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Discussion Text

Chapter 6

Discussion Text Let’s discuss it later

Learning Objectives:

1. The students are able to understand the meanings of spoken discussion monologs accurately, fluently, and contextually accepted in daily life.

2. The students are able to express the meanings of spoken discussion monologs accurately, fluently, and contextually accepted in daily life.

3. The students are able to read the meanings of written discussion monologs accurately, fluently, and contextually accepted in the forms of written materials.

4. The students are able to write discussion texts accurately, fluently, contextually accepted in the forms of formal and informal forms of writing.

SECTION ONE: Building the Knowledge

Activity 1: Sharing your own experience

Share your experience by answering the questions below.

1. What problem do you discuss with your friends?

2. What are the burning issues as the topics of discussion?

3. Why do you discuss those burning issues?

4. What do you argue for?

5. What do you argue against?

Activity 2: Mentioning Burning Issues for Discussion

Say the topics of discussion based on the provided burning issues.

Burning Issues	Topics?
Unemployment	1. Millions people looking for jobs 2. Bad effects of smoking 3. Drugs as the source of crimes 4. Uncertainty of the curriculum implementation 5. The life style of modern people in millennium era
Health
Moral
Education
Fashion

Activity 3: Giving Your Own Arguments

Respond the followings by arguing for or arguing against.

1. Politics is dirty and leads to some conflicts.

2. We must depend on the foreign countries’ help.

3. The government should give the fund to jobless people.

4. We must stop the western culture.

5. We must not force someone to convert to another religion.

Activity 4: Studying the grammatical patterns

Study the following grammatical patterns usually used in

the explanation text.

A. Modals should, must, could

1. should (expressing advice, giving opinion)

· I think the government should do something about the economy. (Giving opinion)

2. must (saying that something is necessary to do)

· The government really must do something about unemployment.

3. could (saying that someone had the general ability to do something)

· The politicians could speak the people’s aspirations.

B. Transitions

1. The positions of a transition:

a. transition + S + V + (+ rest of sentence):

The company did not pay the salary. Consequently, the workers did strikes.

b. S + transition + V (+ rest of sentence):

His income is very low. He, consequently, corrupts.

c. S + V (+ rest of sentence) + transition:

She often takes the drugs. Her pregnancy gets troubles, consequently.

2. Types of Transitions:

a. Cause and Effect: therefore, consequently

· He is a heavy smoker. Therefore, he gets a serious cancer.

b. Opposition: however, nonetheless, nevertheless, on the other hand

· His rice field is unfertile. Mine, on the other hand, is fertile.

c. Addition: moreover, furthermore, in addition

· A diesel engine has a big power for automobiles. Moreover, it generates a high power for electricity.

· Tsunami destroyed hundreds houses. In addition, it killed thousands people.

SECTION TWO: Modeling of the Text

Activity 5: Analyzing the schematic structure of the text

Analyze the schematic structure of the following text.

There was a lot of discussion about whether boxing should be banned.

The people who agree with this idea, such as Sarah, claim that if they do carry on boxing they should wear something to protect their heads. They also argue that people who do boxing could have brain damage and get seriously hurt. A further point they make is that most of the people that have died did have families.

However, there are also strong arguments against this point of view. Another group of people believe that boxing should not be banned. They say that why they invent it if it is a dangerous sport. They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

After looking at the different points of view and the evidence for them I think boxing should be banned because five hundred people have died in boxing since 1884.

Taken from: http://www.readingonline.or/articles/writing/DISCUSS1.HTM

Activity 6: Analyzing the linguistic features of the text

Analyze the linguistic features of the following text.

There was a lot of discussion about whether boxing should be banned.

The people who agree with this idea, such as Sarah, claim that if they do carry on boxing they should wear something to protect their heads. They also argue that people who do boxing could have brain damage and get seriously hurt. A further point they make is that most of the people that have died did have families.

However, there are also strong arguments against this point of view. Another group of people believe that boxing should not be banned. They say that why they invent it if it is a dangerous sport. They say that boxing is a good sport, people enjoy it. A furthermore reason is if they ban boxing it will ruin people’s careers.

After looking at the different points of view and the evidence for them I think boxing should be banned because five hundred people have died in boxing since 1884.

Taken from: http://www.readingonline.or/articles/writing/DISCUSS1.HTM

Activity 7: Finding out the meaning of the words in English

Find out the meaning of the following words based on the text.

1. to argue = ………………………………………….

2. argument = ………………………………………….

3. to ban = ………………………………………….

4. to discuss = ………………………………………….

5. discussion = ………………………………………….

Activity 8: Answering the questions

Answer the following questions based on the text in Activity 5-6.

1. What is the purpose of writing a discussion text?

2. Who is the writer of the text?

3. What is the theme of the text?

4. What is its schematic structure?

5. What are the major grammatical patterns used in the text above?

Activity 9: Identifying the sentences

Identify the sentences with modals in the text above.

Example: Boxing should be banned.

1. ……………………………………………………………………………

2. ……………………………………………………………………………

3. ……………………………………………………………………………

4. ……………………………………………………………………………

5. ……………………………………………………………………………

Activity 10: Labeling the schematic structure of the text

Label the schematic structure of the following text.

