Professional Documents
Culture Documents
SCAFFOLDING
Riandi, saat ini sedang menyelesaikan studi S1 pada program studi Pendidikan
Bahasa Inggris di Universitas Negeri Yogyakarta.
IX
Joko Priyana, Ph.D., memperoleh gelar sarjana Pendidikan Bahasa Inggris dari
IKIP Negeri Yogyakarta tahun 1989, MA dalam bidang TESOL dari Canberra
University, Australia tahun 1995, dan Ph.D. dalam bidang Applied Linguistics
dari Macquarie University Sydney tahun 2003. Sejak tahun 1990 penulis adalah
dosen pada program studi Pendidikan Bahasa Inggris di FBS UNY.
Grade
caffolding: English for Junior High School Students Grade IX disusun dengan acuan
Standar Isi mata pelajaran bahasa Inggris 2006. Materi dan tugas pembelajaran
dikembangkan dengan prinsip-prinsip Pendekatan Komunikatif untuk
mengembangkan kompetensi siswa dalam keempat keterampilan berbahasa, yaitu
menyimak, berbicara, membaca, dan menulis yang diorganisasikan ke dalam dua siklus
pembelajaran, yaitu siklus lisan dan siklus tulis. Sementara siklus lisan menekankan
pengembangan keterampilan berbahasa lisan (menyimak dan berbicara), siklus tulis
mengembangkan keterampilan dalam berbahasa tulis (membaca dan menulis). Sesuai dengan
prinsip keterpaduan dalam pembelajaran bahasa, kedua siklus tersebut mengembangkan keempat
keterampilan berbahasa secara terintegrasi. Baik siklus lisan maupun siklus tulis tersusun atas
empat macam kegiatan pembelajaran, yaitu pembuka, pajanan terhadap bahasa Inggris, penjelasan
mengenai unsur-unsur kebahasaan, dan latihan berkomunikasi dalam bahasa Inggris secara
terbimbing maupun bebas. Untuk pengayaan dan evaluasi, setiap unit dilengkapi dengan tugas
terstruktur berupa pekerjaan rumah dan evaluasi.
Grade
IX
Anita P. Mumpuni, saat ini sedang menyelesaikan studi S1 pada program studi
Pendidikan Bahasa Inggris di Universitas Negeri Yogyakarta.
Buku ini telah dinilai oleh Badan Standar Nasional Pendidikan (BSNP)
dan telah dinyatakan layak sebagai buku teks pelajaran berdasarkan
Peraturan Menteri Pendidikan Nasional Nomor ................. tentang
Penetapan Buku Teks Pelajaran yang Memenuhi Syarat Kelayakan
untuk digunakan dalam Proses Pembelajaran.
English for
Junior High School Students
ISBN...............
PUSAT PERBUKUAN
SCAFFOLDING
Disusun oleh
Joko Priyana
Riandi
Anita P Mumpuni
Editor
Suharso
420.07
PRI
s
PRIYANA, Joko
Scaffolding : english for Junior High School Students Grade IX/
Joko Priyana, Riandi, Anita P Mumpuni ; editor Suharso. -Jakarta : Pusat Perbukuan, Departemen Pendidikan Nasional, 2008.
vi, 225 hlm. : ilus. ; 29 Cm.
Bibliografi : hlm. 205-206
Indeks
ISBN 979-462-961-8
1. Bahasa Inggris Studi dan Pengajaran
I. Judul
II. Riandi
III. Mumpuni, Anita P
IV. Suharso
KATA SAMBUTAN
Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan karunia-Nya,
Pemerintah, dalam hal ini, Departemen Pendidikan Nasional, pada tahun 2008, telah
membeli hak cipta buku teks pelajaran ini dari penulis/penerbit untuk disebarluaskan
kepada masyarakat melalui situs internet (website) Jaringan Pendidikan Nasional.
Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional Pendidikan dan
telah ditetapkan sebagai buku teks pelajaran yang memenuhi syarat kelayakan untuk
digunakan dalam proses pembelajaran melalui Peraturan Menteri Pendidikan Nasional
Nomor 34 Tahun 2008.
Kami menyampaikan penghargaan yang setinggi-tingginya kepada para
penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada
Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa dan
guru di seluruh Indonesia.
Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada Departemen
Pendidikan Nasional ini, dapat diunduh (down load), digandakan, dicetak,
dialihmediakan, atau difotokopi oleh masyarakat. Namun, untuk penggandaan yang
bersifat komersial harga penjualannya harus memenuhi ketentuan yang ditetapkan oleh
Pemerintah. Diharapkan bahwa buku teks pelajaran ini akan lebih mudah diakses
sehingga siswa dan guru di seluruh Indonesia maupun sekolah Indonesia yang berada
di luar negeri dapat memanfaatkan sumber belajar ini.
Kami berharap, semua pihak dapat mendukung kebijakan ini. Kepada para siswa
kami ucapkan selamat belajar dan manfaatkanlah buku ini sebaik-baiknya. Kami
menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena itu, saran
dan kritik sangat kami harapkan.
iii
KATA PENGANTAR
Puji sy u k ur kami panjatkan kepada T uhan Yang M aha Esa yang telah
melim pahkan petunju k, kesehatan, ketabahan, dan kesabaran kepada kami sehingga
penulisan bu k u Scaffolding: Engl ish for Junior H igh School Students (G rade I X) ini
terselesaikan.
Bu k u ini disusun dengan tujuan menyediakan bahan ajar mata pelajaran
bahasa Inggris untu k kelas IX dengan acuan Standar Isi mata pelajaran bahasa
Inggris tahun 2006. Bahan ajar ini dirancang untu k pemakaian secara nasional dan
oleh karenanya guru di seluruh Indonesia dapat menggunakannya langsung di
dalam kelas atau dengan melak u kan adaptasi seperlunya menyesuaikan K TSP
masing-masing.
M ateri dan tugas pembelajaran dikembangkan dengan prinsip-prinsip
Pendek a t an K omuni k a t if untu k mengembangkan kom petensi sisw a dalam keem pat
keteram pilan berbahasa, yaitu menyimak, berbicara, membaca, dan menulis. Selain
itu materi dan tugas pembelajaran secara integratif mengembangkan kecakapan
hid u p dalam arti luas dan peningkatan kesadaran akan kebhinnekaan.
M ateri dan tugas-tugas pembelajaran dalam bu k u ini diorganisasikan ke
dalam d ua siklus pembelajaran, yaitu siklus lisan dan siklus tulis. Sementara siklus
lisan menekankan pengembangan keteram pilan menyimak dan berbicara, siklus tulis
mengembangkan keteram pilan membaca dan menulis. Sesuai dengan prinsip
keterpad uan dalam pembelajaran bahasa, ked ua siklus tersebut mengembangkan
keem pat keteram pilan berbahasa secara terintegrasi. Baik siklus lisan mau p un siklus
tulis tersusun atas em pat macam kegiatan pembelajaran, yaitu pembu ka, pajanan
terhadap bahasa target, penjelasan mengenai unsur-unsur kebahasaan, dan latihan
berkom unikasi dalam bahasa target secara terbimbing maupun bebas. Selain itu,
untu k keperluan pengayaan dan evaluasi, setiap unit dilengkapi dengan tugas
terstru ktur beru pa pekerjaan ru mah dan evaluasi. U ntu k memberi kesem patan
kepada peserta didik mengevaluasi dirinya secara mandiri, disediakan format
evaluasi diri.
M ateri dan kegiatan pembelajaran dalam bu k u ini lebih dikembangkan untu k
men dorong terjadinya learning pada diri sisw a. K egiatan-kegiatan belajar
dikembangkan untu k menjadikan sisw a secara individ u, berpasangan, dan
kelom pok kecil secara aktif belajar bahasa Inggris melalui kegiatan memahami dan
menggunakan bahasa Inggris untu k mengekspresikan gagasan dan perasaan secara
alami. G uru lebih bertindak sebagai fasilitator, pemberi feedback, dan pendorong
iv
Penulis
K ata Sambutan
........................................................................................................................
iii
K ata Pengantar
........................................................................................................................
Table of Contents
...................................................................................................................
iv
vi
K ey to Pronunciation
.............................................................................................................. viii
List of A bbreviations
..............................................................................................................
U nit 1
U nit 2
F O O DS
...................................................................................................................... 1
Asking for Certainty
Responding to U ncertainty
Functional Text: Procedure
C O M P U T ERS A N D M O BIL E P H O N ES ................................................................. 21
Asking for Repetition
Expressing Gratitude
Functional Text: Procedure
U nit 3
RE C Y C LI N G T H I N GS
............................................................................................ 41
Admiring Something or Somebody
Functional Text: Procedure
U nit 4
E N D A N G ERE D A N I M A LS
Showing A ttention
Functional Text: Report
U nit 5
N A T U R A L D IS A ST ERS
Expressing Doubts
Responding to Doubts
Functional Text: Report
Revie w Semester 1
..................................................................................... 61
.......................................................................................... 81
................................................................................................................... 101
U nit 6
I N F O R M A TI O N T E C H N O L O G Y
A ttracting Someones A ttention
Telling Interesting N ews
Functional Text: Report
U nit 7
H O N EST Y
................................................................................................................ 131
Telling Interesting N ews
O ffering Something
Functional Text: N arrative
vi
........................................................................... 109
U nit 8
U nit 9
FRIE N DS H IP
............................................................................................................ 153
Inviting Someone
Accepting Invitations and Refusing Invitations
Functional Text: N arrative
H IST O RY
............................................................................................................. 175
Responding to N ews Given
Functional Text: N arrative
Revie w Semester 2
................................................................................................................... 197
Bibliography
Picture Sources
A ppendices
Listening Scripts
A nsw er K ey
Teachers Scripts
...................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
...................................................................................................................
G lossary
Subject Index
................................................................................................................... 223
................................................................................................................... 225
vii
205
207
209
209
220
221
KEY TO PRONUNCIATION
V o w els
Phonetics sy mbols
i
see
Pronunciation
[si]
any
[eni]
ten
[ten]
hat
[hQt]
arm
[Am]
got
[g t]
sa w
[s ]
p ut
[pUt]
too
[tu]
cu p
[k p]
fur
[f]
ago
[gU]
eI
pay
[peI]
aI
five
[faIv]
home
[hUm]
aU
no w
[naU]
join
[dZ In]
near
[nI]
hair
[he]
p ure
[pjU]
Exam ple
pen
Pronunciation
[pen]
bad
[bQd]
tea
[ti]
did
[dId]
cat
[kQt]
got
[g t]
tS
chin
[tSIn]
dZ
june
[dZun]
fall
[f l]
van
[vQn]
thin
[TIn]
C onsonants
Phonetics sy mbols
p
viii
Exam ple
then
[Den]
so
[sU]
zoo
[zu]
she
[Si]
vision
[vIZn]
ho w
[haU]
man
[mQn]
no
[nU]
sing
[sIN]
leg
[leg]
red
[red]
yes
[jes]
w et
[wet]
ix
LIST OF ABBREVIATION
kb: kata benda
kki: kata kerja intransitif
kkt: kata kerja transitif
ks: kata sifat
kk: kata keterangan
UNIT
1
FOOD
In your every day life you sometimes feel uncertain about something.
W hen that happens, w hat do you say? D o you kno w ho w to express uncertainty
w ell?
D o you like cooking? W hen you cook something ne w you might use a
recipe to help you cook it. D o you kno w ho w to follo w recipes w ell? D o you
kno w ho w to w rite your o w n recipe? You can learn all those and more in this
unit.
A. Lead-in
T ask 1
1.
2.
3.
4.
Picture 1.1
T ask 2
Pic. 1.2
M atch the measuri ng tools belo w w ith their names. T hen, d iscuss
w ith your classmates w hen you usual l y use each of the measuri ng
tools an d w h ich one that you use most.
cu p
tablespoon
Picture 1.2
Picture 1.3
teaspoon
pinch
Picture 1.4
Picture 1.5
B. Lesson Proper
Focus on L isten i ng an d Spea k i ng
T ask 3
ingredient [Ingridint] kb
lid [lId] kb
mixture [mIkstS] kb
pour [p ] kkt
tape [teIp] kb
Q uestions
1.
2.
3.
4.
5.
T ask 4
I n pairs, com p lete the sentences usi ng the su itab le w ords from the
box.
ingredients
shake
tools
mix
ad d
w rap
roll
seal
1. M ilk, sugar, w hipped cream, vanilla extract, and salt are the to make ice cream.
2.
3.
4.
5.
6.
7.
8.
T ask 5
In the dialogue bet w een Laila and K etut Tantri you find the follo w ing
expressions:
o Yes, of course.
o Really?
o A bsolutely.
o A re you sure?
The expressions above are used to ask for certainty and respond to
uncertainty.
A sk i ng for certai nty
Respon d i ng to u ncertai nty
o Really?
o Yes, sure.
o A re you sure?
o O f course.
o Is that right?
o Absolutely.
o A re you certain?
o Certainly.
o A re you certain about ..?
o Im very certain.
T ask 6
1.
A sep
Sanusi
A sep
Sanusi
: Yes I do.
: .
: Yes, of course!
2. D anias
K etut Tantri
D anias
K etut Tantri
3. Putri
A di
Putri
A di
4. Panji
D anias
5. Bay u
Saly
Bay u
T ask 7
1.
2.
3.
Your mom asks you if youre really O K helping her cook dinner instead of w atching
movies w ith your classmate.
Youre not sure if the instruction of the recipe that your classmate gave you is
correct. You w ant to make sure that the cooking time is right. Then your classmate
says that he is very sure that the cooking time is correct.
Your partner is not sure if your group can w in the competition.
F U N
S P A C E
T ask 8
I ngred ients:
6
1 cup of
8 cups of iced w ater
1 cup of boiling w ater
D irections:
1. juice from lemons into a bo w l. Set lemon rinds aside.
2. lemon juice into a large pitcher.
3. sugar and ice w ater; until sugar is dissolved. Set aside.
4. Place lemon rinds in a bo w l and ad d boiling w ater. Let stand until w ater is cold.
5. the rinds, ad d w ater to pitcher and stir w ell. Refrigerate until w ell chilled.
Taken: www.cdkitchen.com
T ask 9
1.
2.
3.
4.
Read the reci pe that you have com p leted above. T hen, i n pairs f i n d
the mean i ng of the fol lo w i ng w ords. M atch each w ord w ith its
I n donesian eq u i valent on the right.
lemonade
lemon
iced w ater
pitcher
a.
b.
c.
d.
e.
5. lemon rind
F U N
teko
buah lemon
k ulit lemon
air es
lim un
S P A C E
Why did the man throw the butter out the window?
T ask 10
Statements
T rue
False
C orrections
F U N
S P A C E
T ask 11
Some w ords are spelt and pronounced similarly except for one letter and one
sound.
H ere are some exam ples:
can
[kQn] and
fan
[fQn]
lid
[lId]
and
kid
[kId]
milk
[mIlk] and
silk
[sIlk]
mix
[mIks] and
fix
[fIks]
T ask 12
1.
2.
3.
4.
5.
6.
7.
8.
fall
cold
map
mouse
pot
rat
rock
run
T ask 13
Sanusi
A ngelina
Sanusi
A ngelina
M atch the m i n i mal pairs for the w ords belo w . C om pare your
answ ers w ith a classmates.
a.
b.
c.
d.
e.
f.
g.
h.
ball
su n
house
mold
cat
cap
hot
mock
Sanusi
: Then w hat do w e need to do?
A ngelina : First, you have to peel the corn skin. Second, you have to grind the garlic,
salt, and chilli (if desired). Third, you have to mix the margarine w ith the
ground garlic mixture. Fourth, brush the corn w ith the margarine mixture
and roast on a grill until a bit burned. Fifth, brush the corn w ith the
margarine mixture again and roast until cooked. Serve hot or w arm.
Sanusi
: Thats not too hard to do. Thanks A ngelina.
A ngelina : A nytime.
T rue
False
3. The first step in making roast corn is to peel the corn skin.
4. It is best to serve the corn w hen it is cold.
5. W e have to ad d chilli.
T ask 14
Picture 1.8
Fried rice
Exam ple:
I W ayan Lega w a
Ida
I W ayan Lega w a
Ida
I W ayan Lega w a
Ida
T ask 15
1. You made some cookies and your classmate say they are delicious. You w ant to
k no w if your classmate is serious or honest.
2. Your classmate asked if the ice cream that he made tasted good. You w ant to comfort
him and tell him that it tastes fine.
3. Your classmate is in doubt of her ability. You w ant to assure and support her.
T ask 16
Stu d y the fol lo w i ng reci pe. T hen, answ er the q uestions. C om pare
your answ ers w ith a classmates.
