UNIT 10

Section One

Activity 1

Answer these questions.

·
Do you have a cake on your birthday?
· What does the number of candles tell you?
· What is your birthday?
· Who have birthdays this month?
· Who had birthdays last month?
· Did you get presents?
· Did you give a party?

 

 

Activity 2

Say these months in a year.
Stress the underlined syllables.
Check how the months say in
your dictionary.


Activity 3
a. Listen and match these numbers. b. Listen and match the years.
1^st third 1825 nineteen ninety-two
2^nd tenth 1992 eighteen twenty-five
3^rd fifth 1950 nineteen fifty
4^th second
5^th seventh 2004 two thousand and ten
6^th ninth 2000 two thousand
7^th first 2010 two thousand and four
8^th eighth

9^th sixth
10^th fourth
11^th thirty-first
12^th fifteenth
13^th thirtieth
15^th twelfth
21^st twenty-first
30^th thirteenth
31^st eleventh

Activity 4

a. Your teacher will say these dates. Write down how you say them. Then, practice saying the dates with a partner.
We write We say
21/7/1990 the twenty-first of July nineteen ninety__________
28/10/1928 _____________________________________________
1/1/2004 _____________________________________________
22/3/1989 _____________________________________________
17/8/1945 _______________________________________________
23/12/2000 _____________________________________________

b. Now write down your date of birth. Then, say it loud to your partner.
___________________________________________________

c. Practice with a partner. Do as the example.

Vocabulary Building

Activity 5
a. Your teacher may ask you these questions. Discuss with your pair.

· Is this food or drink familiar to you?
· Which of them have you eaten?
· Do you know what they are?
· Where can you get them?




_________ _________ _________ __________
____________ __________ __________ __________
________ ________ _______ ________ _____________


b. Say the words in the box. Stress the underlined syllables.
Then match and write the words of the food and drink.



c. Answer the questions.
· Which of the food and drink did you already know?
· Which are new to you?
· Which ones are the same or nearly the same in Indonesian?
· Where could you have them?
· Do people everywhere have the same food as we do?

Activity 6

a. With a partner, think about food and drink you already know. Say them loudly. Then, write them down. Mind your spelling.
FOOD DRINK
__rice,________________________ __water,__________________________
_______________________________ __________________________________
_______________________________ __________________________________
_______________________________

2. Work in groups of four. Make a list of the food and drink you have got. Display your group work on your classroom wall. Illustrate with pictures.

Guess what

What do people grow
on their heads?



Section Two

Story Telling

Activity 1

Here’s an interesting story. You may interrupt the teacher to ask questions.
a. Before you listen to the story, answer these questions:

· Do you know what a clown is?
· What does he do for a living?
· Mention some clowns you know.
· Did they appear on TV lately?
· Who were they?
· Did they tell funny stories?
· Did they make you laugh?
b. Listen to your teacher telling this story. Fill up the missing words. They are all irregular verbs in past tense.

The Clown Who Lost His Laugh
Once upon a time there was a clown. The clown was sad because he had lost his laugh.
He didn’t think anything was funny anymore. So he went into the woods.
He wanted to see if he could find his laugh.

In the woods he _________ the three bears. He asked the bears, “Do you know where my laugh is?”
The bears _________, “A girl with golden hair came into our house. She _________ porridge, broke a chair
and _________ in our beds. The girl might have stolen your laugh.” So the clown _________ into the woods.
He looked for the girl with golden hair.
He _________ lucky. The girl with golden hair was walking through the woods on her way to
her grandmother’s house.
When the clown asked, “_________ you find my laugh?” She said, “I only saw three very angry,
very hairy, grizzly bears.”
The clown _________ this was very funny and started to laugh.

Activity 2

With a partner, answer these questions:

1. What was the story about?
2. Who are the characters in the story?
3. Where did the story take place?
4. Did the clown have a problem?
5. Did the three bears help him?
6. Who helped the clown find his laugh back?
7. What made the clown laugh at last?
8. Is it a happy ending story?
9. Do you like it?

Activity 3

a. Talk to four or five of your friends.

