English Language By: Ms. Aul & Mr. Al

English Language

By: Ms. Aul & Mr. Al

KATA PENGANTAR KEPALA SEKOLAH SMA MUHAMMADIYAH 1 YOGYAKARTA

Assalamu’alaikum Wr. Wb.

Alhamdulillah, Puji syukur kita panjatkan kehadirat Allah SWT yang telah memberikan berbagai nikmat karunia kepada kita semua, sholawat dan salam semoga senantiasa tercurah kepada Nabi Muhammad SAW, keluarga, sahabat dan para pengikutnya sampai akhir zaman.

Berdasarkan Peraturan Menteri Pendidikan dan Kebudayaan Nomor 22 Tahun 2016 tentang Standar Proses Pendidikan Dasar dan Menengah disebutkan guru dalam menyusun perencanaan pembelajaran meliputi penyusunan rencana pelaksanaan pembelajaran dan penyiapan media dan sumber belajar, perangkat penilaian pembelajaran, dan skenario pembelajaran.

Salah satu bentuk sumber belajar dan bahan ajar adalah buku, modul, ensiklopedia, dan bentuk cetakan lainnya. Modul sebagai salah satu bahan ajar berbentuk cetak maupun softfile sangat baik digunakan dalam pembelajaran terutama saat pembelajaran onlline. Sehubungan dengan hal tersebut, maka penyusunan modul yang dilakukan oleh guru SMA Muhammadiyah 1 Yogyakarta bertujuan agar peserta didik dapat belajar secara mandiri. Dengan pembelajaran online karena kondisi pandemi covid 19 ini, keberadaan modul diharapkan dapat membantu siswa belajar.

Modul yang disusun berdasarkan Kurikulum Tingkat Satuan Pendidikan SMA Muhammadiyah 1 Yogyakarta pada kondisi khusus (darurat pandemi covid 19). Selain membantu peserta didik dapat belajar secara mandiri dan disusun memuat materi pembelajaran yang jelas dan terperinci, peserta didik juga dapat melakukan evaluasi pembelajaran sehingga dapat mengetahui sejauh mana kemampuan penguasaan materi dari pembelajaran yang sudah mereka lakukan sendiri serta dapat digunakan sebagai salah satu rujukan atau referensi untuk materi pelajaran tertentu dan yang berkaitan.

Kepada Bapak/Ibu guru SMA Muhammadiyah 1 Yogyakarta yang sudah menyelesaikan penyusunan modul ini kami ucapkan selamat dan terimakasih, semoga modul ini dapat digunakan oleh peserta didik sebagai sumber belajar dan bahan ajar sehingga peserta didik SMA Muhammadiyah 1 Yogyakarta dapat belajar secara mandiri untuk mengembangkan potensi akademiknya. Semoga Allah SWT meridhloi kita semua. Aamiin.

Wassalamu’alaikum Wr. Wb.

Kepala Sekolah,

KATA PENGANTAR

Alhamdulillahirobbil’alamin, segala puji dan syukur Penulis panjatkan kepada Allah SWT. Karena atas rahmat dan karunia-Nya, modul untuk siswa SMA Muhammadiyah 1 Yogyakarta dapat diselesaikan dengan baik. Dengan adanya Modul untuk siswa ini, diharap kan dapat membantu para guru dalam mempersiapkan proses belajar mengajar kepada siswa.

Modul siswa ini dirancang sebagai pendukung pembelajaran kelas XI program Peminatan pada lembaga pendidikan atau sekolah yang menerapkan kurikulum 2013. Modul siswa ini berisi panduan materi bagi siswa dalam pembelajaran siswa SMA kelas XI program Peminatan.

Penulis menyadari bahwa dalam pembuatan Modul untuk siswa ini terdapat banyak kekurangan. Oleh karena itu, kritik dan saran yang membangun sangat diharapkan agar dapat menjadi evaluasi atau perbaikan sehingga Modul siswa ini dapat menjadi lebih baik. Semoga Modul siswa ini memberikan manfaat bagi semua pihak terutama para siswa SMA Muhammadiyah 1 Yogyakarta kelas XI program Peminatan.

Yogyakarta, Minggu 27 Juni 2021

Penulis

DAFTAR ISI

KATA PENGANTAR ... i KATA PENGANTAR KEPALA SEKOLAH ... ii DAFTAR ISI ... ii CHAPTER 1: Thought and Opinion

A. Warmer: Pre Activity 2

B. Material Building 3

C. Lets Practice 5

D. Lets Create 8

E.

Formative Evaluation 8

CHAPTER 2: Simple Present

A. Warmer: Pre Activity 10

B. Material Building 11

C. Lets Practice 15

D. Lets Create 16

E.

Formative Evaluation 17

CHAPTER 3: Conditional Sentence

A. Warmer: Pre Activity 19

B. Material Building 20

C. Lets Practice 22

D. Lets Create 24

E. Formative Evaluation 25

CHAPTER 4: POET and POEM

A. Warmer: Pre Activity 28

B. Material Building 29

C. Lets Practice 32

D. Lets Create 34

E. Formative Evaluation 34

CHAPTER 5: Narrative Text

A. Warmer: Pre Activity 37

B. Material Building 40

C. Lets Practice 43

D. Lets Create 44

E. Formative Evaluation 45

REFERENCES 47

SMA MUHAMMADIYAH 1 YOGAYKARTA

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CHAPTER 1

Hemm,I Think...You Should..

Pict : 1.1

1. Siswa dapat menjaga hubungan Interpersonal dengan guru, teman, dan orang lain . 2. Siswa dapat Menerapkan fungsi sosial, struktur teks, dan unsur kebahasaan teks interaksi

interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan atau tidak melakukan sesuatu dengan penjelasan, serta meresponsnya, sesuai dengan konteks

penggunaannya

3. Menyusun teks interaksi interpersonal lisan dan tulis yang melibatkan tindakan menyarankan untuk melakukan atau tidak melakukan sesuatu dengan penjelasan, dan meresponsnya dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan yang benar dan sesuai konteks

Source: Dokumen kemendikbud

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Pict:1.1

With a Partner, read the conversational text given.!

Maggie: Tina, what do you think is the best action to reduce global warming?

Tina : I think everyone should start changing their life styles.

Maggie: What do you mean?

Tina : Well, we have to start to do what we can, to help reduce global warming.

Maggie: What do you suggest that we should do?

Tina : Well, there are lots of things that we can do. We should start saving

electricity, recycling things, using public transportation, buying and consuming as much as we need only. Basically, just save anything that we can.

Maggie: that’s a great idea. I will do that.

A.Warmer: Pre-activity

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Discuss these questions with your partner regarding the text given above.!

1. What is happening between Maggie and Tina.?

2. What kind of conversation are they having of.?

3. Do you think, what is the main topic of the text above.?

4. What can be infered from these conversation.?

➢ Suggestion is:

• An idea or plan put forward for consideration (Webster)

• An idea, possible plan, or action that is mentioned for other poeple to consider (Cambridge)

➢ Some Suggestions:

Asking suggestion Giving suggestion

Do you have any suggestion for me? You'd better....

Will you give me some suggestion, please? You could (might)....

Shall I come back later.? I suggest that you....

Any idea? I recommend that you

Where do you think I can get something

nice? You really should....

Can you tell me what happened? I strongly advise you to....

Please tell me what should I do? My advice is to be careful in doing business with them.

Suggestion

Caution.!! You can rejecting or accepting the suggestion as long you have the reason.

B. Material Building

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Accepting suggestion Rejecting suggestion

That's a good/nice/wonderful idea. I don't think so.

Yeah, sure.

I tried that, but it didn't work.

Thank you. I'll try that. Thanks, but that won't help because....

Why didn't I think of that? I don't want to do that because....

I think you're right. That's a good idea, but....

That's sounds good. I'm afraid I can't do that.

Sure. I'll do that.

I think it can't solve my problem

➢ Should is:

• An auxiliary verb - a modal auxiliary verb.

• We use should mainly to give advice or make recommendations.