Pi neap p le Ste w
I ngred ients:
1 pineapple cut into dice
3 glasses of w ater
1 glass of granulated sugar
2 sticks of cinnamons
10 clovers
D irections:
Boil w ater until boiled. Then ad d sugar, cinnamon, and clovers. Bring it to boil and ad d
the pineapples. W ait until you can smell the pineapple. Remove from heat and serve
cold.
Adapted from: www.virgina.multiply.com
Q uestions
1. W hat does the recipe sho w you ho w to make?
2. W hat are the ingredients?
3. H o w m uch sugar do you need?
4. W hen do you have to stop boiling the pineapple?
5. H o w should you serve the pineapple ste w?
T ask 17
Pi neap p le Ste w
I ngred ients:
1 pineapple cut into dice
3 glasses of w ater
1 glass of granulated sugar
2 sticks of cinnamons
10 clovers
D irections:
T ask 18
SE K O T E N G
I ngred ients:
1 large ginger
granulated sugar as desired
100 g peanut, fried and get rid of its inner skin.
100 g green bean, boiled
3 slices of bread, slice into dices
100 g pomegranate seeds, boil until soft
I nstructions:
G inger w ater:
1. Peel and slice the ginger.
2. Boil it in a litre of w ater.
3. A d d some granulated sugar and
4. Strain once its boiled.
Serv i ng:
1. Pour some boiled ginger w ater into a small bo w l.
2. A d d 1tbs of pomegranate seed, green bean and peanut.
3. A d d some bread on top.
Adapted from: www.myonlinerecipe.com
Q uestions to
You
Your friend
You
ask:
: W hat did you learn from the recipe?
:
: Is the recipe clear for you?
Your friend
You
Your friend
:
: D o you think you can cook the food yourself?
:
You
Your friend
F U N
S P A C E
10
T ask 19
Picture 1.11
Picture 1.12
V A N I L L A D R O PS C O O K I ES
( M a k es 4 dozen)
I ngred ients:
1 cups all purpose flour
teaspoons baking po w der
teaspoons vanilla extract
2 eggs
1 cu p sugar
Picture 1.13 Cookies
D irections:
1.
2.
3.
4.
11
Q uestions
1. W hat does the recipe tell you?
2. W hat do you need to make vanilla drops cookies?
3.
4.
5.
6.
T ask 20
combine
eggs
sugar
greased
batter
1.
2.
3.
4.
5.
T ask 21
In giving instructions w e usually use w ords that tell us actions. H ere are some
sentences using those w ords:
Combine flour and baking po w der.
Beat eggs, sugar, and vanilla extract in a mixing bo w l until light-coloured.
Stir in the flour and baking po w der mixture.
D rop the batter by teaspoonfuls.
Bake at 350F for 6 minutes.
Remove from baking sheet to a w ire rack to cool.
The w ords in italic are called action verbs.
A n action verb describes or sho ws an action.
12
T ask 22
W rite sentences to descri be each action belo w. Loo k at the exam p le.
Exam p le:
1.
2.
Picture 1.15
T ask 23
3.
Picture 1.16
H omemade C an d y
I ngred ients:
po w dered sugar
1 c. w ater
1 c. granulated sugar
1 c. light corn syrup
1 / 2 tsp. peppermint oil or other flavour
D irection:
Step O ne
Step T w o
Picture 1.17
H o w to ma k e or do
someth i ng
T h i ngs needed to
ach ieve the goal
Steps needed to be ta k en
Step Three
: Cook over mediu m-high heat until the hard-crack stage. (W hen the
cand y caramel cracks, then dip into cold w ater).
Step Four : Remove from heat.
Step Five
: A d d the peppermint oil or other flavour. Stir w ell.
Step Six
: Pour onto the cookie sheet.
Step Seven : Sprinkle w ith more po w dered sugar.
Step Eight : C ut w ith a knife as soon as cool enough to handle.
Adapted from: http://www.ehow.com/how_8520_make-peppermint-candy.htm
13
Q uestions
1. W hat do you learn from the recipe?
2. W hat do you need to make it?
3. H o w many steps are there to make cand y?
4. H o w long do you have to cook?
5. W hat is the flavour of the cand y that you can make?
6. W hen can you cut the cand y?
Picture 1.18 Lollipop
T ask 24
1.
2.
3.
4.
5.
6.
C
C
S
S
G
C
____
_____ S____
_______
_______
_________ S____
___ _____
T ask 25
1.
2.
3.
4.
5.
6.
14
T ask 26
T ask 27
W rite a reci pe to ma k e i nstant nood le. You can loo k at T asks 16, 18,
19, or 23 as models.
C. Homework
T ask 28
1. Your friend says she is w illing to help you bu y groceries in the market. You w ant to
kno w if she really means it since the market is far.
2. You and your brother are frying some chicken. Your brother says that the chicken is
cooked. H o w ever, you are uncertain about it.
3. Your friend asks you to help him bake a special cake for his mothers birthday. You
w ant to ask if he is serious about it since you have no idea ho w to make a cake.
T ask 29
K U N YIT ASA M
D escri ption:
This traditional beverage has the function of red ucing bod y odour, refreshing,
smoothing, and slim ming our bod y.
I ngred ients:
1 kg turmeric
1 kg palm sugar
250 g black tamarind
salt as m uch as needed
3 l of w ater
Picture 1.19 T urmeric
15
D irections:
Peel turmeric and w ash it. Then, slice it. Use a grinder or blender to grind the sliced
turmeric. Pour the ground turmeric into a deep pan and ad d the rest of the ingredients.
Bring it to boil. Stir it occasionally. O nce it is boiled strain the mixture. Let it cool off and
serve it w ith some ice cubes.
Taken from: www.virgina.multiply.com
Q uestions
1. W hat does the text tell you?
2. W hat are the ingredients?
3. W hat are the steps to make it?
4. W hat is the Indonesian equivalent of the w ord STR A I N ?
5. H o w do you serve the drink?
T ask 30
T ask 31
D. Evaluation
T ask 32
Situations:
1. Your friend is uncertain if she can finish cooking before dinner starts. You w ant to
assure her that she can finish cooking just in time for dinner.
2. You ask your mother if she is sure that the avocado is ripe enough to be juiced. A nd
your mother says that she is very sure.
3. Your friend offers you to eat some fried grasshoppers. You are unsure if grasshoppers
are edible or not. You ask your friend about it. A nd your friend tells you that he is
very certain that it is eatable.
16
T ask 33
I ngred ients:
of avocado
3 tbs. of condensed milk
1 can of coconut w ater and coconut shavings
some ice cubes
H o w to ma k e it:
1. C ut the avocado into small pieces.
2. Put ice cubes into the glass.
3. Fill of the glass w ith some coconut w ater and coconut shavings.
4. A d d the sliced avocado.
5. A d d the condensed milk on the top of avocado.
6. M IX E D I C E is read y to be served.
Taken from: www.azcentral.com/12news/recipes/articles/indonesiandrin041607-CR.html
can.
glass.
17
T ask 34
1.
2.
3.
4.
5.
E. Reflection
H o w m uch do you learn from th is u n it? Put a tick ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
18
M uch
L ittle
F. Summary
I n th is u n it you learn:
1.
2.
A ction verbs
A n action verb is a w ord that describes an action.
Exam ples:
C om b i ne flour and baking po w der.
Beat eggs, sugar, and vanilla extract in a mixing bo w l until lightcoloured.
Stir in the flour and baking po w der mixture.
19
G. Vocabulary List
ad d [Qd] kkt
: tambahkan
: panggang
: soda k ue
batter [bQt] kb
: adonan
: kocok
can [kQn] kb
: kaleng
chilli [tSIli] kb
: cabe
: campur
: alas / lembaran k ue
: sirup jagung
corn [k n] kb
: jagung
: retak / pecah
cu p [k p] kb
: cangkir
: teteskan
: peralatan
floured [flaUd] ks
: tertaburi tepung
garlic [gAlIk] kb
: ba w ang putih
: terlu masi
ingredient [Ingridint] kb
: bahan-bahan
lid [lId] kb
: tutup
margarine [mAdZrin] kb
: margarin
: campur
mixture [mIkstS] kb
: cam puran
pinch [pInS] kb
: ju mput
pour [p ] kkt
: tuang
: gulung
salt [s lt] kb
: garam
saucepan [s spQn] kb
: panci berpegangan
: tutu p / segel
serving
20
kb
: porsi
UNIT
A. Lead-in
T ask 1
Picture 2.1
Picture 2.3
Picture 2.2
Picture 2.4
21
T ask 2
B. Lesson Proper
T ask 3
D iscuss the mean i ng of the w ords belo w w ith your partner. T hen,
l isten to the d ialogue bet w een Fred y an d San usi an d rearrange the
j u m b led steps. T he l isten i ng scri pt is i n the A p pen d ix.
Situation: Fredy and Sanusi are talking about the instruction on how to turn the computer on
and off.
po w er su pply [paUw splaI] kb
monitor [m nIt] kb
:
Picture 2.5
22
T ask 4
In the dialogue bet w een Fred y and Sanusi you find the expressions I D I D N T
C A T C H T H E T H IR D ST EP. C A N Y O U REPE A T IT?
The expression above is used to ask for repetition.
There are many other expressions you can use to ask for repetition, for exam ple:
A sk i ng for Repetition
In formal situations
In informal situations
Im sorry?
What did you say?
What was that again?
Im sorry I didnt catch what you said.
T ask 5
1.
D ialogue 1
2.
D ialogue 2
3.
D ialogue 3
4.
D ialogue 4
5.
D ialogue 5
F U N
S P A C E
23
T ask 6
Picture 2.6
Picture 2.7
Picture 2.9
Picture 2.10
T ask 7
Picture 2.8
Picture 2.11
24
T ask 8
Situation: Asep wants to install a PC game. He calls A ndi to help him install the game. When he
calls A ndi, he finds some steps not clear enough to be heard.
A ndi
: H ello.
A sep
A ndi
A sep
: M ay I speak to A ndi?
: Speaking.
: H i, A ndi. Its me, A sep.
A ndi
A sep
: O h, hi. W hats u p?
: Ive got the C Ds for Need for Speed U nderground 2. I need your
help. I dont kno w ho w to install it. Could you help me?
A ndi
A sep
A ndi
A sep
A ndi
A sep
A ndi
A sep
A ndi
A sep
A ndi
A sep
A ndi
play.
A sep
A ndi
A sep
Q uestions
1. W hat does A sep ask A ndi to do?
2. H o w many C Ds are required to install N FS U nderground 2?
3. H o w many steps do you find in the dialogue? M ake a list of them.
4. W hat does A sep say w hen he does not hear clearly?
5. H o w does A sep thank A ndi for helping him install the game? W hat does he say?
25
T ask 9
In the dialogue bet w een A sep and A ndi, you find an expression of gratitu de. A sep
says T H A N K Y O U V ERY M U C H to thank A ndi for helping him install the game,
and A ndi replies it by saying A N Y TI M E.
There are many other expressions you can use to thank and to respond to thanks, for
exam ple:
Thanking
Thanks.
Thanks for.
Thank you very/so much.
Thanks a million.
I really appreciate it.
T ask 10
Exam p le:
Elizabeth
Sanusi
Elizabeth
Sanusi
1.
26
Responding to thanks
Youre welcome.
M y pleasure.
A ny time.
No trouble at all.
Not at all.
Picture 2.12
E do
Ida
E do
: Its very easy. Just go to the main menu, and then select M essage.
A fter that select W rite N e w / W rite M essage and then w rite your
message. W hen youve finished w riting your message, press Send or
O K or Yes. A nd then go to phonebook and select the nu mber you
w anted to send it to.
: W o w , thats easy. Thanks.
Ida
: .
2.
Fred y
Laila
Fred y
Laila
3.
A ngelina
H ereka
A ngelina
H ereka
: .
4.
5.
A sep
H uri
A sep
H uri
A jeng
A pis
A jeng
A pis
T ask 11
1.
2.
3.
4.
5.
G reeting
A sking for help
Explaining the proced ure on ho w to use the appliances
M issing some steps
Thanking
27
T ask 12
Based on the d ialogues you have i n T ask 11, report oral l y the
proced ures you have got from your partner to the class. You may
w rite the i m portant poi nts of the proced ure.
The steps on ho w to .
The first step is .
The second step is .
The third step is .
A nd so on .
T ask 13
1.
2.
3.
4.
5.
T ask 14
H o w to I nstal l C D -R O M
1. T urn off your com puter and unplug po w er cord from po w er outlet.
2. C arefully remove the computer cover.
3. Set the M aster / Slave ju m per on the rear panel of drive. (To get best results, w e
strongly suggest that you connect your device to the Secondary I D E port as the
M A ST ER device.)
4. Connect the I D E cable to the dri ve.
5. C onnect the 4-pole po w er cable to the drive.
6. Connect the au dio cable (if applicable).
7. C arefully slide the drive into the em pty bay and mount it. Then replace the
com puter cover.
8. Plug your com p uter back to po w er outlet and then turn the po w er on.
Taken from: Lite-O n C D-R O M
28
W ords
Indonesian Equivalents
em pty [emti] ks
port [p t] kb
rear [rI] ks
slide [slaId] kkt
unplug [npl g] kkt
Q uestions
1. The text above sho ws us ho w to .
a. unpack C D-R O M
b. install the C D-R O M
c. uninstall C D-R O M
d. remove C D-R O M from our computer
29
6. W hat part of the C D-R O M should be set if you w ant to apply C D-R O M as M aster or
Slave?
a. M otherboard slot.
b. I D E slot.
c. C able po w er.
d. M aster / Slave Ju m per.
7. Connect the au dio cable (if applicable).
The sentence im plies .
a. You may not turn the com puter on before connecting the cable
b. Your C D-R O M may not w ork properly if you do not connect the cable
c. It is not necessary to connect the cable if it is not valid
d. Reinstall the C D-R O M if you have not connected the cable
8. Connect the I D E cable to the drive.
The w ord drive in the sentence refers to .
a. C D-R O M
b. ju m per
c. motherboard
d. com p uter
9. C arefully slide the drive into the empty bay and mount it.
The w ord bay in the sentence is similar in meaning to .
a. ju m per
b. cable
c. button
d. com partment
10.Plug your computer back to po w er outlet and then turn the po w er on.
The w ord outlet in the sentence is similar in meaning to .
a. button
b. channel
c. cable
d. port
F U N
S P A C E
30
T ask 15
In the text in Task 14, you find the follo w ing sentence:
T urn off your com puter an d unplug from po w er outlet.
The w ord an d in the sentence is called a conjunction. It connects phrases or parts
of sentences.
There are five conjunctions in English. They are:
1. A n d: used to connect w ords of the same part of speech, phrases, or clauses.
2. B ut: used before you say something that is different from or opposite w hat
you have just said.
3. O r: used bet w een t w o possibilities, or before the last in a series of
possibilities.
4. So: used w hen you are explaining that something makes something else
hap pen.
5. N or: used to sho w that t w o facts, qualities, actions, etc. are both not true.
T ask 16
Steps to do:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
31
T ask 17
32
T ask 18
The w ords in bold in the questions in Task 17 above are w ords to ask about i ncl usion
of detai ls. H ere is a list of w ords to ask about inclusion of details: w hat, w here,
w hen, ho w , ho w long, and ho w m uch. They are used to ask for detailed information
of something.
T ask 19
1.
2.
3.
4.
Inclusion of D etails
D etailed Information
33
T ask 20
C. Homework
T ask 21
N ame
W hat is to do
T ask 22
1. Putri
Laila
Putri
Laila
34
Steps
: Laila, w here have you been? Ive been w aiting for you an hour no w .
: I forgot that w ere supposed to meet at one oclock.
: W hat? H o w could you forget? Ive reminded you.
: Im very sorry Putri. I w ont do that again. Please forgive me.
Putri
Laila
: Im sorry. Ill repeat more slo w ly this time. Press the C P U button, the
monitor button, and then, the po w er supply button off.
Sanusi : .
E do
: Youre w elcome.
T ask 23
1. Your friend teaches you ho w to insert a film into the camera. You miss the third step.
2. Your sister sho ws you ho w to open an email account but you cant follo w her
instructions.
3. Your brother sho ws you ho w to set T V channels. You miss some steps.
4. Your father teaches you the technique to ride a motorcycle. You forget w hat to do
after starting the motorcycle.
5. Your sister teaches you ho w to ty pe in a com puter. You do not understand.
D. Evaluation
T ask 24
1. K etut Tantri : .
Putri
: Sure, Ill repeat that.
a. Yes. Thanks.
b. D o you have the time?
c. Youre w elcome.
d. Could you repeat that?
