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Jurusan Pendidikan Bahasa Inggris FPBS IKIP PADANG
1993 I
.J cl
1.
2
itKf,
KATA PEHEAHTAR
Sesuai denElan diinplenentasikannya kurikulun 1994 dengan
Eemasukkan bahasa Inggris sebaEai salah satu Data pelajaran bagi siswa pendidikan dasar, raka mahasiswa PGSD dinai ibkan
untuk Eenglanbil natakuliah Bahasa Inggris. Untuk nenenuhi
kebutuhan mahasiswa PGSD penyetaraan di FIP IKIP Padang, naka buku ini dirancanE dengan menyesuaikannya denSlan kebutuhan
nahasiswa. Bahan-bahan yanEl disai ikan terdiri dari "Readingl dan Usage" yang difokuskan pada bidang pendidikan.
Bahan Reading dilengkapi dengan "SkiI1" yang PerIu untuk menahani suatu wacana sedangkan "Usage" dilengkapi dengan latihan-latihan konunikati-f untuk dapat diaPlikasikan ke dalan ReadinEl .
Hatakuliah Bahasa Inggris di PGSD Penvetaraan terdiri dari 3 sks. Untuk itu junlah bahan yang disai ikan disesuaikan denEan sks yang ditawarkan. SebaElian latihan, baik Reading
ataupun Usage dikeriakan di rumah.
Cara penyaiian dianiurkan untuk uemberikan tugas kepada
nahasiswa nembaca bahan yang akan dibicarakan terlebih dahulu di rumah sebelum dibicarakan di kelas. Dengan demikian hal
yang tidak dapat di Pahani oleh nahasiswa dapat diiadikan
bahan diskusi di kelas. Nanun kalau ada pendekatan yang lebih tepat untuk kondisi kelas yang dibina, dosen dapat nenElenbanEl- kannya.
Saran dan kritik untuk buku aiar ini akan sangat meobantu
penyusun merevisinya.
Padang, Juli 1993 Penyusun
l-
SASARAN BELAJAR
Tujuan Unuu Perkuliahan:
Pada akhir perkuliahan, uahasiswa dapat menahari dan Eengerti
wacan di bidanE pendidikan dalan bahasa Inggris dengan Eenggu- nakan struktur bahasa Inggris "Intermediate
"'
Sasaran Be laj ar
a. Reading : Pada akhir seluruh pokok bahasan dari Eateri yanE diberikan, mahasisua diharapkan dapat :
1. uenjawab pertanyaan secara cepat dan tepat dari informasi
yanEl diEinta dalan Hacana yanEl diberikan'
2. nenenukan Kev Tdea (ide kunci) dari kalinat konpleks yang
ada dalan lracana Yang di.berikan,
3.menentukantoD'iCsentence(kalimattopik)darisetiaP paragraf dalan waeana,
4. nencari Hain Idea (ide utama) dari paragraf wacana yang diberikan,
5. nenberikan pendapatnya tentang isi gacana yanEI diberikan, 6- mengElunakan Vocabularv (kosa-kata) baru yang ada dalan
r.racana denElan kata-kaLa sendiri dalan bahasa Inggris'
7. nenbuat ringkasan bacaan dalam bahasa IngErris atau bahasa Indonsia,
8. menterjenahkan wacana pendek dalam bahasa Indonesia'
b Structure: Pada teri
akhir seluruh pokok bahasan dari nateri-ma-
yanEl diberikan mahasisHa diharapkan dapat
unLuk me lengkaP i
yanEl tepat sesual (Present-Present
1 nengidentifikasikan kalinat dalam bentuk "Present Con-
tinuous Tense dengan ketepatan 852'
membedakan penggunaan kalj-mat dalam bentuk "Present Con-
tinuous dan SimPle Present Tense",
menElgunakan "Question tlord" yang tepat kata kalimat tanya Yang diberikan,
melenElkapi dialoque" dengan kata keria dengan situasi dan paktu dalam percakapan
Continuous Lense ) ,
2
J
4
l- l-
5. menggunakan kata kerja "Be + Couplenent" dalan kalinat
dalam bentuk "Simple Present Tense",
EenElidentifikasi kalinat dalan pola kalinat "Sinple Past Tense" denElan ReElular and Irregular Verbs" (kata keria beraturan dan tidak beraturan),
uenbedakan penakaian "ReguIar Verbs" dan "Irreular Verbs"
dalan kalimat yang tidak IenEkap vang diberikan '
menenpatkan "SinEuIar and Plural Nouns" dalan kalimat
ueubedakan penEElunaan "nueh-nany, a few - a little, a Pair of ..." dalam kalimat vang diberikan.