Genetic research has produced both exciting and frightening possibilities. Scientists are now able to create new forms of life in the laboratory due to the development of gene splicing.

On the one hand, the ability to create life in the laboratory could greatly benefit mankind.

For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory.

Another beneficial application of gene splicing is in agriculture

Scientists foresee the day when new plants will be developed using nitrogen from the air instead of fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.

Not everyone is excited about gene splicing, however. Some people feel that it could have terrible consequences.

A laboratory accident, for example, might cause an epidemic of an unknown disease that could wipe out humanity.

As a result of this controversy, the government has made rules to control genetic experiments. While some members of the scientific community feel that these rules are too strict, many other people feel that they are still not strict enough.

Adapted from Oshima and Hogue

Activity 11: Labeling the linguistic features of the text

Label the linguistic features of the following text.

Genetic research has produced both exciting and frightening possibilities. Scientists are now able to create new forms of life in the laboratory due to the development of gene splicing.

On the one hand, the ability to create life in the laboratory could greatly benefit mankind.

For example, because it is very expensive to obtain insulin from natural sources, scientists have developed a method to manufacture it inexpensively in the laboratory.

Another beneficial application of gene splicing is in agriculture

Scientists foresee the day when new plants will be developed using nitrogen from the air instead of fertilizer. Therefore food production could be increased. In addition, entirely new plants could be developed to feed the world’s hungry people.

Not everyone is excited about gene splicing, however. Some people feel that it could have terrible consequences.

A laboratory accident, for example, might cause an epidemic of an unknown disease that could wipe out humanity.

As a result of this controversy, the government has made rules to control genetic experiments. While some members of the scientific community feel that these rules are too strict, many other people feel that they are still not strict enough.

Adapted from Oshima and Hogue

SECTION THREE: Joint Construction of the Text

Activity 12: Making a Discussion Text

Write a discussion text entitled “Positive and Negative Effects of

Smoking on Our Health”. Use the following clues below.

Generic human participants	many people, parents, teachers, buyers, seller, smokers, non-smokers, passenger, government
Non-human participants	Cigarette, smog, public transportation, public place, school, hospital, cancer, lungs, cough
Action verbs	Smoke, disturb, sit, buy, sell, instruct, warn
Linking verbs	are, is,
Mental verbs	feel, argue, don’t like, think, don’t think, disagree
Transitions	moreover, furthermore, in addition, in fact, as a matter of fact, however, on the contrary, on the other hand, conversely, in contrast, therefore, consequently, thus, as a result
Conjunctions	but, yet, and, so

Use the following steps of writing discussion text.

Step 1

• An opening paragraph that introduces the topic being discussed. It can contain a question about the topic. It can state the view of the author of the text.

Step 2

• Argument or point of view for with supporting evidence or elaboration (more details)
• Another argument for with supporting evidence or elaboration (more details)
• Argument or point view against with supporting evidence.

Step 3

• A conclusion that sums up the discussion and gives a recommendation or opinion

Source: Text Types in English

Activity 13: Making a Classroom Discussion

Make two groups of four for discussing the issue in Activity 12 and The first group is as the pro group (arguing for) and the second as the con group (arguing against).

· The pro group discusses good effects of smoking.

· The con group discusses bad effects of smoking

· Both have excellent recommendations

Activity 14: Arranging the sentences into a discussion.

Arrange the following sentences into a discussion text.

Use the structure of the text: ISSUE, ARGUMENT

AGAINST, ARGUMENT FOR, CONCLUSION

1. However, schools point out that carrying a mobile phone could in itself make a child more vulnerable to theft or mugging, both on the street and even in the playground. Police figures confirm that a high proportion of the crimes committed against young people involve thefts of mobile phones. Schools are concerned, moreover, that allowing pupils to bring their mobiles to school could create a competitive atmosphere amongst children and result in some children feeling left out and unvalued. In addition they claim that pupils’ education would be affected by the distraction of phones ringing in the class.

2. Some doctors fear the children using mobile phones could suffer long-tem brain damage. Until this is disproved, it would seem that schools might best protect their pupils from this and other problems by making them leave their mobile phones at home.

3. No one can deny the positive benefits of children communicating freely with each other, and the pupil argue that using a mobile phone to talk to or text-message their friends is simply one way of doing this, using new technology. Many parents are in favor too, and like the reassurance of knowing their child can be safer and more independent if they have a mobile phone, since they can contact them at any time if necessary. They cite potential risks faced by some children traveling alone.

4. In the last few years there has been an explosion in the use of new communications technologies, including mobile phones; it is estimated that over 70% of young people aged 10-14 now own one. Considerable debate has taken place in the press recently as to whether pupils should be allowed to take their mobile phones into school.

Taken from The National Literacy Strategy

Activity 15: Constructing an Explanation Text

Do the following steps before your group constructs a discussion

text.

1. Introduce the topic of discussion. It can contain a question about the topic. It can state the view of yours or the experts.

2. Give evidence, opinions or arguments for and against the topic.

3. Give a final point of view, either for or against the topic.

4. Write a plot outline, which consists of issue, argument for, argument against, conclusion.

5. Try to write the first draft together in your group.

6. Edit the grammatical aspects and writing mechanism (spelling, punctuation, capitalization, etc.)

7. Revise the text structure and linguistic features together in your group.

8. Ask your teacher to give corrections and suggestions.

9. After revising the text well, rewrite it.

10. Make some copies of the final draft and give them to your friends.

11. Do a conference and exhibit or explain it in front of the class.

Activity 16: Writing a Discussion Text

Write a discussion text and use the clues below.