2. W ayan Lega w a
: .
A sep
: I said that w e should open an email account.
a. Really?
b. W hat w as that again?
c. N ever mind.
d. Is that so?
35
1. Plug the JetFlash directly into an available USB port on your desktop or notebook
com p uter.
Picture 2.14
2. W hen the JetFlash is successfully connected to a com p uter, the JetFlash s L E D w ill
light u p. A Removable D isk drive* w ith a ne w ly assigned drive letter indicating the
JetFlash
36
Picture 2.15
3.
A fter the JetFlash is connected to the com puter, you can start transferring data to
the JetFlash . Just drag and drop files or folders directly onto the Removable D isk
8. W hat indicates that the JetFlash is successfully connected to your com puter?
(provided
you setu p JetFlash elite) w ill appear in the W indo ws System Tray.
The sentence im plies ...
a. If the icons do not appear, you m ust reinstall the JetFlash elite.
37
b. If the icons do not appear, you m ust check your hard w are configuration.
c. In some com puters w ith different operating systems, the icons may not appear.
d. You m ust install the icons so that the icons may ap pear in the W indo ws System
Tray.
(provided
you setu p JetFlash elite) w ill appear in the W indo ws System Tray.
The w ord icon in the sentence is similar in meaning to ....
a. port
b. sy mbol
c. cable
d. drive
F U N
S P A C E
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
38
M uch
Little
F. Summary
I n th is u n it you learn:
1.
2.
3.
4. C on j u nctions
and
but
or
so
nor
39
G. Vocabulary List
ap pliance [plaIns] kb
bay [beI] kb
container [knteIn] kb
cord [k d] kb
device [dIvaIs] kb
gratitu de [grQtItjud] kb
install [Inst l] kkt
light u p [laIt p] kki
message [mesIdZ] kb
operate [ preIt] kkt
outlet [aUtlt] kb
plug [pl g] kkt
rear [rI] ks
soft w are [s ftwe] kb
40
: alat-alat
: ruang
: tem pat / w adah sesuatu
: kabel
: alat, perlengkapan
: terima kasih
: memasang
: menyala
: pesan
: mengoperasikan
: stopkontak
: colok kan
: bagian belakang
: perangkat lunak
UNIT
RECYCLING THINGS
A. Lead-in
T ask 1
1.
Picture 3.2
Picture 3.1
2.
5.
Picture 3.4
Picture 3.3
3.
6.
Picture 3.5
Picture 3.6
41
T ask 2
B. Lesson Proper
T ask 3
I n pairs, recal l the mean i ngs of the w ords belo w. T hen, l isten to the
d ialogue bet w een A sep an d A d i on ma k i ng a p iggy ban k an d
deci de w hether the statements are T R U E or F A LSE. C orrect the
false statements. T he l isten i ng scri pt is i n the A p pen d ix.
bead [bid] kb
button [b tn] kb
cutter [k t] kb
fabric [fQbrIk] kb
glue [glu] kb
paint [peInt] kb
42
Statements
T rue
False
C orrections
T ask 4
1.
2.
3.
4.
5.
6.
7.
8.
plastic bottles
slip
paint
glue
T ask 5
A sep
Ida
A sep
Ida
A sep
: Yes, of course.
: T h is is real l y cool! C an you sho w me ho w to make it?
C ertainly.
43
T ask 6
1. Yapis
A loina
Yapis
A loina
2.
A ngelina
A di
A ngelina
A di
3.
A jeng
D anias
A jeng
D ania
A jeng
4. Bay u
A spani
Bay u
A spani
5. Panji
Cecilia
Panji
Cecilia
Panji
Cecilia
44
This is fantastic.
Thats awesome.
This is cool!
T ask 7
T ask 8
________________
________________
Punch
spaced
top.
4
holes
evenly on
__________________
__________________
A ttach
all
four
fishing lines to a
large sw ivel snap
used in fishing.
__________________
__________________
: senar pancing
: lubangi
ribbon [rIbn] kb
: pita
: am plas
: roll pancing
: ikat
w indsock [wInd s k] kb
45
T ask 9
1.
2.
3.
4.
5.
T ask 10
Ida
Putri
Ida
Putri
Ida
Putri
Ida
Putri
Ida
Putri
Ida
: Yes, it great.
1.
2.
3.
fabrics
fold
needle
:
:
:
4.
5.
pattern
se w
:
:
46
6.
7.
8.
spread
stripe
thread
:
:
:
T ask 11
1.
2.
3.
4.
5.
6.
7.
T ask 12
From the dialogue bet w een Putri and Ida you can find the w ord need le. The w ord
need le has ee- (double vo w el). H eres ho w to pronounce double vo w el letters.
-ee- (double e) is pronounced / i: / . H ere are some examples:
sheet, needle, peel, screen.
-oo- (double o) can be pronounced in three w ays.
a. It is pronounced / u: / in the follo w ing w ords:
1. too, zoo
2. proof, roof
3. cool, fool, pool, tool, school
4. bloom, room
5. moon, noon, soon, spoon
6. troop
7. choose, goose
8. boot, root
b. It is pronounced / u / in the follo w ing w ords:
1. good, w ood
2. book, cook, look, shook, took
3. w ool
4. foot
c. It is pronounced / / w hen follo w ed by r, as in the w ord poor.
47
T ask 13
Pronou nce the fol lo w i ng dou b le letter vo w els (-oo-). Put a tic k
u n der the correct sou n d. You may consu lt your d ictionary.
W ords
u:
spoon
look
poor
choose
cool
cook
loop
w ood
good
T ask 14
W e can use clean tuna and cat food cans to make holiday cand y containers. First, paint
the outside of the cans w hite. Then, p unch t w o holes near the top edge on op posite sides
and used light w eight craft w ire to make a little handle. N o w it sort of looks like a little
basket. A fter that, stam p around the outside w ith sim ple shapes made from kitchen
sponge and craft paint, as hearts, C hristmas trees, shamrocks, etc. N ext, fill rectangles of
coloured cellophane w ith a fe w pieces of hard cand y and tie the top w ith a piece of
narro w ribbon and put that inside the can.
Contributed by Je wel l H a l w achs
Adapted from: www.make-stuff.com.recycling.plastic.bottles.html.htm
48
container
p unch
edge
craft w ire
handle
stam p
shamrock
cellophane
T ask 15
Statements
TRUE
F A LSE
C orrections
F U N
S P A C E
T ask 16
: CD
: pengering rambut
: mangk u k besi
saucer [s s] kb
: ca w an
: bengkok
hole [hUl] kb
: lubang
: melunak kan
49
C D B O W LS
M aterials:
O ld C Ds
H air dryer / oven
M etal bo w l
G lue
Small saucer / something to cover the C D hole
Picture 3.12 C D
D irections:
First, place the C D in a metal bo w l and heat it w ith a hair dryer. O r p ut it in the oven
on lo w heat. Then, bend the C D softly w hen it softens. A fter that, let it cool off.
Finally, glue a small plastic saucer or anything to cover the hole.
Adapted from: www.make-stuff.com
Q uestions
1. W hat do you learn from the text?
2. W hat do you need to make a bo w l from C Ds?
3. W hat are the steps to make a bo w l from C Ds?
4. W hat is the hair dryer for?
5. C an w e use other things to heat the C D?
6. W hy do w e need to heat the C D?
F i n d ten action verbs i n the p u z z le. T he f irst one has been done.
T ask 17
A
S
M
O
I
U
A
P
R
P
C
O
T
R
N
V
I
K
W
A
L
O
Q
R
Y
G
P
W
O
T
U
E
R
A
P
C
S
B
H
T
G
E
B
P
D
W
I
E
A
R
W
O
E
C
H
G
A
B
I
D
T
A
A
I
H
B
L
N
Q
O
D
N
S
E
E
E
D
E
L
F
G
K
A
N
R
W
E
C
R
L
C
L
D
O
R
N
L
Y
A
U
H
I
O
E
S
O
M
S
P
Y
B
M
C
T
T
E
S
S
S
O
A
I
I
H
L
E
H
W
I
T
P
R
F
O
M
A
E
L
E
E
T
I
N
I
K
E
H
H
S
H
B
X
X
E
T
E
E
G
I
E
O
P
M
V
A
A
O
N
R
A
O
A
Q
R
T
O
G
C
T
T
N
D
T
T
L
S
W
50
T ask 18
In the dialogue bet w een Ida and Putri you find the follo w ing sentences:
F irst, cut the unused cloth or fabric into squares (8cm x 8cm or 10 cm x 10 cm).
T hen, fold the edges of the square a little bit (about 0.5 cm).
A fter that, se w the folded edges of t w o squares together.
F irst, secon d, th ird, etc; then, an d then, next, after that, f i nal l y are
con necti ves. C on necti ves are w ords that connect sentences to indicate that the
sentences are still related. Connectives usually are follo w ed by a com ma.
T ask 19
51
T ask 20
I n pairs, stu d y the i nstruction belo w an d guess the mean i ngs of the
w ords i n the box based on the context.
blender [blend] kb
bucket [b kIt] kb
strainer [streIn] kb
w ire [waI] kb
magazine [mQgzin] kb
bleach [blitS] kb
iron [aIn] kb
R E C Y C L I N G P A PE R
E q u i p ment:
O ld paper, magazines, or ne wspapers
Blender / food processor
Bucket
Insect screens / strainers
W ire
Bleach
W hite glue
Iron
W ater
D irections:
First, shape w ires into a rectangular shape. Then, cover the w ire frame w ith
insect screens and se w it. A fter that, rip the paper into small pieces. A nd then, p ut
the torn paper in a bucket and fill it w ith w arm w ater. A d d one table spoon of
bleach. Soak the paper for a half an hour. N ext, p ut a cu p of soaked paper in a
blender, ad d some bleached w ater and blend it. A nd then, pour the blended paper in
a large rectangular container. e.g. sink or tray. A fter that, repeat step 5 and 6 until all
of the soaked paper are blended. Then, ad d and mix t w o table spoon of w hite glue to
the blended paper. A fter that, dip the screen frame into the blended paper. Lift and
rinse the w ater for a minute. Then, dry the paper (w ith the screen frame still on) in
the sun. A nd then, peel the papers out of the frame screens w hen its dry. Finally,
iron the paper.
Adapted from: www.make-stuff.com.recycling.paper.html
52
T ask 21
T ask 22
1. A d d one table spoon of bleach. Soak the paper for a half an hour.
2. Peel the paper out of the frame screens w hen its dry, and then iron the paper.
3. Pour the blended paper in a large rectangular container. A nd ad d and mix t w o
tablespoons of w hite glue.
4. N ext, p ut a cu p of soaked paper in a blender and ad d some bleached w ater. A nd
blend it.
5. Rip the paper into small pieces. A nd then p ut the torn paper in a bucket and fill it
w ith w arm w ater.
6. Shape w ires into a rectangular shape. Then, cover the w ire frame w ith insect
screens and se w it.
7. D ip the screen frame into the blended paper. Lift and rinse the w ater for a
minute. Then, dry the paper (w ith the screen frame still on) in the sun.
F U N
S P A C E
53
T ask 23
Picture 3.14
Picture 3.16
Picture 3.15
sun.
boy.
Picture 3.17
Picture 3.20
T ask 24
Picture 3.18
Picture 3.19
Picture 3.21
Picture 3.22
1.
2.
Picture 3.23
Picture 3.24
3.
4.
Picture 3.25
54
Picture 3.26
T ask 25
C. Homework
T ask 26
T ask 27
Picture 3.30 M at
Sno w G lobes
G lue a small object to the inside of the lid - a plastic figurine, f, etc. A d d
glitter, beads, or foil confetti, etc. Fill the jar w ith equal parts w ater and corn
syrup, ad d food colouring if desired. Seal the lid onto the jar using a w atertight
sealant (the kind used for aquariu ms, or the stuff found in the plu mbing section
of your hard w are store). Put a bead of sealant on the threads of the jar and on the
inside threads of the lid. C lose it up, leave overnight to dry.
Taken from: www.make-stuff.com
55
Q uestions
1. W hat do you learn from the text?
2. W hat do you need to make sno w globes?
3. H o w many steps are there to make sno w globes?
4. W hat is the w atertight sealant for?
5. W hy do you have to leave it over night?
T ask 28
D. Evaluation
T ask 29
1.
A sep
K etut Tantri
A sep
K etut Tantri
A sep
2. Elizabeth
Sanusi
Elizabeth
Sanusi
Elizabeth
Sanusi
Elizabeth
Sanusi
Elizabeth
Sanusi
Elizabeth
56
: Look Burhan, that lad y is thro w ing rubbish into the river!
: .
: Yes, thats very shameful. She shouldnt do that. The rubbish is
polluting the river. It can also cause flood.
: A sep, w hy dont w e remind her that she shouldnt thro w rubbish
any more?
: Thats a idea Burhan. Lets go and remind her.
: Finally, w ere here. I cant w ait to see ho w plastics are recycled.
: Yeah, me too.
: H ey look at that machine. It chops and cleans the plastic.
: W o w , .
: Yes. Its so cool!
: W hat about that machine. W hat does it do?
: I think it melts the plastic.
: Recycling is great. W e can red uce pollution and save money too.
: I kno w . Sanusi, I think w e have to leave no w .
: .
: Yes, I hope that w e can stay here longer too.
T ask 30
1. You made a sno w globe from an unused jar. It looks beautiful. You w ant to ad mire it.
2. Your friend made a present box from an unused carton. It looks great and you w ant
to ad mire her w ork.
3. You sa w a unique w ind chimer from unused bottle caps and some small bells. You
are amused by it.
T ask 31
57
Statements
T rue
False
C orrections
T ask 32
Picture 3.32 C an
E. Reflection
H o w m uch do you learn from th is u n it? Put a tick ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
58
M uch
L ittle
F. Summary
I n th is u n it you learn:
1.
cool.
2.
C on necti ves
a. Connectives are w ords that connect sentences to indicate
that the sentences are still related.
b. First, second, third, etc ; then, and then, next, after that,
finally are connectives.
3.
Prepositions
Some prepositions are in, under, or, below on, beside, above, behind, in front of, and
between.
59
G. Vocabulary List
60
bead [bid] kb
: manik-manik
: bengkok
bleach [blitS] kb
: pem utih
blender [blend] kb
: alat pencam p ur
bucket [b kIt] kb
: ember
button [b tn] kb
: kancing
: CD
cutter [k t] kb
: pisau pemotong
fabric [fQbrIk] kb
: kain
: lipat
glue [glu] kb
: lem
: pengering rambut
hole [hUl] kb
: lubang
iron [aIn] kb
: setrika
: mensetrika
magazine [mQgzin] kb
: majalah
: mangk u k besi
needle [nidl] kb
: jaru m
paint [peInt] kb
: cat
pattern [pQtn] kb
: pola
: botol plastik
saucer [s s] kb
: ca w an
se w [sU] kki
: jahit
: menyelip kan
: melunak kan
: gelar / bentangkan
strainer [streIn] kb
: saringan
stripe [straIp] kb
: garis-garis
thread [Tred] kb
: benang
w ire [waI] kb
: ka w at
UNIT
4
ENDANGERED ANIMALS
A. Lead-in
T ask 1
Picture 4.1
Picture 4.2
1.
2.
3.
4.
Do
Do
Do
Do
you
you
you
you
kno w
kno w
k no w
kno w
Picture 4.3
61
T ask 2
Extinct
: living things w hich have died out.
Endangered
: living things which are at risk of extinction.
A live and w ell : living things w hich are still alive and in a good condition.
1.
2.
3.
4.
5.
Picture 4.8 M oa
6.
B. Lesson Proper
T ask 3
L isten to the d ialogue bet w een T ora an d San usi an d then answ er
the q uestions. T he w ords i n the box may hel p you u n derstan d the
d ialogue. T he l isten i ng scri pt is i n the A p pen d ix.
62
caught [k t] kkt
: ditangkap
: kerusakan
hunting [hntIN] kb
: perburuan
: meningkat
loss [l s] kb
: hilang
nu mber [n mb] kb
: ju mlah
shot [S t] kb
: ditembak
: dijual
T ask 4
In the dialogue bet w een Sanusi and Tora you hear the follo w ing expressions:
O h, I see.
Real l y?
M m
Those expressions are used to sho w that you are listening (paying attention). It
is im portant to sho w your attention w hen you com m unicate w ith other people.
By doing so you are making the other person speaking to you feel appreciated.
It is one of the manners that you m ust remember. H ere are the expressions that
you can use to sho w your attention to others:
Right.
Really?
T ask 5
Sho w i ng attention
I see.
Oh.
A nd.
