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GRAMMAR SPOT : PAST CONTINUOUS TENSE

Study the following dialog!

Pasya   : Where are the boys?

Intan     : When I went to the laboratory, they were having a Biology experiment

Pasya   : Are they still there now?

Intan     : I think so

Pasya   : By the way, why didn’t you answer my call last night?

Intan     : Sorry, I didn’t hear your call. When you called me last night I was having lunch with my family.

In the dialog above, you can find the use of Past Continuous Tense. Past Continuous Tense is usually used with past Tense. Past Continuous Tense shows an activity that is in progress in the past.

The form of Past Continuous Tense is as follows:

S + was/were + V ing + O

The negative and question forms are as follows:

1   (+) She was reading a book.

(-) She was not reading a book.

(?) Was she reading a book?

2   (+) They were having a discussion.

(-)  They were not having a discussion.

(?) Were they having a discussion?

Change the verbs in the brackets into Past Continuous Tense!

1. When the teacher came, I (do) my homework.
2. When the phone rang, She (watch) TV.
3. He (drive) to work when the tree fell down.
4. They (play) basket when the earthquake happened.
5. We (eat) lunch when the headmaster got a guest.
6. The lamp blacked out when we (listen) to the news.
7. Some boys (go) camping when the snow fell.
8. I (do) my homework when the telephone rang.
9. She (fit) her dress when her mother opened the boutique.
10. When I entered the kitchen, my mother (make) a cake.

GRAMMAR SPOT: SIMPLE PAST TENSE

Read and study the following dialog!

Tasya   : Hi! How was your weekend?

Rendy   : Great! I made a beautiful painting!

Tasya   : Wow! Where did you make the painting?

Rendy   : Well, I went to the park and I found a wonderful view

Tasya   : Then?

Rendy   : I went home and took my paints, canvas, and brushes

Tasya   : Did you spend the whole day for painting?

Rendy   : Yes, I finished at about three p.m.

Tasya   : What did you do then?

Rendy   : I went home and showed my painting to my mom

Tasya   : Did she like it?

Rendy   : Yes,she loves flowers very much. I painted colorful flowers in the park and she loved it!

 Answer the following questions!

1. What did Rendy do last weekend?
2. Where did Rendy make the painting?
3. What did Rendy need to make the painting?
4. What did he do after the painting finished?
5. Did his mother like his painting?

In the dialog above, we can find the use of Past Tense. Past Tense is used for:

• Explain past activities.
• Describe an event that began and ended before the present time.
• Describe an action that completed before now.

Past Tense takes the pattern of the following form:

Affirmative	S + Verb 2 + O + Adverb of time
Negative	S + did not + Verb 1 + O + Adverb of time
Interrogative	Did + S + Verb 1 + O + Adverb of time

The time indicators in Past Tense are as follows:

- Yesterday

- Just now

- Last night, last week, last month, last year

- Two days ago, a month ago, two weeks ago

Study the following example:

1. (+) She woke up late this morning.

(-) She didn’t wake up late this morning.

(?) Did she wake up late this morning.

1. (+) They wrote a letter yesterday.

(-) They didn’t write a letter yesterday.

(?)Did they write a letter yesterday.

Rewrite the sentences by changing the verbs in the brackets in the correct form!

1. Sandra (meet) her favorite singer last night.

………………………………………………………………………………

1. This morning before school, I (sweep) the front yard.

………………………………………………………………………………

1. Jack (not – study) well last semester.

………………………………………………………………………………

1. Ellya (? – read) a new novel lately?

………………………………………………………………………………

1. Sofyan (run after) the thief yesterday.

……………………………………………………………………………

Expressing sympathy and giving attention

Observe  and practice the following dialog!

Sofyan : Hi Taufik! What are you doing here?
Taufik   : I have to accompany my brother. He had an operation yesterday.
Sofyan : What happened?
Taufik   : His motorcycle crashed into a lamp post near my house. He broke his leg.
Sofyan : I am sorry about that. Is he all right?
Sofyan : Yes, he is fine. The operation was successful and he must stay here for recovery.
Taufik   : Well, I hope he will recover soon.
Sofyan : Thanks.

The bold expression in the dialog is used to express sympathy and attention.

Study the following expressions!

