TRAINING OF TRAINERS TRAINING OF TRAINERS GURU PEMANDU MGMP SMAGURU PEMANDU MGMP SMA

MAPEL BAHASA INGGRISMAPEL BAHASA INGGRIS

Lembaga Penjaminan Mutu Lembaga Penjaminan Mutu PendidikanPendidikan

(LPMP)(LPMP)

Jawa TengahJawa Tengah

Semarang, 21 – 22 Juni 2007

Let me introduce myselfLet me introduce myself

Rudi Hartono, S.S., M.Pd.Rudi Hartono, S.S., M.Pd.Tasikmalaya,September 7, 1969Tasikmalaya,September 7, 1969S-1 (English Linguistics-UNPAD S-1 (English Linguistics-UNPAD Bandung)Bandung)S-2 (English Education-UPI Bandung)S-2 (English Education-UPI Bandung)S3 (Linguistics: Translation Studies-S3 (Linguistics: Translation Studies-UNS/On going)UNS/On going)English Lecturer of UNNES SemarangEnglish Lecturer of UNNES SemarangEnglish Textbook WriterEnglish Textbook WriterOne Wife and Two ChildrenOne Wife and Two ChildrenTeaching & TravelingTeaching & TravelingE-mail:E-mail:rudi_fbsunnes@yahoo.comrudi_fbsunnes@yahoo.com

PENDALAMAN MATERIPENDALAMAN MATERI

1.1. TEXT TYPESTEXT TYPESa. Listeninga. Listeningb. Speakingb. Speakingc. Readingc. Readingd. Writingd. Writing

2.2. LANGUAGE FUNCTIONSLANGUAGE FUNCTIONSa. Listeninga. Listeningb. Speakingb. Speakingc. Readingc. Readingd. Writingd. Writing

TEXT TYPESTEXT TYPES

Grade X (Smt 1)Grade X (Smt 1)1. Recount1. Recount2. Narrative2. Narrative3. Procedure3. Procedure

Grade XI (Smt 1)Grade XI (Smt 1)1. Report1. Report2. Narrative2. Narrative3. Analytical 3. Analytical ExpositionExposition

Grade XII (Smt 1)Grade XII (Smt 1)1. Narrative1. Narrative2. Explanation2. Explanation3. Discussion3. Discussion

Grade X (Smt 2)Grade X (Smt 2)1. Narrative1. Narrative2. Descriptive2. Descriptive3. News Item3. News Item

Grade XI (Smt 2)Grade XI (Smt 2)1. Narrative1. Narrative2. Spoof2. Spoof3. Hortatory 3. Hortatory ExpositionExposition

Grade XII (Smt 2)Grade XII (Smt 2)1. Narrative1. Narrative2. Review2. Review

Additional Lesson Additional Lesson Materials for Language Materials for Language ProgramProgram Grade XI (Smt 1)Grade XI (Smt 1)

1. Public Speaking: 1. Public Speaking: Master of CeremonyMaster of Ceremony

2. Show Presenter 2. Show Presenter (Host)(Host)

3. News Reader3. News Reader

Grade XII (Smt 1)Grade XII (Smt 1)1. Public Speaking: 1. Public Speaking: SpeechSpeech2. Debate2. Debate3. Presentation3. Presentation

Grade XI (Smt 2)Grade XI (Smt 2)1. English song1. English song2. English 2. English Contemporary Contemporary

poetrypoetry3. Film3. Film4. Contemporary Drama4. Contemporary Drama5. Novel5. Novel6. Figurative Languages6. Figurative Languages

Grade XII (Smt 2)Grade XII (Smt 2)1. English song1. English song2. Contemporary Poetry2. Contemporary Poetry3. Film3. Film4. Contemporary Drama4. Contemporary Drama

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade X Semester 1)(Grade X Semester 1)

Self introductionSelf introduction Introducing othersIntroducing others GreetingsGreetings InvitationInvitation AppointmentAppointment Expressing happinessExpressing happiness SympathySympathy Giving instructionsGiving instructions

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade X Semester 2)(Grade X Semester 2)

ThankingThanking AppreciatingAppreciating CongratulatingCongratulating SurprisingSurprising UnbelievingUnbelieving

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade XI Semester 1)(Grade XI Semester 1)