Use the plan of the discussion text: issue, argument for, argument against, conclusion.

· Is watching TV a waste of time?

· There are many good things about television.

· Many programs give us information for improving our life.

· TV has lot of educational programs that are useful for children to learn.

· There are reasons for saying watching television is a waste of time.

· Watching TV makes children lazy to study.

· There are some hopeless shows.

· There are two sides to this discussion.

· Is watching TV not a waste of time?

The Plan of Discussion Text

Issue : Issue (Statement, preview)

Arguments for : Statements of differing points of views

(Point, elaboration)

Arguments against : Statements of differing points of views

(Point, elaboration)

Conclusion : Recommendation

SECTION FOUR: Independent Construction of the Text

Activity 17: Writing your own arguments

Write your own arguments based on the questions below.

1. What issue are they discussing?

2. Is smoking harmful?

3. What are your and your friends’ arguments for?

4. What are your and your friends’ arguments against?

5. What is the conclusion?

Activity 18: Composing a discussion

Write your and your friends arguments based on the activity 14

into a draft of discussion text.

Use the following plan of discussion text.

Issue : ………………………………………………………..

Arguments for : ……………………………………………………….

Arguments against : ……………………………………………………….

Conclusion : ……………………………………………………….

Analytical Exposition

Chapter 6

Analytical Exposition Persuading that

Learning Objectives:

1. The students are able to understand the meanings of spoken analytical exposition monologs accurately, fluently, and contextually accepted in daily life.

2. The students are able to express the meanings of spoken analytical exposition monologs accurately, fluently, and contextually accepted in daily life.

3. The students are able to read the meanings of written analytical exposition monologs accurately, fluently, and contextually accepted in the forms of written materials.

4. The students are able to write analytical exposition texts accurately, fluently, contextually accepted in the forms of formal and informal forms of writing.

SECTION ONE: Building Knowledge of the Field

Activity 1: Exploring Ideas

Identify the problems in the world. Which one is the most

serious one and discuss them in your groups.

1. students’ fight 6. pollution

2. nepotism 7. poverty

3. crime 8. housing

4. drugs 9. traffic

5. unemployment 10. corruption

Activity 2: Writing the opinions

Write the opinion about the problems above.

What do you or does your friend persuade after analysing the

problems?

1. I persuade that ……………………………………………………..

2. You persuade that …………………………………………………

3. He persuades that ………………………………………………….

4. She persuades that …………………………………………………

5. They persuade that ………………………………………………..

Activity 3: Reading the text and answering the questions

Read the text; then answer the questions.

Cars create pollution and cause a lot of road deaths and other accidents.

Firstly, cars, as we all know, contribute to most of the pollution in the world. Cars emit a deadly gas that causes illnesses such as bronchitis, lung cancer, and ‘triggers’ off asthma. Some of these illnesses are so bad that people can die from them.

Secondly, the city is very busy. Pedestrians wander everywhere and cars commonly hit pedestrians in the city, which causes them to die. Cars today are our roads biggest killers.

Thirdly, cars are very noisy. If you live in the city, you may find it hard to sleep at night, or concentrate on your homework, and especially talk to someone.

I persuade that it is good for the city government to bend too many cars come into the big city because they make the city in troubles, crowded, and heavy traffic jams every time.

1. What kind of the text is it above?
2. What does the text tell?
3. What does the first paragraph tell?
4. In what paragraph do you find some arguments?
5. What is the summary of the text?

Activity 4: Giving the opinions based on the text

Give your opinions about advantages and disadvantages of the car

Based on the text you read above.

Advantages	Disadvantages
1. comfortable	1. wasteful
2.	2.
3.	3.
4.	4.
5.	5.

Activity 5: Studying the grammatical patterns

Study the following Dependent and Independent Clause usually

used in the analytical exposition.

Dependent Clause adalah anak kalimat yang mengandung Subject dan Verb yang merupakan bagian dari suatu kalimat majemuk. Dependent Clause tidak bisa berdiri sendiri tetapi selalu bergantung pada Main Clause atau induk kalimat.

Independent Clause adalah induk kalimat dari kalimat mejemuk yang sifatnya dapat berdiri sendiri dan tidak bergantung pada anak kalimat.

Dependent & Independent Clause memiliki pola kalimat sebagai berikut:

Subject + Verb	(that/Relative)+ Subject + Verb + Object/Adjective/Adverb
Main Clause = Independent Clause	Sub-Clause = Dependent Clause
w He thinks	that it will rain.
w She said	that her mother was sick yesterday.
w I don’t know	who the girl is.
w Do you know	why she comes late to school?
w John acts	as if he were good at Indonesian.

Catatan:

· Jika induk kalimat (Independent Clause) berbentuk present atau future tense, maka anak kalimat (Dependent Clause) boleh dalam bentuk tense apapun.

· Jika induk kalimat (Independent Clause) berbentuk past tense, maka anak kalimat (Dependent Clause) harus dalam bentuk past tense (lampau) atau bentuk yang lebih lampau.