• Structured of “Should” :

Subject + Auxiliary

verb of Should

+ Main verb

Further explanation:

Subject Auxiliary of

“should”

not Main verb

+ he should Go to

mountain

- you should not Go to

mountain

? should we Go to

mountain.?

Grammar :

“Should”

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Example how to use auxiliary “should” in Suggestion context:

•

You should see the new James Bond movie. It's great!

•

He shouldn't smoke. And he should stop drinking too

• What should I wear?

Multiple Choice.!

1. Tom looks very tired. What's your suggestion to him?

a. you should eat more.

b. you should study harder

c. I think you ought to get some rest d. what if you go for a walk?

2. Linda is working on her homework, but she finds some difficult questions. What will you suggest her?

a. I think you should stop studying.

b. maybe you can sleep now.

c. What if you drink to refresh yourself?

d. what about going to your friend's house to study together 3. A: ... go to the cinema and watch a good film?

B: That's a good idea a. you must

b. you have

c. I think you should d. what if we

4. A: I feel drowsy.

B: ...

a. you should take a rest.

b. what if you study harder?

c. what about calling your friend for help?

d. you had better call the police.

5. This is Saturday night. What will you suggest your friend?

A.

C. Let’s Practice

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a. I think we should go to the town square for sight seeing.

b. what about going to the doctor?

c. you should speak to your teacher.

d. what if we take this to be repaired?

6. Doctor: ... smoking if you don't want to get sick.

Patient: Yes sir, I will try.

a. what if you stop b. you should stop c. how about

d. maybe you can stop 7. A: I am so hungry.

B: ...

a. I think you should take a rest.

b. You ought to read it more carefully.

c. Calm down! You should be more relaxed.

d. What about going to a restaurant?

8. Mother: I want to cook an omelette.

You: ...

a. Let's buy some eggs.

b. Let's buy some syrup.

c. I think you should buy a ticket first.

d. I think you should go to a barbershop .

9. Your friend needs a book for his homework. But he doesn't have enough money to buy it.

What will you suggest him?

a. Maybe you can borrow from our seniors?

b. I think you shouldn't do the homework.

c. What if we go to the zoo?

d. You ought to get some rest.

10. You and your friends are on a trip to a beach in Banyuwangi. However, none of you knows about the route the that beach. What will be your suggestion?

a. I think we can go home now.

b. What about going to a restaurant?

c. Maybe you can open Google Maps application on your phone.

d. You should read the instruction more carefully.

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Writing task: Complete the following transactional conversation below.!

Part I: Discussing about a band's new music album

Hanna: Hey, dude. Have you heard that your favorite band has just released their new album?

Mike:____________?

Hanna: Sheila on 7, entitled of "Film Favoritmu".

Mike: __________

Hanna: What do you think about their new song .?

MIke: __________________________________________

Part II: Full day school

Emily: Hi Tom! What are you doing?

Tommy: I’m reading a newspaper.

Emily: any good news?

Tommy: I’ve just read about full day school.

Emily: so what your opinion about that?

Tommy: in my

view______________________________________________________________________________________

Emily: Do you think like that? But how about the students? Don’t you think it is too boring for them? In school all day.

Tommy: No, __________________________________________________

Emily: I think you’re right.

Part III: Corona Virus

One day, Doni and Deni are make a video call..they talking about Corona virus.

Doni: Hi deni...

Deni: Hi doni...Whats the matter.? Your face seems terrible

Doni: Yeah...caused covid-19 desease, there is nothing to do. I feels borodem.

Deni: Well, you should___________________________________

Doni: ________________________________________________

Deni: You’re welcome.

Choose one the topics given below. Create a dialogue of your opinion about your chosen topic. Follow the opinion giving technique that you have already learn in the part of Material building.!

B .

D. Formative Test

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➢ ‘— Šƒ˜‡ ƒ ˆ”‹‡† ™Š‘ Ž‹‡• •‘‹‰Ǥ Š‡ǡ ›‘—” ˆ”‹‡† ƒ† ›‘— ƒ”‡ ƒ”‰—‹‰ ƒ„‘—–

•‘‹‰Ǥ‘™‡˜‡”ǡ›‘—–”›™ƒ”Š‹ƒ„‘—–Š‘™†ƒ‰‡”•‘‹‰‹•–‘›‘—”ˆ”‹‡†™‹–Š

‰‹˜‹‰ Š‹ •—‰‰‡•–‹‘Ǥ•—’’‘”–›‘—”•—‰‰‡•–‹‘™‹–ŠŽ‘‰‹…ƒŽ”‡ƒ•‘ƒ„‘—–•‘‹‰‹

–‡”‘ˆ‹ƒŽ‘‰—‡Ǥ

➢ ‘—”ˆ”‹‡†ƒ†›‘—ƒ”‡†‹•…—••‹‰ƒ„‘—–‹••—‡•‘ˆ„ƒ‹‰•ƒ”–’Š‘‡‹–Š‡•…Š‘‘ŽǤ —”–Š‡”ǡ›‘—”ˆ”‹‡†‹•†‹•ƒ‰”‡‡™‹–Š–Š‡„ƒ‹‰‘ˆ•ƒ”–’Š‘‡‹–Š‡•…Š‘‘ŽǤ‘™‡˜‡”ǡ

›‘— ƒ”‡ ƒ‰”‡‡ ™‹–Š –Š‡ „ƒ‹‰ ‘ˆ•ƒ”–’Š‘‡‹ –Š‡ •…Š‘‘Ž „‡…ƒ—•‡•‡˜‡”ƒŽ ”‡ƒ•‘Ǥ

’Ž‡ƒ•‡ …”‡–ƒ‡ ƒ †‹ƒŽ‘‰—‡ ƒ„‘—– …—””‡– –‘’‹… ƒ† •—’’‘”– ˆ‘” ‡ƒ…Š ƒ”‰—‡–ƒ–‹‘ ‘”

•—‰‰‡•–‹‘‘ˆ›‘—”ˆ”‹‡†ƒ†›‘—™‹–Šƒ‡•‡•‡”‡ƒ•‘•Ǥ

➢ ‡†ƒ›ǡ›‘—”ˆ”‹‡†‹•‰‡––Š‡–”‘—„Ž‡™‹–ŠŠ‹•’ƒ”‡–„‡…ƒ—•‡…‘—’Ž‡†ƒ›•ƒ‰‘Š‡™‡–

–‘ –Š‡ „‡ƒ…Š ™‹–Š‘—– –Š‡‹” ’‡”‹••‹‘ǡ ƒ† ‘™ Š‡ •‡‡• …‘ˆ—•‡ Š‘™ –‘ •‘Ž˜‡ –Š‡

–”‘—„Ž‡Ǥ ‘ ›‘— –Š‹ǡ ™Šƒ– ‹† ‘ˆ •—‰‰‡•–‹‘ –Šƒ– ƒ’’”‘’”‹ƒ–‡ ˆ‘” ›‘—” ˆ”‹‡†

…‘†‹–‹‘Ǥǫ

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CHAPTER 2

Will you have done your work.?