nenentukan kalinat dalam pola "Euture Tense" dari dialog
yang diberikan.
nenselaraskan Penggunaan "Be + going to" dan "wi11' dengan
"Verb + Infinitve" dalan kaliuat -
nerubah kalinat dalam pola "simple Future Tense" denEan
"Future Continuous Tense" dan sebaliknya'
EenElgunakan PoIa kalimaL "Present Perfect Tense" dalan
kal inat .
Eengindentifikasi kalinat "Past Perfect Tense" dari kali'- nat-kalinat Yang d iber ikan .
nembedakan pola kalioat 'Present Perfect Tense" dan "Past Perfect Tense" dalan kalinat'
Eengidentifikasikan kalinat pasif (Passive Voice) dalan
kaI inat .
merubahka}imataktifmenjadikalinatpasifdansebaliknya.
6.
7.
8.
9.
10.
11.
L2.
13.
t4.
15.
16.
17.
1r- l-
DAFTAR I S I
NATA PENGANTAR SASARAN BELAIAR DAFTAR ISI
I.IINGGIJ KE
I
TOPIK
HAL
ii i
iv
SIIBIOPIK
The I'irst with the News
Present Contiluous Tense
A Teacher is a Guide
UsirEl Question llords in Questions A Teacher is an Exarple
S j.ngular and PIuraI Nouns:
- Count and Non-Count Nouns
- Huch-nany, A few-a ]ittle, a pair of ... .... 74
A teacher is a Couselor 20
There+be.... 2L
Scenes from a t{edding 23
Si.rple Past tense (Be Forns and Action Verbs).. 27
II
ITl/
IV
a b a b a b
Reading:
Usage :
Readirgl:
Usage :
ReadirtEl:
Usage :
Readingl:
Usage :
Readi-ruf :
Usage :
ReadJrg:
UsaEle : Readtug:
Usage :
Read iruf :
Usage :
a. Readi-rg:
b. Usage :
a. Reading:
b. Usa€e : a. Reading:
b. Usage :
Read ingl:
Usa€e :
Read jr€l:
1
z 6
11
L2
x
Y/VT
vI7/
WII
IX
)c
)oI )OII
)ov
xv
xv-r
a b a b a b a b
b
The Hissjng Tickets
SireIe Past Tense (Continued) . . ..
llelcome Parents Day
The Past Contiluous Tense
Beind Punctual is a Good Habit .
- Present Future Tense
31 35 39
...40 ....43
.-.47
42
4S 50 52 53 56
The Allens Ner.r House
Question Ta€s
Never Too Old to Learn Future Continuous Tense
- Verb + infinitive
(Be and Action Verb) a.
b.
a.
The Date
Preset Perfect Tense
5S
Hethods of Education: East versr:s ilest ... 64
The Past Perfect Tense .. . .
Forei€n Students in the United States and Canada ...
Passive Voice .. ..
...68
b. Usage
70
DAFTAR BACAAN 78
l-ar
LESSON BNE
FIRST HITH THE HITH THE NET'S
It is 9.00 on a cold, Hindy norninE in late Decenber ' Ott
Fox and his students are in their classroon at the English at the Enellish Learning Center. Outside the wind is blowing, and the sky is gray.
George isn't doing his work. He's lookinE out the nindow the window. It's beElinning to snow' GeorEle is excited ' He sants to teI1 Hr. Fox and the other students about the snow' All the students in this cLass are from sarn places' It never snolrs in their countries. Everyone sants to see snow' and
George elants to be first nith the news.