Yes.
Fred y
W ayan Lega w a
Fred y
W ayan Lega w a
: N o, I dont.
: W ell, the Balinese starling is from Bali and it is endangered because
of hunting and habitat loss.
: . H o w does it look like?
: W ell, its beautiful. Its black and w hite and it has a longer beak
than the usual starling. A nd it has a crest.
Fred y
W ayan Lega w a
Fred y
: .
63
T ask 6
Situation: You ask your friend about an endangered animal that you dont know and he informs
you about it. Then, you show that you are listening to him.
T ask 7
O rang-utan
G eneral i n formation:
Scientific name: Pongo pygmaeus
Reason(s) for becoming endangered:
Speci f ic I n formation:
H abitat
:
A natom y :
D iet : fruits, young leaves, soft inner barks, termites, eggs, and occasionally
monkeys.
Reprod uction:
diet [daIt] kb
fur [f] kb
gestational period
[dZesteISnl pIrid] kb
infant [Infnt] kb
poacher [pUtS] kb
p uffy [p fi] ks
rough [r f] ks
sack [sQk] kb
64
T ask 8
F U N
S P A C E
65
T ask 9
A ngelina
Laila
A ngelina
Laila
are also the only cat that has stripes. There are many ty pes of tiger. The
Su matran tiger is the smallest tiger, yet the Bangal tiger is the largest tiger.
Right no w they are endangered because of habitat destruction and illegal
hunting for sport and bod y parts.
A ngelina : I see. C an you tell me specific information about them?
Laila
: Certainly. W ell, tigers can be found in Southern A sia, C hina, and Russia.
They usually live in forests, grasslands, savannas, and sw am ps.
A ngelina : A nd w hat else?
Laila
: W ell, they w eigh from 75 to 258 kg. Their bod y is about 2 to 3 metres long.
A nd their tail is about 1 metre long. Their colour varies depending on their
ty pe. Some are bro w n and black, orange and black, and w hite and black.
A ngelina : M m
Laila
: Tigers are carnivore, w hich means that they eat meat. They like to eat large
mam mals, such as deer, buffalos, and antelopes.
A ngelina : Right. That w as very complete information. Thanks Laila.
Laila
: Youre w elcome A ngelina.
illegal [Iligl] ks
grasslands [grAslQndz] kb
: padang ru m p ut
savanna(h) [svQn] kb
sw am p [sw mp] kb
: ra w a
: karnivora
Picture 4.10 Siberian tiger
Statements
T rue
False
66
C orrections
T ask 10
4.
2.
1.
5.
T ask 11
Su matran rh i noceros
The Su matran rhinoceros (D icerorhinus sumatrensis) is the smallest rhino species.
It is also the most distinctive rhinoceros. It has been hunted a lot that it almost extinct.
There are less than 300 Su matran rhinoceroses surviving in M alaysia and Indonesia.
Bet w een 1985 and 1995, the nu mber of Su matran rhinos declined by 50 percent because
of poaching and habitat destruction.
The Su matran rhinoceros has unique gray or red dish-bro w n coat. It is believed to
be the only survivor of the lineage that inclu ded the w oolly rhinoceros. Su matran rhinos
stand u p to 1.4 m (4.6 ft) at the shoulder and w eigh u p to 1,000 kg (2,200 lb). They have
folded skin, like the other A sian rhinos, except that it is covered w ith coarse, bristly hair.
The Su matran is the only rhino in A sia w ith t w o horns. The front horn is usually the
longest, reaching a length of 90 cm (36 in), and the rear one is sometimes so small that
the animal looks as if it is single-horned.
67
They live mainly in forest-covered hills near w ater and are kno w n to be good at
climbing slopes and sw im ming. They move mainly at night, and spend most of the day
w allo w ing in m u d-holes and pools.
Su matran rhinoceroses usually feed on leaves, t w igs, and fruit.
Female rhinos reach sexual maturity at about the age of five or six. The males
mature bet w een the ages of seven and eight. H o w ever, they do not father calves until
they have claimed a territory, w hich may take them three or four years.
Rhinos al w ays have a single calf, born after a gestation period of 15 to 18 months. The
calf may feed on its mothers milk for u p to t w o years, and it usually remains w ith its
mother until she is about to give birth once more. The calf is only raised by its mother.
Adapted from: M icrosoft Encarta 2007. 1993-2006 M icrosoft Corporation. A ll rights reserved.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
T ask 12
68
T ask 13
G rou p the w ords that have the same p l ural /s/ sou n d.
1. badges
2. grasses
3. chooses
7. elephants
8. loses
9. guesses
4. tigers
5. w ashes
6. catches
10. teaches
11. oranges
12. fishes
T ask 14
W hat is
being
reported
T he B l ue W hale
D efinition
H abitat
A natom y
D iet
Reprod uction
The Blue W hale is largest w hale and the largest living creature
on Earth. Blue w hales w ere hunted a lot for oil, baleen, meat, and
other prod ucts from the 1930s to the 1960s. This hunting almost
caused the extinction of the species. They are no w protected and
may grad ually be returning in several areas.
Blue w hales are mainly found in very cold w aters, like the A rctic
and A ntarctic w aters. They migrate to the tropics in the w inter and
to the A rctic and A ntarctic in su m mer.
Blue w hales can reach over 24 m (80 ft) long; mature females are
usually a bit longer than mature males. They w eigh bet w een 87,500142,500 kg. The skin has a light grey and w hite spotty pattern.
Blue w hales feed by opening its mouth into dense grou ps of
small sea creatures like plankton, krill or fish.
Blue w hales are mam mals. They give birth once every t w o or
three years. M ating occurs d uring the su m mer season, and they give
birth after about 11 months. The calf nurse for seven or eight months
and gain w eight about 90 kg (200 lb) per day.
General
information
of w hat is
being
reported
Specific
information
or
description
69
mature [mtjU] ks
dense [dens] ks
calf [kAf] kb
Q uestions
1. W hat is the text about?
2. W hat is a blue w hale?
3. W hy are blue w hales endangered?
4. W here do they live?
5. W hat do they eat?
6. H o w do they look like?
7. W hat do they eat?
8. W hen do they usually mate?
9. W hen do they reprod uce?
10. H o w long does the calf nurse?
T ask 15
The text about Blue W hale above is called an informational report. Such a text
has several parts.
The parts of a report are:
1. W hat is being reported (title).
2. D efinition and general information of w hat is being reported.
3. D escription or specific information. It usually consists of:
a. H o w it looks (size, w eight, etc.)
b. W here you can find it (origin)
c. W hat it consu mes (diet)
d. W hen and ho w it reprod uces (reprod uction)
e. Prices (for things such as electronic devices, utilities, cars, motors, etc.)
Information reports are used to present information about something. They
generally describe an entire class of things, w hether natural or made:
mam mals, the planets, rocks, plants, com puters, countries of the region,
transport, and so on. The com mon gram matical patterns of a report inclu de:
use of general nouns, e.g. hunting dogs, not particular nouns, e.g. our dog.
use of relating verbs to describe features, e.g. Koalas are marsupials.
use of timeless present tense to tell general truth, e.g. Koalas eat eucalyptus
leaves.
70
T ask 16
M ost sea turtles live in w arm seas around the w orld. The Leather Back is one
of the biggest sea turtles. Sea turtles are about 8 feet and can w eigh up to 415 lb. They
eat animals and plants. Females are the only ones that leave the w ater to lay their
eggs. The female buries its eggs and leaves because it is helpless on land.
Sea T urtle
Sea turtles are reptiles. There are at least 7 kinds of sea turtles. They sw im by
beating their flippers. They can't w ithdra w into their shells.
T ask 17
K O M O D O DRA G O N
The K omodo D ragon is the w orlds biggest
lizard. It is a reptile, a cold-blooded animal. It is
diurnal, most active d uring the day. The K omodo
D ragon is a fast runner; it can run up to 11 mph (18
k ph). It is also a good tree climber and sw im mer.
The K omodo D ragons scientific name is V aranus komodoensis. It is in danger of
extinction because of habitat lost. Its life span is about 20 years.
K omodo D ragons live on islands in Indonesia, inclu ding the island of K omodo.
They live in hot, hu mid, grassy lo w lands and in rainforests.
The K omodo D ragon is about 9 feet (2.8 m) long, but can get up to 10 feet (3 m)
long and w eighs u p to 300 pounds (135 kg). It has large ja ws, four short legs, and fivetoed feet w ith sharp cla ws. The tail is longer than the bod y. It senses chemicals w ith a
long, yello w , forked tongue.
The K omodo D ragon is a carnivore (meat-eater). It eats almost anything that it
can catch, inclu ding goats, deer, w ild boars, other lizards, and carrion (dead meat that it
finds). The K omodo D ragon has disease-rid den bacteria in its mouth. A fter it bites its
prey, the victim w ill get sick and die from blood poisoning in one or t w o days. The
K omodo D ragon w ill then find the bod y and eat it.
71
The female digs a hole in the ground, lays 20-40 eggs, and then covers them u p
w ith soil. The eggs hatch in about 7 months. H atchlings eat mostly insects and live in
trees.
Adapted from: www.enchantedlearning.com
D eer
Lo w lan d
...
Boar
...
H ab itat
135 k g
K omodo dragon
A natom y
...
Lay eggs
T ask 18
1. prey
2. lizard
3. hatchling
4. carrion
5. boar
F U N
S P A C E
72
T ask 19
longer
longest
large
larger
largest
interesting
more interesting
most interesting
T ask 20
C om p lete the sentences usi ng the correct w ords. You may change
the forms of the w ords to su it the context.
F U N
S P A C E
73
T ask 21
T ask 22
W rite a report on giant pan das. F i n d the i n formation that you need
from the i nternet or an y sources.
C. Homework
T ask 23
Read the fol lo w i ng report an d com p lete the i n formation tab le.
T hen, choose the correct answ er to every q uestion.
Polar Bear
The polar bears, w hich are usually called w hite
74
the bear's feet from the cold and provides grip on the ice. Stiff hairs on the forelegs, and
very broad front feet, help the bear sw im.
Polar bears have a strong navigational sense and an extremely good sense of
smell, and they are unusually clever at solving problems in order to obtain food. Since
they are carnivores; they eat primarily ringed seals, and occasionally bearded seals,
w alruses, or w hite w hales. They also feed on berries, sedges, m ussels, and kelp.
They live in pack ice w here w ater is accessible. They can be found throughout
A rctic regions.
Except d uring the breeding season, male polar bears are solitary and roam over
vast expanses of sea ice w hile hunting. D uring the breeding season (M ay to June), the
males fight furiously over females. Both the male and female may mate w ith other
individ uals as w ell. The female ty pically gives birth to t w o cubs after a four- to fivemonth gestation period. C ubs remain w ith the mother for about 28 months, often
nursing the entire time. The young are very small w hen born: about 1 kg (about 2 lb).
Their eyes remain closed for about 40 days and they m ust nurse every fe w hours. The
mother holds them close to keep them w arm.
Adapted from: M icrosoft Encarta 2007. 1993-2006 M icrosoft Corporation. A ll rights reserved.
Polar Bear
N ame
Status
A natom y
D iet
Reprod uction
:
: 25-30 years
: endangered (habitat destruction)
:
: ...
: pack ice w here w ater is accessible.
:
Q uestions
1. W hat is the text about?
a.
b.
c.
d.
75
1.
2.
3.
4.
5.
T ask 24
T ask 25
F U N
S P A C E
76
D. Evaluation
T ask 26
77
T ask 27
W rite a short report on one of the above an i mals. You can f i n d the
i n formation that you need from an y boo ks, i nternet or other peop le.
T ask 28
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
M uch
F. Summary
I n th is u n it you learn:
1.
H o w to sho w attention
Right.
Really?
78
Sho w i ng attention
I see
Oh.
A nd.
Yes.
L ittle
2.
W hen you w ant to com pare something you usually use er or more.
1) -er is used for short w ords and more is for long w ords.
2) than is also used in com paring something.
Exam ple: - shorter, bigger, larger, etc.
- more comfortable, more peaceful, more interesting,
etc.
b.
3. Report text
A n informational report has the follo w ing parts:
1. W hat is being reported (title).
2. D efinition and general information of w hat is being reported.
3. D escription or specific information. It usually consists of:
a. H o w it looks (size, w eight, etc.)
b. W here you can find it (origin)
c. W hat it consu mes (diet)
d. W hen and ho w it reprod uces (reprod uction)
e. Prices (for things such as electronic devices, utilities, cars, motors,
etc.)
G. Vocabulary List
boar [b ] kb
: babi hutan
calf [kAf] kb
: anak
carnivore [kAnIv r] kb
: karnivora
carrion [kQrin] kb
: daging bangkai
consu me [knsjum] k kt
: mengkonsu msi
dense [dens] ks
: padat / penuh
79
: kerusakankehancuran
diet [daIt] kb
: makanan
diurnal [daInl] kk
endangered [IndeIndZ] ks
: terancam p unah
extinction [IkstINkSn] kb
: kep unahan
forked [f kd] ks
: bercabang d ua
fur [f] kb
: bulu
: masa kehamilan
pIrid] kb
80
: melahirkan
: secara bertahap
grasslands [grAslQndz] kb
: padang ru m p ut
hatchling [hQtSlIN] kb
: herbivora
hu mid [hjumId] ks
: lembab
hunting [hntIN] kb
: pemburuan
increase [INkris] k ki
: meningkat
infant [Infnt] kb
: bayi
lizard [lIzd] kb
: kadal
lo w lands [lUlndz] kb
: dataran rendah
: mamalia
: ka w in
mature [mtjU] ks
: de w asa
: migrasi
: meny usui
poacher [pUtS] kb
: pemburu
prey [preI] kb
: mangsa
primate [praImeIt] kb
: primata
rough [r f] ks
: kasar
savanna [svQn] kb
shot [S t] kb
: ditembak
stem [stem] kb
: batang
sw am ps [sw mp] kb
: ra w a
UNIT
5
NATURAL DISASTER
D o you sometimes feel that you are unsure or doubtful about something?
W hen someone is doubtful about something w hat should you say? A nd w hat
w ould you say if you are optimistic about something? D o you kno w ho w to
express your feeling?
D o you often w atch the discovery channel on television or read
encyclopedias and books on plants, animals, planets, natural disasters, etc.? The
texts from those sources are usually informational reports. D o you kno w ho w to
read and w rite reports? You w ill learn those and more in this unit.
A. Lead-in
T ask 1
1.
Picture. 5.1
2.
Picture. 5.4
5.
Picture. 5.2
3.
Picture. 5.5
6.
Picture. 5.3
Picture. 5.6
81
A. Lesson Proper
T ask 2
Situation: Ramon and Bayu are watching television. The breaking news is on, informing that
another landslide just occurred.
1. W hat are Ramon and Bay u talking about?
2. C an w e prevent landslides?
3. H o w can w e prevent landslides?
4. W hat does Ramon feel optimistic about?
5. H o w do you think trees can prevent landslides?
Picture. 5.7 Landslide
T ask 3
In the dialogue bet w een Ramon and Bay u you find the follo w ing
expressions:
I dou bt it.
I dont th i n k
W el l, I th i n k its possi b le to do that.
Yes, Im pretty opti m istic about it.
The first t w o expressions above are used to say or express doubts and
the next t w o are used to respond to doubts. H ere are the expressions that
you can use to express doubts.
Expressi ng dou bts
Respon d i ng to dou bts
Im not so sure .
I feel quite sure about it.
I doubt it.
You just wait and see.
Im rather doubtful .
Im very optimistic about it.
I dont think .
Well, I think it .
I dont really believe.
It will be great.
82
T ask 4
1.
A sep
M artha
2.
Sanusi
Laila
Sanusi
Laila
Sanusi
3.
A yu
Panji
4.
Bay u
: D o you think w e can prevent tsunami?
Tetelepti : I dont think w e can stop the nature.
Bay u
: w e can red uce it by planting trees on the beach, building w ave
breakers, etc.
5.
A pis
A di
T ask 5
to be read y for
1.
You are unsure that you can persuade your friends to plant at least a tree.
2.
3.
4.
You are very certain that planting trees w ill help prevent floods and landslides.
Your friend doubts that he can find a report on a natural disaster.
Your friend asks you to help him w rite a report on earthquake. H e is unsure that he
can w rite a report on his ow n.
83
T ask 6
geological phenomenon
[dZil dZIkl fen mInn] kb
soil [s Il] kb
rock [r k] kb
hill [hIl] kb
cliff [klIf] kb
mountain [maUntn] kb
erosion [IrUZn] kb
thunder [T nd] kb
lightning [laItnIN] kb
blasting [blAstIN] kb
mining [maInIN] kb
logging [l gIN] kb
Erosion
Earthquake
Landslide:
M achinery vibration
H u man
causes
M ining
Logging
84
T ask 7
1.