Pict : 2.1

—Œ—ƒ’‡„‡ŽƒŒƒ”ƒǣ

ͳǤ ‡‡”ƒ’ƒˆ—‰•‹•‘•‹ƒŽǡ•–”—–—”–‡•ǡ†ƒ—•—”‡„ƒŠƒ•ƒƒ–‡•‹–‡”ƒ•‹

–”ƒ•ƒ•‹‘ƒŽŽ‹•ƒ†ƒ–—Ž‹•›ƒ‰‡Ž‹„ƒ–ƒ–‹†ƒƒ‡„‡”‹†ƒ‡‹–ƒ

‹ˆ‘”ƒ•‹–‡”ƒ‹––‹†ƒƒȀ‡‰‹ƒ–ƒȀ‡Œƒ†‹ƒ›ƒ‰•—†ƒŠȀ–‡ŽƒŠ†‹Žƒ—ƒȀ–‡”Œƒ†‹

†‹ƒ‹–ƒ†‡‰ƒ•ƒ–—–‹–‹™ƒ–—†‹™ƒ–—Žƒ’ƒ—ǡ•ƒƒ–‹‹ǡ†ƒ™ƒ–—›ƒ‰ƒƒ

†ƒ–ƒ‰ǡ•‡•—ƒ‹†‡‰ƒ‘–‡•’‡‰‰—ƒƒ›ƒǤ

ʹǤ ‡›—•—–‡•‹–‡”ƒ•‹–”ƒ•ƒ•‹‘ƒŽŽ‹•ƒ†ƒ–—Ž‹•›ƒ‰‡Ž‹„ƒ–ƒ–‹†ƒƒ

‡„‡”‹†ƒ‡‹–ƒ‹ˆ‘”ƒ•‹–‡”ƒ‹––‹†ƒƒȀ‡‰‹ƒ–ƒȀ‡Œƒ†‹ƒ›ƒ‰

•—†ƒŠȀ–‡ŽƒŠ†‹Žƒ—ƒȀ–‡”Œƒ†‹†‹ƒ‹–ƒ†‡‰ƒ•ƒ–—–‹–‹™ƒ–—†‹™ƒ–—Žƒ’ƒ—ǡ

•ƒƒ–‹‹ǡ†ƒ™ƒ–—›ƒ‰ƒƒ†ƒ–ƒ‰ǡ†‡‰ƒ‡’‡”Šƒ–‹ƒˆ—‰•‹•‘•‹ƒŽǡ•–”—–—”

–‡•ǡ†ƒ—•—”‡„ƒŠƒ•ƒƒ›ƒ‰„‡ƒ”†ƒ•‡•—ƒ‹‘–‡•

‘—”…‡ǣ‘—‡‡‡†‹„—†

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‡ƒ†–Š‡‡š–„‡Ž‘™ǡ–Š‡†‹•…—••–Š‡ˆ‘ŽŽ‘™‹‰“—‡•–‹‘•™‹–Š›‘—”ˆ”‹‡†ǤǨ

Questions.

ͳǤ ‹•…—••™‹–Š›‘—–ˆ”‹‡†ǡ™Šƒ–‘™Ž‹‰Šƒ•†‘‡–‘„‡„‹ŽŽ‹‘ƒ‹”‡Ǥǫ

ʹǤ ƒ˜‡›‘—”‡ƒ†–Š‡‘˜‡Ž‘”‡˜‡™ƒ–…Š‡†–Š‡•‡”‹ƒŽ‘ˆƒ””›‘––‡”•ǯ‘˜‹‡•Ǥǫˆ›‡•ǡ‡•…”‹„‡

›‘—”‘’‹‹‘ƒ„‘—––Š‡•‡‘˜‡Žƒ†‘˜‹‡•ǤǨ

͵Ǥ ‘›‘—–Š‹ǡ™Šƒ–‹†‘ˆ–‡š–ƒ„‘˜‡Ǥǫ†™Šƒ–‹†‰”ƒ‡”—•‡†‹–Šƒ––‡š–Ǥǫ—’’‘”–

›‘—”ƒ•™‡”™‹–Š‰‹˜‹‰‡šƒ’Ž‡Ǥ

Text

Pict.2.2

Have you watched Harry Potter movies?

If yes, then you surely know JK. Rowling.

She is a British author. She has started writing since 1990. Her fantasy books have won multiple awards. The books have been sold more than 400 million copies and translated into 67 languages. They have become the best-selling book series in history.J.K. Rowling has been married to Dr Neil Murray since 2001. They have had one daughter and one son. But Joanne has also had one daughter from her previous marriage.Joanne Kathleen Rowling has become so popular after writing Harry Potter. The success of her book series has made her to be a billionaire author. She has received many awards.

Ǥƒ”‡”ǣ”‡Ǧƒ…–‹˜‹–›

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Pict.2.3_www.Tesl.com

Further examples of Present Perfect

➢ Šƒ˜‡•‡‡–Šƒ–‘˜‹‡–™‡–›

–‹‡•

➢ –Š‹Šƒ˜‡‡–Š‹‘…‡„‡ˆ‘”‡

➢ Š‡”‡Šƒ˜‡„‡‡ƒ›

‡ƒ”–Š“—‹‡•‹ ‘‰Œƒ”–ƒ

➢ ‡‘’Ž‡Šƒ˜‡‘––”ƒ˜‡Ž‡†–‘ƒ”•Ǥ

➢ ƒ˜‡›‘—”‡ƒ†–Š‡„‘‘›‡–Ǥǫ

➢ ‘„‘†›Šƒ•‡˜‡”…Ž‹„‡†–Šƒ–

‘—–ƒ‹Ǥ

➢

ƒ•–Š‡”‡‡˜‡”„‡‡ƒ™ƒ”‹–Š‡

Ǥǫ

Time allocation for Present perfect

‘” Žƒ–‡Ž›

•‹…‡ …‡

ƒŽ”‡ƒ†› ™‹…‡

›‡– Š”‡‡–‹‡•

Œ—•– ‘™Ž‘‰

‡˜‡” ‹…‡™Š‡

‡˜‡”

”‡…‡–Ž›

Present perfect

ƒ—–‹‘ǤǨ’”‡•‡–’‡”ˆ‡…–

ˆ‘”‡†„›ƒ—š‹Ž‹ƒ”›˜‡”„

ȋƒ˜‡Ȁƒ•Ȍƒ†’ƒ•–

’ƒ”–‹…‹’Ž‡ȋ‡”„͵ȌǤƒ˜‡

†‡ƒŽ‹‰™‹–Šǡ‘—ǡŠ‡›ǡ

ƒ†‡Ǥƒ•†‡ƒŽ‹‰™‹–Š

‡ǡŠ‡ǡƒ†–ǤŠ‡‡šƒ…–

–‹‡‘ˆ”‡•‡–’‡”ˆ‡…–‹•

‘–‹’‘”–ƒ–Ǥ—–

•‘‡–‹‡•ǡ™‡™ƒ––‘

Ž‹‹––Š‡–‹‡„›

‡š’‡”‹‡…‡ǡ•—…Šƒ•ǣ

–Š‡Žƒ•–™‡‡ǡ–Š‹•‘–Šǡ

—’–‘‘™ƒ†‡–…Ǥ

Ǥ ƒ–‡”‹ƒŽ—‹Ž†‹‰

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Pict.2.4

Further Examples:

➢ WhenŠ‡…ƒ‡Žƒ•–‹‰Š–ǡ–Š‡cake had ”—‘—–Ǥ

➢ –Š‡•–—†‡–had gottenƒ˜‡”„ƒŽ

™ƒ”‹‰beforeŠ‹•’ƒ”‡–™‡”‡

…ƒŽŽ‡†

➢ Šƒ†ƒŽ”‡ƒ†›‡ƒ–‡„”‡ƒˆƒ•–„›–Š‡

–‹‡Š‡’‹…‡†‡—’

➢ ”‹‘”–‘–Š‡’”‘…Žƒƒ–‹‘ǡ†‘‡•‹ƒ

Šƒ†„‡‡…‘Ž‘‹œ‡†„›Œƒ’ƒˆ‘”͵

›‡ƒ”•Ǥ

➢ Šƒ†”‡ƒ†–Š‡„‘‘–Š”‡‡–‹‡•

„‡ˆ‘”‡”‡ƒ†Š‹•”‡˜‹‡™

Time expression of past perfect

›–Š‡–‹‡ ƒ••‘‘ƒ•

‡˜‡” —–‹Ž

Œ—•–  ƒˆ–‡”

™Š‡ ƒŽ”‡ƒ†›

ƒ• „‡ˆ‘”‡

Past Perfect

ƒ—–‹‘ǤǨŠ‹•…—””‡–

–‡•‡Šƒ’’‡‡†‹–Š‡

’ƒ•–ǤŠ‹•–‡•‡ˆ‘”‡†„›

–Š‡’ƒ•–‘ˆƒ—š‹Ž‹ƒ”›˜‡”„

ȋƒ˜‡ƒ†ƒ•„‡…‘‡

̶ƒ†̶Ȍƒ†ƒ•–’ƒ”–‹…‹’Ž‡

ȋ‡”„͵ȌǤ˜‡”›•—„Œ‡…–

™Š‡–Š‡”•‹‰—Žƒ”‘”Ž—”ƒŽ

—•‡†̶ƒ†̵Ǥ

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Further Examples

‹‡‡š’”‡••‹‘ˆ‘”

