CHAPTER I

Basic Competence
3.1 Applying social functions, text structure, and linguistic elements of written and interpersonal
interaction texts that involve asking for attention, checking to understand, appreciating performance,
asking and expressing opinions, and responding to them, according to the context of their use.
4.1 Composing very short and simple oral and written interpersonal interaction texts that involve
asking for attention, checking to understand, appreciating performance, as well as asking and
expressing opinions, and responding to them by paying attention to social functions, text structure,
and linguistic elements that are correct and in context.

Objectives

 Students are able to identify expressions of getting one's attention, checking one's understanding,
showing appreciation to others, and asking for and giving opinions accurately after practicing several
conversations. Students are able to use expressions of getting one's attention, checking one's
understanding, showing appreciation to others, and asking for and giving opinions accurately after
practicing several conversations. - Students are able to communicate using expressions of getting
one's attention, checking one's understanding, showing appreciation to others, and asking for and
giving opinions accurately after doing several English activities.
 Students are able to use relevant vocabulary accurately after doing several English activities. The
students are hopefully also: - feeling grateful for having an opportunity to learn and speak English
appropriately and fluently; - behaving bravely, actively, confidently, respectfully, and politely when
speaking with people.
 CHAPTER I
Attention, please!
Look at the picture.

Kinar and her friends are going to distribute supplies for flood victims. Kinar as the leader gives a
briefing.
1. To get her friends' attention, what should she say?
2. Then, after giving a briefing, what should she say to check her friends' understanding?

In this chapter, you will study expressions of getting one's attention. You will also learn about kinds of
expressions to check one's understanding, show appreciation, and ask for and provide opinions. Do all
the activities thoroughly and practice your English actively.

TABLE 1.1 Expressions of getting one's attention

Expressions of Getting One's Attention

 Excuse me. Listen to me, please.
 Could I have your attention, please?
 Please pay attention. I'll tell you an announcement.
 Would you please try to concentrate now?
 Wait a moment, please.
 Could you pay attention for a moment, please?

Learning Material
Expression Checking One's Understanding

The sentences "Is it clear?", "Any questions?", and "Another question?" are said to check one's
understanding. Study the following expressions in the table.

Table 1.2 Expressions of checking one's understanding and responses

Checking One’s Understanding Responding
 Do you understand?  Yes, I do. Yes, I am.
 Are you with me?  Yes. It's very clear.
 Do you get the point?  Yes, you've explained it very clearly.
 Can you understand my explanation?  No. Sir You explained it too fast.
 Did you catch what I told you? Is  Sorry, Sir I don't understand the last part.
 everything clear? Would you please repeat it?

Learning Material
Expression Showing Appreciation to Others

The boy says, "You are really creative.", and in Dialog 2 the boy says, "You always show the best of
you." and the girl says, "You are a good cameraman too." Those expressions are said to show
appreciation to a person by complimenting/praising her/him for her/his work. The best responses are
expressions of gratitude. Study the following expressions.

Table 1.3 Expressions of showing appreciation and suitable responses

Showing Appreciation to Others Responding
 Excellent!  Thanks
 Nice performance!  Thank you.
 You're diligent!  Thank you for your compliment.
 That is wonderful.  Thanks. That's very kind of you to say so I
 You have the best idea! appreciate you.
 You're great at figuring stuff out.  Thank you. I am glad to hear it.
 You're gorgeous!
 You look great today!
 Your cartoons are fantastic!
 What a beautiful voice!
 What a great achievement it is!

Learning Material Expression Asking for and Stating Opinions

The sentences "What is your opinion?" and "Do you think are used to ask for an opinion. Meanwhile,
the sentences "I think it's good.", "I agree." and "I total agree with you." state one's opinions. Study the
following expressions.
Table 1.4 Expressions of asking for and stating opinions
Asking for Opinions Stating Opinions
 What is your opinion about the new  I think it is good to maintain our health.
program?  I think it will be the best one.
 What will you say about my decision?  I have no problem, but we should discuss it
 Do you think that Cindy will be the next in the meeting.
leader?  In my opinion, it will be beneficial for
 What do you think if we hold a charity students.
program next month?
 Yes, she is qualified for the position.
 What is your view about my plan?
 CHAPTER II
Basic Competence
3.2 Applying social functions, text structures, and linguistic elements of spoken and written transactional
interaction texts that involve the act of giving and asking for information related to ability and
willingness, taking an action, according to the context of its use. (Note the linguistic elements can, will).
4.2 Composing a very short and simple spoken and written transactional interaction text that involves the
act of giving and asking for information related to ability and willingness, taking an action, taking into
account social functions, text structure, and linguistic elements that are correct and in context.
Objectives