Kata kerja-kata kerja berikut ini digunakan dalam induk kalimat (Independent Clause) biasanya diikuti oleh anak kalimat (Dependent Clause):

agree ask be afraid believe decide expect explain

feel guess hear hope imagine know learn

promise remember say see show to be sorry

suppose tell teach think understand be worried wonder

Perhatikan contoh-contoh kalimat dari kata kerja-kata kerja di atas:

Verb	Example
w agree w ask w be afraid w believe w decide w expect w explain	Ø I agree what you have said just now. Ø She asked how where I came from. Ø He is afraid that he could not do his job well. Ø We believe that they are honest people. Ø They decided that they went to Sydney for a vacation. Ø You expected that your friend was well. Ø I explain that that problem is very easy for students.
w feel w guess w hear w hope w imagine w know w learn	Ø I feel that I am fine now. Ø She guessed that he would come late. Ø He heard that his father had passed away. Ø We hope that he will get married soon. Ø I imagined how beautiful she was. Ø I don’t know why he comes late to the meeting. Ø We learned that it was a significant experience.
w promise w remember w say w see w show w to be w sorry	Ø I promised that I would come to her house. Ø She remembered that we met her many years ago. Ø He said that he got a gold medal for swimming. Ø I see that she is a very kind lady. Ø He showed that his research was very great. Ø It is what I mean. Ø He was sorry that he could not keep her well.
w suppose w tell w teach w think w understand w be worried w wonder	Ø I suppose that my son gets a Nobel prize. Ø She told that she was born in California. Ø We teach that the new students are still lack of English. Ø They think that their cat stole some fish in the kitchen. Ø I don’t understand why my dog died yesterday night. Ø He is worried that he can not do the test correctly.. Ø I wondered why he never comes.

SECTION TWO: Modelling of the Text

Activity 6: Identifying the schematic structure of the analytical exposition

Study the following model of analytical exposition text.

Identify the structure of text: THESIS, PREVIEW,

ARGUMENTS, SUMMING UP.

The Public Trustee is a Sound Investment

It is a well-known fact that it is a dilemma for many people to make a will, without the added problems of deciding who should draw up this document.

This task is made simple with the availability of service from the Public Trust Officer.

Firstly the Office has a large efficient staff which includes barristers, solicitors, accountants, valuers, and qualified property inspector. Knowledge of the legal aspect is very well covered.

Also the charges need consideration. Here at this Office there are no charges for making or the holding of a will.

Furthermore, the Public Trustee is guaranteed by the State of Queensland and has special powers to solve problems or simplify procedures which, in the long term, save expense.

Therefore, it can be clearly seen that there is only one sound choice in making your will – the Public Trustee – as it is permanent, efficient, and secure. You should consider this!

Taken from English for Special Purposes, 1992.

Activity 7: Identifying the linguistic features of the analytical exposition

Study the following model of analytical exposition text and

identify the linguistic features.

It is a well-known fact that it is a dilemma for many people to make a will, without the added problems of deciding who should draw up this document.

This task is made simple with the availability of service from the Public Trust Officer.

Firstly the Office has a large efficient staff which includes barristers, solicitors, accountants, valuers, and qualified property inspector. Knowledge of the legal aspect is very well covered.

Also the charges need consideration. Here at this Office there are no charges for making or the holding of a will.

Furthermore, the Public Trustee is guaranteed by the State of Queensland and has special powers to solve problems or simplify procedures which, in the long term, save expense.

Therefore, it can be clearly seen that there is only one sound choice in making your will – the Public Trustee – as it is permanent, efficient, and secure. You should consider this!

Taken from English for Special Purposes, 1992.

Vocabulary:

trustee : a member of a group of people responsible for

managing the financial affairs of an institution or

organization

dilemma : a situation in which somebody must choose one of

two or more unsatisfactory alternatives

barristers : a lawyer who is qualified to represent clients in the

higher law courts in England and Wales

solicitors : somebody who solicits, especially somebody who

asks for financial contributions

property : something of value such as land or a patent that is

owned

charges : to ask somebody for an amount as a price or fee

guarantee : something that assures a particular outcome

secure : safe, especially against attack or theft

SECTION THREE: Joint Construction of the Text

Activity 8 : Analyzing the schematic structure of the text

Analyze the schematic structure of the following text.

THESIS, PREVIEW, ARGUMENTS, SUMMING UP.

……………………………………………….

In Australia there are three levels of government, the federal government, state governments and local governments. All of these levels of government are necessary. This is so for a number of reasons.

……………………....

First, the federal government is necessary for the big things. They keep the economy in order and look after things like defence.

……………………....

Similarly, the state government look after the middle sized things. For examples they look after law and order, preventing things like vandalism in schools.

……………………....

Finally, local governments look after the small things. They look after things like collecting rubbish, otherwise everyone would have diseases.

……………………....

Thus, for the reasons above we can conclude that the three levels of government are necessary.

Taken form Making Sense of Functional Grammar

Activity 9: Identify the language features used in the text above.

