ORACY: SHORT FUNCTIONAL TEXT

Learning Objectives:
1. Students will be able to identify the key elements of a short functional text
accurately.
2. Students will be able to explain the purpose and meaning of a specific short
functional text using their own words.
3. Students will be able to use information from a short functional text to respond
to questions related to its content.
4. Students will be able to compare two short functional texts to identify
similarities and differences in structure and communicative purpose.
5. Students will be able to assess the effectiveness of a given short functional
text in conveying its intended message and suggest possible improvements.
6. Students will be able to compose a short functional text based on a specific
context, considering essential components such as purpose, audience, and
context.

Task 1/Activity 1: Read to the following phone message mindfully and answer the
questions provided.

“Hello, you’ve reached the office of Dr. Williams. Unfortunately, we are currently
closed. Our business hours are from 9 AM to 5 PM, Monday to Friday. Please leave
a message after the beep, and we will get back to you as soon as possible. Thank
you."

1. What is the name of the office mentioned in the message?

2. How might the caller know that they’ve reached the right office?
3. When is the office open?
4. What should the caller do after the beep?
5. If the caller wants to contact Dr. Williams, when should they call back?
6. What is the main purpose of this message?

Task 2/Activity 2: Read to the following announcement thoroughly and answer the
questions below.

“Attention all passengers. The train to Brighton is delayed by 20 minutes due to

unexpected maintenance work. We apologise for any inconvenience caused. Please
remain on the platform for further updates. Thank you for your patience.”

1. Why is the train to Brighton delayed?

2. Why does the speaker apologise to the passengers?
3. What are the passengers advised to do?
 4. What could be the consequences if passengers do not listen to this
announcement?
5. How do you think passengers might feel after hearing the announcement?
6. What is the purpose of the announcement?

Task 3/Activity 3: Read to the following voicemail attentively and reflect on your
ability to apply the information in a real-life context.

“Hi, Emma! This is Tom. I just wanted to let you know that the meeting has been
rescheduled to Friday at 3 PM. It will now take place in the main conference room.
Let me know if you can still make it."

1. Are you able to use or demonstrate the information in the voicemail in your
daily life? (Yes / No)
2. If Yes, have you ever done so? (Yes / No)
3. If No, why do you feel you are unable to apply it? Discuss with your teacher
for further guidance.

Task 4/Activity 4: Read the two announcements below diligently and write down
lopthree differences between them in terms of structure and communicative purpose.

Text 1: “Attention shoppers, the store will be closing in 15 minutes. Please proceed
to the checkout counters to complete your purchases. Thank you for shopping with
us."

Text 2: “Attention all students. The library will be closed for inventory checks from 1
PM to 3 PM today. Please return all borrowed books before 1 PM. Thank you for
your cooperation."

Task 5/Activity 5: Read the following public notice thoughtfully and provide at least
one suggestion to make the message clearer or more effective.

“Attention residents. The water supply will be cut tomorrow for maintenance. Sorry
for the trouble. More information, contact us."

Task 6/Activity 6: Think about situations in which you have had to say a short
functional text. Write two different texts, ensuring that the structure and purpose are
clear and appropriate.
 ORACY: DIALOG (INTERPERSONAL) TEXT

Learning Objectives :

1. Students are able to understand the communicative purpose, structure, and

linguistic features of interpersonal texts.
2. Students are able to identify both explicit and implicit meanings.
3. Students are able to use linguistic features (subject-verb agreement and
appropriate expressions in texts.)
4. Students are able to pronounce with the correct intonation and pronunciation.
5. Students are able to analyze two different texts.
6. Students evaluate the learning objectives.
7. Students are able to create interpersonal texts.
8. Students are able to present the results of the interpersonal texts they have
created.

Task 1/Activity 1:
Please read comprehensively with your friend and answer the following questions by
referring to the text

Text
Friend 1 (Emma): "Hai Mia. What's up?"
Friend 2 (Mia): "All good. What about you?"
Emma: "Busy, as always."
Mia: "Hahhaaa, why? This week is Eid holiday, right?"
Emma: "But the UTBK test will be held next month. I have to prepare for it as best as
I can."
Mia: "You’re right. Have you thought about which major you’re going to choose?"
Emma: "I think I’ll choose music as my major. Maybe I will choose music
presentation or music composition. How about you?"
Mia: "That's great. Now, I am preparing for my studies abroad in Japan."
Emma : "No way! I’m shocked to hear that. How did that happen?"
Emma: "I applied for the MEXT scholarship, and luckily, I made it through."
Mia: "That's great. I hope everything goes off without a glitch. Let’s meet in Japan
next time!"
Emma: "I hope I can listen to your own music next time we meet in Japan."