Asking comments/opinionsAsking comments/opinions Giving comments/opinionsGiving comments/opinions Expressing satisfactionsExpressing satisfactions Expressing dissatisfactionsExpressing dissatisfactions Giving adviceGiving advice WarningWarning Expressing relief, pain, Expressing relief, pain,

and pleasureand pleasure

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade XI Semester 2)(Grade XI Semester 2)

ScoldingScolding Expressing Annoyance Expressing Annoyance Expressing Anger Expressing Anger Asking for and OfferingAsking for and Offering

Suggestions Suggestions Asking for and Offering Asking for and Offering

RecommendationsRecommendations

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade XII Semester 1)(Grade XII Semester 1)

AccusingAccusing

RegrettingRegretting

Asking and Offering Asking and Offering

a Promisea Promise

Asking and Expressing Asking and Expressing

Wants, Hopes Wants, Hopes

and Wishesand Wishes

LANGUAGE FUNCTIONSLANGUAGE FUNCTIONS(Grade XII Semester 2)(Grade XII Semester 2)

Asking PlansAsking PlansAsking PurposesAsking PurposesPredicting Predicting SpeculatingSpeculatingCriticizingCriticizingPersuadingPersuadingEncouragingEncouragingProhibitingProhibiting

Short Functional TextsShort Functional Texts

Letters Letters Listener’s lettersListener’s letters Invitation cardsInvitation cards AnnouncementsAnnouncements AdvertisementsAdvertisements Manual instructionsManual instructions EditorialsEditorials SchedulesSchedules ContentsContents Tourism informationTourism information

BASIC COMPETENCE

LISTENINGMemahami wacana transactional dan wacana interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis teks.

SPEAKINGMengungkapkan nuansa makna dalam wacana transactional dan wacana interpersonal ringan, dan monolog lisan yang berkenaan dengan jenis teks.

READINGMemahami nuansa makna dan langkah-langkah pengembangan retorika di dalam teks tertulis berdasarkan jenis teks.

WRITINGMengungkapkan nuansa makna dengan langkah-langkah pengembangan retorika yang benar di dalam teks tertulis berdasarkan jenis teks.

Listening

Transactional Dialog (Recorded):

Andy : Ben, did you buy any ice cream?Benny : No. I only bought some bread, milk, and an apple.Andy : Oh, okay. I’ll buy the ice cream then.

What did Benny buy?

A. C.

B. D.

Listening Interpersonal Dialog (Recorded):

A: Hi, Ben. How are you?B: Not bad. Thanks. And yourself?A: Fine, thanks.B: Good weather, isn’t it?A: Yes, … better than last week.B: I know. That was terrible, don’t you think?A: Indeed. I had never seen such heavy rain in my life.B: Neither had I.A: It was pouring!B: It was, wasn’t it?A: The winds blew trees down. One of those trees fell on my neighbor’s car.B: That’s too bad.A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.B: See you. Bye.

This conversation is between:a. Two close friends c. teacher and studentb. Two strangers d. news reader and listener

Listening Monolog Report (Dictated/Recorded)

Snakes are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in trees, some snakes live in water, but most live on the ground in thick, long grass and in old logs.

Snakes belong to the same group asa. lizardb. crabsc. cold-blooded creaturesd. warm-blooded animals

Speaking Factual questions:

What’s your first name?What do you do in your spare time?Do you like cooking?

Assigned dialog (in pairs)You planned to play basketball last night, but no one could come because of the heavy rain. Now make another plan to play basketball.

Interpersonal dialog

Monolog (describing a picture/photo, retelling a story)

Aspects of speaking test:a. Grammar and vocabularyb. Discourse managementc. Pronunciationd. Interactive Communication

Reading Reading Text

Snake are reptiles. These cold-blooded creatures belong to the same group as lizards. Snakes have no legs, but a long time ago they had claws to help them slither along. Snakes often sunbathe on rocks in the warm weather. This is because snakes are cold-blooded and they need the sun’s warmth to heat their body up. Most snakes live in the country. Some types of snakes live in tress, some snakes live in water, but most live on the ground in thick, long grass and in old logs.

