UNIT 7

DO YOU AGREE?
SECTION ONE: Spoken Texts: Transactional

Presentation

Activity 1: Please make a group of four. In your group, decide the leader of
your group. Then, observe the following pictures carefully.

Then, the leader leads the group members to answer the following questions:

1. What kind of pictures are these?

2. How do you know?

3. What do you know about these animals?

When you have the answers to these questions, share the results with other groups.

Activity 2: Listen and repeat the following dialog between Nana and Nancy.

Nina : Do you think that ants are useful for our lives, Nancy?

Nancy : I don’t know. But, I believe they have a certain role in our ecosystem.

Nina : You’re right. Let’s find out. How can I know their role?

Nancy : How about browsing the internet?

Nina : I agree with you. But, why don’t we open our biology book first?

Nancy : That’s a good idea. Let’s go to the library first, then.

Activity 3: Work in pair. Answer the following questions about the text above.
 1. What are the two girls talking about?

2. Who asks the role of an ant for human life?

3. How does she ask the role?

4. Who asks information about the role of ants?

5. How does she ask?

6. Who recommends the internet?

7. How does she recommend it?

8. Who suggests another way?

9. How does she suggest it?

Activity 4: Listen and repeat the following dialog between Nina and Nancy.

Nina : I think this book has the information about ants’ life. Here you are.

Nancy : Thanks. But, I’m sorry, Nin. You get the wrong book. It’s about flies.

Nina : Really? Oh, sorry Nancy. You are right.

Nancy : Nin, try that big one on the bookshelf, please. I once read it.

Nina : OK. Is it this? Sorry, Nancy. It’s about butterflies.

Nancy : Oh I’m sorry. How about the blue one?

Nina : Are you sure Nan? Let me get it. Oh, No. It’s about fish.

Nancy : Look Nin! I get it. Read it please. It’s good.

Nina : Oh, yeah. You’re right. Great. Let’s read it.

Activity 4: Work in pair. Answer the following questions about the text above.

1. How are the two girls trying to find the information about ants?

2. Do they get the book containing information about ants right away?

3. Who says it is not? How does she say it?

 4. Who agrees that the book is about flies?

5. How does Nancy suggest Nina?

6. Who advises the blue book? How?

7. Do they get the book?

Practice

Activity 1: Work in pair. Identify the expressions above that are used to show
different purposes of communication. Then write down the expressions you can
identify with your partner from the text in the following table.

Purpose of Expressions Expressions

Agreeing .......................................................................

......................................................................

Disagreeing ......................................................................

......................................................................

Giving advice .......................................................................

.......................................................................

Giving recommendation ......................................................................

......................................................................

Giving opinions/information ......................................................................

......................................................................

Rejecting information/things ......................................................................

......................................................................

Asking for opinions/information ......................................................................

......................................................................

Confirming information ......................................................................

......................................................................
Refuting information .....................................................................

.....................................................................

Activity 2: The following are some more examples of expressions to show

agreement and disagreement. Read them aloud and study the expressions.

Agreement

 I agree completely.
 I think so.
 That’s just what I am thinking.
 In my opinion, you are right.
 I couldn’t agree more.
 You are right.
 Exactly.
 Sure.

Disagreement

When disagreeing with someone, we can disagree either directly or indirectly. Either
form of disagreement is acceptable, although indirect disagreement sounds more
polite.

Direct disagreement

 I’m sorry, but I have to disagree.

 I couldn’t agree less.
 I couldn’t disagree more.
 I refuse to believe that ….
 No, that’s wrong.

Indirect disagreement

 I’m not sure I can agree.

 I wonder if there is a mistake.
 In my opinion, ...
 Are you absolutely sure?
 That’s really surprises me.
 I may be wrong, but ...
 Activity 3: What follows is some more examples of expressions used in giving
advice and/or recommendation. Read them aloud and study the expressions with a
partner.

Giving advice

 You can …
 I advise that …
 My advice is that …
 You had better …

Giving recommendation

 You can …
 I recommend that …
 My recommendation is that …

Activity 4: The following are some more examples of expressions to ask for
and give opinions/information. Read them aloud and study the expressions.

Asking for opinions

 What do you think of … ?

 What is your opinion about … ?
 Do you think that …?
 What do you think?
 What would you say about …?

Asking for information

Using Yes-No questions

 Is it …. ?
 Does it … ?
 Is s/he … ?
 Does s/he … ?

Using Wh-words like where, when, how

 Where is … ?
 How much is it … ?
 When does it … ?
 Why is it … ?