George has a Probleu. He doesn't remenber the English word for snow. George gets ouL his bilingual dictionary, and he looks for the word. It's "SNOtl ." George is ready to sav the all turn and look out the Pindow.
GeorEle closes his nouth. He thinks, "I hate snoq!
( Drayton, P. 1)
llhat-s in the StorY ?
Ansqer these questions
complete sentences. You can
about "First with the News. " Use
find the.answers in the story.
llhat month is it ?
llhat is the weather Iike ilho is Otto Fox ?
llho is Geotge ?
George looks out of the llhere do Lhe students in I{hat is GeorEle's Prob lem
tlhat book helps George ?
windor.r. t{hat does he see ? the classroom cone f rour ?
? 1 t
2 J 4 5 6 7 o
2
llho says, "It's beginning to snow"?
Hhat do you think ?
Answer the questions. Use the story and your own ideas' 1. llhat season is it ? How do You knox?
2. Is George a Elood student? llhy or trhy not ?
3. ilhy does GeorEJe need to know the word for snow in English?
4. tlhat IanEluaEIe does George speak? Does the story Lell you?
5. Does George realty haLe snor'r? Explain your ansr'rer I
Ut, -! x. t )?l 2ERpUSIA(iAti
1
I..:P pADluG
PRESENT CONTINUOUS TENSE
am
ls
are
Reod ond Proctice
tirilII\I
IXI
ll'
lt
1l1l
i\,lll ir
go,r&i ?
\lhat are Vhat are goudoing ?
Ue're cooKi
s
lin redirg
a 0
// g UD
U' rr H
E
8
O
E
I
11,
o
\ftsfs Martha 1
\^/hatf To. &rrg? sgowQdaq?
Sfe's unkhingTV,
VU fc i
s sleePng
u E
I
tsrlr 1l'
2
,:!1
ou lVe
Mar are
uth& g
acd Frd
f
Complele lhese conversolions.
:-a:: )-t --
E -r!-
E--E
:7*
- rL- IA.lt
)r
o o
-)r-t 3--
I
r-
E
1. \Vhat are you doing? 2.
-
N'lr. and lvlrs. Jones doing?
reading the ncwspaper cating dinner
E
Hcnr,r doing? J 'laria doing?
cookirrg dinrtr'r' studying English
-
<)
5. ['rank doirrg? 6 Sam and Bett5 doing?
s lee pin g rvatching T\
-
7 Judi doirigi 8. \\'hat crc \-OU doing?
plcling the pia rrrr
3
-1 -) -:JE-
D
-l
mlllfi\
G
e=
Inr-.
WHERE ARE AND WHAT
Ask ond onswer these queslions.
THEY
ARE THEY DOING?
BcttY?
Where's Woltc park He's in the kitchen' What's he doing?
He's cating brcakfast t:
doing?
catirrg lutrcl't.
)-ou?
Nlr. and NIrs Srn dinirtg roonr
doing?
eating dinner
6.
Iiving rootn dolng:
plaf iog caltls
NIiss Jacksoo?
bedroont doing?
plat'ing the guitar
ith? 4
rcstcurrnt
C
Tom and ivlary?
yard doing?
play'ing baseball
c
NIr. l,arson?
ca[c tc ria' doing?
doilg l
drinking lcmorradc drinkirrg coftcc
4
O
LIB -a-
L
'ftii1,25 al
Tomml-?
classroom doing?
studsing mathematics
3rrn
Harry?
bathroom doing?
singing
)-ou? r0.
9
I r.
librarl
doing?
Gloria? 12'
discotheque doing?
dancirrg
o6('
.-r
)ou
13. IJarbara?
hospital.
1,1. park
doing?
doing?
listcning to the radio
$atching'f\-
Add people, Ploces, ond octions of Your own'
I6.