2.
3.
4.
W hat
W hat
W hat
W hat
T ask 9
Laila
A di
Laila
A di
Laila
A di
Laila
A di
Statements
T rue
False
C orrections
85
T ask 8
T ask 10
T ask 11
You
: W hat is tornado?
Your partner : .
You
: H o w fast does tornado usually go?
Your partner : .
You
: W here do tornadoes usually occur?
Your partner : .
You
: W hat is the shape of tornado?
Your partner : .
You
: W here have experts observed tornado?
Your partner : .
86
T ask 12
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
I n pairs, match each of the fol lo w i ng w ords w ith its mean i ng. You
may consu lt your d ictionary. T hen, com p lete each sentence w ith the
su itab le w ord.
clou ds
debris
funnel
mile
tornado
a.
b.
c.
d.
e.
corong
angin topan
a w an
mil
reruntuhan
T ask 13
forest
river
village
volcano
[f rIst]
[rIv]
[vIlIdZ]
[v lkeInU]
87
T ask 14
1. ad vice
: [ ... ]
2. nature
: [ ... ]
3. disaster
: [ ... ]
4. program me
: [ ... ]
5. eru ption
: [ ... ]
6. thank
: [ ... ]
7. landslide
: [ ... ]
8. tornado
: [ ... ]
9. mountain
: [ ... ]
10. tsunami
: [ ... ]
T ask 15
T ask 16
Read the fol lo w i ng report. T hen, i n pairs f i n d the mean i ngs of the
fol lo w i ng w ords based on the context. A fter that, answ er the
q uestions.
Earth q ua k e
Earthquake is a su d den shaking of the earth's surface that often causes a lot of
damage. It is the result of a su d den release of stored energy in the Earth's crust that
creates seismic w aves. Earthquakes may happen naturally or as a result of hu man
activities. Smaller earthquakes can also be caused by volcanic activity, landslides, mine
blasts, and nuclear experiments.
A t the Earth's surface, earthquakes can be seen from the shaking or displacement
of the ground. Sometimes, they cause tsunamis, w hich may lead to loss of life and
damage of property. There are t w o ty pes of earthquake that occurs naturally, they are
tectonic and volcanic earthquakes. Tectonic earthquakes are earthquakes that are caused
by tectonic plates getting stuck and p utting a strain on the ground. The strain becomes
so great that rocks give w ay by breaking and sliding along fault planes. V olcanic
earthquakes are earthquakes w hich are caused by the movement of magma in volcanoes.
In volcanic regions earthquakes may be caused both by tectonic faults and by the
88
movement of
earthquake [TkweIk] kb
displacement [dIspleIsmnt] kb
magma [mQgm] kb
volcano [v lkeInU] kb
Q uestions
1.
2.
3.
4.
5.
89
T ask 17
earthquake
magma
tectonic faults
1.
2.
3.
4.
5.
6.
7.
8.
seismic w ave
displacement
tectonic earthquakes
volcanic earthquakes
fault planes
T ask 18
earthquakes
magma
landslides
air
volcanoes
w ater
mountains
soil
The w ords on the left are cou ntab le nou ns because w e can count them.
They have singular and plural forms (w ith s / -es), e.g. mountain and
mountains.
M agma, air, w ater, soil, etc. are u ncou ntab le nou ns because w e cannot
count them. They have only one form, e. g. w ater (not w aters).
90
T ask 19
Plural
flood
tsunami
lava
landslide
ice
rock
magma
rain
sno w
w ind
T ask 20
I denti f y some cou ntab le an d u ncou ntab le nou ns i n the text i n T ask
16.
Countable nouns
T ask 21
U ncountable nouns
91
storm[st m] (kb)
FL O O D
Flood is an overflo w of w ater that soaks or covers land. Floods
are the most frequent ty pe of natural disaster w orld w ide. It can be
caused by several things, naturally and form the effect of hu man
behavior. The most com mon cause is because of the over capacity of
the bod y of w ater, e.g. river or lake. A s a result some of the w ater flo ws
outside of the bod y of w ater. It can also occur in rivers, w hen the
strength of the river is so high that it flo ws right out of the river
channel. A flood from sea may be caused by a heav y storm, a high tide,
a tsunami, or a combination the three.
Soil and vegetation absorbs most of the surface w ater, floods
happen w hen there are lack of trees and the soil alone cannot absorb all
the w ater. The w ater then runs off the land in quantities that cannot be
carried in stream channels or kept in natural ponds or man-made
reservoirs. A flood can also be caused by blocked se w age pipes and
w ater w ays, such as the Jakarta flood.
There are several ty pes of flood. Periodic floods occur naturally
on many rivers, forming an area kno w n as the flood plain. These river
floods usually result from heav y rain, sometimes combined w ith
melting sno w , w hich causes the rivers to overflo w their banks. A flood
that rises and falls rapidly w ith little or no ad vance w arning is called a
flash flood.
Adapted from: http://en.wikipedia.org/wiki/Flood
Q uestions
1. W hat is the report about?
2. W hat are the natural causes of flood?
3. W hat are the human causes of flood?
4. W hat is periodic flood?
5. W hat is flash flood?
92
W hat is
reported
G eneral
i n formation
Speci f ic
i n formation
C om p lete the fol lo w i ng crossw ord p u z z le. T hen, w rite the f irst
letter of each of the answ er i n the space prov i ded. T he f irst one has
been done for you.
T ask 22
1. P
2.
8.
E
N
10.
7.
5.
9.
M
E
3.
N
6.
O
N
1.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
P
1
3 4
6 7
8 9 10
Picture. 5.12 Tree
F U N
S P A C E
93
T ask 23
T ask 24
K etut
he
Sinta
she
Jatu and me
we
you
you
they
1. Flood is the most frequent ty pe of natural disaster. may be caused by the lack of
trees.
2. Earthquake, tornado, food, landslide, tsunami are natural disasters. ... could occur in
all parts of the w orld.
3. H amam is from A ceh and w itnessed the tsunami that struck A ceh.
4. M y friend and I w atched a horrible hurricane on television. ... w ere very amazed by
it.
5. W e should al w ays be prepared before any disasters strike because are usually
unpredictable.
T ask 25
F U N
S P A C E
94
C. Homework
T ask 26
Situations:
1. You are unsure that everyone in this country w ill donate some money to help the
reforestation program me.
Your friend
You
2.
3.
4.
5.
You
You
You
You
are very optimistic that the tsunami w arning system w ill be useful.
doubt that w e can stop natural disasters.
believe that if w e plant trees w e can red uce floods and landslides.
are optimistic that illegal logging can be stopped.
T ask 27
95
archive of w inter w eather: Big d u m ps, drought, rain, a hard freeze, and more sno w .
H o w the layers bond often determines ho w easily one w ill w eaken and cause a slide.
Storminess, tem perature, w ind, slope steepness and orientation (the direction it
faces), terrain, vegetation, and general sno w pack conditions are all factors that influence
w hether and ho w a slope avalanches. D ifferent combinations of these factors create lo w ,
moderate, considerable, and high avalanche hazards.
Taken from: 1. http://science.nationalgeographic.com
2. " A valanche. " M icrosoft Student 2007 [D V D]. Redmond, W A: M icrosoft corporation,
2006.
Q uestions
1. W hat is the text about?
2. W hat is an avalanche?
3. W hat causes an avalanche to occur?
4. H o w fast can an avalanche go?
5. W hen does an avalanche usually occur?
T ask 28
Picture. 5.13
V olcano
Q uestions
1. W hat is the report about?
2. W hat are the causes?
3. W hat are the effects?
4. W hat should w e do to prevent the disaster?
96
D. Evaluation
T ask 29
T ask 30
1. Your father is w ondering about rubbish in the river near your home. Your father says
that a cam paign to promote clean rivers should be held. You doubt the effectiveness
of his idea.
2. Your brother is going to have a vacation to M ount M erapi in Yogyakarta. You tell
him not to go because it is still active. H o w ever, your brother doubts that it w ill
eru pt.
T ask 31
Tsunami, Japanese w ord meaning harbour w ave, used as the scientific term for
a class of abnormal sea w ave that can cause catastrophic damage w hen it hits a coastline.
Tsunamis can be generated by an undersea earthquake, an undersea landslide, the
eru ption of an undersea volcano, or by the force of an asteroid crashing into the ocean.
The most frequent cause of tsunamis is an undersea earthquake.
A tsunami can have w avelengths, or w idths (the distance bet w een one w ave crest
to the next), of 100 to 200 k m (60 to 120 mi), and may travel hundreds of kilometres
across the deep ocean, reaching speeds of about 725 to 800 k m / h (about 450 to 500 m ph).
A tsunami is not one w ave but a series of w aves. In the deep ocean, the w aves may be
only about half a meter (a foot or t w o) high. People onboard a ship passing over it w ould
not even notice the tsunami. U pon entering shallo w coastal w aters, ho w ever, the w aves
may su d denly gro w rapidly in height. W hen the w aves reach the shore, they may be 15
m (50 ft) high or more. Tsunamis can also take the form of a very fast tide or bore,
depending on the shape of the sea floor.
Tsunamis have tremendous force because of the great volu me of w ater affected
and the speed at w hich they travel. Just a cubic yard of w ater, for exam ple, w eighs about
97
one ton. A lthough the tsunami slo ws to a speed of about 48 k m / h (30 m ph) as it
approaches a coastline, it has a destructive force equal to millions of tons. Tsunamis are
capable of obliterating coastal settlements.
Taken from: M icrosoft Encarta 2007. 1993-2006 M icrosoft Corporation. A ll rights reserved.
98
T ask 32
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
M uch
L ittle
Expressing doubts
Responding to doubts
Reading reports
W riting reports
F. Summary
I n th is u n it you learn:
1.
2.
Reports (see U n it 4)
99
3. Pronou ns
Pronouns are w ords to replace other nouns or noun phrases. Com mon pronouns in
English are he, she, they, I, you, we, and it.
4.
magma
air
w ater
soil
The w ords on the left are cou ntab le nou ns because w e can count
them. They have singular and plural forms (w ith s / -es), e.g.
mountain and mountains.
M agma, air, w ater, soil, etc are u ncou ntab le nou ns because w e
cannot count them. They have only one form, e. g. w ater (not
w aters).
C. Vocabulary List
100
displacement [dIspleIsmnt] kb
: pergeseran
: pasang surut
: peledakan tambang
: skala momen
: percobaan nu klir
: banjir berkala
pond [p nd] kb
reservoirs [rezvwA] kb
: w ad u k / danau buatan
: terusan sungai
: gelombang sesemik
: gem pa tektonik
: gem pa v ulkanik
Semester 1 Review
I.
1.
H ereka
Retno
H ereka
: Yes, I did.
a. I doubt it.
b. C an you sho w me ho w to make tie d ye shirt?
c. C ertainly!
d. W o w , its great!
2. Laila
:
Sanusi : Sure. I said that you should mix all of the ingredients together.
Laila
: O h, alright. Thanks.
a. Could you repeat that again?
b. Repeat!
c. Really?
d. A re you sure?
3.
H ereka :
Retno
: O f course, thats all you need to do.
a.
b.
c.
d.
4.
A sep
:
Ida
: Thank you. I made it from recycled paper.
a. W o w , thats a w esome!
b. A re you sure thats all of the steps?
c. D ont mention it.
d. Thanks, Ida.
5. Fred y
:
A di
: W ell see. Im sure w e can finish our assignment just on time.
a. Im sure that w e can do this.
b. A re you sure?
c. I doubt that w e can finish our assignment.
d. Really?
101
6. Ratu
: Lets ask everyone in our class to help clean the beach.
K etut
: that they are w illing to. N ot everyone cares for our nature.
Ratu
: Yeah, but its w orth trying.
a. M m m..
b. C ertainly
c. Really
d. I doubt
7. Panji
: Really?
Bay u
:
a. Right.
b. Really.
c. A bsolutely.
d. A re you sure?
8. Ramon
D anias
a.
b.
c.
d.
:
: Sure. The fourth step is to check the printers name. C lick the small arro w
printer that youre using.
Could you repeat the fourth step?
Sure.
W ill you help me, please?
O K , thanks.
9. Yapis
Retno
: is that it?
Yapis
: Yes thats all.
a. M m m
b.
c.
d.
10. Ratu
K etut
a.
b.
c.
d.
OK
Im sure w e can do it
M m m
D ont mention it
11. A di
: A re you sure?
I w an
:
a. I doubt it.
102
: .
D anias
: Is it possible to make other people a w are of the loss that they can cause?
Putri
: I dont think w e can make everyone a w are of their
damaging action.
a. O K.
b. W hat w as that again?
c. Im very certain about it.
d. Im not so sure about it.
14. Laila
15. D iah
: W o w , the card that youve made is beautiful.
Laila
: .
D iah
: Yes, Im perfectly sure.
a. A re you sure?
b. This is terrific.
c. This is a w esome.
d. O h, no!
103
I I. Read the text an d choose the correct answ er for every q uestion belo w.
Q uestions 11-15 are based on the man ual belo w.
H o w to operate a b len der
M ake sure the sw itch is off.
Place ingredients into the blender container. A d d some w ater if needed.
Put the lid on.
Place the container on the motor housing.
Plug in the cable.
Select one of t w o speed buttons as required. Use P U LSE sw itch for precision
blending. W hen ad ding ingredients or seasonings, remove the small lid for
ad ding things in the mid dle of the blender lid.
A fter grinding, press the sw itch off.
U nplug the cable.
104
20. D o
a.
b.
c.
d.
21. Use P U LSE sw itch for precision blending. The w ord w hich is not the synony m of the
underlined w ord, E X C EPT.
a. fine
b. w ell
c. chunks
d. excellent
22. W hat do w e do w hen w e w ant to ad d something in the blender?
a. O pen the lid.
b. O pen the small closure on the lid.
c. Plug in the cable.
d. Place the container on the motor housing.
23. W hen do w e plug the cable in?
a. Before placing the container on the motor housing.
b. Before putting the lid on.
c. A fter placing the container on the motor housing.
d. A fter pressing the sw itch on.
24. The follo w ing are the synony ms of lid, E X C EPT.
a. cover
b. top
c. close
d. cap
ORA N GUTA N
O rangutans or Pongo pygmaeus belong to the Primate order. The orangutan spends
most of its time in trees. Each evening it builds a ne w treetop nest. They are endangered
because of habitat lost and poachers keep on killing, o w ning, and exporting orangutans.
They only live on the island of Borneo and in the northern corner of the island of
Su matra.
O rangutans are characterized by rough, long, red dish-bro w n fur. M ale orangutans
105
are about 95 cm (37 in) in length and about 77 kg (170 lb) in w eight. Females are smaller,
reaching about 78 cm (31 in) in height and w eighing only about 37 kg (81 lb). The male
has p uffy cheeks and a hanging throat-pouch. This pouch contains air sacks that help
prod uce a groaning, bubbling call, w hich can be heard at least 1 k m (0.6 mi) a w ay.
H alf of the orangutans diet consists of fruit, but they also eat young leaves, soft
inner bark, termites, eggs, and occasionally monkeys.
W hen a female is read y to mate, she w ill seek out an ad ult male. O rangutan are
mam mals; females give birth to a single infant about once every four to eight years. The
gestational period for orangutans is just under nine months, nearly the same as in
hu man beings. Infants stay very close to their mothers for the first three years until they
dont consu me their mothers milk.
Adapted from: M icrosoft Encarta 2006. 1993-2005 M icrosoft Corporation. A ll rights reserved.
106
30. Infants stay very close to their mothers for the first three years. The underlined
w ord means .
a. O rangutan babies
b. O rangutans
c. ad ult orangutans
d. old orangutans
31. W hat is the function of the first paragraph?
a. Explaining w hat orangutan is.
b. Explaining orangutans diet.
c. Explaining orangutans habitat.
d. Explaining orangutans anatom y.
32. W hat is the third paragraph about?
a. W hat orangutan is.
b. O rangutans diet.
c. O rangutans habitat.
d. O rangutans anatom y.
33. W hen a female is read y to mate, she w ill seek out an ad ult male. The
underlined w ord refers to .
a. an orangutan baby
b. male orangutans
c. ad ult female orangutans
d. female orangutans
34. W hat does the last paragraph tell you?
a. O rangutans habitat.
b. O rangutans diet.
c. O rangutans reprod uction.
d. O rangutans anatom y.
35. The w ord poacher means .
a. hunter
b. animal saver
c. pet lover
d. animal lover
107
Notes
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...............................................................