Ask them these questions:
· When were you born?
· When did you start school?
· When did you start to study English?

Write the answers down in the table below.

NAME	DATE OF BIRTH	STARTED SCHOOL	STARTED TO STUDY ENGLISH
1. Tina	16/7/91	She started primary school in 1997.	She started to study English in 2000.
2.
3.
4.
5.

Guess what

What do cats have?




b. Based on the table, tell your pair about your friends. Do it as the example.







Activity 4

Opening and closing a conversation
Conversations like other texts have opening and closing.
We usually begin a conversation by saying hi, hello, or excuse me.
That is what we normally do.
Tina met her classmate, Michael. He is an exchange student from Australia.
a. Pay attention to these questions. They would help you know how to begin
and close the conversation.
· How does Tina open the conversation?
· What is the conversation about?
· What did Michael say to end the conversation?
c. Your teacher will read the dialogue for you. Listen carefully.

Tina: Hi, Mike. Were you at Andy’s party?
Michael: Yes, it was fun.
Tina: Was it?
Michael: He’s seventeen now.
Tina: Really? Are you kidding? I thought he was just about fifteen like us.
Michael: Why?
Tina: You know, we are in the same grade. And he looks younger.
Michael: Well, Arman is waiting for me. I must go now. Bye.
Tina: Bye. See you.
c. Answer these questions.
1. Tina opens the conversation by saying ___________.
2. Did Tina go to Andy’s party?
3. What did Tina want to know about?
4. How old is Andy?
5. Was Tina surprised to know Andy’s age?
6. What did they say to end the conversation?
7. Were Tina and Michael nice to each other?
8. How do you know this?

Interpersonal exchange

9. Notice the expressions: “Was it?”, “Really?”, “Are you kidding?”, “Well, …”
in the dialogue above. This kind of expressions is what makes a conversation go on and on.
Always try to use the expressions in your conversation.

Activity 5

Asking for another person’s opinion

Tina met her Australian friend, Mary. They are pen friends. Mary is in Indonesia for a holiday.
a. These questions will help you understand the dialogue. Answer the questions.
· Have you ever been to Mount Bromo?
· Did anyone tell you about it?
· Do you know where it is?
· Do you know how to ask for others’ opinion?
· How do you open a conversation?
· How do you end a conversation?
Guess what

What do ducks have?


Listen carefully. Pay attention to how your teacher says the dialogue.
A

TINA : Hi, Mary! I thought you were in Australia.
MARY : I’m going home next week.
TINA : Where were you last week?
MARY : Well, I was visiting Mount Bromo.
TINA : That sounds great! What do you think of it?
MARY : It was very beautiful, you know.
TINA : Was it?
MARY : Yeah. The scenery was very amazing. Well, Tina, I must go now. Bye bye.
TINA : See you, Mary.
B

MARY : Hello, Tina. How are you?
TINA : Fine, thanks. And you? Tell me. What did you see at Mount Bromo?
MARY : The beautiful sunrise. The sky was yellow, orange, and red. It was really beautiful.
TINA : Wow! I want to go there too.
MARY : Well, Tina, I must be leaving. Bye for now.
TINA : Ciao.
b. Answer these questions.

1. How did Tina and Mary open the conversations?
2. Do you think they enjoyed the conversation?
3. Are they nice to one another?
4. What expression is used to ask for information?
5. What did Tina say to ask for Mary’s opinion?
6. Say the expressions used to close the conversations.

c. Openings and Closings in Conversations
How do you open or close conversations?
Write O (opening), or C (closing) beside each expression, as in the example.
.O.. Hi! ……. Hey! ……. Good night.
……. See you! ……. Goodbye. ……. Ciao.
……. Bye! ……. Hello. ……. Bye for now.
Activity 6

Making a request

The following are some expressions you can you use to make requests
Study the requests and the answers.
a. Match these requests and the answers.
May I borrow your book? It’s ten past nine.
Can I go now? Here you are.
Excuse me. What’s the time? Sure.
Can you speak Indonesian? It’s salad.
What’s this called in English? Up to you.
Excuse me. Where’s the dictionary? Yes, a little.
b. Work with a partner. Practice the dialogues.
You may give different answers to the request.
- No. I’m sorry. I can’t.
- I’m sorry. I don’t know.
- No, I’m sorry. I don’t have.
c. Work with a partner. One of you makes a request and the other answers.