 Students are able to identify information and expressions related to one's capabilities and willingness
to do something accurately after practicing several dialogs.
 Students are able to communicate with other people, spoken and written, related to one's capabilities
and willingness accurately after doing several English activities.
 Students are able to use 'can' and 'will', as well as 'be able to' and 'be willing to' in spoken and written
texts correctly after doing several English activities.
 Students are able to use relevant vocabulary accurately after doing several English activities. The
students are hopefully also: feeling grateful for having an opportunity to learn and speak English
appropriately and fluently; behaving honestly, bravely, politely and confidently when speaking with
other people.
 CHAPTER ll.
We Can Do It

Bagas is playing the guitar. He can play the acoustic and electric guitars well. He can also sing and his
voice is very good. He can play the guitar and sing at the same time. He says that he is capable of
playing the instrument because his uncle has taught him. His sister, Saras, often asks him to play his
guitar and sing a duet with her for her YouTube channel.

Discussion
How does Saras ask Bagas to do that?
How does Bagas respond to it?

In this chapter, you will learn how to ask and provide information about one's capabilities and
willingness to do something. Please do all the activities thoroughly. You should be active during the
lesson so that your English skills will be significantly improved.

Activity 1
Practice the dialogs with your friend.
Dialog 1
Saras : Bagas, do you know Rizky Febrian's new song entitled Mantra Cinta?
Bagas : Yes, I do. That's a good song, I almost sing the song every day.
Saras : Cool So, you know the lyrics and key notes very well, don't you?
Bagas : Absolutely It's my favorite song. Why?
Saras : I want to sing that song. Can you play the guitar and sing with me?
Bagas : Sure! When will we do it?
Saras : How about this afternoon?
Bagas : Sorry, I cannot do it this afternoon. I'm going to do my school project with my friends.
Saras : I see. How about tomorrow afternoon? Will you be free?
Bagas : That sounds good. Saras OK. I will set the place and camera.
Saras : Thanks, bro.
Bagas : Don't mention it.

Dialog 2
Adit : There are still many unanswered questions. Do you think we are able to finish this task on
time?
Mala : Yes, I do. Let me answer questions 1 to 10. Will you find references for answering
questions 11 to 20
Adit : Sure.
Mala : Mala Great I'm certain that we can make it. Be optimistic!
Adit : OK!
Learning Material
Expression Asking for and Providing Information about a Person's Capability
The dialogs above are about asking for and providing information about people's capabilities. Study the
following expressions in the table below.

Table 2.1 Expressions of asking for and providing information about a person's capability
Asking about a Person's Capability Providing Information about a Person's Capability
 Can you fry tempeh?  Yes, I can. Frying ternpeh is a piece of cake.
 Can you make Choco chips cookies?  Yes, I am good at making cookies.
 Is Zidan able to draw?  Yes, you bet He won an inter-student drawing
 Can you fix the Internet connection, contest last year.
Tama?  Sure. Leave it to me.
 Are you able to edit a video?  Yes, I can

Meanwhile, the following are examples of expressions starting a person's incapability. Study the
expressions.

Table 2.2 Expressions to state a person's incapability

Expressing a Person's Incapability
 Sorry I can't do it
 Tristan can't type as fast as you can
 No. I'm not. Drawing is not my passion
 I’m sorry I know nothing about resetting an Internet connection.

Notes:
1. To state a person's capability in the present time, we use 'can' or is/am/are + able to
Can' and is/am/are able to are followed by a 'verb base
Examples:
My sister can create a beautiful bag from old newspapers.
Chameleons are able to change their colors to adapt with their surroundings

2. To show that a person is not able to do something in the present time, we use 'cannot' or is/am/ are
not able to
Examples:
Sorry I cannot reset your cell phone
Bagas is not able to nail the painting on the wall because the wall is too hard.

3. To state a persons’ capability in the past. we use 'could' or was/were + able to'
Examples:
The students could answer all the questions well
The rescue team was able to trace where the hikers were.

Activity 2 Practice the following dialog with your friend.