ˆ—–—”‡’‡”ˆ‡…–

›•ƒ–—”†ƒ›

‹–™‘™‡‡•

‘‡†ƒ›

–‘‘””‘™

Žƒ–‡”

➢ ™‹ŽŽŠƒ˜‡ˆ‹‹•Š‡†›Š‘‡™‘”

„›†‹‡”–‹‡

➢ Š‘™Ž‘‰™‹ŽŽ›‘—Šƒ˜‡Ž‹˜‡†‹–Š‹•

…‹–›‡–›‡ƒ”Ǥǫ

➢ ›‡š–•—‡”ǡ–Š‡›™‹ŽŽŠƒ˜‡

„—‹Ž––Š‡„”‹†‰‡

➢ –Š‡’Žƒ‡™‹ŽŽŠƒ˜‡–ƒ‡‘ˆˆ„›

–™‘Š‘—”•

➢ Š‡™‹ŽŽ‘–Šƒ˜‡”‡…‡‹˜‡†‡‘—‰Š

•…‘”‡„›–Š‡•—‡”

➢ –Š‡›™‹ŽŽ‘–Šƒ˜‡„‡‡ƒ””‹‡†„›

‡š–›‡ƒ”

➢ ™‹ŽŽŠ‡Šƒ˜‡ˆ‹‹•Š‡†Š‹•™‘”„›ͷ

̵…Ž‘…

➢ ™‹ŽŽ–Š‡…‘…‡”–Šƒ˜‡•–ƒ”–‡†„›ʹͲ

‹—–‡•Ǥǫ

Future perfect

Caution.! The form of Future perfect was simply, that is:

Will + Auxiliary verb (Have) + past participle (Verb 3).

Remember, you have to be carefully with this current tense because it often used in daily

conversation.!. Time expression always relate with the future.

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Answer following questions. Use the present Perfect tense.!

ͳǤ ‘”Š‘™ƒ››‡ƒ”•Šƒ˜‡‘‰‡”ƒ†‡Ž‹†ƒ‘™‡†–Š‡‹”

•ƒ‹Ž„‘ƒ”Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ʹǤ ™Š‹…Š‘…‡ƒ•Šƒ˜‡‘‰‡”ƒ†‡Ž‹†ƒ•ƒ‹Ž‡†Ǥǫ™Š‹…ŠŠƒ˜‡–Š‡›‘–

•ƒ‹Ž‡†Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

͵Ǥ Š‡”‡Šƒ˜‡‘‰‡”ƒ†‡Ž‹†ƒ•ƒ‹Ž‡†‹–Š‡Žƒ•–

›‡ƒ”Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

Task I:Present perfect story Prese

Who are they.? what have they done.? what has happened.?

Roger and melinda have owned their sailboat for 10 years . During that time, they have sailed together many times. they have sailed to lots of places.

They have sailed on the pacific ocean. They have also sailed on the Atlantic Ocean. They have even sailed around the Gulf of Mexico twice. However, they have never sailed on the Artic Ocean or Indian Ocean,

In the last year, Roger and melind have siled around the Hawaiian islans and across the Hudson Bay. Rogerand Melinda love to travel in their sailboat.!

Ǥ ‡–ǯ•”ƒ…–‹…‡

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Answer following questions. use the past perfect tense. ! ͳǤ ‘™Ž‘‰Šƒ†ƒ‹ƒ†‘•ƒ’”ƒ…–‹…‡†„‡ˆ‘”‡–Š‡

…‘’‡–‹–‹‘Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ʹǤ ‡ˆ‘”‡–Šƒ–‹‰Š–ǡ™Š‘Šƒ†•‡‡ƒ‹ƒ†‘•ƒ

†ƒ…‡ǡǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

͵Ǥ ™Šƒ–Šƒ’’‡‡†ƒˆ–‡”‡˜‡”›‘‡Šƒ††ƒ…‡†Ǥǫ

̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴









Task II: Past perfect story

where were they.? what happened.? what had they done.?

Last night, dani and rosa danced in a competition. they danced a salsa dance. they had practiced for 6 months before they danced in the competition. they were very good.Dani and rosa's friends were in the audience. Before that night, they had never seen dani and rosa dance. In fact, dani and rosa had never danced in front of anyone else bofore the competition.After everyone had danced, the judges announced the winners. dani and rosa won.! they were the best dancers in the competition. rosa said she had never practced so hard before.! she was g;lad they had practiced a lot.!

Task III: Future perfect story

Who is he.? what will he have done.? what will have happened.?

Mr.Jones is a farmer. He owns a big farm. He plants crops in his fields in the spring . By the time he finishes planting this spring, he will planted 10 acres crops. he is going to have many crops.

Mr.Jones must finish planting before it starts to rain. He is working hard. At this rate, he will have finished planting before it rains. Mr.Jones and his horse will have workedmany long hours by the time they finished tonight.

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Answer the following questions. Use the future perfect tense.!

ͳǤ Š‘™ƒ›ƒ…”‡•‘ˆ…”‘’•™‹ŽŽ”Ǥ ‘‡•Šƒ˜‡’Žƒ–‡†„›–Š‡–‹‡Š‡ˆ‹‹•Š‡•’Žƒ–‹‰–Š‹•

•’”‹‰ǡǤǫ

ʹǤ ‹ŽŽ”Ǥ ‘‡•Šƒ˜‡ˆ‹‹•Š‡†’Žƒ–‹‰„‡ˆ‘”‡‹–”ƒ‹•Ǥǫ

͵Ǥ‘™ƒ›Š‘—”•™‹ŽŽ”Ǥ ‘‡•ƒ†Š‹•Š‘”•‡Šƒ˜‡™‘”‡†„›–Š‡–‹‡–Š‡ˆ‘ˆ‹‹•Š–‘‹‰Š–Ǥǫ

Pict.2.6

You should choose one of the activities below. Create a short story regarding the activities that you choose with use one of the tenses from present perfect, past perfect, and future perfect.

Ǥ ‘”ƒ–‹˜‡‡•–

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Your story:

_________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________

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CHAPTER 3

“If I...I Will”

Pict : 3.1

—Œ—ƒ’‡„‡ŽƒŒƒ”ƒǣ

ͳǤ ‹•™ƒ†ƒ’ƒ–‡‡”ƒ’ƒˆ—‰•‹•‘•‹ƒŽǡ•–”—–—”–‡•ǡ†ƒ—•—”‡„ƒŠƒ•ƒƒ

–‡•‹–‡”ƒ•‹–”ƒ•ƒ•‹‘ƒŽŽ‹•ƒ†ƒ–—Ž‹•›ƒ‰‡Ž‹„ƒ–ƒ–‹†ƒƒ

‡„‡”‹†ƒ‡‹–ƒ‹ˆ‘”ƒ•‹–‡”ƒ‹–”‡…ƒƒ›ƒ‰ƒƒ†ƒ–ƒ‰†‡‰ƒ

‘†‹•‹–‡”–‡–—ǡ•‡•—ƒ‹†‡‰ƒ‘–‡•’‡‰‰—ƒƒ›ƒǤ

ʹǤ ‹•™ƒ†ƒ’ƒ–‡›—•—–‡•‹–‡”ƒ•‹–”ƒ•ƒ•‹‘ƒŽŽ‹•ƒ†ƒ–—Ž‹•›ƒ‰

‡Ž‹„ƒ–ƒ–‹†ƒƒ‡„‡”‹†ƒ‡‹–ƒ‹ˆ‘”ƒ•‹–‡”ƒ‹–”‡…ƒƒ›ƒ‰

ƒƒ†ƒ–ƒ‰†‡‰ƒ‘†‹•‹–‡”–‡–—ǡ†‡‰ƒ‡’‡”Šƒ–‹ƒˆ—‰•‹•‘•‹ƒŽǡ

•–”—–—”–‡•ǡ†ƒ—•—”‡„ƒŠƒ•ƒƒ›ƒ‰„‡ƒ”†ƒ•‡•—ƒ‹‘–‡•

‘—”…‡ǣ‘—‡‡‡†‹„—†

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‡ƒ†–Š‡†‹ƒŽ‘‰—‡„‡Ž‘™ǡ–Š‡ƒ•™‡”ˆ‘ŽŽ‘™‹‰“—‡•–‹‘•”‡‰ƒ”†‹‰–Š‡†‹ƒŽ‘‰—‡–‡š–‹