The genre of the text isa. Descriptionb. Explanationc. Reportd. Exposition

The first sentence functions asa. Identificationb. General classificationc. Descriptiond. Introduction

Writing

Writing short transactional texts:Sahabat pena Anda di London bermaksud mengunjungi Anda dalam liburan mendatang. Beri petunjuk bagaimana ia bisa sampai di kota Anda dengan mudah.

Writing one of genres (e.g. recount):Tadi malam listrik di daerah Anda padam. Tiba-tiba, Anda mendengar orang menggedor pintu dan Anda ketakutan. Anda tidak mau membuka pintu sampai orang tersebut pergi. Ceriterakan ini kepada teman Anda.

ENGLISH TEXT TYPESENGLISH TEXT TYPES

Lesson MaterialsLesson Materials

(Theory and Practice)(Theory and Practice)

Functions of TextsFunctions of TextsTextsTexts FunctionsFunctions

SpoofSpoof To retell a humorous twist

RecountRecountTo retell events for the purpose of informing or entertaining

ReportReportTo classify and describe the phenomena of our world.

Analytical Analytical ExpositionExposition

To persuade the reader or listener that something is in the case

News ItemNews Item

To inform readers, listeners or viewers about events of the day which are considered newsworthy or important

Functions of TextsFunctions of TextsTexts Functions

AnecdoteTo share with others an account of an unusual or amusing incident

Narrative

To amuse, entertain and to deal with actual experience in different ways, I.e. to gain and hold the reader’s interest in a story.

ProcedureTo describe how something is accomplished through a sequence of actions or steps

DescriptionTo describe a particular person, place or thing

Hortatory ExpositionTo persuade the reader or listener that something should or should not be the case

Functions of TextsFunctions of TextsTexts Functions

Explanation

To explain the processes involved in the formation or workings of natural or socio-cultural phenomena

DiscussionTo present (at least) two points of view about an issue

ReviewTo critique an art work or event for a public audience

Commentary

To explain the processes involved in the formation (evolution) of a socio-cultural phenomenon, as though a natural phenomenon

Schematic Structure of Schematic Structure of RecountsRecounts

OrientationOrientationEvent 1Event 1Event 2Event 2Event 3Event 3Re-orientationRe-orientation

Linguistic Features of Linguistic Features of Recount TextRecount Text

Focus on specific participantFocus on specific participant Use of material processesUse of material processes Circumstances of time and placeCircumstances of time and place Use of past tenseUse of past tense Focus on temporal sequencesFocus on temporal sequences

Linguistic Features of Linguistic Features of Spoof TextSpoof Text

Focus on individual participantsFocus on individual participantsUse of action verbsUse of action verbsTemporal CircumstancesTemporal CircumstancesSpatial circumstancesSpatial circumstancesUse of past tenseUse of past tense

Schematic Structures of Schematic Structures of Spoof TextSpoof Text

OrientationOrientation : sets the scene: sets the scene Event(s)Event(s) : tell what happened : tell what happened TwistTwist : provides the ‘punch : provides the ‘punch

line’line’

Schematic Structure of ReportsSchematic Structure of Reports

General Classification: tells what General Classification: tells what the phenomenon under discussion the phenomenon under discussion is.is.

Description: tells what the Description: tells what the phenomenon under discussion is phenomenon under discussion is like in terms of parts (and their like in terms of parts (and their functions), qualities, habits or functions), qualities, habits or behaviors, if living; uses, if non-behaviors, if living; uses, if non-naturalnatural

Linguistic Features of Linguistic Features of Report TextReport Text

Focus on Generic Focus on Generic ParticipantsParticipants

Use Relational Use Relational ProcessesProcesses

Use of simple present Use of simple present tensetense

No temporal No temporal sequencesequence

Schematic Structure of Schematic Structure of Narrative TextNarrative Text

OrientationOrientationEvaluationEvaluationComplicationComplicationResolutionResolutionRe-orientationRe-orientation

Linguistic Features of Linguistic Features of Narrative TextNarrative Text

Focus on specific and usually Focus on specific and usually individualized participantsindividualized participants

Use of material processesUse of material processesUse of relational processesUse of relational processesUse of temporal conjunctionUse of temporal conjunctionUse of past tenseUse of past tense