151
M;L; K UPr ?ERprrsYA.( t, lN
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..lDAltG1
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5
ii,:I"-r" '
LESSOH THO
A TEACHER IS A GUII'E
A teacher is a guide on the iourney of learninEl ' There- fore, she nust be resoonsible for the trip because she has experience, and she is interested in his students' learninEl trip accordinEl to the students' needs and abilities' She should deternine the uay to be followed, nake the journey uore Beaning, and evaluate the learning Progress ' To do all of then, he has to Hork together uith his students '
In history and literature, the word "journey" Deans the oan's life. It does not only rnean the physical form of learn-
ing.
An experienced teaeher knolls very well that it is diffi- cult to be a guide in learning' She understands the effect of bad teachinEl either for her or her students ' She knows the badeffectifthelearninEihasnoclearneaningandpurpose.
She also knows that the feeling of despair will come to the teachers if they do not have enough teachind skill and style which are very necessary for the eareer of teaching'
Teaching is a comPlex form of art'
(Be, 1976 )
Answer the following questions brieflv'
1. Find the neaning of the underline words and tences with then!
make the sen-
learninEl ? purpose of 2. tlhat kind of guide is needed on the trip
3. glhaL should a teacher do in determining learn ing ?
4. tlhy must Ee evaluate 5. Holt does a teacher know
progress of our students it is very diff icult to be a
cannoL teach verY nell ? of
Lhe
the 2
that duide in learning ?
6. tlhat wiII haPPen if a teacher Give the conclusion in Indonesian
G
USING OUESTIOH HORDS IH SUESTIONS
ir1
ve o
Reod ond Proclice
'ln praclicing' you cin sat-: coffce tell hccr'
'!c
INTERVIEWS AROUND THE WORLD lnlerview lhese PeoPle, using lhe
questions below.
\\'hot's loLrl narrlc?
\\'hcrc do y-otr live?
\\'hli lcugLrcgc do You sPeak?
\\'har do 1ou do cvcrY <la1-)
Hellol I\'Iv name is Antonio I live in llonte.
I speak ltalian.
Every day I eat ltalian food, I drink ltalian rvine,*
and I sing ltalian songs.
I thirrk Rorne is a nonderful citY t'rn glad I live hcre.
s7
i!
L/
4.
-\
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'Saro a^d
I,br( G
tr,cla
8or,s ard Naiasiu
(arlcrs :I
-Tor. o
i ffiL{
.-,1
f BO
m
fr
lrercn Cer..ar,
JaTanc-* Ed,$ Ru:s,on
.l
7
I '-'
.tWe-
,iYou
I
:.-.f
do?
L
N
t
Ii
ives..::7.:g:a '-.1;.r1 :!:;i
.,il{here ':!;2 . ,.' does.' . -:.:",,
(
t
.bei e
-7'..
Reod ond plociice
Oavrd
-
A. \\'hat's his name?
lJ. His ttantc rs lvtiguel.
A. \\'here does he live?
B. He lives in Nlexico CitY.
A. \\'hat language does he sPeak?
B. He speaks SPanish'
A. \\'hat does he do everY daY?
B. He ests Nlexican food, he reads Ivlexican nel{sPaPers' and he listens to Nlexican music
Ask ond onswer questions obout these PeoPle.
\\'hat's his/hel nantc?
Where does he/she live?
What languogc does he/she sPeak?
\t'hat does he/she do every daY?
I
t0l1,t 0
dr,o
6 t,y4 5
G,ceK C6.(:. h:l'id\
t"Sl'tl' [,olrr" 5.ra+
a
it ' :-,. ---He- j
:.',-.:.JShe.
.t.'.: _r.Ir :l!
trt n
q
-.)-
I) e. oesII@l
€
STANLEY'S INTERNATIONAL RESTAURANT
Stanlev's lnternational Restaurant is a very spuciui 9'1",,j'
E.:-otry iL.t"v cooks a diffelent kind of food'
What kind of food does Stanley cook on N{onday?
On i\londaY he cooks ltaLian food'
What kind of food does he cook on Tuesday? on Wednesday?
"^T"r,r*ary: "; rriday? on Saturday? on Sunday?