Language Features of the Text
Nouns	Three levels of government, ……………, ………………., ……………,……………,……………,
Pronouns	They, ……………,……………,……………,……………,
Relational verbs	Is, ……………,……………,……………,……………,
Connectives	First, ……………,……………,……………,……………,
Simple Present Tense	Keep, ……………,……………,……………,……………, ……………,……………,……………,……………,…………

Activity 10: Answering the questions based on the text

Answer the questions based on the text in Activity8.

1. What is the writer’s purpose in writing the text above?

2. According to the writer, what should be done with cars?

3. Underline the sentence that shows the writer’s position.

4. What arguments (reasons) does the writer use to support his/her position?

5. Underline the sentences in the text that show the writer’s arguments.

Activity 11: Composing own arguments

Reread the text in Activity 8 and make your own arguments and

compose them into a text using the following sequence with

connectives.

Firstly, …………………………………………………………………………………..

Secondly, ………………………………………………………………………………..

Thirdly, ………………………………………………………………………………….

Finally, ………………………………………………………………………………….

Activity 12: Discussing the problem

Discuss the followings and make your group’s arguments

Towards the TV programs nowdays.

Many TV channels such as RCTI, SCTV, TPI, TV7, ANTV, etc, have regular news programs specially reporting crimes. The news is often very detailed with disturbing pictures, such as murdered victims with blood all over their body. The programs also report how a crime, for example a murder is planned and done.

What are your arguments towards those programs? Are the programs needed to censored in order not to give bad impact for young watchers. Discuss these and make a written exposition as your argumentative opinions.

Activity 13: Arranging paragraphs into a text

Arrange the following paragraphs into a correct sequence of

analytical exposition text. Use the plan of the analytical exposition.

§ Another piece of conflicting evidence concerns the dingo. Lindy claimed that Azaria was taken by a stray dingo. Some of the other campers said that they saw no dingo, but there were several who confirmed Lindy’s story, and who stated that they heard a dingo’s cry just before Azaria went missing.

§ Firstly there is the question of the blood found in the car. It was claimed that it was a baby’s blood. However, the tests used to identify the blood were later found to be unreliable and the blood could have come from an adult.

§ In the light of such conflicting evidence, I believe that it was wrong to convict Lindy Chamberlain without finding more definite proof of her guilt.

§ In 1982 Lindy Chamberlain was convicted of murdering her baby Azaria while camping at Ayers Rock. In my opinion, Lindy should not have been convicted for Azaria’s murder as there is too much conflicting evidence.

§ And finally there is the matter of the baby’s jumpsuit which was later found with holes in it. The prosecution maintained that these holes could only have been made by a pair of nail scissors – the ones they claimed Lindy used to kill her baby. The defence on the other hand demonstrated that the holes could just as easily have been made by a dingo’s teeth.

Source text: Derewianka, 1990, p. 70

Thesis : ………………………………………………………………….

Argument 1 : ………………………………………………………………….

Argument 2 : ………………………………………………………………….

Argument 3 : ………………………………………………………………….

Argument 4 : ………………………………………………………………….

Argument 5 : ………………………………………………………………….

Summing up : ………………………………………………………………….

Activity 14: Giving own opinions

What is your opinion about the followings?

Activity 15: Making a draft of analytical exposition

Make a draft of an analytical exposition based on the

problems above. Do this in your group.

Thesis : ………………………………………………………………….

Argument 1 : ………………………………………………………………….

Argument 2 : ………………………………………………………………….

Argument 3 : ………………………………………………………………….

Argument 4 : ………………………………………………………………….

Argument 5 : ………………………………………………………………….

Summing up : ………………………………………………………………….

SECTION FOUR: Independent Construction of the Text

Activity 16: Giving your own opinions

Give your own opinions by answering the following questions.

Do you agree or not with the following statements
1.	Illegal drug dealers must not be sentenced to death.
2.	Corruptors should be jailed or hung.
3.	Alcoholic drinks must be banned.
4.	Movies that contain pornography must not be played on TV.
5.	Crimes News should be reduced or stopped on TV.
6.	TV stations should reduce entertainment programs and add more news.
7.	The government must provide more jobs for the citizens.
8.	Prostitution doers should be sentenced to death.
9.	Prostitution must not be localized.
10.	Free sex must be forbidden.

Activity 17: Writing an analytical exposition text

Choose one the problems stated and discussed above.

Write an analytical exposition using the provided plan.

pengertian narrative text

Chapter 4

Narrative Texts (1) Tell me a story

Learning Objectives:

1. The students are able to understand the meanings of spoken narrative monologs accurately, fluently, and contextually accepted in daily life.

2. The students are able to express the meanings of spoken narrative monologs accurately, fluently, and contextually accepted in daily life.

3. The students are able to read the meanings of written narrative monologs accurately, fluently, and contextually accepted in the forms of written materials.

4. The students are able to write narrative texts accurately, fluently, contextually accepted in the forms of formal and informal forms of writing.

SECTION ONE: Building Knowledge of the Field

Activity 1: Exploring Ideas

Answer the following questions.

1. Have heard a story?

2. What kinds of story did you hear?

3. What did the story tell?

4. Who are the characters in that story?

5. When and where did the story happen and take place?

Activity 2: Identifying the story elements

Identify the elements of the story you read.