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...............................................................
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...............................................................
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108
UNIT
6
INFORMATION TECHNOLOGY
Before having a conversation w ith someone, sometimes you need to attract his / her
attention. D o you kno w ho w to do it?
People al w ays w ant to share ne ws that they have got w ith others, especially the
interesting one. D o you happen to kno w ho w to tell interesting ne ws effectively?
D o you like w atching television, listening to the radio, or accessing the internet?
From those media, you can get a lot of information. In this unit, you w ill be exposed to
reports on information technology facilities. Besides reading reports, you w ill have the
opportunity to w rite your o w n reports on IT facilities w hich interest you most through fun
tasks.
A. Lead-in
T ask 1
Picture 6.1
Picture 6.2
Picture 6.4
Picture 6.3
109
T ask 2
1.
2.
3.
4.
5.
B. Lesson Proper
T ask 3
Situation: A lady reports to a policeman that she has lost her mobile phone. Fortunately, Adi finds
the mobile phone. He gives it to the policeman, and the policeman gives it back to the lady.
Q uestions
1. W hat is the lad ys problem?
2. W hat does the lad y do w hen she kno ws that her mobile phone is gone?
3. W ho finds the lad ys mobile phone?
4. H o w does the lad y attract the policemans attention? W hat does she say?
5. H o w does A di attract the policemans attention? W hat does he say?
F U N S P A C E
Necessity is the mother of invention.
The need for something forces people to find a way of obtaining
it.
110
T ask 4
In the dialogue bet w een a lad y, a policeman, and A di in Task 3, you find
t w o expressions w hich are used to attract someones attention.
1. The lad y says E X C USE M E, O F FI C ER.
2. A di says SIR.
You can use other expressions to attract someones attention, for example:
In formal situations
M ay I have your attention?
Excuse me.
Good morning. (Greetings)
In informal situations
Sorry.
H i.
H arry. (names)
Look! (and other im peratives)
T ask 5
Picture 6.5
Picture 6.6
Picture 6.7
D ialogue 1
2.
D ialogue 2
3.
D ialogue 3
111
T ask 6
T ask 7
W ayan Lega w a
Ida
W ayan Lega w a
Ida
W ayan Lega w a
Ida
112
W ayan Lega w a
Ida
W ayan Lega w a
Ida
Q uestions
1. W hat are they talking about?
2. W hat is the interesting ne ws?
3. W hat benefit w ill they get according to Ida?
4. W hat does W ayan Lega w a w orry about?
5.
H o w does W ayan Lega w a tell Ida the interesting ne ws? W hat does he say?
T ask 8
In the dialogue bet w een W ayan Lega w a and Ida, you find an expression to tell
interesting ne ws. W ayan Lega w a says ITS I N T ERESTI N G to tell Ida the he has got
interesting ne ws. There are many other expressions you can use to tell interesting ne ws,
for exam ple:
In formal situations
I announce that.
This is our great pleasure that.
T ask 9
1.
In informal situations
I have interesting news.
I have excellent news.
M arvellous, there.
A di, ______________
__________________
__________________
W hat is it?
O ur school has a
w ebsite on the
internet.
Picture 6.9
113
2.
________________ there w ill
be extra pay ment for you all
on your great job.
Picture 6.10
3.
G u ys, ____________
__________________
__________________
W hat is it?
Picture 6.11
4.
Elizabeth, _________
__________________
__________________
__________________
W hats so
interesting?
Picture 6.12
114
Sanusi____________
__________________
__________________
__________________
5.
W hats so
interesting?
Picture 6.13
T ask 10
In the dialogue bet w een W ayan Lega w a and Ida, you find that the, that, th i n k ,
month, through, and three are pronounced differently.
[T]
[D]
think [TINk]
the [D or DI]
through [Tru]
that [DQt]
three [TrI]
month [m nT]
T ask 11
Pronou nce the w ords an d classi f y w hether they are pronou nced [T]
or [D].
thus
Thursday
strength
then
thunder
bath
theory
w ithin
m yth
thin
brother
nothing
[T]
[D]
115
T ask 12
Putri
Fred y
Putri
Fred y
Putri
Fred y
Putri
T ask 13
In the near future your parents are going to install internet connection for your
com p uter and it can help you do your home w ork and assignments. You tell your
classmates this interesting ne ws.
T ask 14
116
Picture 6.15
Floppy Disk
T ask 15
E-mail is a popular com m unication facility. E very day, people in this w orld w ho
have internet access send billions of e-mail messages. E-mail can send any messages
around the w orld.
A n e-mail is sim ply only a text message. In the beginning and even today, e-mail
messages contain a short piece of text. A t present, attachment makes many e-mail
messages quite longer. W ith attachments, e-mail messages continue to be more
sophisticated. It can send au dio files, au dio-video files, pictures, docu ments, etc.
People can register to a certain email service provider. They w ill get their email
ad dress in the format of ---- (email account)@----(email service provider). The @ sign is
to indicate that the user is 'at' some service provider.
W ith the W orld W ide W eb, email starts to be made available w ith friendly w eb
by providers such as Yahoo and H otmail. N o w , e-mail is usually w ithout charge.
E veryone has at least one email ad dress. A t present, e-mail is used by not just millions,
but hundreds of millions of people.
Adapted from: www.howstuffwork.com
Su m mary
1. W hat is e-mail?
_______________________________________________________________________
2.
117
T ask 16
No
C lues
1.
2.
3.
4.
5.
T ask 17
F U N S P A C E
Which letter is always trying to find reasons?
118
T ask 18
W ords
M eanings
1. confirmation [k nfmeISn] kb
2. delay [dIleI] kb
3. delivered [dIlIvd] ks
5. device [dIvaIs] kb
6. exchange [IkstSeIndZ] kb
7. intended [IntendId] ks
119
Q uestions
1. The text is about ....
a. the benefit of SMS
b. ho w text messages are delivered to the recipient
c. SMS and its features
d. SMS bill
2. W hat does SMS technology do to facilitate people to com m unicate w ith others?
a. It exchanges short text messages bet w een mobile phones.
b. It streams video to television.
c. It delivers sounds using electromagnetic w aves.
d. It sends messages through the internet.
3. In sending SMS, some operators use transmission w hich tries only once called .
a.
b.
c.
d.
4. To get a positive confirmation that the message has reached the intended receiver,
w e can request for ....
a. SMS bill
b. reply
c. store and for w ard mechanism
d. delivery report
5. M essage delivery is best effort. (paragraph 2)
The sentence im plies that .
a. every SMS that w e send w ill al w ays deliver to the recipients
b. there are some SMSs w hich might be delayed or not sent to the recipients
c. some SMSCs have the authority not to deliver certain messages
d. almost all SMSCs find it difficult to deliver SMSs
6. W hat does the third paragraph tell us about?
a. The nu mber of characters in an SMS.
b. SMS bill.
c. The main feature of SMS.
d. M obile phone.
7. Long messages are often billed as equivalent to m ultiple SMS messages. (last
paragraph)
The sentence means .
120
a.
b.
c.
d.
8.
N otes
The text above is a report text. It explains w hat SMS is as w ell as its features. The
main elements of the text are general information about the subject and its specific
features.
T ask 19
Statements
C orrections
121
T ask 20
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
122
T ask 21
T ask 22
123
Through key w ord-driven Internet research using search engines, like Google,
millions w orld w ide have easy, instant access to a vast and diverse amount of online
information. Com pared to encyclopedias and traditional libraries, the W orld W ide W eb
has enabled a su d den and extreme decentralization of information and data.
Adapted from www.wikipedia.org
Q uestions
1. W hat is the W orld W ide W eb according to the text?
2. W hat is the use of H T TP in a W eb?
3. W hat does the internet use to access W eb documents called W eb pages?
4. instant access to a vast and d i verse amount of online information.
W hat are the Indonesian equivalents of the w ords V A ST and D I V ERSE?
5. C om pared to encyclopedias and traditional libraries, the W orld W ide W eb has
enabled a su d den and extreme decentral i zation of information and data (the last
sentence).
W hat does the sentence mean?
T ask 23
Q uestions
1. W hat do V oIP and IP stand for?
2. Is V oIP equivalent to traditional telephone? W hy?
3. W hat are the benefits of V oIP?
4. W hat are the problems of V oIP?
5. W hat is peoples response to the development of V oIP and w ho uses V oIP
no w adays?
T ask 24
I n pairs, i magi ne an i n formation tech nology faci l ity you dream of.
W rite do w n everyth i ng you w ant about the faci l ity, for exam p le
ho w it shou l d w or k an d the w ay you w ant to use it. Read the
descri ption to your class.
1.
H o w it w orks
____________________________________________________________________
2. H o w it connects people
____________________________________________________________________
3. The features it has
____________________________________________________________________
124
C. Homework
T ask 25
T ask 26
F L O PPY D ISK
A flopp y disk is a thin piece of magnetisable material inside a protective
envelope. The size of the disk is usually given as the diameter of the magnetic media,
w ith the t w o most com mon sizes being 5.25 inch and 3.5 inch. A lthough both sizes
are called floppies, the name actually comes from the 5.25-inch size, in w hich both
the envelope and the disk itself are thin enough to bend easily.
Both sizes of floppies are removable disksthat is, they m ust be inserted into
a com patible disk drive in order to be read from or w ritten to. This drive is usually
internal to, or part of, a com p uter. Inside the drive, a motor spins the disk inside its
en velope and a read / w rite head moves over the surface of the disk on the end of an
arm called an actuator. The head in the flop p y drive is m uch like that in a tape
recorder. To record information, the head magnetizes a small area on the surface of
the disk in a certain direction. To read information stored on the disk, the disk
controllercircuitry that controls the disk drivedirects the actuator to the location
of the information on the disk. The head then senses the direction of magnetization
of a small area on the disk and translates this into a signal that gets stored in R A M
until the C P U retrieves it. M ost flopp y drives today are double sided, w ith one head
on each side of the disk. This doubles the storage capacity of the disk, allo w ing it to
be w ritten to on either side
Information is organized on the disk by dividing the disk into tracks and
sectors. Tracks are concentric circular regions on the surface of the disk; sectors are
pie-shaped w edges that intersect each of the tracks, further dividing them. Before a
flop p y disk can be used, the com p uter m ust format it by placing special information
on the disk that enables the computer to find each track and sector.
M icrosoft Encarta 2006. 1993-2005 M icrosoft Corporation. A ll rights reserved.
125
Q uestions
1. W hat is the report mainly about?
2. W hat is the main feature of flopp y disk?
3. H o w does it w ork according to the text?
4. H o w do people utilize it?
5. W ho uses the facility no w adays?
T ask 27
Television
Radio
M obile phone
Facsimile
Q uestions
1. W hat is the report mainly about?
2. W hat is the main feature of the facility?
3. H o w does it w ork according to the text?
4. H o w do people utilize it to send messages to others?
5. W ho uses the facility no w adays?
D. Evaluation
T ask 28
1. You have found im portant information about a report you are doing from the
internet. You are trying to tell your friend about it.
2. You have got t w o tickets to the com p uter exhibition. You are trying to tell one of
your friends about it. You also w ant to ask her to company you to the exhibition.
3. You have some information on a ne w ty pe memory. It runs faster than the previous
model and it is cheaper. You tell your friends about this interesting ne ws so they can
sw itch to this ne w hard w are.
126
T ask 29
STRE A M I N G V I D E O
Streaming video is a sequence of " moving images" that are sent in
com pressed form over the Internet and displayed by the vie w er as they arrive.
Streaming media is streaming video w ith sound. W ith streaming video or streaming
media, a W eb user does not have to w ait to do w nload a large file before seeing the
video or hearing the sound. Instead, the media is sent in a continuous stream and is
played as it arrives. The user needs a player, w hich is a special program that
uncom presses and sends video data to the display and au dio data to speakers. A
player can be either an integral part of a bro wser or do w nloaded from the soft w are
maker's W eb site.
Streaming video is usually sent from prerecorded video files, but can be
distributed as part of a live broadcast "feed." In a live broadcast, the video signal is
converted into a com pressed digital signal and transmitted from a special W eb
server that is able to do m ulticast, sending the same file to m u lti p le users at the same
time.
Adapted from:
http://searchunifiedcommunications.techtarget.com/sDefinition/0,,sid186_gci213055,00.html
Q uestions
1. W hat does streaming video send in com pressed form over the internet?
a. Text messages via mobile phones.
b. Sequence of moving pictures.
c. Text messages plus attachment.
d. A W eb.
2. W hat is the main benefit of streaming video?
a. Users can send text messages to others.
b. Users can call others using the internet.
c. Users should not do w nload the file before seeing the video.
d. Users can access m uch information via H T TP.
3. W hy do the users need a player?
a.
b.
c.
d.
127
4. A player can be either an integral part of a bro wser or do w nloaded from the
soft w are maker's W eb site. (paragraph 1)
The sentence im plies .
a. Users cannot play the video if there is no player available on the W eb
b. E very video has an integrated player
c. Users cannot do w nload any player soft w are unless they are the W ebs maker
d. N ot all players are available on the W eb
5. ...sending the same file to m u lti p le users at the same time. (paragraph 2)
The w ord m u lti p le is similar in meaning to .
a. hardly
b. nu merous
c. average
d. normal
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to
ho w m uch you have learnt.
A spects
V ery m uch
128
M uch
Little
F. Summary
I n th is u n it you learn:
1.
In formal situations:
I beg your pardon
May I have your
attention?
Excuse me
Could I mention that?
2.
In informal situations:
Sorry
Hi
H arry (N ames)
Look (and other imperatives)
3.
Report texts
A report text consists of general information of the item and specific features
of the item discussed. The social function of report texts is to present
information about something.
129
G. Vocabulary List
access [Qkses] kb
: akses
attachment [tQtSmnt] kb
: lam piran
certain [stIn] ks
: tertentu
charge [tSAdZ] kb
: biaya
delay [dIleI] kb
: penundaan
: menyam paikan
: perkembangan
diverse [daIvs] ks
: bermacam-macam
: mengund uh
exchange [IkstSeIndZ] kb
: pertu karan
: menjamin
protocol [prUtk l] kb
: menyediakan
recipient [rIsIpint] kb
: penerima
: mencoba kembali
130
: mengu m p ulkan
: mengirim kan
: mengekstrak
vast [vAst] ks
: sangat besar
UNIT
HONESTY
It is our nature that w e usually w ant to share ne ws w e have got w ith others. C an you
tell ne ws to others very w ell?
W hen you have something to share w ith others, w hat do you say to offer w hat you have
got? Learn ho w to use the right expressions w hen offering someone something.
D o you like reading stories? Some of the stories may be ones about honesty. In this
unit, you w ill find interesting stories about honesty. Besides reading the stories, you w ill
have the chance to w rite your o w n stories on honesty through realistic guided as w ell as
independent tasks. Learn those and more in this unit.
A. Lead-in
T ask 1
H ave you ever read the fol lo w i ng stories? I f so, w rite the title of the
stories an d, i n one sentence, w rite do w n w hat each story is about.
Title: ___________________________________
It is about
_________________________________________
_________________________________________
Picture 7.1
Title: ___________________________________
It is about
_________________________________________
_________________________________________
Picture 7.2
131
Title: __________________________________
It is about
_______________________________________
_______________________________________
____
Picture 7.3
T ask 2
B. Lesson Proper
T ask 3
Situation: Asep and Elizabeth are in the library. They are looking for short stories for the coming
English class which will be a story telling class. Asep knows that the first turn will be Adis. Asep
thinks that it would be interesting.
Q uestions
1. W hat are they doing in the library?
2. W hat are they preparing for?
3. W hy is A dis turn very interesting?
4. W hat does A sep tell Elizabeth?
5. H o w does A sep tell Elizabeth the interesting ne ws? W hat does he say?
132
T ask 4
In the dialogue bet w een A sep and Elizabeth in Task 3, you find some
expressions to tell interesting ne ws. A sep says IT W IL L BE I N T ERESTI N G
BE C A USE M RS H A Y A TI BE LIE V ES T H A T A D I W IL L G I V E US SO M E TIPS
O N H O W T O T E L L A ST O RY to tell Elizabeth the interesting ne ws.
You can use other expressions to tell interesting ne ws, for exam ple:
In formal situations
In informal situations
I announce that .
M arvellous, there.
T ask 5
1.
D ialogue 1
2.
D ialogue 2
3.
D ialogue 3
Expressions
F U N S P A C E
What is the word that everybody always says
wrong?