A. Does Stanley cook Greek food on Tuesday?
B. Ycs. he docs.
Ask five questions with "yes" onswers
Ask five queslions with "no" onswers'
}1IJ'.IX UPT PERPIJSIAKAAN
r;!DlI.! G
flme.riqan
#
SONDAY SA{URDAY
n Mex(a
FR\DAY
Iap*.5e
RrdoRicar
T}URSDAY
Chinese
DiIEsDAY TUESDAY
GreeK
ltJra"
,4
lnnoNsqr-
A. Docs Starrley cook Japcnesc food on Sunday?
B. No. hc docsn't.
tr. \\'hcn docs he cook JaPoncsc food?
B. Hc cooks Jopancse food ort Fridoy'
I
3 o
e
don
:i.i.';
'.'+
PsY N v9
e o
u
s I
I
'tta'r.-
B.
A.
R.
Do you go to Stanley's International Restaulant on Wednesdav?
Yes, I do.
whv?
Because I like Chinese food
Ask lhese People
r& G8
4 Frtday
Joponesc
6. IvlontlaY
Iloli.ttl
2. Soturdol Mericon
6. Tucsdol
Grcck
(.t
Ask these PeoPle
WednesdaY Chinesc
8. SolurdaY
lvlexican lvlonclo;-
Italta
ThursdoY Pucrto Ricon
I
Do you go to Stanley's International Restauratrt on Sunday No, I don't.
\Vhy not?
Because I don't like American food
Bffi
& t^y A.B.B.
Ask these PeoPle
.4. \\'hat kind of food do 1-ou likc ' B. I like llussian food'
i. i*n". do you go to Stanlcy's lnternational Restaurant?
B. I dorr't go to Stanley's lnternotional Rcstauront'
A. Why rrot?
O. 0".".,.. Stanlcy docsn't cook Russion food'
fio s|v,
Ccrnntt
^'/4
'):,1:1
rl ro t_r ic
&s
-(t+
w] 11. 12. Hwrgarian
9. Frcnclt 10.
10
LESSON THREE
A TEACHER IS AN EXA}IPLE
One of the nost basic iobs the teacher has is being an exanple or nodel to his students and to aII reho think of hin as a teacher ' Hanv teachers are unc-aDf-o-r.Lab-1-e with this aspect of teaehingl . They may think that they are not good
enouElh to be an exauple to others; they Eay want to be free of the responsibilities of being an example for others'
This reaction is understandable, but it denies an inpor- tant of teaching and learning.
The nain idea of this lesson is that being an exanple is a part of teaching that no other teachers can escaDe ' llhen a teacher .efuses to acceDt and fulfilI this aspect of teaching, he Efreatly reduces his effectiveness' tlhat nay be even more inportant though, he refuses to understand and accept the reality of his situation as a teacher' If this aspect is accepted and used with skill, it nakes teaching
uuch uore neaningful.
There is a certain cynicisn which threatens to poi sori the soil fron which Ereat teaching grows' This attitude i's often expressed in a desire to have the benefits of teach-
inEl uithout accepting its special responsibilities ' This is certainly not a good attitude. Rather than to try to escape these responsibilities, lle might be Hiser to understand and HiseIy used the power, the specialness that the teacher has
had from ancient times.
( Be, 1976 )
Ansper these quest ions brieflY
1. Explain why teachers escape from being Eood nodels ? 2. Caa teachers escape from being an example ? )l hy ?
3. Hon can teachers make their teaching more neaningful ? 4. ilhat attitude can poison the soil of teaching ?
5. tlhat power has a teacher had from ancient times ?
6. tlriLe down at Ieast 6 sentences t'rith Lhe underlined r'rords in the text.
Translate the text into Indonesian l_a
SIHEULAR AND PLURAL NOUNS:
- COUNT AND NOH-COUNT NOUNS
- ITUCH-NANY, A FEI'-A LITTLE' A PAIR OF
WHAT'S IN HENRY'S KITCHEN?
Count Nouns Non-Count Nouns
e-h
mitL
l:re A
Add toods trom YOUR kilchen.
