan, Busway has been put
into effect. The air conditioned bus fleet with their special roads have been operated since last year.
Now, more routes are being constructed to cover the five mayoralties. In fact, the existence of Busway
makes pros and cons.
Some people consider Busway can solve a traffic problem faced by the metropolitan city.
Everyday millions of people commute from their houses to their respective work places. This badly
needs adequate public transportation. If fifty persons go to their offices by cars, they need fifty cars
roaming on the street. This number of cars can be replaced by only one Busway. Consequently, with
reduced vehicles the streets are less congested.
Therefore, it can decline traffic jams. Apart from reducing traffic jams, Busway easies Jakarta
inhabitants to go to their workplace or other destination. For this reason more access on Busway is
being accomplished. Other Busway roads have been constructed, such as, Kota-Kalideres and Kota-
Pulogadung. This definitely make easier for people who go for recreation to the zoo.
Besides reducing traffic jam and comforting passengers, Busway can minimize air pollution.
As stated, Busway can replace other vehicles in a great number. It apparently declines the danger of
pollution. Less vehicles means less carbon monoxide coming out from the exhausted fumes. As a
result, the residents of Jakarta are less threatened with sickness caused by air pollution. And if Busway
administration can manage the public transport well, Busway can create a new icon of Jakarta.
Those who resist the exsistence of Busway argue that instead of solving problem, Busway
create a new problem. Busway even makes traffic worse. The Busway line makes the roads narrower.
Narrow roads cause passing vehicles to get stuck especially during rush hours. Furthermore, Busway
adds up corruption that has become a vicious circle in this country. As reported in a newspaper the
purchase of Busway fleet is under corruption suspect. Billions of rupiah are believed to have been put
into the city administrator’s pocket. In terms of the expense, Busway fare is also much expensive than
an ordinary bus. It costs Rp 3.500,. for one ride, while the common bus only costs Rp 2.000,. With the
difference in bus fare, it is likely that passengers prefer to ride ordinary buses.
Apparently, Busway still creates different outlooks among the residents of Jakarta. In spite of
all the critics, the governor of Jakarta firmly continues to extend its routes.
1. What does the text discuss?
a. The benefits of Busway
b. The existence of Busway
c. The weakness of Busway
d. People who oppose Busway
e. People who support Busway
2. In paragraph two, people mainly talk about ….
a. Busway is comfortable
b. Taking a public transport is easy
c. Millions of people drive their cars
d. More Busway roads are being constructed
e. Busway benefits the city’s residents
3. What is the argument of people who are against Busway?
a. Busway fare is twice as much as that of ordinary bus
b. Busway pollutes the capital city
c. Busway is not air conditioned
d. Busway is uncomfortable
e. Busway makes roads narrower
4. Which of the following is NOT TRUE according to the text?
a. More Busway roads are constructed
b. Busway makes the street less congested
c. The governor is unsure about the development of Busway
d. The city needs sufficient public transportation
e. Busway can replace many cars to transport passengers

TEXT TWO
Television has certainly changed our lives. Today, most people watching TV to going to the
cinema. Without it, nobody would have paid much attention to national or international-historical,
political, sports, sport, etc.-events. Even, television proved that pictures of suffering can move a nation
to pity. Besides, many things can be learnt from TV.
Are there any disadvantages of TV? Many parents admitted that they found difficulties to stop
their children’s bad habit, for example, they spend their leisure time for watching TV more than
reading. Children become very lazy and irresponsible for their main tasks. This is of course denied by
TV producers of people whose work is related to TV. They are very sure that there are a lot of benefits
of TV for viewers, especially children or students.
On the other hand, they honestly admit that some TV programs can endanger children’s mental.
They regret because parents sometimes don’t have much time to watch TV together with their children.
They suggest parents to have more discussion with their children on any programs they have seen.
 1. The communicative purpose of this text is …..
a. to describe the general information about TV
b. to persuade the readers not to watch TV
c. to present two points of view about TV
d. to inform the reader about the effect of TV
e. to retell events about the history of TV

2. The part of the text which contains statement and preview is …..
a. point
b. elaboration
c. conclusion
d. argument
e. issue
3. The main idea of the first paragraph is ….
a. TV has become the part of modern people’s life.
b. TV has turned the modern people’s life.
c. TV has given some enjoyments to the viewers.
d. TV has provided viewers some information.
e. TV has played the important role in modern people’s life.