After the drama practice, all the players listen to their instructor on what to do.
 Ms. Dina : Kinanti, you act as Princess Soyso. Can you speak softly, but with a strict tone?
Kinanti : Yes, I'll do my best, Ma'am.
Fikri : Ma'am, may I change my role? It is difficult to act as a twin. I cannot speak in different
tones.
Ms. Dina : I know, but you are the suitable one for the role. Come on, it is only the third practice.
There are still five more. I believe you can play your role well as time goes by.
Fikri : O.K. then. Thanks, Ma'am

Activity 3
Answer the following questions based on the dialog above!
1. When does the dialog take place?
2. Who is Ms. Dina?
3. What role does Kinanti play?
4. How should Kinanti speak?
5. What does Fikri request?
6. Why does he ask for that?
7. Does Ms. Dina grant his request? Why?
8. 8. How many more practices will Kinanti and her friends do before performing the drama.

Activity 4
Read the following text aloud, in turns.
Then, answer the questions orally, in turns
Text 1
Hi, my name is Tika, Santika Nila. I want to tell you about a person who is very special to me. This
special person is my brother. His name is Gara, Sagara Biru. He works as a chef for a 5-star hotel in
Jakarta. He teaches me a lot of things by giving examples from his actions and never scolds me whenever
I make a mistake. Through this way, I get clear descriptions of how I should behave. He also teaches me
how to cook, so I can cook my own meals when no one is home. Therefore, I can save money as I don't
need to buy food.
My big brother always does everything on time and never delays finishing his jobs. That's the way he
teaches me to be disciplined. I willingly copy him and get many benefits. By being disciplined, I have lots
of time to do my hobbies and I always finish my assignments as soon as possible.
My brother is always responsible for what he does. He will ask for an apology at once he makes a
mistake, He never feels reluctant to apologize. This good attitude makes everyone respect him. Besides. h
always dares to try new things. He really understands that success is only achieved through hard work. As
a result, he can do many things and gain many experiences. For me, my brother is my role model.
Text 2
I like cooking. I like watching cooking and baking videos, and learning to make something new. I
also cook for my family. However, I really like to bake cakes. I often bake cakes for my family and
friends who are celebrating their birthdays.
 Now, I've been attending a culinary course for students. I enter a cooking and baking class. Of
course, you understand the reason I join the class. That's right! I want to be a professional chef and own a
café or restaurant one day. So, I can use my hobby to make money. I can use the money to pay for my
school tuitions and personal needs. Definitely, this will ease my parents' burden financially.
Questions:
1. What is Text 1 about?
2. Why does the speaker say that her brother is very special?
3. What does the speaker learn from her brother?
4. According to Text 2, what is the speaker's expertise?
5. What is the speaker's ideal?

Activity 5
Complete the statements based on what the following people say.
1. Fahri : I like music. I can play the violin, but I cannot play the guitar.
2 Rima : I have money. I can buy an English-Indonesia dictionary, but I cannot buy an
. encyclopedia.
3 Aya : I will be able to accompany Susan to the library tomorrow, not today.
.
4 Deswita : I have good news. I have collected materials for our presentation, so we can start doing
. our pair work this afternoon. We can do it in my house.
5 Adam : I am very happy. Finally, I could meet my idol. Unfortunately, I could not get her
autograph and merchandise.

Statements:
1. According to Fahri:
a) he can …………………………………………
b) he cannot………………………………………
2. According to Rima:
1. she can ………………………………………..
2. she cannot …………………………………….
3. According to Aya:
a) she will be able to……………………………..
b) she will not be able to ………………………...
4. According to Deswita:
a) they can………………………………………..
b) they can’t………………………………………
5. According to Adam:
a) he could………………………………………..
b) he could not……………………………………

Activity 6
Read the following dialogs.
Write sentences using 'can/cannot’ and 'be + able to/not able to' based on the information in the dialogs
See the example.
Example:
Rara : Can you make chicken katsu, Tama?
Tama : Yes, I can. I often make chicken katsu. What about you?
Rara : I can't. I can only fry eggs.
Answers:
− Tama can make chicken katsu because he often makes it.
− Tama is able to make chicken katsu because he often makes it.
− Rara cannot make chicken katsu. She can only fry eggs.
− Rara is not able to make chicken katsu. She is only able to fry eggs.

1 Damara : Will you be able to repair my cell phone in one day, Sir?
.
Mr. Budi : I have to check it first before saying whether I can or cannot. Please wait for a
moment while I'm checking it.
Damara : Sure. (A moment later) What do you think, Sir?
Mr. Budi : Well, it's not a serious problem. I will be able to repair it in one day.

2 Seno : Can you stay underwater for two minutes without breathing equipment?
.
Lala : No, I can't. It's very difficult.

3 Barata : Can you make a presentation for this biology, Kinan?

.
Kínanti : Yes, I can. It's a piece of cake. What about you?
Barata : So, can I. By the way, can you transfer it into PDF? I can't do it.
Kínanti : Neither can I. Let me ask my brother. He knows how to do it.