133
T ask 6
Q uestions
1. W hat does the story tell us about?
2. W ho w as the main character of the story?
3. W hat did he do?
4. W hat did he beg from the goat? W hat w as the reply?
5. W hat moral value do you learn from the story?
Picture 7.4 A goat and a shepherd
T ask 7
Situation: Asep comes to Palatans house because Palatan needs some help. Palatan offers him
drinks.
A sep
Palatan
A sep
Palatan
A sep
Palatan
A sep
Palatan
A sep
Palatan
A sep
Palatan
A sep
Palatan
A sep
134
: H i, Palatan.
: H i A sep. Please come in.
: Thanks.
: W hat can I get you? Tea or coffee?
: Coffee, please.
: W ith sugar or cream?
: W ith cream. Thanks.
: O kay. H eres your coffee.
: Thanks. W hats your problem, any w ay?
: You kno w , m y English is not good at all. I w ant you to help me
learn English.
: The same problem Ive ever had. D o you like reading books or
stories?
: Yes, novels. W hy?
: W ell, A di told me that his English gets better after he reads a lot.
Then, I tried it and it w orked.
: Really? Thats interesting. Ill try to read more English books.
Thanks for the ad vice.
: N o problem.
Q uestions
1. W hy does Palatan in vite A sep to his house?
2. W hat is Palatans problem?
3. W hat does A sep tell Palatan to do?
4. W hy does A sep suggest the method?
5. H o w does Palatan offer A sep something to drink? W hat does he say?
T ask 8
In the dialogue bet w een A sep and Palatan, you find an expression of offering
something. Palatan says W H A T C A N I G E T Y O U and W IT H SU G A R O R C RE A M to
offer A sep some drink.
There are some other expressions you can use to offer someone something, for exam ple:
In formal situations
Would you like...?
What can I get you?
I wonder if I might offer you....
T ask 9
1.
In informal situations
Will you have?
Please take...
Chocolate? Coffee? (or other nouns)
____________________
____________________
____________________
Picture 7.5
135
_______________
_______________
_______________
Thank you.
2.
Picture 7.6
3.
____________________________
____________________________
Picture 7.7
4.
Picture 7.8
136
5.
Picture 7.9
T ask 10
Situation: This holiday you will have a vacation to Bali. You offer your cousin to come with
you to Bali.
1.
2.
3.
4.
5.
T ask 11
O ne of your classmates tells you that your school w ill have a bigger library and
more collections, especially English books. You think that it is interesting. Your
classmate offers you w hether you w ant to see the plan. She kno ws w here to see
the design of the library.
137
T ask 12
Read the story of G ossi per belo w an d then com p lete the su m mary.
Present your su m mary to the class oral l y.
G ossi per
Su m mary
1. The main character of the story
_______________________________________________________________________
_______________________________________________________________________
2. The problem that the character faced
_______________________________________________________________________
_______________________________________________________________________
3. H o w the character solved the problem
_______________________________________________________________________
_______________________________________________________________________
4. H o w the story ended
_______________________________________________________________________
_______________________________________________________________________
5. The moral value
_______________________________________________________________________
_______________________________________________________________________
138
T ask 13
L isten agai n to the story i n T ask 6 an d then retel l the story i n your
o w n w ords. W or k i n grou ps of four.
T ask 14
139
T ask 15
140
looked at the W ood man and smiled. I ad mire your honesty, W oodsman. A nd it shall be
re w arded. You may keep all three axes, the gold and the silver as w ell as your o w n.
A nd then M ercury disappeared as su d denly as he had come.
The W oodsman gathered the three axes in his arms and hurried home w here he
w as met by his w ife. She w as so happ y w hen she sa w the gold and silver axes, she cried
out, H usband! W ell never be hungry again!
Adapted from http://www.lkpstoryteller.com
Q uestions
1. The story is about ....
a. the golden axe
b. an honest w oodsman
c. God M ercury
d. the secret pool
2.
3.
4.
W hat axes did M ercury sho w the w oodsman before the ugly one?
a. A bronze and a golden axes.
b. A steel and a golden axes.
c. A golden and a silver axes.
d. A silver and a steel axes.
5.
6.
N o! A ll is lost!
W hat does the expression means?
a. The w oodsman lost all his money.
141
8.
A nd it shall be re w arded.
The w ord it in the sentence refers to....
a. the w oodsmans axe
b. the w oodsmans honesty
c. the golden axe
d. the silver axe
9.
H e eagerly took the axe and thanked the kind god again and again.
The w ord eagerly in the sentence is similar in meaning to....
a. reluctantly
b. w eakly
c. un w illingly
d. excitedly
T ask 16
142
C orrections
N otes:
The text in Task 15 is a narrative text. The text has three main com ponents.
They are the beginning, events of the story, and the end of the story. The beginning
of the story introd uces characters, setting, and other general information about the
story. E vents of the story tell w hat hap pens to the characters. A nd the end of the
story tells the reader ho w the problem is solved.
The social function of stories is to entertain the readers.
T ask 17
In the story of the honest w oodsman, you find some adjectives and ad verbs. Some
adjectives in the story are honest, tired, and ugl y. Some ad verbs in the story are
coi nci dentl y, su d den l y, and eagerl y.
1.
A d jecti ves
In gram mar, an adjective is a w ord w hich modifies a noun or pronoun and giving
more information about w hat the noun or pronoun refers to.
Exam ple 1: There w as an honest w oodsman.
The w ord honest in the exam ple refers to house. It gives information that the
w oodsman w as honest. Usually it is located just before the noun it refers to.
Exam ple 2: The w oodsman w as honest.
The w ord honest in the exam ple refers to the w oodsman. It is located after to be.
Sometimes, an adjective is not al w ays a p ure adjective. It can be verb+ing or
verb+ed.
2. A d verbs
In gram mar, an ad verb is a w ord w hich modifies verbs and adjectives. A n ad verb
indicates manner, time, place, cause, or degree and answ ers questions such as ho w ,
w hen, w here, and ho w m uch.
143
Exam ple 1: The bravel y-spoken w ords w ould return to trouble the rebel.
In this sentence the ad verb bravel y modifies the adjective spo k en.
Exam ple 2: U n fortu natel y, the bank closed at three today.
In this exam ple, the ad verb u n fortu natel y modifies the entire sentence.
T ask 18
C om pare your
1
2
A cross
2. physically po w erful
3. w ith a great interest
5. in a very short time
8. telling the truth
9. opposite of special
8
Down
1. w ith sadness
2. stable
4. made of w ood
6. the opposite of good-looking
7. satisfied
8. need some food to eat
T ask 19C om p lete the fol lo w i ng sentences b y usi ng the w ords i n the box.
su d denly
really
eagerly
honestly
truly
purely
fortunately
144
3.
4.
5.
6.
7.
T ask 20
1.
2.
3.
4.
5.
6.
7.
T ask 21
1.
2.
3.
4.
5.
T ask 22
145
C. Homework
T ask 23
1.
2.
3.
4.
5.
T ask 24
Read the fol lo w i ng story an d then com p lete the poi nts.
A T est for the K i ng
A Folktale from Central Java
The next morning the false prince came to see his father. H e ad mitted
killing the villager. So the king decided to execute the prince for his w rong doing.
The next day the prince w as going to be hung as his punishment. W hen the
executioner hanged the prince, su d denly his bod y disap peared and a voice w as heard
146
across the field. K ing of M ergosono, you really are a w ise and justified king. You pass
m y test. So I w ill give you and your people prosperity as long as you and your
descendant stay true and w ise. D ont be sad. Your son is w ell and on his w ay home to
see you. W hen the sound w as gone, the people of M ergosono yelled w ith joy. Their
prince w as safe and they kne w that their king w as a w ise man. W hen the prince finally
arrived home, they held a party to celebrate the event.
Adapted from http://indonesianfolklore.blogspot.com/search/label/Central%20Java
T ask 25
Film list:
1. C harlie and the C hocolate Factory
2. C ars
3. Su perman Returns
147
D. Evaluation
T ask 26
1. Your English teacher tells everyone that next exam w ill be open book one for
some reasons. You tell this interesting ne ws to one of your friends w ho is absent.
2. Your school appoints you to be the representative in the province story w riting
com petition. You tell this ne ws to your parents.
3. You are in a bus stop. You offer a seat to an old lad y.
4. O ne of your friends forgets to bring a pen w ith her. You offer her your pen.
5. Your father looks very tired after w orking. You offer him some food or
something to drink.
T ask 27
Read the story of G eorge W ash i ngton and then answ er the
q uestions.
G eorge W ash i ngton an d the C herry T ree
148
Surprisingly, the anger died out of his father's face, and taking the boy tenderly
in his arms, he said: " M y son, that you should not be afraid to tell the truth. It is more to
me than a thousand trees! Yes, though they w ere blossomed w ith silver and had leaves
of the p urest gold!"
Adapted from http://www.inspirationalstories.com
Q uestions
1. W hat did George W ashington like to do?
a. H elping his father planting trees.
b. H arvesting cherry w ith his father.
c. L ying to his father about w hat he did.
d. C utting everything that came his w ay.
2. W hat did he do w ith his fathers cheery tree?
a. H e cut it w ith his little axe.
b. H e burned it using his match.
c. H e took the cherry fruit.
d. H e w atered it too m uch causing it to w eaken.
3. W hat did his father do to him after he told him the truth?
a. H is father w as hap p y to kno w that his son w as very honest.
b. H is father got very angry and drove him out of the house.
c. H is father got very angry and demanded he should plant the tree.
d. H is father did nothing but silence.
4. D id he tell his father the truth about the tree?
a. N o, he just w ent w ay w hen he sa w his father.
b. N o, he pretended not to kno w about the cherry tree.
c. Yes, he did tell the truth that he cut the tree.
d. Yes, he told his father that he sa w someone cutting his tree.
5. ...taking the boy tenderly in his arms
The w ord tenderly in the sentence is similar in meaning to .
a. eagerly
b. roughly
c. quickly
d. gently
149
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to ho w
m uch you have learnt.
A spects
V ery m uch
M uch
F. Summary
I n th is u n it you learn:
1.
2.
I announce that
M arvellous, there
150
In informal situations
In informal situations
Will you have?
Please take...
Chocolate? Coffee? (or other
nouns)
Little
3.
N arrati ve texts
A narrative text is one that inclu des three main com ponents. They are
the beginning, events of the story (com plication), and the end of the story. The
beginning of the story introd uces characters, setting, and other general
information about the story. E vents of the story tell w hat happens to the
characters. A nd the end of the story tells the reader about ho w the problem is
solved.
The social function of narrative stories is to entertain the readers.
G. Vocabulary List
abroad [br d] kk
: ke luar negri
: mengak ui
battered [bQtd] ks
: lusuh
: meniu p
: memotong
: berhak
: menghilang
: mencemaskan
eagerly [igli] kk
executioner [eksIkjuSn] kb
: algojo
faithful [feITfUl] ks
: setia
feather [feD] kb
: bulu
fond of [f nd v] ks
: bangga
: bercahaya
: memotongi
handle [hQndl] kb
: pegangan
hatchet [hQtSIt] kb
honest [ nIst] ks
: jujur
horn [h n] kb
: tand u k
: pengadilan
151
justified [dZstIfaId] ks
: benar
offended [fendId] ks
: tersakiti
ordinary [ dnri] ks
: biasa
peace [pis] ks
: damai
plain [pleIn] ks
: polos
: mencabuti
: manjatuhkan, merusak
sage [seIdZ] kb
: berkilau
stead y [stedi] ks
: mantap, terus-menerus
: mengembalikan
w ise [waIz] ks
: bijak
: meremas
: berteriak
152
UNIT
FRIENDSHIP
People w ho have a party or any other celebrations usually in vite others to attend
the events. D o you kno w the appropriate w ay to in vite someone? If you are in vited to an
event, w hat do you say if you are going to come?
D o you like reading stories? Some of the stories may be stories about friendship. In
this unit, you w ill be exposed to stories about friendship. Besides reading the stories, you
w ill have the chance to w rite your o w n stories through challenging guided as w ell as free
tasks.
A. Lead-in
T ask 1
Picture 8.1
Picture 8.3
Picture 8.2
Picture 8.4
153
T ask 2
B. Lesson Proper
T ask 3
L isten to a d ialogue bet w een San usi an d Lai la an d then answ er the
q uestions. T he l isten i ng scri pt is i n the A p pen d ix.
Situation: Sanusi tells Laila that he will give a new hat to A nto as a birthday present. Sanusi
invites Laila to come to A ntos birthday party with him and she accepts Sanusis invitation.
Q uestions
1. W hat does Laila think about Sanusis hat?
2. H o w does Laila praise Sanusis hat?
3. H o w does Sanusi in vite Laila to A ntos birthday party? W hat does she say?
4. D oes Laila accept the in vitation? W hat does she say?
F U N
S P A C E
154
T ask 4
In the dialogue bet w een Laila and Sanusi, you find the expression of in viting and
accepting in vitations.
Sanusi says W O U L D Y O U LI K E T O C O M E W IT H M E T O A N T O S BIRT H D A Y
P A RT Y T O N I G H T to in vite Laila to go to A ntos birthday party w ith him.
Laila says T H A T SO U N DS V ERY N I C E w hich indicates that she accepts the invitation.
There are many expressions you can use to invite and to accept invitations, for
exam ple:
In viting
We should be delighted if you .
Id like you to .
Shall we .
What about ?
Come and .
T ask 5
A ccepting in vitations
Id be delighted to.
Id like to very much.
I wont say no.
Thatll be great.
O kay.
1.
D ialogue 1
2.
D ialogue 2
3.
D ialogue 3
4.
D ialogue 4
5.
D ialogue 5
Reply
155
T ask 6
From the dialogue bet w een Laila and Sanusi, you learn ho w to pronounce stay,
home, and b irth day:
stay [steI]
home [hUm]
birthday [bTdeI]
The w ords consist of a feature of sound called a diphthong. A diphthong means
the union of t w o vo w els. In English, there are 8 diphthongs. They are:
T ask 7
1.
2.
3.
4.
5.
156
/ aI /
/ eI /
/ e /
/ aU /
/ U /
/ u /
/ I/
/ I /
T ask 8
Situation: Ketut Tantri finds some numbers of the English homework difficult. She invites Tagar
to come to her house to help her.
K etut Tantri
Tagar
K etut Tantri
Tagar
K etut Tantri
Tagar
K etut Tantri
Tagar
K etut Tantri
Tagar
Q uestions
1. W hat are they talking about?
2. W hat nu mbers do they find difficult to answ er?
3. H o w does K etut Tantri in vite Tagar? W hat does she say?
4. H o w does Tagar refuse the invitation? W hat does he say?
5. W hy does Tagar refuse K etut Tantris in vitation?
F U N
S P A C E
157
T ask 9
In the dialogue bet w een K etut Tantri and Tagar, you find an expression of refusing
invitation. Tagar says I D LI K E T O V ERY M U C H , B U T M Y LIT T L E BR O T H ER
W A N TS M E T O A C C O M P A N Y H I M T O T H E T O Y ST O RE to refuse K etut Tantris
in vitation.
There are many other expressions you can use to refuse invitation, for exam ple:
In formal situations
Thats very kind of you but
U nfortunately, .
However, thank you for inviting me.
T ask 10
In informal situations
Thank you for asking me, but.
Id like to, but.
Im afraid I cant because.
Sorry, I cant (because)
1.
A ndi
Elvira
A ndi
Elvira
A ndi
2.
Sanusi
A di
Sanusi
A di
Sanusi
A di
Sanusi
3.
A sep
Sanusi
A sep
Sanusi
158
A sep
Sanusi
A sep
Sanusi
T ask 11
1.
2.
3.
4.
5.
6.
7.
: .
: your house at 7.
: Thank you.
: Youre w elcome.
T ask 12
Your friend in vites you to come to her house for a grou p project. You actually have
another thing to do but she tells you that you have to finish it by this w eekend. Then,
you accept the invitation.
T ask 13
159
T ask 14
O nce, there w ere t w o men w ere travelling together. They w ere best friends
and they al w ays did everything together.
O n the w ay, they su d denly met Bear. They felt scared and tried to save
themselves. Su d denly, their friendship w as gone. O ne of them individ ually climbed
u p quickly into a tree and covered himself in the branches. The other one fell flat on
the ground because he sa w that he w ould be attacked. The man held his breath and
pretended ap pearance of death. H e held his breath as long as he could because he
kne w that ear w ould not attack dead people. The Bear came u p and felt w ith his
nose. Bear smelt him all over. The Bear soon left him, because Bear w ould not touch
a dead bod y.
W hen Bear w as quite gone, the other man got do w n from the tree and
hu morously asked his friend about w hat the Bear had w hispered in his ear. Then, his
friend said that the Bear gave him ad vice. The other man then asked w hat the Bear
ad vised him. Then, his friend said that the Bear ad vised him not to travel w ith
someone w ho leaves his friend at the ap proach of danger.