Example:

The title of the story is Tangkuban Perahu. The theme of the story is a forbidden love. That is a son who loves his own mother. The characters are Sangkuriang and Dayang Sumbi. The setting includes the time on which the legend happened; that is once upon a time and the place in which the legend took place, that is a kingdom in West Java.

The title of story: ………………………………………………………………….
Theme	Characters	Setting
		Time	Place
………………… ………………… ………………… ………………… ………………… ………………… ………………… …………………	…………………… ……………………	…………….. ……………..	…………….. ……………..
	…………………… ……………………	…………….. ……………..	…………….. ……………..
	…………………… ……………………	…………….. ……………..	…………….. ……………..
	…………………… ……………………	…………….. ……………..	…………….. ……………..

Activity 3: Identifying the story structure

Identify the story structure you read.

Answer the following questions

1. How did the story begin?

2. Who are the characters? What do they look like?

3. What problem involves the characters?

4. How was the problem resolved?

5. How did the story end?

Activity 4: Recognizing the text plan of narrative text

Study the following text plan of narrative text.

Schematic Structure of Narrative

Orientation: (first paragraph) · Where did the story take place? · When did the story take place? · How did the story begin? · Who?

Complication or problem: a description/explanation of the problem. The problem usually involves the main character(s).

Resolution: how the problem has been solved.

Conclusion: a final concluding statement.

Characterisation: a description of the main characters. What do they look like?

Theme: a clear message.

Linguistic Features of Narrative Text

Active verbs are used.

The first person (I, we) or the third person (he, she, they).

The past tense is used.

Conjunctions (linking words to do with time) are used.

Specific nouns (oak instead of tree).

Adjectives and adverbs are used.

Uses the senses: What does it smell like? What can be heard? What can be seen? What does it taste like? What does it feel like?

SECTION TWO: Modeling of the Text

Activity 5: Analyzing the narrative text

Study the schematic structure of the following narrative text.

The Wolf and the Stork

A long, long time ago, the wolf and the stork were friends. One day, the wolf asked the stork to come to his house to eat.

When the stork arrived at the wolf’s house, the wolf put two bowls of soup on the table. The wolf ate his bowl of soup so quickly. When he finished, he asked the stork, “Did you like my soup?”

But the stork was angry because he couldn’t eat the soup. His beak was too long! When the stork went home, he was still hungry. The wolf laughed and laughed.

Then the stork had an idea. He asked the wolf to come to dinner. He filled two tall pitchers with good soup. They began to eat. When the stork finished eating, he asked the wolf if he wanted more to eat.

But the wolf was angry. His mouth was so big that he couldn’t get it into the pitcher. The wolf went home hungry, and the stork laughed and laughed.

The wolf and stork have never been friends ever since.

Taken from (Kasser & Silverman, 2002, p. 94)

Activity 6: Analyzing the narrative text

Study the linguistic features of the following narrative text.

The Wolf and the Stork

A long, long time ago, the wolf and the stork were friends. One day, the wolf asked the stork to come to his house to eat.

When the stork arrived at the wolf’s house, the wolf put two bowls of soup on the table. The wolf ate his bowl of soup so quickly. When he finished, he asked the stork, “Did you like my soup?”

But the stork was angry because he couldn’t eat the soup. His beak was too long! When the stork went home, he was still hungry. The wolf laughed and laughed.

Then the stork had an idea. He asked the wolf to come to dinner. He filled two tall pitchers with good soup. They began to eat. When the stork finished eating, he asked the wolf if he wanted more to eat.

But the wolf was angry. His mouth was so big that he couldn’t get it into the pitcher. The wolf went home hungry, and the stork laughed and laughed.

The wolf and stork have never been friends ever since.

Taken from (Kasser & Silverman, 2002, p. 94)

Activity 7: Answering the questions

Answer the following questions based the narrative text above.

1. How the story begins?

2. Where did the story take place?

3. When did the story take place?

4. Who are the characters?

5. What does the main character look like?

6. What kind of problem involves the main character?

7. How was the problem resolved?

8. How did the story end?

9. What is a clear message of the story?

10. What is the lesson taken from the story?

SECTION THREE: Joint Construction of the Text

Activity 8: Analyzing the schematic structure of the narrative text

Analyze the schematic structure of the following text.

Do this task in your group.

The Frog in the Well

There was a frog that lived in a shallow well. “Look how well off I am here!” he told a big turtle from the Eastern Ocean. “I can hop along the coping of the well when I go out, and rest by a crevice in the bricks on my return. I can wallow to my heart’s content with only my head above water, or stroll ankle deep through soft mud. No crabs or tadpoles can compare with me. I am master of the water and lord of this shallow well, what more can a fellow ask? Why don’t you come here more often to have a good time?”

Before the turtle from the Eastern Ocean could get his left foot into the well, however, he caught his right claw on something. So he halted and stepped back, began to describe the ocean to the frog.

“It’s more than a thousand miles across and more than ten thousand feet deep. In ancient times there were floods nine years out of ten yet the water in the ocean never increased.”

“And later there were droughts seven years out of eight yet the water in the ocean never grew less. It has remained quite constant throughout the ages. That is why I like in the Eastern Ocean.”

Then the frog in the shallow well was silent and felt a little abashed.

Activity 9: Answering the questions

Answer the following questions based the schematic structure plan.

Do this with your friends in your own group.