Section Three
Activity 1

a. These are Andy and his sisters. Discuss the pictures with a partner.

· Which of the four is the eldest?
· Which is the youngest?
· Which comes third in the family?
· Which comes fourth?
Guess what
What do squirrels have?




DATES OF BIRTH

 
Ella Tina Andy Nida
born on born on born on born on
5.4.92 15.7.91 21.6.98 6.12.89

b. With a partner, answer these questions.

1. When was Tina born?
She was born on the fifteenth of July nineteen ninety-one.
2. When was Nida born?
She was born on ____________________________________________
3. When was Ella born?
_______________________________________________________
4. How old is Andy now?
He is ________________ years old.
5. What is Ella’s date of birth?
Her date of birth is __________________________________________
6. What is Andy’s date of birth?
_______________________________________________________
c. Among the four children above, find out who was born first, second, third and the last.
Put them in the order they were born. Tell how old they are now.
Ella is given as an example.
5/4/92
__|________________|______________|______________|__
______________ Ella _____________ _______________
______________ _____ years _____________ _______________
Activity 2
Tina met Michael on a train going to Jakarta.
They happened to sit on the same seat on the train.
a. Discuss these questions with a partner.
o What expression is used to open the conversation?
o Does Tina really want to know about Mike?
o What are the expressions “Really?”, “Yes, why?”, “Oh, yeah?” for?
A
Tina : Hello, my name is Tina.
Mike : Hi. I’m Michael. Just call me Mike.
It’s nice to meet you.
Tina : Nice to meet you, too. Are you an American?
Mike : No, Australian. I’m on holiday here.

B
Tina : Are you with some friends?
Mike : No, I’m alone.
Tina : Really?
Mike : Yes, why?
Tina : Nothing. I think you’re brave.
Mike : Oh, yeah? Thanks.
Tina : Do you like Indonesia?
Mike : I do. It’s beautiful.

Activity 3

Read this dialogue in pairs. Play role as Tina and Mike in turn. Do it until you feel comfortable.

Activity 4

Imagine you were on a train. You meet an Australian girl.
Talk to her and make the conversation go on and on.
You may do these things:

• Talk about the weather
• Use the expressions such as ‘Really?’, ‘Are you kidding?’, etc.
• to show your interest.

Section Four
Activity 1
Fill up the blank part in the dialogue with a partner.
What possible responses you may have.
Mike, an Australian boy, met you on a bus leaving for Bandung. You sat next to Mike. He started conversation.
Mike : Hello, my name is Tina.
You : _______________________________________________________
Mike : Nice to meet you, too.
You : _______________________________________________________
Mike : Are you on your own?
You : _______________________________________________________
Mike : Really?
You : _______________________________________________________
Mike : Oh, yah. Thanks.
You : _______________________________________________________
Mike : Very much. That’s why I’m here for my holiday.

Activity 2

Play role as Mike and ‘You’ in turn. Practice it until you feel comfortable. Try to keep the conversation going.

Activity 3

a. Asking for information
 
Read this Andy’s schedule. It is what he did after school in a week.











b. In pairs, practice asking and answering questions based on the diary above.
Example:

Q: Where was Andi on Monday?
A: He was at the Sport Centre.
Q: What did he do on that day?
A: He played badminton.


Now you do it in pairs. Ask what he did and where in a week.

Q: Where was he on Tuesday?
A: ____________________________________________
Q: What did he do?
A: ____________________________________________
c. In pairs, take turn asking and answer questions.
Ask and tell where you were on the different days in a week.
Do as the example.

Q: Where were you on Monday?
A: I was at (Tell where you were) on Monday.
Q: And what did you do?
A: I (Tell what you did on Monday).

Q: What about on Tuesday? Where were you?
A: On Tuesday I was at __________________________________________
Q: What did you do on that day?
A: I