4. Who is persuaded to consider the effect of TV?

a. TV producers
b. children
c. parents
d. government
e. TV programmers

5. They are very sure that there are a lot of benefits of TV for viewers, especially children or
students. What the similar meaning with…
a. use
b. useful
c. need
d. can
e. disaster

TEXT THREE
Adoption
Adoption is the process by which people take a child who was not born to them and raise him
or her as a member of their family. By law, adopted children differ from foster children. An adopted
child has all the legal rights of a member of the family that raises him or her. A foster child does not.
Parents place their children up for adoptions for many reasons. Some parents feel they cannot
adequately care for their off springs because of health or economic conditions. Some others, especially
unwed parent, may not want to raise a child.
But there are couples who cannot have children of their own. Adoption gives them opportunity
to raise a family. They can get one from an adoption agency if they have all the requirements asked.
 State laws prohibited adoption agencies from revealing the identity of the natural parents to the
adoptive parents. These laws also forbid agencies from disclosing the identity of the adoptive parents
to the natural parents. In some states, the law permits adopted persons who are at least 18 years old to
see their birth certificates including the natural parents’ names.
On the contrary, many adopted people worked to change the laws. They argued that people
have a right to know their identity. They said that keeping secret their adoptions records violate their
right.
On the other hand, many people feel adoption records should be kept secret. If not, natural
parents might change their minds years later and take the child away from the parents who raised him
or her.
Some experts advise that a child should know of the adoptions by the age of 6 or 7. Surveys
have shown that most adopted children develop normally.

1. Which of the following is not the reason why parents place their child up for adoption?
a. He or she is from a poor family.
b. His or her parents do not love them.
c. His or her parents are not in good health.
d. His or her parents do not want to raise him/her.
e. His or her parents cannot afford to give good education.
2. An adoptive child has no right …
a. To receive inheritance
b. To get adequate love and care
c. To know his/her adoption record
d. To live with his/her natural parents
e. To be well treated as member of a family
3. The writer’s purpose in writing the text above is…
a. To tell readers how to adopt a child
b. To describe people who adopt a child
c. To explain to readers how an adopted child raised
d. To persuade people to have a foster or to adopt a child
e. To inform readers the reasons and problems of adopting a child
4. Which of the following is the most improbable reason why adopted children want to have/know
their adopted records?
a. They want to know their natural parents.
b. They want to know why they are adopted.
c. They want to know their status in adoptive parents.
 d. They want to pay back their adoptive parents expenditure.
e. They want to know their parents place them up for adoption.
5. “They can get one from an adoption agency if they have all the requirements asked”
The underline word can replace by……
a. Compulsory
b. Stationary
c. Requisite
d. Conditional
e. Eligibility

TEXT FOUR
Should Tv Food Commercials Targetting Children Be Banned?
Children in developed countries are facing serious health hazards, such as obesity, that are
thought to be directly linked to their pattern on consumption influenced by junk food commercials
during children’s TV programs.
New Zealand is considering a ban following a finding that 65 percent of all the commercials
during children’s TV programs promote food that is high in fat, sugar, and salt content such as sweets,
snacks, drinks and ice cream. Child diabetes and dental problems have been attributed to such
foodstuffs.
Most European Union members have also launched strict regulations against children’s TV
commercials, but only Sweden and Norway have seriously attempted to a complete ban. Responses to
the policy have varied; some have protested against it, while others have adjusted their approaches to
marketing their snack products.
A study of Ofcom, a media regulating body in the UK, found that commercials do not have a
direct impact on children’s eating habits. A commercials ban would therefore not mean much in
reducing the childhood obesity rate.
What has been found to have direct impact is the change in the eating habits of the community,
whose access to instant meals is increasing all the time. More people have less time to prepare food, so
variations of instant food are increasingly becoming a choice, despite the fact that most of these meals
are fatty, calorie-laden and high in slat and sugar content.
Another argument against the ban is that child obesity has more to do with a sedentary lifestyle
than with TV commercials. Today’s children spend more hours before the television or computer than
on active play, leading to the calories piling on and turning into fat.
In short, proponents of the ban base are that child obesity their argument on the health risks
facing obese children who will likely grow up obese and prone to disease. They believe that banning
the commercials, children will be less likely to consume junk food.

1. What is the view of commercials ban protesters?

a. Junk food commercials threat the children’s health.
 b. The commercials ban makes the children obese.
c. The commercials would decrease the childhood obesity rate.
d. The commercials have no direct impact on children’s eating habit.
e. The commercials have changed the lifestyle of the community.

2. Some countries have launched the TV commercials ban in order to ….

a.abolish the broadcasts of commercials on TV at all
b.protect the children from consuming junk food
c.promote the health risk of suffering obesity
d.reduce the childhood obesity
e.regulate the broadcast of food commercials

3. From the last paragraph we infer that ….

a. the children’s obesity is prone to fatal disease
b. the commercials ban will completely reduce the children’s obesity
c. the commercials ban will reduce junk food consumption
d. the children will likely to grow up obese
e. the proponents will keep on fighting to ban the commercials

4. … ,such as obesity, that are thought to be directly linked to their pattern on consumption …
What is the synonym of the underlined word?
a. dialled
b. glued
c. lined
d. installed
e. related

D. Write the discussion text by your own