’ƒ‹”•ǤǨ

























Reading Text

ƒ‡–ǣƒ˜‡›‘—‡˜‡”‹ƒ‰‹‡†Ž‹˜‹‰

ƒ„”‘ƒ†ǫ

‡••›ǣŠƒ–‹•‘‡‘ˆ›‰‘ƒŽ‘ˆ›Ž‹ˆ‡Ǥ

ƒ‡–ǣŠ‹…Š…‘—–”›†‘›‘—™ƒ––‘Ž‹˜‡ǫ

‡••›ǣˆ…ƒ•’‡ƒ‰Ž‹•Š„‡––‡”ǡ™‹ŽŽ‰‘

–‘‰Žƒ†Ǥ

ƒ‡–ǣ—–›‘—…ƒ•’‡ƒ‰Ž‹•Šǡ…ƒǯ–›‘—ǫ

‡••›ǣ…ƒ„—–‡‡†ƒŽ‘–‘ˆ‹’”‘˜‡‡–

–‘’”‡’ƒ”‡›•…‘”‡Ǥ

ƒ‡–ǣ‘™ƒ›•…‘”‡–Šƒ–›‘—Šƒ˜‡–‘

ƒ…Š‹‡˜‡ǫ

‡••›ǣ͹ǤͲǤˆ‰‡––Šƒ–•…‘”‡ǡ™‹ŽŽ‰‘–‘

‰Žƒ†Ǥ͹ǤͲǤ

ƒ‡–ǣ‡””‹ˆ‹…Ǩ™‡•‘‡Ǩ

‡••›ǣ‘™ƒ„‘—–›‘— ƒ‡ǫŠƒ–‹•›‘—”

’Žƒǫ

ƒ‡–ǣŠƒ˜‡†”‡ƒ–‘Ž‹˜‡‹ ƒ’ƒǤ

‡••›ǣ‘›‘—ƒŽ•‘‡‡†–‘‰‘–Š‡”‡ǫ

ƒ‡–ǣ‘’‡ǡŒ—•–‡‡†–‘Ž‡ƒ” ƒ’ƒ‡•‡

Žƒ‰—ƒ‰‡ƒ††‘•‘‡‘–Š‡””‡“—‹”‡‡–Ǥ

™‹ŽŽ‰‘–‘ ƒ’ƒ‹ˆ•’‡ƒ ƒ’ƒ‡•‡™‡ŽŽǤ

‡••›ǣƒ›››ǡ†‘„‡––‡”ˆ‘”‘—”„”‹‰Š–‡”

ˆ—–—”‡Ǥ

Question.

ͳǤ ‘›‘—–Š‹ǡ™Šƒ––Š‡›ƒ”‡–ƒŽ‹‰

ƒ„‘—–Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴̴

ʹǤ ‘–Š‘ˆ–Š‡Šƒ˜‡‘™†‡•–‹ƒ–‹‘ǡ

™Šƒ–‹•–Š‡’”‘…‡†—”‡•ˆ‘”–Š‡–‘ƒ‡

–Š‡‹”†‡•–‹ƒ–‹‘…‘‡

–”—‡Ǥǫ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴̴̴

͵Ǥ ‘›‘—–Š‹ǡ™Šƒ–‹•‹†‘ˆ–‡š–‹•‹–ǤǫǤ

‹ˆ›‘—ˆ‹†•‘‡–Š‹‰ǡ’Ž‡ƒ•‡‰‹˜‡ƒ

”‡ƒ•‘ƒ†‡šƒ’Ž‡ƒ„‘—––Š‡‹†‘ˆ

–Š‡–‡š–ǤǨ

̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

̴̴̴̴̴̴̴̴̴

‹•…—••‹–™‹–Š›‘—”ˆ”‹‡†ǤǨ

Ǥƒ”‡”ǣ”‡Ǧƒ…–‹˜‹–›

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Pict.3.2

Type If-Clause Main Clause Example

 ‹’Ž‡’”‡•‡– ‹ŽŽΪ —–—”‡Ȁ

‘†ƒŽΪˆ‹‹–‹˜‡

ˆ•–—†›ǡ™‹ŽŽ’ƒ••

–Š‡‡šƒ‹ƒ–‹‘

 ƒ•–”‡•‡– ‘—Ž†Ϊˆ‹‹–‹˜‡ ˆ•–—†‹‡†ǡ™‘—Ž†

’ƒ••–Š‡

‡šƒ‹ƒ–‹‘

 ƒ•–‡”ˆ‡…– ‘—Ž†Ϊƒ˜‡Ϊ

ƒ•–’ƒ”–‹…‹’Ž‡

ˆŠƒ†•–—†‹‡†ǡ

™‘—Ž†Šƒ˜‡’ƒ••‡†

–Š‡‡šƒ‹ƒ–‹‘

Further Example:

• First Type

➢ ˆ›‘—•‡‡ ‘Šǡ–‡ŽŽŠ‹Š‡‡‡†•–‘…‘‡–‘›‘ˆˆ‹…‡

Clausa “If”

‹†›‘—‘™Ǥǫ‡ˆ‘”‡™‡‰‘‹‰–‘Ž‡ƒ”ƒ„‘—–

Žƒ—•ƒDzˆdzǡ–•„‡––‡”ˆ‘”—–‘‘™ƒ„‘—–

Dz‘†‹–‹‘ƒŽ•‡–‡…‡•dzˆ‹”•–Ǥ‘†‹–‹‘ƒŽ•‡–‡…‡•

ƒ”‡•‡–‡…‡•‡š’”‡••‹‰ˆƒ…–—ƒŽ‹’Ž‹…ƒ–‹‘•ǡ‘”

Š›’‘–Š‡–‹…ƒŽ•‹–—ƒ–‹‘•ƒ†–Š‡‹”…‘•‡“—‡…‡•Ǥ

Conditional sentences use for express intention, wish, hope, and destination, reminder,sugesstion and etc.

‘†‹–‹‘ƒŽ•‡–‡…‡‹•ˆ‘”‡†‘‡‘ˆ–Š‡…Žƒ—•ƒ‘ˆ

DzˆdzǤŠ‡”‡͵–›’‡•‘ˆ…‹†‹‘ƒŽ•‡–‡…‡DzˆdzǤ

‡‡”ƒŽŽ›…‘†‹–‹‘ƒŽ•‡–‡…‡Dzˆdzˆ‘”‡†™‹–ŠǣIf clause + Main Clause.šƒ’Ž‡ǣ‹ˆ›‘—†‘–•–—†›ǡ›‘—