4 Shinta : Are you able to throw the ball as far as the pole?
.
Donny : Yes, I am. Let me show you. What about you?
Shinta : I'm afraid I am not. I'm not strong enough to do it.

5 Adam : Are you able to finish reading the novel in a day?

.
Dinda : It's impossible as the novel is very thick.

Activity 7
Interview five of your classmates using the expression "Can you…?" or "Are you able to….? " Then,
write the result in the table. Share your work with the class.
Example:
Can you cook?
Your friend (Sania): Yes, I can.

No Activity Names of Friends

Rara Wahyu Tata Dede Sania

Activity 8
Write sentences showing one's capabilities and disabilities, based on the result of your interview in
Activity 10. Read the sentences aloud, in turns.
Activity 9
Complete the following text with 'can', 'cannot, 'will', or 'will not
Read your work aloud, in turns.
I (1)......make something from cardboard, but I (2)....make a robot. I want to be able to make a robot, so
I(3)....... is the winner in the recent robotics competition in her city. She (4)......learn how to make a robot
from my cousin. Saskia, my cousin, create sophisticated robots. She is very busy with her studies and
robotic club, but she can teach me on weekends. I (5).....miss this chance.

Activity 10
Practice the following dialogs with your friend.
1 Mr. Nugraha : Bagas, are you willing to sweep the backyard? I don't have much time to do it.
.
Bagas : Sure. Dad. It only takes a while.
Mr. Nugraha : Thanks, dear
Bagas : You're welcome Dad.

2 Mrs. Ratna : The kitchen is dirty, Ajeng. Will you dump the trash and sweep the kitchen, please?
.
Ajeng : O.K. IIl do it, Mom.
Mrs. Ratna : Thanks, dear.
Ajeng : With pleasure.
 3 Laras : I have a terrible headache. Would you do me a favor, please?
.
Kínanti : Of course. Shall I buy you medicine?
Laras : No Just take me to the clinic, please. I feel like I'm going to faint
Kínanti : OK

4 Tari : You look pale. Are you sick?

.
Fikri : I have a cold, but I have to wash my uniform. Would you wash it for me if you
don't mind?
Tari : O.K. let me handle it. You'd better have a rest.
Fikri : Thank you very much, Tari.
Tari : You're welcome.

Learning Material Expression

Asking for and Providing Information about a Person's Willingness to Do a Task.
The dialogs in Activity 16 are about asking for and providing information about people's
willingness to do tasks. Study other expressions in the following table.

Table 25 Asking for and providing information about someone's willingness to do a task
Asing if Someone is Willing to Do Task Stating if Someone is Willing to Do a
Task
 Are you willing to sweep the backyard dear?  Sure. Dad
 Will you sweep the kitchen, dear?  I'll do it, Mom.
 Would you like to help me wash it if you don't  Of course. What can I do for you?
mind?  OK. let me handle it
 Would you do me a favor, please?

Notes:
1. To ask for and provide information about a person's willingness to do a task, we use the modal
'will/would' or 'is/am/are willing to'.
Examples:
− Will you go home with me this afternoon?
− Would you clean this table, please?
− Are you willing to be the master of ceremony for my birthday party?
− My brother would like to prepare our lunch tomorrow.
− Dimas is willing to join a photography club.

2. To provide information that a person is unwilling to carry out a task, we can use 'will/would
not or 'is/am/are not willing to'.
Examples:
− Dita will not lend me her novel because she's reading it at the moment.
− Adam is not willing to clean his room himself.

Activity 11
Practice the following dialog with your friend.
Answer the questions based on the dialog.
 Bagas : May I ask you something, Tiara?
Tiara : Sure. What is it?
Bagas : We have attended handicraft class for three months, but we have never visited any
handicraft centers.
Tiara : That's true. So?
Bagas : So, several of us plan to go to Mundu Village. There are teenagers in the village who make
crafts from plastic waste. We'd like to learn how to make plastic crafts from them.
Tiara : Sounds interesting.
Bagas : Are you willing to join us?
Tiara : Surely. I am.
Bagas : Great! It will be merrier then.

Questions:
1. What is the topic of the dialog?
2. Why does Bagas invite Tiara to go together?
3. Why does Tiara accept the invitation?
4. What are Bagas and his friends going to do there?
5. "We'd like to learn how to make plastic crafts from them." What does the word 'them' refer to?

