Download buku bahasa inggris kelas x

Penyajian isi dan pengalaman belajar dalam buku ini merujuk pada pendekatan pembelajaran bahasa berbasis teks, baik lisan maupun tulis, dengan menggunakan bahasa Inggris sebagai sarana berkomunikasi. Dengan memahami fungsi sosial, struktur teks, dan fitur kebahasaan berbagai teks seperti yang diamanahkan oleh Standar Isi dalam Kurikulum , siswa diharapkan mampu mengungkapkan gagasan, baik secara lisan maupun tulis, dengan mengikuti kaidah dan langkah retorika yang sesuai.

Di samping itu, isi dan pengalaman belajar pada setiap bab dalam buku ini pada umumnya disusun dengan mengikuti tahapan yang sesuai dengan prinsip dasar belajar bahasa asing, yaitu tahap penyajian atau pemodelan presentation , tahap perlatihan practice , dan tahap penggunaan production.

Ragam teks dalam buku ini disesuaikan dengan amanat kompetensi dasar dalam Kurikulum untuk Kelas X, yang meliputi teks fungsional pendek; esei berbentuk recount, narrative, dan descriptive; serta teks berbentuk percakapan interactional texts yang mencerminkan berbagai tindak tutur. Beragam teks tersebut disajikan melalui tema-tema yang berkaitan dengan fenomena alam dan sosial di Indonesia, yang dimaksudkan untuk mengembangkan karakter penting seperti kecintaan pada alam Indonesia dan sikap menjaganya, serta mengembangkan karakter mengasihi sesama sebagai dasar terbentuknya perilaku sosial yang positif.

Namun, untuk menambah wawasan pengetahuan siswa, beberapa teks juga mengambil tema yang lebih global. Tim Penulis. Pelajari pembelian udunan disini Unduh aplikasinya sekarang.

Berhasil ditambahkan. Lupa password? You can - Guru dapat meminta siswa untuk bermain work with a friend. Write some gambar pada section A. You can use more dengan kata-kata tersebut. Setelah selesai: - Saat siswa selesai, guru meminta beberapa Read your sentences to siswa membacakan kalimatnya dengan the class.

Please raise lantang. Fill in the table tebal dan memahami fungsinya. Raise your hand - Guru meminta siswa membahas jawaban please! With a partner, - Guru meminta siswa membaca masing- make a short dialog using masing situasi dalam grammar exercise I would like, I will, I dengan baik dan meminta siswa membuat am going to and would dialog singkat berdasarkan situasi tersebut. Raise your - Setelah siswa selesai, guru memberikan hands! Imagine that you are a - Guru meminta siswa untuk memahami candidate of president prosedur tugas dalam Task 2.

Raise your hands! Choose one topic yang tersedia sebagai petunjuk menulis. Do you have any - Guru meminta siswa menjawab 2 questions? Have a casual chat with percakapan santai your friend. For example, you make a plan, called plan A, but you need to make a back-up kalimat yang telah plan called plan B, just in case something happens.

We could see several yachts out on the sea. Ramayana is one of the biggest department store in my town. Dan seterusnya. I believe I can still make the most of my break time by staying at home during holidays. We are going to stay up all night watching our favorite movies together. However, I will have to clean my room before, as it has gotten quite messy ater I neglected it due to all the papers and exams I had to do for the last week.

Kompetensi Dasar: deskriptif lisan dan tulis dengan memberi dan meminta informasi terkait tempat wisata dan bangunan bersejarah terkenal, pendek dan sederhana, sesuai dengan konteks penggunaannya. Tujuan Pembelajaran: Setelah mempelajari Bab 4, siswa diharapkan mampu: 1. Mengidentiikasi makna, fungsi sosial, struktur teks, dan unsur kebahasaan pada teks deskriptif sederhana lisan dan tulis tentang tempat wisata dan bangunan bersejarah sesuai dengan penggunaan.

Menjelaskan isi deskripsi lisan dan tulis tentang tempat wisata dan bangunan bersejarah dengan memperhatikan tujuan komunikasi, struktur teks, dan unsur kebahasaan teks deskriptif sesuai konteks penggunaan. Mendeskripsikan secara lisan dan tulis tempat wisata atau bangunan bersejarah dengan memperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskripsi secara benar sesuai konteks penggunaan.