Use a rising intonation to ask for information with yes-no questions. Use a falling
intonation to ask for information with question- word questions.

Giving opinions
 In my opinion, … .
 In my humble opinion, … .
 To say frankly, … .
 To be honest, … .
 I think … . or … I think.
 I suppose … or … I suppose.
 I guess … . or … I guess.
 I believe .... or ..... I believe.

Activity 5: Work in pairs. Complete the sentences below

I agree completely with you that...

I think that ...
In my opinion, ...

I’m sure I cannot agree that ...

I’m sorry, but I have to disagree that ...
It’s wrong to believe that ...

I advise that …
I recommend that …
My recommendation is that …

What do you think of …

What is your opinion about …
What would you say about …

You are correct to say that ...

That’s not the idea that ....

I’m afraid you are mistaken that ...

Activity 6: Practice reading the following dialogues aloud with a partner.

Dialogue 1
Diana : Don’t you think that insects cause more problems to us?
Andre : No. Not all insects cause problems. Many are useful.
Diana : How can you say that, Andre?
Andre : Bees for example give us honey. Remember Diana?
Diana : You’re right, Andre.
Dialogue 2
Sari : I believe an ant is more dangerous than a spider.
Firdaus : No, that’s surely wrong, Sari. A spider can have poison.
Sari : You’re right, Firdaus. And therefore I am sure a spider is more dangeous, too.
Firdaus : I’m sorry, but I have to disagree on your last point.

Dialogue 3
Dadang : Can you recommend any place around here for our ant research, please?
Ucok : Sure. That hill is certainly one good place to visit you should not miss.
Dadang : How can I get there from here?
Ucok : Well, you can take a bus. It’s about 4 hours.
Dadang : Really? What does it offer?
Ucok : Well, you can find various ant species there. Also, the scenery is wonderful.
Dadang : Thanks for your advice. I’ll think it over.

Practice

Activity 1: Work with a partner. Fill in the blank in each of the following
dialogues with the correct expression. After that, answer the questions that follow.

Dialogue 1

Dana : Mt. Semeru is higher than Mt. Merapi I …….. .

Budi :I ………, Dana. But, Mt. Merapi is more active than Mt. Semeru .
Dana :I ………, Budi. Moreover, Mt. Merapi looks more attractive to see.
Budi : I don’t deny it, Dana. …… .

Now, answer the following questions:

1. What are Dana and Budi talking about?
2. What is Dana’s opinion about Mt. Merapi?
3. Does Budi have the same opinion as Dana’s about Mt. Merapi?
4. What is Budi’s opinion about Mt. Semeru?
5. Does Dana agree with Budi?

Dialogue 2

Mika : I …… exercises in Book II are easier than those in Book I.

Fredi : I ….. That’s only for earlier units; the later units need more thinking.
Mika : No, …… Dina. Later units of Book II are also still easy if you try. Just try it.
Fredi : Oh really, Mika? Let me try it, then. Thanks.

1. What are Mika and Fredi talking about?

2. What does Fredi think about Book II?
3. Does Mika have the same opinion as Fredi?
4. Does Fredi agree with Mika finally?
 Activity 2: Give an oral response to the following situations as is said by one
of your classmates. Give your response as required in complete sentences.

Situation 1

Dear class, I have blown up a balloon. It’s big and round. If I put the balloon for
some time, it will soon become smaller. Why is it smaller? Is it because the mouth of
the balloon is not tied up right? I don’t think so because it’s tied up closely. I think
the air in the balloon escapes through rubber walls of the balloon.

1) If you agree with the speaker, how would you respond?

Your response: ……… ……………………………………

2) Respond orally if you disagree with the speaker.

Your response: ……………………………………………

3) Give your personal opinion about the situation.

Your response: ……………………………………………

4) What information would you explain to the situation?

Your response: ……………………………………………

5) What advice would you give to the speaker?

Your response: ……………………………………………

Situation 2

My dear classmates, we can see objects. Do you know why? It’s because these objects
produce or reflect lights into our eyes. A shining object presents the colour of the
light that it sends into our eyes. So, the colour of the light that enters our eyes from
the sky in the clear sky during the day is blue.

1) If you disagree with the speaker, how would you respond?

Your response: ……………………………………………

2) Respond orally if you agree with the speaker.

Your response: ……………………………………………

3) Give your personal opinion about the situation.

Your response: ……………………………………………

4) What information would you explain to the situation?

Your response: ……………………………………………

5) How would you ask the speaker about the color that comes into our eyes from
the sky at night time?