TEA-
r
1
c B
T
a ,tu
Nlx c I
SlcE d TEA
ONIO
. r.r Hrrr
L2
\
Ii(i
rdr,.:iche s toc lunch Let s r:roKe
bread
srrt
ujecan
t
The 5,o(r9rllilrlrl I
!
l. Let's make a salad for dinnerl
Sorry le t tuce
3. Lct's make some fresh lcmonadel
Sorry lemons
5. Lct's makc pizza for lunchl
Sorry che csc
Lct's nrakc chicken ond ricc for dinncrl Sorry
-
chickcrr.
Lc t's Sorry
S..rg,uJe ca
lhere acnt $Y aieles
2. Let's make an omelette for breakfastl
Sorry e 8gs
4. Let's bake a cake for desscrt!
Sorry flour
6 Let's nrake some fresh orangc juice for brcokJastl
Sorry oranges
8 Lct's havc frcnch frics sith our hanrburgcrsl
Sorry pototocs
ff]LIK UPI PERPUSIAK/.A
e eFcrdess€rt
5 an
l-et n'Br€ aPP P'
ll I[q
13
l(tP
piDt"f,t:
oo
E
BUCh
how much?
too nuch so much t hat
Iran y how nany?
too Bany so many that
A. You look terrible! What's the matter?
B. I drank Too IIUCH milk this morning.
A- Ho\Y i\rucH milk did you drink?
B. I drank sO IUCH milk that I'm never going to drink milk again!
A. You look terriblel What's the matt€r?
B. I ate Too Iltu\Y cookies last night'
A How rlNY cookies did You eat?
B. I ate So i\l,L\Y cookies that I'm never going to cat a cookie againl
v
1.d,rtah...collec
11 smol:e . . . cilarcucs
2. eot... tomotoes
5. uaslr... dis/rcs
3. buy...lettucc
G. drinh...wine
J
q b
fr@
9. sin6... sonSs1 u'ritc...leltcrs 8. /tocc. . . ica craonr
1-4
(!r,U
10. read. . . booAs
l. pololocs
11. eol... chccsc
2. clrccolote col:c 3. icc crtom t2
Irv lhis conversolion v/ilh other studenls in Your closs. using lhese foods ond olhers.
-r
.1. cooliics
5
A. Hou'do You like the
B. I think (it's/thcy're) delicious'
A. I'm glad you like (it/thcm). \\'ould lou core for some morc?
B. Yes, pleasc. IJut not (too much/too nrony)' Just (a little/a fe\s)
My doctor says that (too much./too rrany) (is/arc) bad for mY health
15
<7
J
'.r:.1-: .:,:l :
..r,,tl,?ill.-; 'a'.i I
I it'.
I
-Ltli
Sov lhese wolds ofler Your teocher ona then ploce lhem in lhe choll on lhe next Poge.
hat
glasses
shirt
re
ackeL
akh b€lt pants soci(
hoe
coat
earrrn9 necKlace
Y1
love
dresS
suiL ca\rcoat
rntre\la
briefcase
btou€
brace\EL' sKrrt
sLocKin3
mitten
l+DOOL
ster iI
TJ
,l
Y
16
go.MbccK
Wr 7
,*!i.t (;(
I
l'l
Singulor/Plurol'
Irl lizl
a book - books
a shop - shops
a student - students
n bank - hanks
an airport - airports
a hal - hals
a car a school a uindorv A store on island
cars schools
*indows stores islands
classes churches garages erercises of[ic es a class
a church a garsge an exercise an office
'Somc wordr harc irrcgulor pluroh man
child pcr!on tooth
childrcn pcoplc tccth
IV1ILIK UPI PERPUSTAKAAN
1-7
ll('P
DIDINGt1^
rc(l orrrlgc
Colors
glccr) blu c
Zey rvhite gold
blac k browrr
Yt'llor';
pink
purplc silver Reod ond proctice
IN THE DEPARTMENT STORE
(
.*_,1
l}.
I].
Nlay I hclp you?
Ycs, pleasc. I'm looking for a jacket.
Here's a nice jacket.