All the words orang. Beri waktu siswa out because it does not belong to mencari jawabannya sebelum the category of the list: outdoor guru memberi tahu atau activities. Now work fast with mengkonirmasi jawaban your group. Dorong your answer. In deskripsi. Can anyone give example the use of description in our daily life?

But before kehidupan sehari-hari. Namun sebelumnya - Read the following siswa akan membahas kosa kata baru description about a tourist yang ada pada bacaan. Ater - Guru meminta siswa untuk mencari you read it, scan the text kata-kata bahasa Inggris yang quickly to ind the English padanannya dalam bahasa Indonesia equivalents of the list of the sudah diberikan.

Beri tahukan bahwa Indonesian words given. You jumlah garis bawah menunjukkan are given the dashes and jumlah huruf kata-kata yang dicari. Each dash diberikan sebagai bantuan. Catatan: Kegiatan ini juga untuk latihan scanning skill. Sebelum mendrill, guru perlu Dengan menggunakan memastikan bahwa pronunciation-nya e-dictionary, guru bisa benar. What do you meminta siswa untuk membaca think about the place pertanyaan di atas teks, yaitu : What do described below?

Is it you think about the place? Why - Dengan mengingat pertanyaan di awal do think so? As you read, bacaan, guru meminta siswa membaca remember the meaning of teks bacaan dengan cepat, tetapi saksama the new words you already skimming.

Task 2: - Now, read the - Guru meminta siswa membaca comprehension comprehension questions dan membahas questions. Do you bersama pertanyaan yang tidak understand them? If you dimengerti. Dalam kegiatan ini, guru of four to answer the bisa meminta siswa untuk bekerja dalam comprehension questions kelompok yang beranggotakan empat below the reading text.

Tiap anggota kelompok diberi Number each member nomor, 1, 2, 3 dan 4. Who is number one? Number two? Number 3? Number 4? Now start to work. Okay, now nomor tertentu untuk menjawab. Dita whose number is Misalnya, number one s what is your one what is your answer opinion? Maka semua siswa yang to question number one? Guru Deni whose number is memilih di antara siswa yang bernomor also one do you agree ini.

Kerja kelompok model Numbered- with Dita? Why do you head together think so? And so - Setelah seorang siswa bernomor tertentu forth. Setelah itu, guru memberi pendapatnya. Task 3: - Tourists probably bring - Guru mengajak siswa membahas singkat food and snacks in paper bagaimana turis harus memperlakukan or plastic packages when sampah yang mereka bawa. Ini untuk they visit the National membangun kesadaran siswa akan Park. What should they pentingnya menjaga lingkungan. Turis do with the waste?

Task 4: Identifying text structures Pada bagian ini, siswa mengidentiikasi struktur teks. How can we didapatkan informasi tentang main idea. What is the function of the sentence: Visitors from foreign countries come to this park because of its amazing nature. Compare that sentence with the other sentences in the paragraph.

Find the most general sentence which is elaborated by the other sentences in the paragraph. TS is the general sentence that tells what a paragraph is about.

Read sama. Fill kelompok. Do that in lain. Ater you membahas kosakata baru yang ada di dalam read it, scan the text bacaan. Indonesian words - Huruf dalam kata disusun secara acak agar siswa given. You are given memperhatikan adanya kata-kata baru tersebut the dashes and some beserta maknanya. Each dash represents a letter. Sebelum mendrill Guru Dengan menggunakan perlu memastikan bahwa pronunciation-nya benar. While teks 2. Kemudian, meminta siswa mencari reading, try to ind persamaan dan perbedaan antara dua teks the similarity dan tersebut.

Fill - Guru meminta siswa untuk berkerja dalam in the blanks with the kelompok. Do that in pairs. Task 2 - Siswa berlatih membuat noun phrase dengan menggabungkan adjectives the modiier dengan nouns the head. Task 3 - Guru menanyakan apakah modiier suatu noun phrase selalu hanya satu kata saja? Task 4 Try to ind at least 10 noun phrases - Guru meminta siswa secara in the texts about Tanjung Puting berpasangan menemukan noun National Park and Taj Mahal. Dalam latihan ini, siswa berkesempatan melihat penggunaan noun phrases dalam konteks teks yang lengkap.