Your response: ……………………………………………

Activity 3: Complete the following short dialogues with real and appropriate
expressions and then act them out.

Situation 1 : You and your friend are talking about past time games.
Your friend : I think playing hide-and-seek is as interesting as playing a dakongame.
You : I ........................... (express an agreement)

Situation 2: You and your friend are talking about lessons.

Your friend : In my opinion physics is more important than maths
You : I ........................... (express a disagreement and give reasons)

Situation 3: You and your friend are talking about football player.
You : …………………. (ask an opinion)
Your friend : Bambang Pamungkas is the best football player .

Situation 4: Your friend needs your advice of a good way to study English.

You : ……………… (give an advice)

Your friend : That’s a good idea. I think I’ll consider it.

Situation 5: Your friend needs your recommendation of an entertaining place.

Your friend : What’s a good recreational place for children?
You : Yes, it’s …………... It ………………. (give recommendation and information
for your recommendation)

SECTION TWO: Written Texts: Short Functional Texts

Presentation

Activity 1: If you cannot attend the class, you need to let your teacher know
your reason for not coming to the class. One way is by writing a letter.

Work with a partner to answer the following questions:

1. Is it necessary to write a letter to your teacher? Why?
2. What may happen if you do not write a letter?
3. What is the purpose of writing a letter?
4. What is the letter like?
5. What should you write in the letter?
 Activity 2: Being away from school, you should ask permission and give the
teacher the reasons. Read the letter from a student to the teacher.Then answer the
questions following the letter.

April 1st, 2010

Dear Ms Atmadiwirya,

Please excuse me from school yesterday. I didn’t feel quite well and stayed in bed all
day. I had a sore throat and a temperature.

Sincerely yours.
Marantika Wijaya

Questions
1. Who wrote the letter?
2. How did Marantika begin his letter?
3. What was wrong with him?
4. When did he not attend the class?
5. Who was Ms Atmadiwirya?

Activity 3: Observe the letter written by Harnowo. Look at the parts of the
letter. The letter has the following parts: sender – signature – closing – body -
salutation - addressee –date. Can you identify them? Refer back to Activity 2.

Activity 4: How are the parts of the letter written? Can you identify them?
Here is a simple rule to write the parts of the letter.

Part Name Rule to Write Way to Write

Date Month – Day - Year April 1st, 2010

Salutation Salutation Dear

Addressee Title and Family Name Mr/ Ms Atmadiwirya

Body Purpose/explanattion Please excuse … etc

Closing Salutation Sincerely yours

Signature Sender’s signature

Sender Sender’s full name Harnowo Brongtoyudo

Activity 5: A group of students works as a team in the biology laboratory

observing the life of ants. They have to take turns observing the ants on different
days on an agreed schedule basis. The team has a logbook on which each team
member writes down the team’s observation. Here is the report part of the logbook.
In a group of four, study the report carefully.

Observation Date and Observation Note Observer Signature

No Time

1 July 2, ‘10 The ants begin to make a new Rianti

colony in wood debris. Some
build the nest from the debris;
others wander exploring in the
18.00-19.00
terrarium. Possibly they are
trying to find some sources of
food.

What to do next: Toni, please

observe whether some ants are
still wandering. If so, please put a
pinch of the biscuits in the jar.
Chocolate and cheese biscuits.
Put them in different places.

Also, put some small pieces of

fresh and old coconut leaves in
the terrarium.

2 July 5, ‘10 Sixteen ants died. Though not the Toni

queen, what a pity! But, some
ants are still rambling. Seemingly
they have been starving. But,
07.00-09.00
after the pinches of the biscuits
are put, more gather around the
chocolate ones. Twenty minutes
after the leaves are put, some
begin to cut the old leaves into
smaller pieces. The fresh ones are
untouched.

What to do next: Put some

quercetin into a small dish on
 Rack 7. Then put the dish in the
terrarium.

The queen ant is still in its place.

Observe whether it moves to
another place.

Activity 6: Work in a group of four. Based on the notes in the logbook above,
answer the following questions.

1. What does the team observe?

2. Who make observations? When?

3. In whose obeservation do the animals make their nest?

4. What does the first observer want the next to do?

5. In the second observation, what bad things happen to the ants?

6. What are the advantages of having a log book like the one above?

7. What makes it easier for everyone in the team know the development of their

observation by using the logbook?

When you finish, report the result to the whole class and discuss!

