< Previous152Task 2: Change the following adverbial clauses to adverbial phrases. 1. After Andrea knew that her classmates did not trust her anymore, she decided to move to another town. _____________________________________________________________2. When Etty heard that she won the Mathematic Olympiad, she called her parents. _____________________________________________________________3. Because she had always been interested in sports, Tirta became a loyal supporter of the football team. _____________________________________________________________4. Although he was hurt, Hasan managed to smile. _____________________________________________________________5. Before he answered the phone, Tomi grabbed a pencil and notepad. _____________________________________________________________6. After she had finished doing her homework, Siti went to the gym. _____________________________________________________________7. While I was away in college, I stayed with my roommate’s family during one spring break. _____________________________________________________________8. When Wahyu goes out of town, Wahyu calls his son and daughter to check if they are fine. _____________________________________________________________9. Although Jono was impressed by the bravery of his son, Jono had harsh words for him. _____________________________________________________________10. After they sang two songs, the personnel of SMASH danced energetically. _____________________________________________________________H 153Bahasa Inggris Task 1:Work with a partner to discuss the important events in Cut Nyak Dhien’s life. Use these questions to help you make notes. Then, take turns retelling the biography of Cut Nyak Dhien by using your notes. 1. Who was Cut Nyak Dhien? 2. Where did she live? 3. Who were her parents? 4. What important events do you remember? Task 2: Role Play Work in groups of 4: 1) Choose a fragment from Cut Nyak Dhien’s life, 2) Write a scenario and decide who plays what, 3) Role play your scenario for a maximum of 10 minutes. Collaborative Biographical Recount WritingYour teacher will assign you to sit in a big circle and ask you to write a biographical recount collaboratively with your classmates. Follow her/his instructions:StepDetailsStep 1 Prepare a piece of paper. Choose a famous person you like. Write a sentence to start your writing. Don’t forget to include a topic and a controlling idea in your sentence. See the first sentence in the reading text as an example. Give your paper to your classmate on your right and get another piece of paper from your classmate on your left. Read your classmate’s sentence. Continue writing another sentence. Try to connect your sentence and your classmate’s. Then, give the paper to your classmate on your right. Continue the activities until your paper arrives back to SPEAKINGWRITING154Kelas X SMA/MA/SMK/MAKStep 2 Read the recount that you’ve written with your classmates. What do you think? What’s good and not good about it?Step 3 Rewrite your biographical recount. Try to use adverbial phrases that you just learned. Use the following table to help you. At the end of this chapter, ask yourself the following questions to know how effective your learning process is. 1. Do you know how to tell or write a biographical recount?2. Do you give information about who, where, and when at the beginning?3. Do you tell or write the events in the order they happened?4. Do you have personal comments to end the biographical recount?5. Can you explain the function of a recount text?6. Where do you think you can find a recount text?Read more biographies of female famous people. Then identify what plan you will do to imitate their success. REFLECTIONAll our dreams can come true if we have the courage to pursue them.Les Brown“”FURTHER ACTIVITIES155Bahasa InggrisIssumboshiTujuan Pembelajaran:Setelah mempelajari Bab 11, siswa diharapkan mampu:1. Menjelaskan tujuan komunikasi, struktur teks, dan unsur kebahasaan dari teks naratif lisan dan tulis sederhana tentang legenda rakyat sesuai konteks penggunaannya.2. Menjelaskan isi cerita legenda rakyat lisan dan tulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya. 3. Menceritakan legenda rakyat secara lisan dan tertulis dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks naratif sesuai konteks penggunaannya. Chapter 12Source: Dokumen KemdikbudPicture 12.1156STORY TELLING What is the ending (resolution)?Match the words with their Indonesian equivalents. Compare your work to your classmates’. couple (noun) terhormat gift (noun) bersembahyang; beribadahraise (verb) jinbully (verb) menikamrespectable (adjective) membesarkananchor (verb) hadiahretainer (noun) berlabuhstab (verb) pelayanworship (verb) pasangan demon (noun) mengolok-olokRepeat couple : / ˈkʌp ə l / gift : / ɡɪft / raise : / reɪz / bully : / ˈbʊli /WARMERPRONUNCIATION PRACTICEVOCABULARY BUILDER157Bahasa Inggris respectable : / rɪˈspektəb ə l / anchor : / ˈæŋkər / retainer : / rɪˈteɪnər / stab : / stæb / worship : / ˈwɜːʃɪp / demon : / ˈdiːmən /Task 1: Read the text carefully. Once upon a time there was an old couple who didn’t have a child. the village forest. “Please give us a child,” they asked God everyday.One day, from the household Shinto altar, they heard a cute cry, “Waa! Waa!”They looked and saw a crying baby who looked just like a little finger. “This child must be a gift from God. Thanks to God!”