™‘ǯ–’ƒ••–Š‡–‡•–Ǥ

Form

Ǥ ƒ–‡”‹ƒŽ—‹Ž†‹‰

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➢ Žƒ–•†‹‡‹ˆ›‘—†‘̵–™ƒ–‡”–Š‡Ǥ

➢ ˆ›‘—’—–™ƒ–‡”‹–Š‡ˆ”‡‡œ‡”ǡ‹–„‡…‘‡•‹…‡ˆ›‘—–‘—…Š–Šƒ–™‹”‡ǡ›‘—™‹ŽŽ‰‡–ƒ

‡Ž‡…–”‹…•Š‘…Ǥ

➢ ˆ•Š‡†‘‡•̵–‰‘–‘—‹˜‡”•‹–›ǡŠ‡”’ƒ”‡–•™‘̵–„‡Šƒ’’›Ǥ

➢ ™‹ŽŽ„‡ƒ‘›‡†ǡ‹ˆ–Š‡›†‘̵–ƒ””‹˜‡‘–‹‡

➢ ˆ›‘—ƒ”‡‹…‡–‘‡ǡƒ›„—››‘—ƒ‰‹ˆ–™Š‡̵‹‡”—Ǥ

• Second type

➢ ™‘—Ž†„‡Šƒ’’›‹ˆŠƒ†‘”‡ˆ”‡‡–‹‡

➢ ‘—Ž†›‘—ƒ……‡’––Š‡Œ‘„‹ˆ–Š‡›‘ˆˆ‡”‡†‹––‘›‘—ǫ

➢ Š‡™‘—Ž†•–‹ŽŽ„‡…‘””‡…–‹‰›‰”ƒƒ”‹ˆ•Š‡™‡”‡•–‹ŽŽƒŽ‹˜‡

• Thirs Types

➢ ™‘—Ž†̵–Šƒ˜‡Ž‡ˆ–›Œ‘„‹ˆŠƒ†‘™Š‘™†‹ˆˆ‹…—Ž–‹–‹•–‘ˆ‹†ƒ‘–Š‡”‘‡

➢ ‡™‘—Ž†̵–Šƒ˜‡„‡…‘‡Ž‘•–‹ˆŠ‡Šƒ†–ƒ‡–Š‡ƒ’™‹–ŠŠ‹Ǥ

Types of Function Form Example

ˆŽƒ—•‡Ϊ‡‹†‡” ˆΪ‹’Ž‡’”•‡–Ϊƒ˜‡

–‘ȀŠƒ•–ͲȀ—•–Ϊ•‹’Ž‡

’”‡•‡–

ˆ›‘—™ƒ––‘’ƒ••–Š‹•–‡•–ǡ

›‘—Šƒ˜‡–‘ȋ‘”ǡ›‘——•–

–‘Ȍ•–—†›Šƒ”†

Clausa Function

‡‹ǡ‹†›‘—‘™ǡ

Žƒ—•ƒDzˆdzŠƒ˜‡

ˆ—…–‹‘‘‡ƒ…Š ‘”Ǥ

‡–••‡‡‹–ǤǨ

BAHASA INGGRIS KELAS XI SEMESTER 1

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ˆ…Žƒ—•‡Ϊ—‰‡••–‹‘ ˆΪ‹’Ž‡’”‡•‡–Ϊ•Š‘—Ž†

–‘ȀŠƒ†„‡––‡”Ϊ•‹’Ž‡

’”‡•‡–

͓Ǥˆ›‘—†‘̵–™ƒƒ‰‡–

•‹…ǡ›‘—•Š‘—Ž†–ƒ‡ƒ

„”‡ƒƒ†‰‡–•‘‡”‡•–

͓Ǥ‹ˆ›‘—†‘–™ƒ–›‘—”

‘‰‡–ƒ†ƒ–›‘—ǡ›‘—

Šƒ†„‡––‡”ˆ‹‹•Š–Šƒ–

Š‘‡™‘”

ˆ…Žƒ—•ƒΪ‹’‡”ƒ–‹˜‡‹ˆ ‹ˆΪ•‹’Ž‡’”‡•‡–Ϊ‡”„ͳ

Ϊ „Œ‡…– ˆ›‘—†‘–™ƒƒ‰‡–™‡–ǡ

‡––Š‡—„”‡ŽŽƒ

ˆ…Žƒ—•‡Ϊ‡‡”ƒŽ–”—–Š ‹ˆΪ•‹’Ž‡’”‡•‡–Ϊ

•‹’Ž‡Ȁ•‹’Ž‡ˆ—–—”‡

͓Ǥ‹ˆ›‘—ƒ”‡ͳ͹›‡ƒ”•‘Ž†‘”

‘Ž†‡”ǡ›‘—ƒ”‡ƒŽŽ‘™‡†–‘

Šƒ˜‡ƒ‹†…ƒ”†

͓Ǥ‹ˆ›‘—„‘‹Ž™ƒ–‡”ǡ‹–™‹ŽŽ

‡˜ƒ’‘”ƒ–‡

ˆ…Žƒ—•‡Ϊ†”‡ƒ ‹ˆ•‹’Ž‡Ϊ’”‡•‡–Ϊ•‹’Ž‡

ˆ—–—”‡ ˆŠƒ˜‡Ž‘–‘ˆ‘‡›ǡ™‹ŽŽ

„—‹Ž†„‹‰Š‘—•‡

Match the "if"-clause to the main clause appropriately.!

ͳǤ ˆ ƒ…™ƒ•ƒ–•…Š‘‘Ž–‘†ƒ›ǡ Ǥ Š‡…ƒ•ƒ˜‡‘”‡‘‡›Ǥ

ʹǤ ˆ–‡˜‡†‹†̵–’Žƒ›–Š‡—•‹…–‘‘Ž‘—†ǡ

Ǥ Š‹•’ƒ”‡–•™‘—Ž†„—›Š‹ƒ‡™‘‡Ǥ

͵Ǥ ˆ ƒ…–—”•‘ˆˆ–Š‡Š‡ƒ–‹‰‘”‡‘ˆ–‡ǡ Ǥ ‹–™‘—Ž†‘–•‡ŽŽ‹‘—””‘‘Ǥ

ͶǤ ˆ ƒ…™ƒ•Š‡†Š‹•ˆ‡‡–ǡ Ǥ Š‡™‘—Ž†‘™ƒ„‘—––Š‡Š‹•–‘”›–‡•–Ǥ

Part I: Matching task

Ǥ ‡–ǯ•”ƒ…–‹…‡

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ͷǤ ˆ–‡˜‡‘’‡•–Š‡™‹†‘™•ǡ

Ǥ Š‡™‹ŽŽ‰‡–ˆƒ–Ǥ

͸Ǥ ˆ ƒ…”‡ƒ†–Š‡‡™•’ƒ’‡””‡‰—Žƒ”Ž›ǡ

Ǥ Š‡̵ŽŽ‡˜‡”–ƒ‡ƒ—„”‡ŽŽƒ™‹–ŠŠ‹Ǥ

͹Ǥ ˆ–‡˜‡‡ƒ–••‘ƒ›•™‡‡–•ǡ Ǥ Š‹•‡‹‰„‘—”™‘—Ž†‘–„‡ƒ‰”›™‹–Š

Š‹Ǥ

ͺǤ ˆ–‡˜‡‰‡–•‘—–ǡ

Ǥ Š‡…‘—Ž†„‡„‡––‡”ƒ–•‘…‹ƒŽ•–—†‹‡•Ǥ

ͻǤ ˆ ƒ…”‘†‡Š‹•‘Ž†„‹‡‘”‡…ƒ”‡ˆ—ŽŽ›ǡ Ǥ Š‡™‘—Ž†„‡‹–Š‡•…Š‘‘Ž–‡ƒǤ

ͳͲǤ ˆ–‡˜‡†‹†̵–ˆ‘—Ž–Š‡‘–Š‡”’Žƒ›‡”•

•‘‘ˆ–‡ǡ

Ǥ –Š‡ƒ‹”‹–Š‡”‘‘™‹ŽŽ„‡„‡––‡”Ǥ

Complete the Conditional Sentences. Decide whether to use Type I, II or III.