Expressing sympathy	Showing attention
I am sorry to hear that.I am terrible sorry.Oh, that’s awful. That’s too bad. What a shame!	Is he all right?Are you okay?What happened? What’s wrong with you? What can I do for you? Don’t worry. Everything is okay. I hope he will be fine.

How to Express: Introducing one and others

Observe the picture and practice the following dialog with a partner!
Peter    : Hello!
Sheila   : Hi!
Peter    : Are you a student here?
Sheila   : Yes. I am a new student in the first grade. What about you?
Peter    : Me too
Sheila   : By the way, my name is Sheila, Sheila Iskandar
Peter    : I am Peter. Peter Sirait
Sheila   : How do you do Peter?
Peter    : How do you do Sheila?
Sheila   : What class are you in?
Peter    : I am in X two
Sheila   : What about you?
Peter    : I am in the same class with you
Sheila   : Great! Let’s go!

The expressions in bold type are used to express introduction.
Study the expression of introduction in the table below!

Introducing Oneself	Introducing others
Hello. I am Sheila Iskandar.Excuse me, my name is Sheila Iskandar.Let me introduce myself. My name is Sheila Iskandar. Allow me to introduce myself. My name is Sheila Iskandar. How do you do? It’s nice to meet you.	Let me introduce my friend, Lina.May I introduce my friend, Lina?This is Lina. Have you met Lina before? Do you know my friend, Lina? Please meet my friend, Lina.

How to Express: Greeting and Leave Taking

Practice the dialog with a partner!
Heru     : Good morning Satya!
Satya    : Hello! Morning Heru!
Heru     :How is everything with you?
Satya    :Fine, thanks. What about you?
Heru     :Very well.
Satya    :What are you doing?
Heru     : I need some references to wite my report
Satya    :Well, good luck then. I have to leave now. Good bye!
Heru     : Bye!

The expressions in bold type are used to express greeting and leave taking.
Study the expression of greeting and leave taking in the table below!

Greetings	Responses
Good morningGood afternoonGood evening Hello/Hi How are you? How is life? How is everything with you? How are you doing?	Good morningGood afternoonGood evening Hello/Hi I am fine, thanks I am very well, thankk you Not bad, thanks Just fine, thanks
Leave takings	Responses
Good nightGood byeSee you later See you tomorrow Bye	Good nightByeSee you See you Bye