Schematic Structure of Schematic Structure of ProcedureProcedure

1)1) GoalGoal

2)2) MaterialsMaterials

3)3) Step 1Step 1

4)4) Step 2Step 2

5)5) Step 3Step 3

6)6) Step 4Step 4

7)7) Step 5Step 5

Linguistic Features of Linguistic Features of ProcedureProcedure

Focus on generalized human Focus on generalized human agentsagents

Use of simple present tense, often Use of simple present tense, often imperativeimperative

Use mainly of temporal Use mainly of temporal conjunction (or numbering to conjunction (or numbering to indicate sequenceindicate sequence

Use mainly of material processesUse mainly of material processes

Schematic Structure of Schematic Structure of Descriptive TextDescriptive Text

Identification: Identification: Identifies Identifies phenomenon to be phenomenon to be describeddescribed

Description: Description: describes parts, describes parts, qualities, qualities, characteristicscharacteristics

Linguistic Features of Linguistic Features of Descriptive TextDescriptive Text

Focus on specific Focus on specific participantsparticipants

Use of attributive and Use of attributive and identifying processesidentifying processes

Frequent use of epithets and Frequent use of epithets and classifiers in nominal groupsclassifiers in nominal groups

Use of simple present tenseUse of simple present tense

Schematic Structure Schematic Structure of News Itemof News Item

Newsworthy Event(s): recounts the event in summary form

Background Events: elaborate what happened, to whom, in what circumstances

Sources: comments by participants in, witnesses to and authorities expert on the event.

Linguistic Features of a Linguistic Features of a News ItemNews Item

Short, telegraphic information about Short, telegraphic information about story captured in headlinestory captured in headline

Use of Material processes to retell Use of Material processes to retell the eventthe event

Use of projecting verbal processes in Use of projecting verbal processes in sources stagesources stage

Focus on circumstancesFocus on circumstances

Schematic Structure of Schematic Structure of Analytical ExpositionAnalytical Exposition

ThesisPosition: introduces topic and indicates writer’s positionPreview: outlines the main

ArgumentsPoint: restates main argument outlined in previewElaboration: develops and supports each point/argument

Reiteration: restates writer’s position

Linguistic Features of a Linguistic Features of a Analytical ExpositionAnalytical Exposition

Focus on generic human and non- Focus on generic human and non- human participantshuman participants

Use of simple present tenseUse of simple present tense Use of relational processesUse of relational processes Use of internal conjunction to stage Use of internal conjunction to stage

argumentargument Reasoning through causal Reasoning through causal

conjunction or nominalizationconjunction or nominalization

Schematic StructureSchematic Structure of Hortatory Exposition of Hortatory Exposition

Thesis: Thesis: announcement of announcement of issue of concernissue of concern

Arguments: reasons Arguments: reasons for concern, leading for concern, leading to recommendationto recommendation

Recommendation: Recommendation: statement of what statement of what ought or ought not to ought or ought not to happenhappen

Linguistic Features of a Linguistic Features of a Hortatory ExpositionHortatory Exposition

Focus on generic human and non- human Focus on generic human and non- human participantsparticipants

Use of simple present tenseUse of simple present tense Use of mental processes: to state what writer Use of mental processes: to state what writer

thinks or feels about issue e.g. realize, feel, thinks or feels about issue e.g. realize, feel, appreciate.appreciate.

Use of material processes: to state what Use of material processes: to state what happens e.g. drive, travel, spend, etc.happens e.g. drive, travel, spend, etc.

Use of relational processes: to state what is Use of relational processes: to state what is or should be e.g. doesn’t seem, is, are, etc.or should be e.g. doesn’t seem, is, are, etc.

Schematic Structure of Schematic Structure of Explanation TextExplanation Text

A general A general statement to statement to position the position the readerreader

A sequenced A sequenced explanation of explanation of why or how why or how something occurssomething occurs

Linguistic Features of a Linguistic Features of a Explanation TextExplanation Text

Focus on generic, non-human participantsFocus on generic, non-human participants Use mainly of material and relational Use mainly of material and relational

processesprocesses Use mainly of temporal and causal Use mainly of temporal and causal

circumstances and conjunctionscircumstances and conjunctions Use of simple present tenseUse of simple present tense Some use of passive voice to get theme rightSome use of passive voice to get theme right

Schematic Structure of Schematic Structure of DiscussionDiscussion

Issue: Issue: - Statement- Statement- Preview- Preview

Arguments for and Arguments for and against or statements against or statements of differing points of of differing points of view:view:- Point- Point- Elaboration- Elaboration

Conclusion or Conclusion or recommendationsrecommendations

Linguistic Features of a Linguistic Features of a DiscussionDiscussion

Focus on generic human and generic non-Focus on generic human and generic non-human participantshuman participants

Use of mental processes: to state what Use of mental processes: to state what writer thinks or feels about issue e.g. writer thinks or feels about issue e.g. realize, feel, appreciate, etc.realize, feel, appreciate, etc.