But this jacket is PUItpl-ttl
That's O.l(.+ Purplc jacket.s arc very pOpULAn this ycar I
'This is sornetimes sPelled: okaY
D.
t].
iltay I hclp you?
Ycs. please. I'm looking for a
Here's a nicc
But this ls
Thal's O.l(.
this )'car.
s arc vcry POPULAn
t. (rcca.' 2. onui:c! 3- rcd.l
G- pitl; tut<l grcctt' i, polha dot!
4. ycLlow!
a a a
aa a purplt!
1A
8. stripcd!
It€-
pair of shoes/socks. .-.'.'
Reod ond Proclice.
I':
A. i\lav I help you?
B. Yes. please. I'm looking for a pair of gloves.
A. Here's a nice pair of gloves.
B. But these gloves are GREEN!
A. That's O.l(. Grecn gloves are very POPUL-Llt this year
lr
l
A. NIay I hclp you?
B. )'es. pleasc. I nr looking for a pait o[
-' A. Here's nice pair of
B. But these are
A. That's O.l(
this year.
are very POPULAR
l. pifi!
bb
Dloc/r.' 3, rccl! 1. strtpcd!
G. purpla ortd brotur!
7. polha dol
Tolk obout coto(s with lhe sludents in your closs.
\\'hot arc !'ou rvcaring toda5?
Whot are ihe students in your class wcoriug todoy?
Whot's your favoritc color?
g8> ss
5. greart arrd Tcllow!
8. rcd, whita,
and bluc!
1g
LESSON FOUR
TEACHER IS A COUI'ISELOR
The teacher is a counselor for his students and often for their parents. He nay not have special training as a counselor and nay not wish to counsel people. Hany teachers believe that counseling is like trying to EoveFn other PeoPles's lives. So they are unconfortable in this situation. Yet to be a teacher
is to be a counselor. The learner who is troubled by difficult problens will go to his teacher for helP. Of course, the
Iearning situation is something fron which the questions of life arise. A teacher will understand this counseling aspect of his work and try to do it welI.
There are nany dangers in growing to Eood. lJe nay think that journeys fron childhood to adulthood occur with ease, but this is not true. Beeoning an adulL in a nodern society is not easy. In an attempt to deal with problens that are too
much for us, we develop ways of handlinEl then. lle also develop
ways of handling other problems that Ilay gr-e!e[L our proElress in alnost every aspect of life.
In order that the teacher as a counselor nay understand this problen better, He must speak a littIe about the psychol- ogy of personalitv and of mental health. The human being is different from other Iiving things in the wor1d. His character does not result merely from gror.ling older. tlhat he becomes is influenced great,Iy by his exoeli ence. This experience is connonlv called education. Han is not nade to react effeetive- Iy' to his surroundincls by nature, by nere process of grorring to adulthood. Han musL learn a thousand things in the process of growing. This learning makes possible both the Elorv and
the shame of man : his chief strenqths and his maior weak-
nesses.
( Be, 1976 )
Answer the following questions clearly and briefly.
1. Find other r.rords for the meaning of the words underlined.
2. Do atI teachers have special training as counselors ? 3. tlhy should teachers be counselors ?
4. Hos are Lhe journeys from childhood to adulthood ?
5. !lhat makes a human beinE different from other Iiving thing?
6. tlhat must man do in t,he process of growing ? 7. State the main idea of the text above !
Summarize the text in Indonesianl
MILIK UPT PERPUSIAKAAN
ii(t?
trADitJG20
Reod ond proclice.
THERE + BE
G
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"'tiiiir.lii rrl"i" sifu ;i:
irFiilii:qi'it" ; il iE{t;" t? :r:;#si *'
BBilB
ls there a laundrornat in this neighborhood?*
There's a laundromat on r\lain Street, next to rhe supermarket +.|'ou can say "in this nciglrborhood or "ncarby.'
l. post offrce? 2. banh!
3. nrocie llrculcr? .1. das slolioai
A. Excuse me.
B. Yes, there is
5. 0rc.slctioa.2
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d
ca na
6
066 E IB$tsH
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7. drugslora? 8. library?
Bo lrl
POST Cltqt
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