11. How the story begins?

12. Where did the story take place?

13. When did the story take place?

14. Who are the characters?

15. What does the main character look like?

16. What kind of problem involves the main character?

17. How was the problem resolved?

18. How did the story end?

19. What is a clear message of the story?

20. What is the lesson taken from the story?

Activity 10: Identifying the linguistic features of the text

Identify the linguistic features of the narrative text in Activity 8.

Action verbs (Material processes): ……………………………………….. Linking verbs (Relational processes): ……………………………………. Saying verbs (Verbal processes): …………………………………………

Personal pronouns: ……………………………………………………………..

Past form verbs: ………………………………………………………………..

Temporal conjunctions: ………………………………………………….. Temporal sequences: ………………………………………………………

Specific nouns: …………………………………………………………………

Adjectives: ……………. Adverbs of time (temporal circumstances): ………………………………. Adverbs of place (spatial circumstances): …………………………………

Uses the senses: What does the story smell like? …………………………………………… What can be seen from the story? ………………………………………….

Activity 11: Rewriting a narrative text

Identify the linguistic features of the narrative text in Activity 8.

Use the following schematic structure plan of the narrative text.

Do this activity in your group.

Orientation: (first paragraph) Where did the story take place? When did the story take place? How did the story begin? Who?

Complication or problem: a description/explanation of the problem. The problem usually involves the main character(s).

Resolution: how the problem has been solved.

Conclusion: a final concluding statement.

Characterisation: a description of the main characters. What do they look like?

Theme: a clear message.

Activity 12: Arranging paragraphs into a narrative text

Arrange the following paragraphs into a narrative text.

Do this task in your group.

(Source: Clip Art 2005)

The Ram in the Chili Patch

· Finally a little ant said, “I can help you, Juan.” The ant climbed onto the ram and began biting him all over. The ram jumped up and started running. He ran so fast and so far that now he is in the next county!

· Long ago there was a Mexican boy named Juan who helped raise money for his family by growing chili peppers in his garden.

· But one day when he came out to his chili patch, he found a ram there eating some peppers and stomping on others. “Go away, Mr. Ram,” said Juan. “Those are my peppers,“ The ram replied, “Get away from me or I’ll butt you into the next county.” Juan started to cry, and all the animals on the little farm felt sorry for him. The cat tried to help. She went up to the ram and said, “You should be ashamed of yourself. Get out of there. Those are Juan’s chili peppers.” But the ram lowered his head and said, “Get out of here or I’ll butt you into the next county.” So the cat ran away. The dog tried to help. He came out and barked at the ram, but the ram lowered his head and said, “Get out of here or I’ll butt you into the next county.” The dog too ran away.

(Source: Stories We Brought with Us, 2002)

Orientation : ………………………………………………………….....

…………………………………………………………….

Complication : …………………………………………………………….

…………………………………………………………….

…………………………………………………………….

…………………………………………………………….

Resolution : …………………………………………………………….

…………………………………………………………….

SECTION FOUR: Independent Construction of the Text

Activity 13: Arranging paragraphs into a narrative text

Arrange the following sentences into the correct story.

Use the following plan of narrative text.

The Fox and the Crow

• Down dropped the meat which the fox snapped up.
• The crow was pleased to hear all this. Chuckling to think how she would surprise the fox with her caw, she opened her mouth.
• “Oh, that such a bird should be dumb and want only a voice!”
• “Your claws …. I beg pardon your talons …. Are a match for all the beasts of the field.”
• “Your breast is the breast of an eagle.”
• “How fine your neck”.
• “How bright your eye!”
• “Oh, crow how beautiful are your wings!”
• A fox saw this and wanted the meat for himself, said:
• One day a crow had snatched a fine slice of meat out of a window, and flew with it into a high tree.

Orientation : …………………………………………………………………….

…………………………………………………………………….

Complication : …………………………………………………………………….

…………………………………………………………………….

…………………………………………………………………….

Resolution : …………………………………………………………………….

…………………………………………………………………….

Activity 14: Constructing the story

Read the following highlight of the story and make your own

story. Use the plan of the narrative text.

Sindbad is a poor, hard-working porter rested in the shade of a grand palace in Baghdād (in what is now Iraq) and wondered enviously why the owner deserved such luxury. The owner, Sindbad the Sailor, invited the porter to be his guest and answered the question by recounting his seven difficult voyages. During the reign of Harun al-Rashid (AD 786-809), Sindbad worked as a merchant and through his trade became an unwitting explorer of India, Ceylon, and other frontiers, suffering severe hardships during his travels. With his narrative, Sindbad demonstrated to the porter that his wealth was earned over a long period of risk-taking and hard work. The porter apologized to Sindbad, and Sindbad shared some of his wealth with the porter. The two became lifelong friends.

Contributed By:Hasan M. El-Shamy

Microsoft® Encarta® Reference Library 2003. © 1993-2002 Microsoft Corporation. All rights reserved.

A Narrative Text Plan

· Title: (Give an interesting title that attracts your reader’s attention)

· Orientation: sets the scene and introduces the participants

· (When? Who? Where?)

· Complication: a crisis arises (What was the problem?)

· Resolution: the crisis is resolved, for better or for worse (How was the problem resolved? How did the story end?)