Does the writer use agreement, and mechanics. What - Guru membimbing siswa menemukan should she do? Does the writer use menggunakan guiding questions yang correct paragraphing? How many paragraphs - Selanjutnya, guru meminta siswa should the writer bekerja berpasangan menemukan dan use? How should she membetulkan kesalahan. Are there any highlight pada tempat yang dikoreksi. Are there any pekerjaannya. Can you help her ind out if any and correct them?

Does she use correct bersama. Gunakan LCD supaya grammar in all of her penyampaian lebih jelas. Guru bisa sentences? Help her menggunakan LCD untuk menayangkan check the following teks bacaan yang sudah dikoreksi. Beri things: highlight pada bagian yang telah dikoreksi. Does she begin all sentences with capital letters?

Does she end all sentences with full stops? Correct them if she does not. Task 2: - Guru meminta siswa menuliskan word - Menuliskan kembali web tentang Cuban Rondo. Setelah itu adalah salah satu atas berdasarkan word web tersebut siswa tahapan dalam belajar menulis deskripsi tentang Cuban Rondo.

Dengan - Ingatkan siswa untuk tidak melihat menuliskan kembali teks sumber lagi pada saat mereka teks yang sudah ada mendeskripsikan ulang isi bacaan. Mereka siswa mendapatkan hanya boleh mengandalkan word web yang bantuan dari segi ide, sudah dibuat. Task 3: - Siswa mengarang dengan mendeskripsikan tempat favorit mereka. Tell your tempat manapun bisa di kota partner about a waterfall, mereka yang menarik untuk a valley, or other natural dideskripsikan misalnya, pasar tourist objects that you have tradisional.

How interesting Tanjung Putting National Park, is the place? What makes atau Taj Mahal. What - Siswa didorong untuk parts of the place make menggunakan word web terlebih it interesting? Will you dahulu dan menata idenya recommend that place to your layaknya penataan ide dalam teks friends? Take turns describing the - Guru juga mengingatkan places. Ater each one of you get digunakan dalam permainan your turn, decide which place peran mereka sebagai pemandu seems to be more interesting.

Be ready to share it with the class. Do you guru perlu mempertimbangkan cara know how to write about mengatasinya untuk diterapkan baik pada an interesting place? Can you do all the exercises here? Which part is the most diicult one? Can you do that part well? What is your plan to increase your ability in describing an interesting place?

Guru time, get a scientiic meminta siswa mencari contoh-contoh English book, such as noun phrases dalam buku biologi atau a biology book. When buku-buku lain yang menggunakan you read the book, you bahasa Inggris will get many examples of noun phrases. Noun phrases are important element in a descriptive passages. Try to indentify them and how they are constructed or made. Category word crossed out 1. Amusement park ecotourism objects All answers are correct as long as the students can give the reason.

Ecotourism is a kind of tourism in which tourist visit pristine, undisturbed natural areas. Some of the purposes of ecotourim is to educate the visitors about nature preservation and to provide funds for ecological conservations. Some examples of ecotourism: visiting Raja Ampat in Papua or going snorkeling or scuba diving in Bunaken.

Tanjung Puting National Parks ofers an impressive experience of living in a small boat and going into the jungle, meeting with orang utans, and seeing proboscis monkeys. Parks in cities are man-made. Tanjung Puting National Park is a jungle.

Ex-captive orang utans means that the orang utans once were caught by human beings and lived with them for some time. Visitors can reach Camp Leaky by taking a small boat or perahu klotok.

In daylight tourists can enjoy proboscis monkeys activies and at night they can enjoy the clear night sky and the bright stars. All answers are correct depending on their reasons. Paragraph one identiies the object TPNP and the characteristics of the object amazing and the other paragraphs describe the amazing nature of the object by describing the details. Simple present tense. Another dominant language feature is noun phrases. Task 3 Tourists may not leave inorganic garbage as it may pollute the park.