ͳǤ ˆŠƒ†–‹‡ǡ̴̴̴̴̴̴•Š‘’’‹‰™‹–Š›‘—Ǥ

ʹǤ ˆ›‘—̴̴̴̴̴‰Ž‹•Šǡ›‘—™‹ŽŽ‰‡–ƒŽ‘‰™‹–Š–Š‡’‡”ˆ‡…–Ž›Ǥ

͵Ǥ ˆ–Š‡›Šƒ†‰‘‡ˆ‘”ƒ™ƒŽǡ–Š‡›™‘—Ž†̴̴̴̴̴̴–Š‡Ž‹‰Š–•‘ˆˆǤ ͶǤ ˆ•Š‡̴̴̴̴̴̴–‘•‡‡—•ǡ™‡™‹ŽŽ‰‘–‘–Š‡œ‘‘Ǥ

ͷǤ ™‘—Ž†Šƒ˜‡–‘Ž†›‘—ǡ‹ˆ̴̴̴̴̴̴Š‹Ǥ

͸Ǥ ‘—Ž†›‘—‹†‹ˆ̴̴̴̴̴–Š‡™‹†‘™ǫ

͹Ǥ ˆ–Š‡›̴̴̴̴‡ǡ™‘—Ž†̵–Šƒ˜‡•ƒ‹†‘Ǥ

ͺǤ ›ˆ”‹‡†̴̴̴̴‡ƒ––Š‡•–ƒ–‹‘‹ˆŠ‡‰‡–•–Š‡ƒˆ–‡”‘‘‘ˆˆǤ ͻǤ ˆ̴̴̴̴̴̴‹–ǡ‘„‘†›™‘—Ž††‘‹–Ǥ

ͳͲǤ ˆ›ˆƒ–Š‡”̴̴̴̴̴‹…‡—’ǡ̵ŽŽ–ƒ‡–Š‡„—•Š‘‡Ǥ Part II: Completment

BAHASA INGGRIS KELAS XI SEMESTER 1

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†‹†̵–†‘

†‘‡•̵–’‹…

™‘—Ž†‰‘

•’‡ƒ

Šƒ†‹˜‹–‡†

™‹ŽŽ‡–

‘’‡‡†

Šƒ†•‡‡

Šƒ˜‡–—”‡†

…‘‡•

Create a simple sentence with the following instructions of the each task regarding the picture below.!

ͳǤ ‘›‘—•‡‡–Š‡’‹…–ƒ„‘˜‡ǤǫŠƒ–ƒ”‡›‘—‰‘ƒ†‘‹ˆ›‘—…ƒˆŽ›Ǥǫ

ǣŽƒ—•‡Dz‹ˆdz–›’‡ͳǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣŽƒ—•‡Dz‹ˆdz–›’‡ʹǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣŽƒ—•‡Dz‹ˆdz–›’‡͵ǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

Ǥ ‘”ƒ–‹˜‡‡•–

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ʹǤ ‡‡ǡǫŠƒ–ƒ”‡›‘—‰‘ƒ†‘‹ˆ›‘—Šƒ˜‡†‘”ƒ‡‘ǯ•’‘…‡–Ǥǫ

ǣ‹ˆ…Žƒ—•‡Ϊ†”‡ƒǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣ‹ˆ…Žƒ—•‡Ϊ”‡‹†‡”ǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣ‹ˆ…Žƒ—•‡Ϊ‰‡‡”ƒŽ–”—–Šǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

͵Ǥ Šƒ–ƒ”‡›‘—‰‘ƒ†‘‹ˆ›‘—‡‡––Š‡Ǥǫ

ǣ…Žƒ—•‡Dz‹ˆdz–›’‡ʹǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣˆ…Žƒ—•‡Ϊ•—‰‰‡•–‹‘ǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

ǣ’ƒ•–’‡”ˆ‡…–Ϊ™‘—Ž†ΪŠƒ˜‡Ϊ͵ǣ̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴̴

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

Chapter 4

Pict : 4.1 Source: Dokumen kemendikbud

Tujuan pembelajaran:

1. Siswa dapat menjaga hubungan Interpersonal dengan guru, teman, dan orang lain.

2. Siswa dapat menginterpretasi fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem, lisan dan tulis, dengan memberi dan meminta informasi terkait kehidupan remaja, sesuai dengan konteks penggunaannya.

3. Siswa dapat menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks khusus dalam bentuk poem terkait kehidupan remaja.

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Take a look at the picture of two poets below.

Then, draw a line between the correct fact about each of them to the picture.

He is a member of the "1945

Generation" of writers. His works are mostly about

love and life. One of his popular poems is Sonnet 18.

He was born and raised in Medan, North Sumatra, before moving to Batavia with his mother in 1940.

He is Chairil Anwar. Living rebelliously, he wrote extensively, often about death.

He is William Shakespeare. His poems were at times censored by the Japanese, then occupying Indonesia.

He is often called England's national poet and the "Bard of Avon".

He is estimated to have written 96 works, including 70

individual poems.

He was born and raised in Stratford-upon-Avon, Warwickshire.

His works, including

collaborations, consist of some 39 plays, 154 sonnets and three long narrative poems.

Part I

A.Warmer: Pre Activity

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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In pairs, read the work made by Robert Frost below and answer the questions.

Nature’s first green is gold, Her hardest hue to hold.

Her early leaf’s a flower;

But only so an hour.

Then leaf subsides to leaf.

So Eden sank to grief, So dawn goes down to day.

Nothing gold can stay.

by Robert Frost from Nothing Gold Can Stay

Questions:

1. What is the text about?

________________________________________________________________

________________________________________________________________

2. What type of text is it?

________________________________________________________________

________________________________________________________________

3. “Nothing gold can stay”. In your opinion, what is the meaning behind this sentence?

_______________________________________________________________

B.Material Building

Shakespeare's sonnets are poems written by William Shakespeare on a variety of themes. When discussing or referring to Shakespeare's sonnets, it is almost always a reference to the 154 sonnets that were first published all together in a quarto in 1609. However, there are six additional sonnets that Shakespeare wrote and included in the plays Romeo and Juliet, Henry V and Love's Labour's Lost. There is also a partial sonnet found in the play Edward III.

Historical View

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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A Poem: Definition

Poem Purpose

Poem has a focused purpose:

• Praising love

• Lamenting heratbreak

• Gloryfying nature

• Painting picture

• Recreating feeling

• Telling story

• Capturing a moment

Poem Characteristic: II

Poem is a piece of writing in which the expression of feelings and ideas is given intensity by particular attention to

diction. (sometimes involving rhyme, rhythm, and imagery).

Poem is written by a poet. The science of learning poem is called poetry.

Poem includes many sensory images.

(things for the readers to see, hear, feel, taste, or smell).

By the lakes that thus outspread (sensory images of eyes) Their lone waters, lone and dead,

Their sad waters, sad and chilly (sensory image of feeling) With the snow of the lolling lily,

By the mountains—near the river (sensory images of eyes) Murmuring lowly, murmuring ever,

Dream_land

by Edgar Allan Poe—1844

Poem characteristic: I

It uses different poetic devises such as rhythm, repetitions, alliteration.

from childhoods hour I have not been As other were—I have not seen As others saw—I could not bring My passion from common spring From the same source I hae not taken, My sorrow—I could not awaken My heart to joy at the same tone And all lov’d—I lov,d alone

“Alone” by Edgar Allan Poe

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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Poem uses strong verbs and precise nouns The free birds leaps

On the back of the wind And floats downstream Till the currents ends And dips his wings In the orange sun rays And dares to claim the sky

But a bird that stalks Down his narrow cage Can seldom see trough His bars of rage

His wings are clipped and His feet are tied

So he opens his throat to sing ...

(cage bird- maya angelou)

Poem Characteristic: III

Poem characteristic: IV

It employs a variety of types of figurative languages:

➢ Similes

compares two things by saying they are “like” each other; the subject IS LIKE the object. Example:

O my Luve is like a red, red rose That’s newly sprung in June;

O my Luve is like the melody That’s sweetly played in tune.

A Red, Red Rose (by Robert Burns)

➢ Metaphor

A metaphor is a figure of speech that, for rhetorical effect, directly refers to one thing by mentioning another. It compares two things directly without using “like” or “as”; the subject IS the object. Example:

“Hope” is the thing with feathers - That perches in the soul -

And sings the tune without the words - And never stops - at all –

“Hope” is the thing with feathers (by Emily Dickinso)

➢ Personification

Personification gives human characteristic to inanimate objects, animals, or ides. It can really affect the way reader imagine things. Example:

“Ah, William, we’re weary of weather,”

said the sunflowers, shining with dew.

“Our traveling habits have tired us.

Can you give us a room with a view?”