“We will call this child ‘Issumboshi’,” they said.They raised Issumboshi with much care, but Issumboshi never grew bigger.“Hey, Issumboshi, do you want to be eaten by a frog?” Issumboshi was always being bullied by the children of the village and often went home feeling unhappy.Grandmother would make some big rice balls and encourage him. “Eat a lot, and grow up quickly,” Grandmother said.Source: http://2.bp.blogspot.com/-t7R0kv6itAs/VVy47i9CqyI/AAAAAAAAADk/0BI7mv0bwTk/s1600/IMG_20150520_232408.jpgPicture 12.2READING COMPREHENSION158Kelas X SMA/MA/SMK/MAKOne day, Issumboshi said, “I will go to the capital to study and become a respectable person. Then I will come back.” Grandfather and Grandmother were worried about him, but Issumboshi’s mind would not be changed. At once they began to prepare for his trip.Issumboshi sheathed a needle sword in a straw case, put on a cup for a sedge hat, and started out with a chopstick staff, in high spirits.“I’m going now,” Issumboshi said.“Is he safe? With such a small body?” Grandfather and Grandmother asked as they saw him off. Issumboshi went on the trip with a big wish in a small body.… … …At last Issumboshi reached the capital city and anchored under the bridge. Then he climbed up to the railing and viewed the town. “There is a fine palace over there. I shall ask them at once.”At long last Issumboshi arrived at the palace.“Excuse me, but I want to meet the feudal lord.”The lord came to the door, “What? Who’s there?”“Here I am, at your feet.”“Oh. How small! Why do you want to meet me?”“Please let me be your retainer.”“I wonder if your very small body can do anything.”“I’ll stay in your pocket and guard you from all harm.” When Issumboshi said so, a bee came buzzing by. “Yhaa!” Issumboshi yelled, stabbing the bee.“Bravo! I employ you. It would be good if you became the Princess’s man.” “Oh! What a cute fellow he is!” said the Princess, putting Issumboshi on her palm.“I will defend you upon my life,” said Issumboshi.Source: https://goukanatokoro.files.wordpress.com/2012/04/snap027.jpg?w=523Picture 12.3159Bahasa InggrisThe Princess liked Issumboshi, and she taught him reading, writing, and various studies. Further, Issumboshi practiced fencing very hard in order to be strong.One day the Princess went out to worship at the Kiyomizu Temple. Suddenly there was a strong wind, and some demons appeared. The leader of the demons tried to grab the Princess. “Help me!” she screamed. Issumboshi tried to help her, but the demon caught him and threw him into his mouth. Issumboshi, who was swallowed, jabbed and jabbed the demon’s stomach. The demon rolled over and spat out Issumboshi.Issumboshi jumped at the demon and stabbed his eyes. The remaining demons were frightened. They ran away in great haste, but one demon, who was left behind, trembled while holding the magic hammer.“Do you want me to stab your eyes, too?” Issumboshi asked. “Please, don’t. This is the magic hammer that will grant you a wish. I give it to you, so please spare me.” And saying this, he ran off in a hurry.“Thank you, Issumboshi. You have saved my life,” the Princess said.“Princess, please wave this magic hammer and make a wish that I may become big,” said Issumboshi. The Princess waved it and asked, “May Issumboshi become big!”And then, strangely, before her eyes, Issumboshi began to grow. He grew into a nice young man. They went back to the palace, and the Princess asked the King to let her marry Issumboshi.The Princess and Issumboshi then got married, and they invited Grandfather and Grandmother to live with them in the palace. They lived happily ever after. (Adapted from Japanese Fairy Tales, 1987) Task 2:Create as many questions as you can based on the story. Use question words such as who, when, where, why, how. Then, exchange your questions with a classmate sitting next to you. Discuss them together.Example:1. Once upon a time there was an old couple who didn’t have a child. They lived in a small house near the village forest. Where did the old couple live?160Kelas X SMA/MA/SMK/MAKTask 3: In the story ‘Issumboshi’ there are words that describe the characters and the setting. Find them in the story and list them below.CharactersSettingIssumboshi: small ______, etcGrandparents: ______, etcHouse: _______ _______Capital city: ______, etc2. One day, from the household Shinto altar, they heard a cute cry, “Waa! Waa!” What did they hear from the household Shinto altar?3. Issumboshi was always being bullied by the children of the village and often went home feeling unhappy. How did Issumboshi feel when he was bullied?Task 4:In the story there are also words that tell us what happdoing words (verbs). They tell us what the characters do. Thinking verbs are verbs that describe how the characters feel or what the characters think. Find the doing and thinking verbs in the story. List them in the following table. Doing VerbsThinking Verbslived(must) bePOINTS TO PONDERIf you have a friend with disadvantaged physical or psychological conditions, would you not befriend with him/her? Would you laugh at him/her? What should you do? Why? Next >