1. What is the communicative purpose of this conversation?

2. Can you identify the structure of the text?
3. Can you tell about the relationship between Mia and Emma?
4. When did the conversation happened?
 5. What is Mia's plan after graduation and What is Emma's reaction when she
heard about Mia's plans?
6. What does Emma reason for being busy?
7. Can you give me an example of informal phrases in the dialogue?
8. Can youbIdentify any adjectives used to describe preferences?

Task 2 .
Identify the expression and determine its figurative meaning based on the context.

1. What does "No way! I’m shocked to hear that." express?

2. What does "I hope everything goes off without a glitch." mean?
3. What does "Let’s meet in Japan next time!" suggest?
4. What does "I hope I can listen to your own music next time we meet in
Japan." indicate?

Task 3/Activity 3
Write the correct verb in the blank to the left of each sentence.

1. Everybody (was-were) asked to be quiet.

2. In a marathon, few of the starters (finishes-finish) the race.
3. Sixty days (is-are) not enough time to complete the project.
4. All of the workers (is-are) receiving their bonus.
5. On our street there (is-are) many tall trees.
6. It (don’t-doesn’t) make any difference..
7. A boy and a girl (were-was) here to see you.
8. The box of apples (is-are) on the porch.
9. Some of the job applicants (is-are) expected to pass the screening test.
10. The army (is-are) conducting maneuvers in March.
11. Here (come-comes) the family now.

Task 4/Activity 4
Find the similarities and differences between two texts.

Text 1
Friend 1 (Emma): "Hai Mia. What's up?"
Friend 2 (Mia): "All good. What about you?"
Emma: "Busy, as always."
Mia : "Hahhaaa, why? This week is Eid holiday, right?"
Emma: "But the UTBK test will be held next month. I have to prepare for it as best as
I can."
Mia: "You’re right. Have you thought about which major you’re going to choose?"
Emma: "I think I’ll choose music as my major. Maybe I will choose music
presentation or music composition. How about you?"
Mia: "That's great. Now, I am preparing for my studies abroad in Japan."
Emma : "No way! I’m shocked to hear that. How did that happen?"
Emma: "I applied for the MEXT scholarship, and luckily, I made it through."
Mia: "That's great. I hope everything goes off without a glitch. Let’s meet in Japan
next time!"
Emma: "I hope I can listen to your own music next time we meet in Japan."

TEXT 2
Student: "May I come in, sir?"
Teacher: "Yes, come in. Why didn't you take the exam last week?"
Student: "I am sorry, sir. I have just come from the hospital."
Teacher: "are you sick?"
Student: "Yes, Sir. I had to be hospitalized because of typhoid."
Teacher: "I'm sorry to hear that. How are you feeling now?"
Student: "I'm feeling much better, thank you sir. The doctors and nurses took good
care of me."
Teacher: "That's good to hear. Remember to take it easy and follow your doctor's
advice."
Student: "I will, Sir. I'm taking my medication regularly and resting as much as I can."
Teacher: "Excellent. If you need any assistance with your schoolwork, don't hesitate
to ask."
Student: "Thank you, Sir. I appreciate your support."
Student: "Yes, sir. Thank you."

Text 1 Text 2

Communicative purpose

Topic

Structure

expression text
(formal/informal)
Task 5/ Activity 5
Please create an interpersonal text based on the following context (choose one) and
present your work in class.
● You are talking with your younger sister about her school’s life.
● You are talking with your parents about your future’s plan
● You are talking with your friends about your idol.

Task 6/Activity 6
At the end of this chapter, ask yourself the following questions to identify how
effective your learning process is.
1. Can you write a interpersonal text
2. Do you know what interpersonal text is? What the purpose, structure, and
linguistic feature of interpersonal text?
If your answer is ‘no’ to one of the questions, see your teacher and discuss with
him/her to help you understand and to write or talk about yourself better