· Re-orientation: (optional stage)

explanation text

Chapter 4

Explanation Text How it works

Learning Objectives:

1. The students are able to understand the meanings of spoken explanation monologs accurately, fluently, and contextually accepted in daily life.

2. The students are able to express the meanings of spoken explanation monologs accurately, fluently, and contextually accepted in daily life.

3. The students are able to read the meanings of written explanation monologs accurately, fluently, and contextually accepted in the forms of written materials.

4. The students are able to write explanation texts accurately, fluently, contextually accepted in the forms of formal and informal forms of writing.

SECTION ONE: Building the Knowledge

Activity 1: Sharing your own experience

Answer the questions well read by your teacher.

1. Have you seen this phenomenon?

2. When and where did you see it?

3. How do the phenomena occur?

4. Why did the phenomena happen?

5. Why do the experts explain those phenomena?

Activity 2: Exploring your knowledge

Say what you know about the following phenomena.

1. How does a computer work?

2. How do the plants grow?

3. How does the earth rotate?

4. How does a bomb explode?

5. How do gears run?

Activity 3: Improving Grammar Capacity

Study the following structure and grammar usually used in

the explanation text.

A. Complex Sentence

1. Subject + Verb + Conjunction + Subject + Verb

Examples:

a. It occurs when the water is contaminated by such substances as human and other animal wastes, toxic (poisonous) chemicals, metals, and oils.

b. It occurs when wastes dirty the air.

c. When we breathe normally, the air stream is inaudible.

d. It occurs when the shadow of one object in space falls on another object or when one object moves in front of another to block its light.

e. The wood-chipping process begins when the trees are cut down in a selected area of the forest called a coupe.

2. Subject + Verb + Complement + Relative Pronoun + Verb

Examples:

a. It is a body of water that covers normally dry land.

b. It is the movement of our vocal organs that generate speech sounds waves.

c. It is the steady stream of air that comes from the lungs.

d. The logs are taken to a chipper which cuts them into small pieces called woodchips.

e. These movements change the acoustic properties of the vocal tract, which in turn produce the different sounds of speech.

B. Passive Voice

Passive Voice is formed with ‘to be’ followed by the past participle,

Passive Subject + to be + Past Participle (V-3):

1. A plant is moved to a suitable place.

2. The plant was planted in the suitable place yesterday afternoon.

3. Plants will be cut next month.

4. The plants have been watered just now.

5. The plants will have been fertilized by the end of this week.

SECTION TWO: Modeling of the Text

Activity 4: Identifying the Text Structure and Linguistic Features

Read the following explanation text. Study its text structure and

Linguistic features. GENERAL STATEMENT,

EXPLANATION, CLOSING.

What Makes Talk?

Talk is when we have a thought that we put in to sound. When we talk, we use words to communicate with one another.

As humans, to be able to talk we need a voice box, lungs, tongue, lips and teeth. If you put your fingers about three cm under your chin and talk you can feel a vibration. That is because there is air floating past the vocal cords making vibrations. There are two stretchy flaps of skin called vocal cords in your voice box. When the vocal cords are stretched tight, you make a high sound. When the vocal cords are loose, you make a low sound. Did you know that if we didn’t have a tongue we wouldn’t be able to talk?

People all over the world use many languages to communicate. We all use talk every day in someway.

www.tki.org.nz/r/assessment/exemplars/eng/

Activity 5: Finding out the meaning of the words

Finding out the meaning of the following words.

1. communicate = …………………………………………………….

2. chin = …………………………………………………….

3. cord = …………………………………………………….

4. stretchy = …………………………………………………….

5. vibration = …………………………………………………….

Activity 6: Analyzing the text and context

Analyze the text in the Activity 4 by answering the followings.

1. What is the purpose of writing the explanation text?

2. Who writes the explanation text?

3. Who usually reads the explanation text?

4. What is the schematic structure of the text above?

5. What are the linguistic features used in the text above?

Activity 7: Identifying the text structure and linguistic features of the text

Identify the text structure and linguistic features of the following

text.

How Are Sedimentary Rocks Formed?

Sedimentary rock is formed by the comparison of layers of particles into a solid form.

Sediments such as sand and mud settle onto the floors of oceans and lakes. Over a long period of time, several layers of sediments collect on the floor. These layers are pressed together for many thousands of years, fusing the small solid particles of mud and sand to form solid rock.

This type of rock is called sedimentary rock.

Source: Exploring How Texts Work

SECTION THREE: Joint Construction of the Text

Activity 8: Composing an Explanation

Match the main clauses and sub-clauses in the table; then compose

an explanation.

1. When the sun radiates heat,	ü until they reach high land.
2. As soon as the water vapor forms,	ü rain is precipitated.
3. While rising,	ü the water flows back to the sea.
4. When the vapor cools,	ü the vapor cools.
5. During condensation,	ü it begins to rise
6. The clouds then move towards land,	ü clouds are formed.
7. When the clouds reach high land,	ü it condenses.
8. As the temperature falls,	ü sea water evaporates.
9. On being precipitated,	ü the air temperature falls.
10. After being absorbed,	ü the rain is absorbed by the soil.

Activity 9: Arranging the sentences into an explanation

Arrange the following sentences into an explanation text.