Activity 7: Do you ever find a text like this? Still in your group, observe the
text carefully. Answer the questions that follow it.
 biconet.com

1. What picture is it?

2. What does the pack contain?

3. What is the form of the material for killing the ants in the pack?

4. Where can we use the material?

5. Is it dangerous for children?

When you finish, report the result to the whole class and discuss it!

Activity 5: Look at the following picture and the text below the picture.
 treehugger.com

geardiary.com

In a group of four, answer these questions.

1. What is the text about?

2. What is the earliest time for a train to operate?

3. If you want to go to Stamford, the trains on which track will you take?

4. Which tracks should you go if you want to go to North White Plains?

5. Why should passangers check the track assignments?

When you finish, report the result to the whole class and discuss it!
Practice

Activity 1: Work in pairs. The following is parts of a letter that is sent by a

student to the teacher. These parts are made jumbled. Rearrange them in their
appropriate place.

 I have to come with my mother to a family’s wedding ceremony

 Wieke Rumaropen
 June 13, 2011
 Dear
 Hopefully I can cath up with the materials I will miss from your class
 Please accept my appology for not attending your class on June 15, 2011
 Sincerely yours
 Thank you

Activity 2: Complete the following permission letter to your teacher. You

cannot attend the biology class by Miss Sandrina Wijaya because you have to attend
your sister’s graduation with your parents in Bandung.

September...., 200..

Dear .........,

Please excuse me from .......................................

I ..........................................................................................
I ..........................................................................................

Sincerely yours.

........................

Activity 3: Work in pairs. You are a team leader in the science laboratory
work. You want other members to do something about the experiment. Use each of
the following situations to write a note to other members of the team.
 1. Before the laboratory work begins, everyone should finish a witten test
related to the topic of the experiment and there will be a brief interview by the
teacher, too.

2. For safety reasons, the experiment may not be carried out until after the
teacher gives the approval.

3. The solution in the bottle is toxic and catches fire easily. Eyeglasses and
laboratory suits should be worn securely.

4. Everyone finishing laboratory work should make sure that all utensils used
are cleaned and put them back at their places; floors are mopped; and no
electricity is in use in the washing machine.

5. The members must complete the report that includes information about dates
of observations and the results.

Activity 4: Work in pairs. Read the following text very carefully. Then answer
the questions that follow the text.

http://www.veggie-mon.org/nutrition/nutrition_label.htm

Questions:

1. What label is presented above? How do you know?

2. In general what information does the label contain?

 3. What substance is highest in content per serving?

4. If your calory need is 2,500, how much is the amount of fiber in the daily
values?

5. Is the diet food good for someone who suffers from lack of Vitamin D.

Activity 5: Work in pairs. Observe the schedule that follows very carefully.
Then answer the questions below the schedule.

http://www.eurocongres.com/eha2005/transport_in_stockholm.htm

Questions

1. What kind of schedule is this?

2. For which line is the schedule valid?

3. On the weekend you plan to go to Tumba at about 19.00. What time should
you be there in the central station in order for you not to miss the train?

4. On Wednesday you plan to visit your friend late in the evening at about 22.00.
Which train will you get?

5. What is the difference between the schedule for the train before 10.12 and
after it during weekdays for the morning and afternoon schedules?

Production
 Activity 1: Write a letter to inform your teacher that you cannot join his/her
class because you have to join your school team to compete in the Biology Science
Olympiad.

______________________
___________________________________________________________________
____________________________________________________________________
____________________________________________________
_________

Activity 2: Your class plans to have an outdoor activity combined with

laboratory work to observe the life of ants. You are appointed as the group leader.
Make a notice to the class about the following points: You plan to have a meeting.

a. Decide the time and place

b. Decide the agenda of the meeting

c. Determine what everyone needs to bring to the meeting

Activity 3: You buy clothes. These are the clothes.

http://www.instantdisplay.co.uk/clothes

In each of these clothes, you find a label like this:

What does this mean if you know these symbols:

and these codes:

http://tuneeca.com/blog/tag/label/

These mean that these clothes ................................................................................................

.....................................................................................................................................................

Activity 5: What follows is the schedule for Air Asia flights. Skim it.

http://www5.airasia.com/site/en/static/flight/pdf/schedule_all_en.pdf

Answer the following questions based on the schedule:

 1. The schedule is applicable only for the flights until ...............................................

2. If you plan to fly from Kualalumpur to Alor Setar in the late evening on
October 25, 2010, which flight would you take?