Use of material processes: to state what Use of material processes: to state what happens e.g. has produced, have happens e.g. has produced, have developed, to feed, etc.developed, to feed, etc.

Use of relational processes: to state what Use of relational processes: to state what is or should be e.g. is, could have, cause, is or should be e.g. is, could have, cause, are.are.

Schematic Structure of Schematic Structure of ReviewsReviews

1)1) OrientationOrientation

2)2) Interpretative Interpretative recountrecount

3)3) EvaluationEvaluation

4)4) Evaluative Evaluative summationsummation

Linguistic Features of an Linguistic Features of an Review TextReview Text

Focus on particular participants (on Focus on particular participants (on movies, TV shows, plays, operas, movies, TV shows, plays, operas, recordings, exhibitions, concerts and recordings, exhibitions, concerts and balletsballets

Direct expression of opinions through Direct expression of opinions through use of attitudinal lexisuse of attitudinal lexis

Use of elaborating and extending Use of elaborating and extending clause and group complexes to clause and group complexes to package informationpackage information

Use metaphorical languageUse metaphorical language

Dear Dewi,On Saturday I went to Mount Bromo. I stayed at Nisa and Achmad’s house at Cemara Lawang, Probolinggo. It has a big garden with lots of colourful flowers and a fishpond.On Sunday Nisa and I saw Gunung Batok and went on the scenic ride on horseback. It was scary. Then we went to get a closer look at the mountain. We took pictures of the beautiful sceneries there.On Monday we went to the Zoo at Wonokromo. We saw cockatoos having a shower. In the afternoon I went home.It was fun.Love,Dini

Event 1

Event 2

Reorientation

Orientation

Specific participant

Material Process

Circumstance of time

Temporal sequence

Circumstance of place

Past Tense

RECOUNT TEXTRECOUNT TEXT

Linguistic Linguistic FeaturesFeatures

Schematic Schematic StructureStructure

Snow White and the Seven Dwarfs

Once upon a time there lived a little girl named Snow White, She lived with her Aunt and Uncle because her parents were died.

One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.

Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.

She was very tired and hungry.Then she saw this little cottage. She

knocked but no one answered so she went inside and fell asleep.

Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, “What is your name?” Snow White said, “My name is Snow White.”

Doc said, “If you wish, you may live here with us”. Snow White said, “Oh could I? Thank you.” Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.

Orientation

Major Complicati

on

Resolution

Complication

Resolution

Complication

Major Resolution

Past Tense

Specific participant

Mental process

Relational process

Material process

Temporal Conjunction

Specific participant

Temporal Conjunction

Temporal Circumstance

Schematic Schematic StructureStructure

Linguistic Linguistic FeaturesFeatures

Language Functions

Lesson Materials

(Theory and Practice)

FORMS OF DIALOGFORMS OF DIALOG

Transactional dialogTransactional dialog Interpersonal dialogInterpersonal dialog

TRANSACTIONAL DIALOGTRANSACTIONAL DIALOG

AndyAndy : Ben, did you buy any ice cream?: Ben, did you buy any ice cream?

BennyBenny : No. I only bought some bread, milk, : No. I only bought some bread, milk, and an apple. and an apple.

AndyAndy : Oh, okay. I’ll buy the ice cream : Oh, okay. I’ll buy the ice cream

then.then.