People from foreign Paragraph 1 to introduce the countries come because of its subject exotic nature. Supporting b. Orangutan is the main paragraph that reason why people come to Paragraph 2 describes the Tanjung Puting National subject Park. Supporting c. Camp Leaky is where we can paragraph that see orangutans. Paragraph 3 describes the subject Supporting d. To go to Camp Leaky we paragraph that should take perahu klotok Paragraph 4 describes the down the Sekonyer river.

Beautiful, great 3. He loved his wife very much. Taj Mahal is the best palace compared to other palaces. Taj Mahal is very beautiful. Perhaps in full moon when the Taj is soaked in the golden light of the moon. It will look like a golden palace. Considering the beauty of the building and the story behind the construction, Taj mahal deserves to be one of the Seven Wonders of the World.

To describe the beauty of the building to attract people to come and visit Taj Mahal. In paragraph one, the object to be described is identiied Taj Mahal and certain aspect crown of palaces about the object is stated. Readers get information mental picture about the magniicence of the Taj, get interested, and visit Taj Mahal. Both texts describe tourism objects. Paragraph 2 Supports certain aspect Taj Mahal represents the of the object by giving inest architectural and the supporting details of artistic achievement.

Paragraph 3 Supports certain aspect Taj Mahal shows shades of the object by giving of magniicent beauty at the supporting details of diferen time during the the aspect. Describing nature a. Both describe a. Describing historical b. Using separate tourism destination building opening and closing b. Both use relatively b. Using present tense. Use many noun directly mention the phrases. Mostly in present to be described. Using past tense when telling about the history of the building.

Vocabulary exercises 1. Cuban Rondo is a must-see waterfall because of its spectacular scenery. From the top of the soaring rock, a huge amount of water continuously falls down, splashes on the large black stones at the bottom of the waterfall, and forms a shallow small lake and stream.

Yes, you will get wet. But you can go to the mall another irrelevant sentence. When the sunlight shines through the cold tiny droplets, you will see rainbows on the earth, not in the sky, that seems close enough to you. End the trip with something that can warm you up.

In the rest area, you can buy roasted sweet corns. If that is not enough, you can also buy hot delicious drinks and hot meatball soup. When you go home, leave nothing in the area but your footsteps and bring home only your unforgettable memory about the beautiful Cuban Rondo Waterfall. Task 2: Introductory paragraph: he irst charm: the huge greenish Cuban Rondo has rock spectacular view Cuban Rondo Closing: ending the trip with he second charm: the waterfall something that can warm you up.

Tujuan Pembelajaran: Setelah mempelajari Bab 5, siswa diharapkan mampu: 1. Mendeskripsikan secara lisan dan tulis tempat wisata atau bangunan bersejarah denganmemperhatikan fungsi sosial, struktur teks, dan unsur kebahasaan teks deskripsi secara benar sesuai konteks penggunaan. All right students S. Setelah siswa picture in the board and mengerti dan dapat melakukan aktivitas, you have to guess what maka aktivitas adu cepat dimulai. We do it untill you can guess all words correctly.

You do it as quickly as possible. Read the dalam bahasa Indonesia sudah diberikan. Ater yang dicari. Huruf yang disediakan 2 you read it, scan the text huruf diberikan sebagai bantuan. You are given the vocabulary yang berhubungan dengan teks dashes and some letters bacaan.

How big is the falls? Have you been to waterfalls? Untuk wall. You can read questions membuat variasi, guru dapat minta on it. Answer the questions siswa untuk melakukan Running and write your answers on a Dictation.

Guru dapat menempelkan piece of paper. Lalu guru meminta siswa question, and dictate it to bekerja berpasangan untuk menjawab your friend.

Agar dapat can ind the answer in the menjawab pertanyaan, salah satu siswa reading text. Ater that, you berlari untuk melihat pertanyaan, can exchange roles; you can siswa lainnya mencari jawabannya di run and your friend writes dalam teks bacaan. Di tengah-tengah, another question. Setelah itu, guru menggaris bawahi dan - he motorcycle was menjelaskan pola kalimat pasif. Ini menjadi contoh Bali. One of them is - Guru meminta siswa untuk bercakap-cakap Kuta Beach.