3. Which flight from Bandung would you take in the morning if you wish to
arrive in Kualalumpur at about 10.00?

Homework
1. In pairs make dialogues about a plan to go to Tana Toraja. With your partner,
please practice ways on how to:

 agree and disagree

 give advice/recommendation
 give and ask for opinions
 confirm and refute information
 ask and give for information

Then record your dialogues on a tape. Submit the tape to your teacher.

2. Write a permission letter to your brother’s/sister’s English teacher. Inform

her that he/she is having a temperature, cough and running nose.
3. Go to a local railway station, bus station, or an airport near your school or
house. Copy the schedule that you can find there. Then, report to the class for
the next session.

Summary
In this unit you have learned how to use several language functions. These include
how to agree and disagree, how to give advice/recommendation, how to give and
ask for opinions, how to ask and give for information, how to confirm information
and how to refute information, how to understand schedules for public transports,
how to undetsand labels, and how to write permission letter and notices.

These language functions are summarized as shown in the table below.

Language Functions Language Expressions

To agree I agree completely.

I think so.
That’s just what I am thinking.
In my opinion, you are right.
I couldn’t agree more.
You are right.
Exactly.
Sure.
To disagree I’m sorry, but I have to disagree.
I couldn’t agree less.
I couldn’t disagree more.
I refuse to believe that ….
No, that’s wrong.
I’m sure I cannot agree that ....
I’m not sure I can agree.
I wonder if there is a mistake.
In my opinion, ...
Are you absolutely sure?
That’s really surprises me.
I may be wrong, but ...

To advise/To recommend You can …

I advise that …
My advice is that …
You had better …
You can …
I recommend that …
My recommendation is that …

To ask opinions What do you think of … ?

What is your opinion about … ?
Do you think that …?
What do you think?
What would you say about …?

To give opinions In my opinion, … .

In my humble opinion, … .
To say frankly, … .
To be honest, … .
I think … .
… I think.
I suppose …
… I suppose.
I guess … .
… I guess.

To ask information Is it …. ?
Does it … ?
Is s/he … ?
Does s/he … ?
Where is … ?
How much is it … ?
When does it … ?

To confirm information You are right.

Exactly.
 Sure.
That’s the point.
That’s it.

To refute information That’s not what it means.

I’m afraid you are mistaken/wrong.
I’m afraid you misunderstood the situation.

To write a permission letter, you need to include the following things in your letter:
sender, signature, closing, body, salutation, addressee and date. To write a notice,
make sure that you include the important points in the notice like important things
to do.

Cultural notes

In writing the addressee’s name, write the family name, but not the first name or the
middle name. So, if the teacher’s name is Julian Sonia Atmadiwirya, it is normally
considered impolite to write the title followed with the first or the middle name.
Therefore, we do not write Ms Julian or Ms Sonia. Instead, we write Ms
Atmadiwirya.

Evaluation
Task 1 Make a group of five. Then choose one of the following ideas. Decide one of you to
be the leader who will lead the discussion on the topic you have chosen. In the discussion
use the language functions that you have learnt in this unit.

1. Ants give more problems than benefit to us.

2. We should learn from the wisdom of ants.

3. Like other endangered animals, protection should also be given to ants.

Task 2 Write a brief notice to a friend telling you need some literature on ants to write a brief
report on ants and their life and asking him/her whether he/she can help you find more
information in the internet.

Reflection
1. This unit gives me (put a tick V after the following phrases if they fit you):
 new experiences.
 very useful learning experiences.
  very little learning experiences.
 very useful learning strategy.
 very little learning strategy.

2. The most interesting part in this unit is……….................................................................

3. Things that I want to study more are……………….........................................................
4. The activity that I like best in this unit is ..........................................................................

The reason why I like it is as

follows: .......................................................................................................................................
.............
....................................................................................................................................................
....................................................................................................................................................

4. Read the statements. Then, give a tick mark (v) to yes, no, some.

No Statements Yes Little No

1 I can state agreement and disagreement.

2 I can make responses to agreement and disagreement.

3 I can give advice/recommendation.

4 I can make responses to advice or recommendation.

5 I can ask for information.

6 I can give an opinion.

7 I can confirm information.

8 I can refute information.

9 I can write a letter of permission.

10 I can make notes.

10 I can understand a schedule for public transports.

 11 I can understand a label.

Vocabulary List
Word Part of Speech Transcription Indonesian Equivalent

ecosystem N ekosistem

recommend V merekomendasikan

refute V menolak

confirm V menegaskan

toxic Adj. beracun

tumble V mencelup

bleach V memutihkan