Activity 12
Read the following sentences aloud, in turns. Then, complete the statements based on the sentences.
1. Santika says, "Laras, if you are willing to share your problem with me, I will listen to you. If you
need help, I am willing to find a solution for you."
2. Dinda says, "It's drizzling., However, the students will attend a study club. They are willing to do
everything, to pass their semester test."
3. Alan says, "I will attend a cooking class because I want to run a culinary business in the future. I
will learn seriously, so I can create my own dish signature."
4. Mr. Burhan says, "Fikri, I'll teach you how to make a good speech. I think you still have much
time to improve your speaking skill. Please ask your friends whether they are willing to join us."
5. Kinan says, "I'm willing to be a team leader if you choose me. I'll do my best to improve our
team's ski and I will not disappoint you all. You can count on it!"

Statements:
1. According to Santika, we know that:
a) she will…………………………………………
b) she is willing to……………………………...…
2. According to Dinda, we know that:
a) the students will………………………………..
b) they are willing to……………………………...
3. According to Alan, we know that he will…………...
4. According to Mr. Burhan, we know that he will……
5. According to Kinan, we know that:
 a) she is willing to ………………………………..
b) she will ………………………………………...
c) she will not …………………………………….

Activity 13
Make sentences based on the cue words to show logical relationships. The sentences show
willingness/unwillingness and capabilities/disabilities
Example:
work hard - succeed
Answers:
− If we are willing to work hard, we will be able to succeed.
− If we are not willing to work hard, we will not be able to succeed.

1. study seriously - do the test well

− …………………………………………
− …………………………………………
2. avoid saying harsh words - live in peace
− …………………………………………
− …………………………………………
3. wake up early - arrive at school early
− …………………………………………
− …………………………………………
4. do sports - maintain our health
− …………………………………………
− …………………………………………
5. practice the violin harder - join an orchestra
− …………………………………………
− …………………………………………
 CHAPTER III

Basic Competence
3.3 Applying social functions, text structures, and linguistic elements of spoken and written transactional
interaction texts that involve the act of giving and asking for information related to imperatives,
prohibitions, and appeals, according to the context of their use. (Note the linguistic element must,
should). 4.3 Composing very short and simple oral and written transactional interaction texts involving
the act of giving and asking for information related to imperatives, prohibitions, and appeals, taking into
account social functions, text structures, and linguistic elements that are correct and in context.
Objectives

 Student are able to identify the social function, structure, and language features of spoken and
written texts to ask for and provide information related to obligations, prohibitions, and suggestions,
including cautions and warnings accurately after practicing several conversations.
 Student are able to identify the use of 'must', 'have to', 'should' accurately after practicing several
conversations.
 Student are able to ask for and provide information related to obligations, prohibitions, and
suggestions accurately after doing several English activities.
 Student are able to write notices and warnings related to obligations, prohibitions, and suggestions
accurately after doing several English activities.
 Student are able to use sentences with 'must', 'have to', 'should' accurately after doing several English
activities.
 Student are able to use relevant vocabulary accurately after doing several English activities. The
students are hopefully also: feeling grateful for having an opportunity to learn and speak English
appropriately and fluently; behaving bravely, confidently, and politely when speaking with people.
Learning Materials Expression Expressing Obligations
Pay attention to the dialogs in Activity 2. The sentences
"We must lock the gate before leaving for safety”
"We must spray the door handle with disinfectant"
"We must protect ourselves from bacteria and viruses"
"You have to take off your cap before entering the ATM booth.” and "We have to wash our hands before
entering the building" are used to express obligations.
Study other expressions of obligations are as follows.
Table 3.1Expressionss of obligations and suitable responses.
Expressing Obligations.
We must throw rubbish into trashcans.
I must learn English for a better future.
All students have to attend the class at 7 AM. You are right. English will provide us with more chances.
We have to obey the rules. Yeah! That’s the rule.
Road users must stop when traffic turns red.
We have to return the book to the library before the borrowing period is up or we have to pay a fine.
It is necessary that we follow this guideline Sure. Let's do it. Sure. Otherwise. we might make an error.
Good boy! I am proud of you.
Grammar Modals 'Must' and Have to We use 'must' and have/has to' to express obligations
Pattern: must have to/has to + verb base.
Must is a modal, while 'have to' is the word that functions as a modal
We use ‘must' when we think it is necessary and it comes from the speakers.
We use have to/has to' for external obligations. Obligations that come from someone else or when the
necessity comes from the situation
Examples
We must clean the house every day. Students must be disciplined to achieve success. Driver has to have
driver's licenses. People have to undergo a screening test before vaccinated.