What is secara berpasangan tentang tempat-tempat interesting in Kuta Beach menarik. Now siswa. Have - Siswa yang menceritakan pengalamannya you visited an interesting dengan bagus dalam aktivitas berpasangan place recently? What selanjutnya diminta untuk menceritakan makes it interesting? Tell pengalamannya di depan kelas. Task 2: Collaborative description Alright students, now - Guru membagi siswa ke dalam kelompok imagine an interesting besar antara When - Setelah selesai, guru meminta siswa untuk I clap my hand, stop membaca hasil tulisannya bersama teman- writing and give your temannya.

When you mengidentiikasi hal-hal yang kurang tepat receive a paper from dalam tulisan bersama tersebut. Use connecting words or phrases whenever possible. When I clap again, give the paper to your friend. Do this until your paper is back to you. Task 3: Independent writing - Guru meminta siswa untuk memperbaiki tulisannya dengan memperhatikan guiding questions yang ada.

It is located between the Canadian province of Ontario and the U. In Cave of the Wind people can enjoy the pounding waters of the Falls, get soaked on the Hurricane Deck where they are just feet from the thundering waters, and the Falls that are illuminated in a rainbow of color in the night.

No, the boat operates mid-May until late October. People can enjoy it in Niagara Adventure heater. In Niagara Science Museum 7. Life-size wax igures portraying dramatic history of Niagara Falls 9. No, it opens from 9 am-dusk when weather permits. Jawaban terserah S Jawaban terserah S Task 3 Similarities: 1. Only the second text which is about Mahal does not use a separate closing paragraph.

In the three texts, simple present tense is used dominantly. Noun phrases are also used frequently. Several sentences are written using passive voice. Students may ind another similarity Diferences 1. Goat Island separates them. Six of them are described here. Waterproof clothing and sandals Niagara Falls personnel provides Waterproof are provided. Audience members are given he staf gives audience members the priviledge to the priviledge to discover the discover the thundering Falls.

Free multi-language headsets are he staf makes Free multi-language headsets made available. Life-size wax igures portraying he museum staf presents life-size wax igures dramatic history of Niagara Falls portraying dramatic history of Niagara Falls to are presented to guests. Here tourists may enjoy the most he most powerful and involving ilm experience powerful and involving ilm that brings reality to life on a 45 foot screen may experience that brings reality to be enjoyed here.

Paragraph Niagara Falls - he three waterfalls are the Horseshoe Falls, in general. Supporting To describe Cave - It helps people get closer to the falls. People paragraph 1 of the Winds can get soaked on the Hurricane Deck.

Supporting To describe - It is a world-famous scenic boat tour for about paragraph 2 Maid of the Mist a half-hour ride. Supporting To describe - Tourists may enjoy the most powerful and paragraph 3 Niagara involving ilm experience. Adventure - Audience members are given the priviledge heater to discover the thundering Falls from a completely new and exhilarating perspective.

Supporting To describe - It is a sanctuary for the preservation paragraph 4 Niagara Science and appreciation of old science Museum instruments. Supporting To describe - he tours start from downtown, next to the paragraph 6 Rainbow Air entrance to the Rainbow Bridge, It opens Helicopter Tours from 9 am-dusk when weather permits.

Concluding To conclude the - Niagara Falls are renowned both for Paragraph essay their beauty and as a valuable source of hydroelectric power. Menjelaskan fungsi sosial, struktur teks, dan unsur kebahasaan dalam teks pemberitahuan announcements tentang kegiatan sekolah secara benar sesuai konteks penggunaannya.

Menerangkan informasi tentang kegiatan sekolah dengan memperhatikan fungsi sosial, struktur teks, and unsur kebahasaan dalam teks pemberitahuan announcement lisan dan tulis secara benar sesuai konteks penggunaannya. Membuat pengumuman tentang kegiatan sekolah dengan menggunakan fungsi sosial, struktur teks, dan unsur kebahasaan teks tersebut sesuai dengan konteks penggunaannya.

Any one can guess? Setelah itu guru membacakan sebuah pengumuman. Well, I am going to read - Pengumuman tersebut dapat berupa you an announcement. Guru bisa membaca pengumuman ini beberapa kali sebelum mengajukan pertanyaan-pertanyaan untuk pemahaman. Karena itu, mereka as well as the akan mempelajari tujuan sosial, organisasi ide, Indonesian ones. Sebelum itu, When inished, please check your guru meminta siswa untuk bekerja secara mandiri work with your mempelajari kosakata berbahasa Inggris dengan friend sitting next padanan katanya dalam bahasa Indonesia.