Cakupan Mata Pelajaran Bahasa Inggris SMA

Ruang  lingkup  mata  pelajaran  Bahasa  Inggris  yang  harus  dicakup  dalam  bahan  ajar
meliputi:
1.  Kompetensi  tindak  bahasa  yang  terwujud  dalam  penguasaan  empat  keterampilan
berbahasa,  yaitu  mendengarkan  (listening),  berbicara (speaking),  membaca(reading),
dan menulis (writing).
2.  Kompetensi linguistik (kebahasaan) yang diwujudkan dalam kemampuan menerapkan
dan memahami unsur-unsur tatabahasa, kosakata, lafal, dan ejaan dalam teks dengan
benar.
3.  Kompetensi  sosiokultural  yang  diwujudkan  dalam  kemampuan  menyatakan  pesan
dengan  benar  dan  berterima  menurut  konteks  sosial  budaya  yang  terkait  dengan
kegiatan komunikasi yang dilakukan, antara lain, kemampuan memilih ujaran formal
dan informal dalam kegiatan komunikasi dengan mepertimbangkan siapa yang terlibat
dalam  komunikasi, dimana komuniaksi  dilakukan, dan  dalam kaitan apa komunikasi
itu dilakukan.
4.  Kompetensi strategi  yakni merujuk kepada kemampuan dan keterampilan menerapkan
berbagai strategi agar komuniaksi tetap berjalan dengan efektif. Misalnya , kemampuan
menggunakan istilah yang mendekati, memfarafrase agar yang diutarakan lebih jelas,
dan  menggunakan  bahasa  tubuh  (body  language)  untuk  memperjelas  apa  yang
dikomunikasikan.
5.  Kompetensi wacana yang merujuk pada kemampuan menerapkan unsur-unsur bahasa,
seperti    kata  ganti,  kata  sambung,  mengorganisasikan  teks  sehingga  lebih  mudah
difahami,    dan  dapat  menerapkan  struktur  percakapan,  seperti  membuka  percakapn,
berganti topik dalam kegiatan percakapan.
Kelima  kompetensi  yang  menjadi  acuan  pengembangan  bahan  ajar  ini  ada  yang  dapat
disajikan  secara  eksplisit  dalam  pembelajaran  dan  ada  pula  yang  implisit  tersaji  dalam
kegiatan  penggunaan  empat  keterampilan  bahasa.  Sejalan  dengan  kurikulum  mata
pelajaran Bahasa Inggris yang berlaku, urutan penyajian kompet ensi komunikasi diawali
dengan  Kompetensi  Tindak  Bahasa.  Ini  menunjukkan  bahwa  fokus  dalam  kurikulum
tersebut  adalah  pada  kompetensi  ini  yang  diwujudkan  dalam  keempat  keterampilan
berbahasa yang disajikan secara lebih eksplisit  dalam pengertian unsur-unsur  bahasa yang
menyangkut  baik  komptensi  kebahasaan  maupun  kompetensi  pembentuk  wacana  harus
disajikan dengan jelas agar siswa menguasai unsur-unusr bahasa tersebut, seperti kosakata,
ejaan, pelafalan, struktur yang diperlukan mereka untuk memahami bahasa   yang mereka
pelajari.    Sedangkan    kompetensi  lainnya,  seperti  kompetensi  sosiokultural  disajikan
secara  implisit.  Kompetensi-kompetensi  tersebut  sifatnya  menopang  kompetensi  tindak
bahasa  yang  bermuara  kepada  kemampuan  memahami  wacana  lisan  dan  tulis  (melalui
kegiatan mendengarkan dan membaca)  dan memproduksi wacana  lisan dan tulis (melalui
berbicara dan menulis) yang disarankan dalam kurikulum.

Read more:
http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/195802081986011-WACHYU_SUNDAYANA/ESP_Material_Development/Pedoman_Guru_ING_SMA_05_Bag_I.pdf

Standar Kompetensi Mata Pelajaran Bahasa Inggris SMA dan MA

       Rumusan standar kompetensi ini dalam Kurikulum Mata Pelajaran Bahasa Inggris  untuk
SMA dan MA sebagai berikiut:

       Berkomuniaksi  secara  lisan  dan  tulis  dengan  menggunakan  ragam  yang  sesuai  secara
lancar dan akurat yang diwujudkan dalam tiap keterampilan berbahasa berikut:
Mendengarkan:  Memahami berbagai makana (interpersonal, ideasional, tekstual) dalam
berbagai teks lisan interaksional dan monlog terutama yang berbentuk  deskriptif, naratif,
spoof/recount,  prosedur,  repor,  news  item,  anekdot,  eksposisi,  explanation,  discussion,
commentary, dan review..

       Berbicara:  Mengungkapkan  berbagai  makna  (interpersonal,  ideasional,  tekstual)  dalam
berbagai  teks  lisan  interaksional  dan  monolog  t erutama  yang  berbentuk  deskriptif, naratif,  spoof/recount,  prosedur,  report,  news  ite,m  anekdo,  eksposisi,  explanation,
discussion, commentary, dan review.
        

        Membaca:  Memahami  berbagai  makana  (interpersonal,  ideasional,  tekstual)  dalam
berbagai teks tulis interaksional dan monlog terutama yang berbentuk  deskriptif, naratif,
spoof/recount,  prosedur,  report,  news  item,  anekdo,  eksposisi,  explanation,  discussion,
commentary, dan review.

         Menulis:  Mengungkapkan  berbagai  makna  (interpersonal,  ideasional,  tekstual)  dalam
berbagai  teks  lisan  interaksional  dan  monolog  terutama  yang  berbentuk  deskriptif,
naratif,  spoof/recount,  prosedur,  report,  news  item,  anekdo,  eksposisi,  explanation,
discussion, commentary, dan review.

Read more:

http://file.upi.edu/Direktori/FPBS/JUR._PEND._BAHASA_INGGRIS/195802081986011-WACHYU_SUNDAYANA/ESP_Material_Development/Pedoman_Guru_ING_SMA_05_Bag_I.pdf