Interpersonal DialogInterpersonal Dialog

A: Hi, Ben. How are you?A: Hi, Ben. How are you?B: Not bad. Thanks. And yourself?B: Not bad. Thanks. And yourself?A: Fine, thanks.A: Fine, thanks.B: Good weather, isn’t it?B: Good weather, isn’t it?A: Yes, … better than last week.A: Yes, … better than last week.B: I know. That was terrible, don’t you think?B: I know. That was terrible, don’t you think?A: Indeed. I had never seen such heavy rain in my life.A: Indeed. I had never seen such heavy rain in my life.B: Neither had I.B: Neither had I.A: It was pouring!A: It was pouring!B: It was, isn’t it?B: It was, isn’t it?A: The winds blew trees down. One of those trees fell on my neighbor’s A: The winds blew trees down. One of those trees fell on my neighbor’s

car.car.B: That’s too bad.B: That’s too bad.A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.A: Yeah. Now if you’ll excuse me, I’ve got a class to attend. See you.B: See you. Bye.B: See you. Bye.

Greetings

Dialog 1: Anny : Hi, Dave. David : Hello, Ann. Anny : How are you today? David : Fine thanks. How is everything? Anny : Good, thanks

Dialog 2: Masduki : Good morning, Mr. Hartono? Mr. Hartono : Good morning. Masduki : How are you this morning? Mr. Hartono : Just fine, thank you.

Introducing people

Fred : Tom, this is my brother, Ronald. Tom : Hello. Ronald : Nice to meet you. Tom : Nice meeting you, too. Dini : Excuse me, are you Helen Smith? Helen : That’s right. Bill : Excuse me, are you Frederick? Hilmi : No, I am not. I’m Nur Hilmi.

Inviting Someone

Toni : Jaka, are you free on Sunday morning? Jaka : Yes, Toni. I have nothing to do. Toto : “I was wondering if you’d like to come to a forum meeting to celebrate the Earth Day. Jaka : Sounds great. Toto : And after the meeting we are going to

save our earth. Jaka : What do you mean, Toto? Toto : Just picking up the rubbish, cleaning the

wastes and other litters. Jaka : That’s a very useful thing to do.

That’s OK.

Satisfaction and Dissatisfaction Fera : Morning, Tuti Tuti : Morning, Fera. Fera : How’s everything today? Tuti : It’s okay, but …. Fera : What’ the matter, Tuti. Are you not satisfied with reading that

story? Tuti : Yeah. I’m a little dissatisfied with this story. The story makes me

sleepy. Fera : Do you have any complaints? Wati : I don’t like the story. It is a lousy story. Fera : What are you complaining about? Wati : I’m a bit disappointed with the main character of the story. The story is also a sad ending story. Fera : Oh, I see.

But don’t worry, Wati. Be happy please. It’s just a story. You can read other stories that can make you happy. Wati : Yes, that’s good idea. Thanks for your suggestion, Fera. Fera : You’re welcome. By the way, I must go now, Wati See you tomorrow at school. Wati : See you.

Asking and Giving Comments Rudi : Jimmy, have you heard about our school’s plan to ban the cellular phones

in the school? Jimmy : Yeah… Rudi : What do you think about it? Jimmy : Well, I think that’s fair enough. I agree with banning it. Rudi : Why do you think so? Jimmy : You see, cellular phone has caused so much trouble in our class.

Remember yesterday’s English class? Our teacher got very angry because he was interrupted by cellular phone’s ringing many times. This may happen again and again.

Rudi : Oh, that’s terrible. Jimmy : Another thing is cellular phone has caused bad effects,

Students send SMS only for dating and gossiping their friends. They often keep forbidden photos.

Rudi : What do you mean? Jimmy : You know… some of them see the pornography on the cellular phone display

downloaded from internet. Rudi : Oh, that’s too bad. Jimmy : So, it’s a good idea if the school doesn’t allow students to use their hand phone

in the school.

Rudi : Your comments have been very helpful. Jimmy : Thanks.

Predicting and SpeculatingAndi : Hi, Susi.Susi : Hello, Andi.Andi : Susi, do you feel that the wind blows fast.Susi : Yes, I do. And it’s too cold today.Andi : I was predicted that a big storm will come.Susi : How do you know that?Andi : I heard the forecast from the radio. The scientist predicted that

the weather would turn next month.Susi : What does it mean?Andi : The following month our country would be in the bad weather.Susi : Really? Or it is just a speculation, Andi.Andi : I do not know exactly. It is not a speculation I think, because

they did a research how to predict the weather. And it is not a speculation because all give logic reasons.Susi : But I don’t believe it.Andi : Yes, it depends on. By the way, I must go now. Bye, Susi.Susi : Bye, Andi, See you later.