Two Sunflowers Move in the Yellow Room (by William Blake)

➢ Hyperbole

It is an outrageous exaggeration that emphasizes the point. It tends to make the speech ridiculous or funny. It adds the color and depth to the character. Example:

A hundred years should go to praise Thine eyes and on thy forehead gaze;

Two hundred to adore each breast;

But thirty thousand to the rest.

To His Coy Mistress by Andrew Marvell

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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To gain a better understanding about poem, try to analyze the poem below in pair. Write down your answer in the following table.

I Sing the Battle

by Harry Kemp

I sing the song of the great clean guns that belch forth death at will.

Ah, but the wailing mothers, the lifeless forms and still!

I sing the songs of the billowing flags, the bugles that cry before.

Ah, but the skeletons flapping rags, the lips that speak no more!

I sing the clash of bayonets and sabres that flash and cleave.

And wilt thou sing the maimed ones, too, that go with pinned-up sleeve?

I sing acclaimèd generals that bring the victory home.

Ah, but the broken bodies that drip like honey-comb!

I sing of hearts triumphant, long ranks of marching men.

And wilt thou sing the shadowy hosts that never march again?

I sing the song of the great clean guns that belch forth death at will.

Ah, but the wailing mothers, the lifeless forms and still!

...

Purpose Your answer :

Strong verbs and

precise noun Your answer :

Figurative

language Your answer:

Sensory images Your answer:

C. Lets Practice!

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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D. Lets Create.!

After doing the analysis in pair, it’s time for you to make a simple analysis about a poem by your preferred author individually. Write down the poem in a piece of paper and try to be creative in underlining the analysis of it by adding some colours and visualization.

________________________________

by _______________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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Read the poem written by Robert Blair below.

Then, answer the following questions.

Sketch

By Carl Sandburg

The shadows of the ships Rock on the crest

In the low blue lustre

Of the tardy and the soft inrolling tide.

A long brown bar at the dip of the sky Puts an arm of sand in the span of salt.

The lucid and endless wrinkles Draw in, lapse and withdraw.

Wavelets crumble and white spent bubbles Wash on the floor of the beach.

Rocking on the crest In the low blue lustre

Are the shadows of the ships.

1. What is the poem about?

__________________________________________________________________________________________________________

2. Identify an example of personification: explain what is being personified how.

__________________________________________________________________________________________________________

3. Identify an example of hyperbole: explain how it is exaggerated.

__________________________________________________________________________________________________________

4. Identify an example of metaphor: explain which two things are being compared.

__________________________________________________________________________________________________________

5. Where is repetition used in this poem? Why do you think that it is used this way?

__________________________________________________________________________________________________________

6. What action is described in the third stanza of the poem?

__________________________________________________________________________________________________________

7. How is imagery used in this poem? What is described?

__________________________________________________________________________________________________________

8. What is the mood of this poem? How does it make you feel?

__________________________________________________________________________________________________________

E. Formative Evaluation

Part I

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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Read again the poem “Sketch” by Carl Sandburg.

Then, try to write a comparison analysis of the poem with the one written by Amy Lowell.

Sketch

By Carl Sandburg The shadows of the ships Rock on the crest

In the low blue lustre

Of the tardy and the soft inrolling tide.

A long brown bar at the dip of the sky Puts an arm of sand in the span of salt.

The lucid and endless wrinkles Draw in, lapse and withdraw.

Wavelets crumble and white spent bubbles Wash on the floor of the beach.

Rocking on the crest In the low blue lustre

Are the shadows of the ships.

A Lady

By Amy Lowell You are beautiful and faded, Like an old opera tune Played upon a harpsichord;

Or like the sun-flooded silks

Of an eighteenth-century boudoir. In your eyes Smoulder the fallen roses of outlived minutes, And the perfume of your soul

Is vague and suffusing,

With the pungence of sealed spice-jars.

Your half-tones delight me, And I grow mad with gazing At your blent colors.

My vigor is a new-minted penny, Which I cast at your feet.

Gather it up from the dust That its sparkle may amuse you.

Part II

Write down the comparison between the two here. You may talk about their theme in general, their specific characteristics or the object used between the two. Feel free to express your opinion.

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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CHAPTER 5

“Long ago there lived...”

Pict : 5.1

Tujuan pembelajaran:

1. Siswa dapat membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks naratif lisan dan tulis dengan memberi dan meminta informasi terkait cerita pendek, sesuai dengan konteks penggunaannya.

2. Siswa menangkap makna secara kontekstual terkait dengan fungsi sosial, struktur teks, dan unsur kebahasaan teks naratif lisan dan tulis terkait cerita pendek.

Source: Dokumen kemendikbud

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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Take a look at the following pictures.

Have you ever heard the story about them? Tick it!

No Pictures Opinion

Yes, I have. No, I haven’t.

1

Pic 5.2

2

Pic 5.3

3

Pic 5.4

4

Pic 5.5

A. Warmer: Pre-activity

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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Activity 1

Read the story below carefully.

Gatotkaca

Gatotkaca was a strong and brave man from Pringgadani Kingdom. He was the son of the strong Bimasena of Pandawa family and a female giant Arimbi of the Pringgadani Kingdom.

Gatotkaca was naturally born half-giant. The baby was so strong that no weapon could cut off his umbilical cord. "It's been a year," Bimasena said sadly, "But my son still has his umbilical cord."

Hearing this, his brother named Arjuna decided to meditate for gods' guide. Arjuna didn't realize that at same time Karna, the army commander of Hastina Kingdom, was meditating nearby. since the two of them looked alike, God Batara Narada by mistake gave a super power weapon Kontawijaya to Karna. Then Narada told Arjuna is mistake, and accordingly Arjuna tried to take away the weapon. They were fighting fiercely. Karna managed to keep the weapon. Arjuna, on the other hand, got the case only. Miraculously, the case cut Gatotkaca's cord and shortly after that, penetrated the baby's stomach. "My goodness," said Arjuna, "This will strengthen the baby.

But I have a string feeling that he'll be killed by the weapon.”

Seeeing this, Batara Narada then took Gatotkaca to the Nirvana, the place up there where the gods live. Narada would have the baby fight Patih Sekipu who was attacking the Nirvana.

"What? a Baby?" Sekipu burst in laughter. "Do I have to fight a baby? It's fine with me if you insist."

Sekipu grabbed Gatotkaca. He hit the baby hard on its leg, but the baby kicked him. He squeezed the baby's arm, but the baby pulled his arm so hard that he felt it would break off. He slapped the baby on its face, but the baby hit his face repeatedly with such an increasing force that his face became badly bruised. With great embarrassment, Sekipu returned the baby to Narada and then ran away.

Batara Narada was so amazed by the baby's strength that he planned to give more power to Gatot kaca. Narada plunged Gatotkaca into Candradimuka, which was the crater of mount Jamurdipa. Almost immediately, the other gods threw all kinds of powerful weapons into crater.

The following day Gatotkaca emerged from the depth in the shape of a fully grown man with a power equal to all kinds of weapons.

The gods gave him a special gift, a hat called Basunanda, a vest called Antrakusuma, and sandals called Padakacarma. With these clothes Gatotkaca could fly from cloud to cloud as fast as lightning to defend not only his father and uncle but also the gods.

Adapted from http://hermeinsaputri.blogspot.com/2012/10/gatotkaca.html/

- Vocabulary focus

Match the words and its definition by drawing a line between them

1. a giant (n) a. any object used in fighting or war, such as a gun.

2. weapon (n) b. in a frightening, violent or powerful way 3. umbilical cord (n) c. to try to hurt or defeat using violence

4. fiercely (adv) d. an imaginary creature like a man but extremely tall 5. miraculously (adv) e. in a way that suggests or resembles a miracle 6. attacking (v) f. to press something firmly

7. squeezed (v) g. a flexible cordlike structure containing blood vessels and attaching a human fetus to the placenta

8. the crater (n) h. the round hole at the top of a volcano

SMA MUHAMMADIYAH 1 YOGYAKARTA BAHASA INGGRIS KELAS XI SEMESTER 1

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