Siswa to you. Selanjutnya, guru memandu together. Selanjutnya diberikan kegiatan drilling. All of you, please. Say A - Selanjutnya, guru meminta siswa dalam menunjuk S pertama and B kelompok A untuk membaca teks menunjuk S kedua , then A S pengumuman 1 dan meminta siswa ketiga , B S keempat and so dalam kelompok B untuk membaca on. Good, so all of you are Students A.

All of you are Students B. Guru memberi contoh text 2. Well, Students. As you have - Selanjutnya, guru meminta siswa untuk learned that each paragraph mengidentiikasi ide utama dan ide has a main idea and some pendukung dalam setiap paragraf supporting details now identify dan melengkapi tabel yang ada.

Siswa the main ideas and supporting di kelompok A melengkapi tabel details of the paragraphs in untuk teks 1 dan siswa di kelompok B the announcements 1 and 2. Students in group A, identify text 1 and students in group B, identify text 2. Task 3: Instruksi Task 3: - Guru meminta siswa dari kelompok All right students, now students B untuk melihat pertanyaan I dan A ind a partner from students meminta siswa dari kelompok A untuk B and ask questions II to your melihat pertanyaan II.

Guru meminta partner. Untuk Task 3, guru bisa juga mendistribusikan datar pertanyaan I dan II yang sudah difotokopi dari lampiran 1 atau langsung memakai datar pertanyaan yang ada dalam buku siswa. Pada saat yang lain, mereka juga belajar tentang penggunaan kosakata tersebut dalam konteks yang lain. Notice how the nouns are formed from verbs.

Use the information - Selama siswa melakukan kegiatan, guru bisa provided to make melakukan assessment dengan menggunakan an announcement. See that - Setelah itu, siswa menuliskan ulang there are errors in the pengumuman yang telah disuntingnya.

Correct them. Check whether you have understood by referring to the questions there. March 28, at AM 3. Fans and media 4. Cancellation of the concert 5. Plans for stage, seating, and ticketing 7. Comprehension Questions II: 9. McMaster Mini-Med School 9. Students of Registration Seven weeks Departure time is October 27, for three days and four nights.

Contribution for each participant is , rupiahs including transportation, meals, and hotel. Please pay your 2nd semester contributions on or before April 30, When you are sad, think of me and you will be happy.

To make you happy answers may vary, but the point is this 3. To express that she will come anytime she is needed. If you begin to feel sad, just keep calm, and I will come to you soon. About a friend who promises to always help her friend, anytime she is needed. Answer may vary. Dinda is good-looking. At school, she wears the uniform.

Other than that, she likes to wear jeans, casual t-shirts and sneakers. Her favourite t-shirts are those in bright colours like pink, light green and orange. She is always cheerful. She is also very friendly and likes to make friends with anyone. Like many other girls, she is also talkative. She likes to share her thoughts and feelings to her friends.

However, she can be a bit childish sometimes. Dinda loves drawing, especially the manga characters. She always has a sketchbook with her everywhere she goes. She would spend some time to draw the manga characters from her imagination. Her sketches are amazingly great. Who is being described in the text? How long have the writer and Dinda been friends?

What does Dinda look like? What are her favourite clothes? What kind of t-shirts does she like? What does the writer feel about Dinda? Why do people use descriptive text? Is there any information in the text that you think is not relevant to your context? I am a senior high school student. I remember only few classmates. Nina and Ami are good friends at college. Congratulations c. Happy b. All areas are covered with trees, clean water lows uninterrupted, and fresh air ill the sky.

Alia has a new pen pal from America. He is trying to deny the evidence that the police have presented. Write down the inside parts of the congratulation cards based on the situations provided.

Write at least two sentences Tomy has just been promoted to be the branch manager of Jepara Ukir Company in London. Write a paragraph about your holiday plan. Use I would like to …, I will …. I am going to….. You can use the questions to guide you: - Where would you like to go on holiday?

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