Adapted from http://www.inspirationalstories.com/2/237.html
Q uestions
1. W ho are the main characters of the story?
2. H o w w as their friendship?
3. H o w did they save themselves from Bear?
4. W hat w as the end of the story?
5. W hat moral value do you learn from the story?
160
T ask 15
Teacher: The goats had a village of their own and a chief and everything. The hyenas also had
their own village and a chief.
T ask 16
1.
2.
3.
4.
5.
T ask 17
Read the story of Q uac k l i ng an d guess the mean i ngs of the w ords
based on the context. A fter that, answ er the q uestions b y choosi ng
the correct answ ers.
Q uac k l i ng
O nce there w as a very small d uck w ith a very lou d quack. H e is called as
Q uackling. H e w as clever and he w orked hard. H e w as very rich. Indeed, the king
himself o w ed him some.
A year w ent by, then t w o, and then three, and the K ing never paid him back. H e
felt that it w as the time for him to see the K ing and got his money back. So he took a bag
for the money, and started to go to the castle.
In his journey to the castle, he quacking and saying that he w anted his money
back. Before long, he met Lad der, River, and Beehive. They w ere w ondering w here
Q uackling w anted to go that time. They w ondered if they could accom pany him to the
161
castle. Then Q uackling O ne can never have too many friends. A nd he asked them into
his bag.
Soon after, Q uackling arrived at the K ings castle. H e protested right up to the
guards and told them that he came for his money. The guards w ent inside and told the
K ing.
The K ing thought that he could easily make Q uackling gave u p. The K ing
ordered guards to p ut Q uackling in the pit so they p ut Q uackling in the pit and left him
there. Q uackling cried for help. H e then remembered Lad der. So he called out Lad der to
help him. Q uick as a blink, Lad der w as out of the bag. Lad der leaned K ing.against the
side of the pit, and Q uackling climbed out. Then Q uackling stood there, calling the K ing.
The K ing did not give u p so easily also. H e then ordered guards to p ut Q uackling
in the pot and set it on the fire. H elp! cried Q uackling. Im in a ste w! Then he
remembered River. So he called out River. Q uick as a w ink, River came out of the bag.
River p ut out the fire and flo w ed a w ay. Then Q uackling got out and continued calling
for the K ing
Then the K ing asked guards to bring Q uackling to him. So they brought
Q uackling to the K ing. The K ing grabbed him. Q uackling cried for help. Q uick as you
can think, Beehive w as out of the bag. The bees rushed from the hive and started to sting
the K ing. H e fled from the castle, and the bees follo w ed.
H ooray! cried the people of the castle, and the prime minister said, W e never
liked that K ing any w ay. So they p ut Q uackling on the throne and gave him a cro w n.
W ill you be our K ing? said the guards. W hy not? said Q uackling. O ne can never
have too many friends.
Adapted from http://www.aaronshep.com
: ...
: ...
: ...
: ...
: ...
: ...
: ...
: ...
: ...
: ...
Q uestions
1. The story tells us about ....
a. the friendship bet w een the K ing and Q uackling
b. the value of a friendship
c. the life of Q uackling
d. the struggle for the throne
162
5. Finally, the K ing left the castle after being chased by ....
a. Q uackling and friends
b. River
c. Lad der
d. The bees
6. O ne can never have too many frien ds.
The expression im plies that .
a. People w ill have too many friends if they do not limit themselves
b. W e should not have too many friends
c. W e should not stop making friends w ith anybod y
d. It is not good w hen w e have too many friends
7. H e fled from the castle.
The w ord he in the sentence refers to .
a. Q uackling
b. Beehive
c. Lad der
d. The K ing
8. W ill you be our K ing?
The w ord you in the sentence refers to .
a. Q uackling
b. Lad der
163
c. Beehive
d. River
9. So they p ut Q uackling on the throne and gave him a cro w n.
W hat are the Indonesian equivalents for throne and cro w n?
a. Singgasana dan permata.
b. Permata dan mahkota.
c. Singgasana dan mahkota.
d. Permata dan tahta.
10. Q uackling cried for help.
The w ord cry in the sentence is similar in meaning to....
a. w eep
b. scream
c. laugh
d. w hisper
T ask 18
C orrections
T ask 19
In the story, you find several names, for exam ple Q uackling, Lad der, River,
and Beehive.
M ost of names does not have articles and are w ritten in initial capital letters,
for exam ple:
1. Personal names: Purna Setia w an, N i K adek Sarasw ati D e w i, A de Irma N asution,
etc.
164
T ask 20
Sura bit Bayas tail. Baya did the same thing to Sura. H e bit very hard until Sura finally
gave u p. H e w ent back to the sea. Baya w as very hap p y. H e had his place again. The
place w here they w ere fighting w as a mess. People then al w ays talked about the fight
bet w een Sura and Baya. They then named the place of the fight as Surabaya, its from
Sura the shark and Baya the crocodile.
O n one hot day, Sura and Baya w ere looking for some food. Su d denly, Baya sa w a goat.
Y u m m y, this is m y lunch, said Baya. N o w ay! This is m y lunch. You are greed y! I
have not eaten for t w o days! said Sura. Then Sura and Baya fought as usual. A fter
several hours, they w ere very tired. Sura had a plan to stop their bad habit. Im tired of
fighting, Baya, said Sura. M e too. W hat should w e do to stop fighting? D o you have
any idea? asked Baya. Yes, I do. Lets share our territory. I live in the w ater, so I look
for food in the sea.
A long time ago in East Java there w ere t w o strong animals, Sura and Baya. Sura w as a
shark and Baya w as a crocodile. They lived in a sea. A ctually, they w ere friends. But
w hen they w ere hungry, they w ere very greed y.
A nd you live on the land, right? So, you look for the food also on the land. The border is
the beach, so w e w ill never meet again. D o you agree? asked Sura. H m m... let me think
about it. O K , I agree. From no w on, I w ill never go to the sea again. M y place is on the
land, said Baya. Then they both lived in the different places.
But one day, Sura w ent to the land and looked for some food in the river. H e w as very
hungry and there w as not m uch food in the sea. Baya w as very angry w hen he kne w that
Sura broke the promise. H ey, w hat are you doing here? This is m y place. Your place is
in the sea! But, there is w ater in the river, right? So, this is also m y place! said Sura.
Then Sura and Baya fought again. They both hit each other.
Adapted from http://indonesianfolklore.blogspot.com
165
C haracters
_________________________
_________________________
_________________________
W hy they fought
_________________________
_________________________
_________________________
T ask 21
166
D ragon flied.
T ask 22
3
4
5
6
9
10
11
12
13
A cross
3. travel
6. open and close eyes quickly
8. a special chair for a king or a
queen
10. stand diagonally
11. a pot for boiling food
13. a strong and fast bird
Down
1. a circular head-je w ellery used
by a king or queen
2. stop on a tree (v)
4. box or another place w here bees
live in
5. p ull
6. an insect w ith sting
7. the ruler of a territory
9. difficulties
12. w ink
C. Homework
T ask 23
1.
2.
3.
4.
5.
167
T ask 24
I n pairs, read the fol lo w i ng story an d w rite some poi nts. Re w rite
the story based on your poi nts.
T he Stu p i d D og
Folklore from Central Sulawesi
D E ER have horns, right? But long time ago, deer did not have horns. Instead,
dogs had horns. H o w did the deer get the horns? H ere is the story. It w as a very hot
day. A cou ple of deer w ent to a river to drink. They w ere husband and w ife. A fter
arrived in the lake, they im mediately drank some w ater.
Su d denly, the w ife sa w an animal coming. M y husband, w ho is he? W o w! H e
is very handsome w ith his horns, said the female deer. O h, thats m y friend. H e is a
dog. By the w ay, did you say he is more handsome than me? asked the male deer.
H e w as jealous. O f course not, you are still more handsome than he is. But I have to
ad mit that his horns are beautiful. If you have those horns, I think you w ill look very
attractive. O k, then, I have an idea ho w to take the horns from the dog. Just w ait
here.
H i, ho w are you? asked the male deer to the dog. Im just fine, answ ered
the dog. H o w about you? N ot really good. You see m y w ife over there? She thinks
that I cannot run fast like other male deer. D o you mind if w e have a running match?
I really w ant to practise, said the male deer. D ont w orry, m y friend. Lets have the
running match no w .
A fter that, the running match began. The male deer w on. Then, he tried to
cheer the dog u p. W ell, dont be sad. You cannot run fast because you have your
horns on your head. W hat if you let me w ear the horns, asked the male deer. O K ,
but please w ear the horns carefully. I dont w ant them to be broken. D ont w orry. I
w ill be very careful, replied the male deer. A nd then he im mediately p ut the horns
on his head. W o w? M y w ife is right. I really look great w ith these horns, said the
male deer to himself. Then, they started the running match again. The male deer ran
as fast as he could. H e ran very fast and did not stop. H e w as trying to steal the dogs
horns. H ey come back! Bring back m y horns! the dog w as very angry. U ntil no w ,
dogs al w ays try to catch deer. The dogs w ant to get their horns back.
Adapted from http://indonesianfolklore.blogspot.com/search/label/Central%20Sulawesi
1. The characters
__________________________________________________________________________
__________________________________________________________________________
168
T ask 25
1. Your friend invites you to come to her house to finish an assignment. You can come.
2. Your father w ants you to accom pany him to a w ed ding party. You are happ y to do
so.
3. Your friend asks you to accom pany her to go to a mall. You cannot go because you
are doing your home w ork.
D. Evaluation
T ask 26
A di
A ditya
A di
A ditya
A di
A ditya
Lina
A di
Lina
A ditya
169
Lina
A di
Lina and A ditya
T ask 27
Your friend invites you to come to his birthday party. You cannot come because you
are sick.
T ask 28
Yello w chuckled, " you are all so serious. I bring laughter, gaiety, and
w armth into the w orld. The sun is yello w , the moon is yello w , and the stars are
yello w . E very time you look at a sunflo w er, the w hole w orld starts to smile.
W ithout me there w ould be no fun."
O range started next to blo w her tru m pet, "I am the colour of health and strength.
I may be scarce, but I am precious for I serve the needs of hu man life. I carry the most
im portant vitamins. Think of carrots, pu m p kins, oranges, mangoes, and papayas. I don't
170
hang around all the time, but w hen I fill the sk y at sunrise or sunset, m y beauty is so
striking that no one gives another thought to any of you."
Red could stand it no longer he shouted out, "I am the ruler of all of you. I am
blood - life's blood! I am the colour of danger and of bravery. I am w illing to fight for a
cause. I bring fire into the blood. W ithout me, the earth w ould be as em pty as the moon.
I am the colour of passion and of love, the red rose, the poinsettia and the popp y."
Purple rose u p to his full height. H e w as very tall and spoke w ith great pom p, "I
am the colour of royalty and po w er. K ings, chiefs, and bishops have al w ays chosen me
for I am the sign of authority and w isdom. People do not question me! They listen and
obey."
Finally Indigo spoke, m uch more quietly than all the others, but w ith just as
m uch determination: " Think of me. I am the colour of silence. You hardly notice me, but
w ithout me you all become superficial. I represent thought and reflection, t w ilight and
deep w ater. You need me for balance and contrast, for prayer and inner peace."
A nd so the colours w ent on boasting, each con vinced of his or her o w n
su periority. Their quarrelling became lou der and lou der. Su d denly there w as a startling
flash of bright lightening thunder rolled and boomed. Rain started to pour do w n
relentlessly. The colours crouched do w n in fear, dra w ing close to one another for
comfort.
In the mid dle of the quarrel, rain began to speak, " you foolish colours, fighting
amongst yourselves, each trying to dominate the rest. D on't you kno w that you w ere
each made for a special p urpose, unique and different? Join hands w ith one another and
come to me."
D oing as they w ere told, the colours united and joined hands and became a
beautiful rainbo w .
Adapted from http://www.inspirationalstories.com
Q uestions
1. The story tells us about ....
a. the beauty of colours.
b. the beauty of rainbo w .
c. the beauty of rain.
d. the beauty of friendship.
2.
171
F U N
S P A C E
172
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to
ho w m uch you have learnt.
V ery m uch
A spects
M uch
Little
In viting someone
A ccepting in vitations
Refusing in vitations
Reading stories
W riting stories
F. Summary
I n th is u n it you learn:
1.
2.
Refusing In vitations
Thats very kind of you but.
Thank you for asking me, but.
Id like to, but.
Sorry, I cant (because)
173
3. Proper N ou ns
Proper nouns are names of specific people, places, countries,
months, days, magazines, and so on. M ost proper nouns do not have
articles and are w ritten in initial capital letters.
Proper nouns are used to mention:
a. Personal names G una w an, Ida A y u, Pepelepi, etc.;
b. T em poral names C hristmas D ay, January, Sunday, etc.;
c. G eograp h ical names Lake Toba, M ount M erapi, Indonesia, etc.;
G. Vocabulary List
174
: mengak ui
: memberi nasehat
approach [prUtS] kb
: datangnya
border [b d] kb
: batas
cro w n [kraUn] kb
: mahkota
flat [flQt] ks
: rata
greed y [gridi] ks
: kikir
hop [h p] kki
: melom pat
horn [h n] kb
: tand u k
immediately [ImidItli] kk
: dengan segera
jealous [dZels] ks
: cemburu
: miring
pit [pIt] kb
: ruang ba w ah tanah
: membagi
tail [teIl] kb
: ekor
territory [terItri] kb
throne [TrUn] kb
: singgasana
: mengikat
w ickedness [wIkIdns] kb
: kejahilan
UNIT
HISTORY
People like exchanging information, inclu ding ne ws. People usually share
interesting ne ws they have w ith others. H ave you ever shared interesting ne ws w ith
others? H ave you ever got interesting ne ws from others? H o w do you respond to the
interesting ne ws you receive? D o you kno w ho w to respond to ne ws properly?
D o you like reading English stories? Some of the stories may be legends. In this
unit, you w ill be exposed to legends. Besides reading, you w ill have the chance to w rite
your favourite legends through challenging guided as w ell as free tasks.
A. Lead-in
T ask 1
T ask 2
175
B. Lesson Proper
T ask 3
Situation: Adi participates in a N ational Writing Competition. Laila knows that Adi wins the
competition. She tells Adi this interesting news.
Picture 9.1
Q uestions
1. W hat interesting ne ws does Laila tell A di?
2. H o w does Laila get the ne ws?
3. D oes A di feel hap p y about the ne ws? W hy? W hy not?
4. H o w does A di respond to the ne ws? W hat does he say?
5. W hat does A dis response im ply?
F U N S P A C E
What does number 1 say to number 7?
176
T ask 4
In the dialogue bet w een A di and Laila in Task 3 you find that Laila is hap p y w ith the
interesting ne ws. A di responds to the interesting ne ws by saying RE A L L Y? ITS
W H A T I W A N T T O H E A R.
There are many other expressions you can use to respond to interesting ne ws, for
exam ple:
In formal situations
In informal situations
T ask 5
1.
D ialogue 1
2.
D ialogue 2
3.
D ialogue 3
4.
D ialogue 4
5.
D ialogue 5
T ask 6
Response
L isten to the story of Pan yalahan V i l lage an d then com p lete the
fol lo w i ng f lo w chart. T he l isten i ng scri pt is i n the A p pen d ix.
The characters:
______________________
______________________
______________________
______
______________________
______________________
______________________
______
M oral value:
______________________
______________________
______________________
______
______________________
______________________
______________________
______
Scaffolding | English for Grade I X Students
177
T ask 7
In the story of Panyalahan V illage you find the w ord thought [T t]. The letters gh in
the w ords are not pronounced. They are silent letters. In English, there are seven
silent consonant letters. They are:
1. Silent b: bomb, debt, doubt, climb, nu mb, etc.
2. Silent g: vignette, assign, reign
3. Silent gh: fight, night, light, right
4. Silent k and c: knee, kneel, kne w , knife, m uscle
5. Silent p: receipt, psychology, pneu monia
6. Silent t: castle, listen, w histle, bristle
7. Silent w: wrap, bow, wreck, write, bowling
T ask 8
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
knight
kno w
night
tight
castle
listen
w rest
w rinkle
d u mb
thu mb
T ask 9
A ndi
Laila
A ndi
Laila
A ndi
178
L isten an d repeat after the teacher. T hen, grou p the w ords w h ich
have the same si lent sou n d.
Laila
A ndi
Laila
A ndi
Laila
A ndi
Laila
A ndi
Laila
Q uestions
1. W hat are they talking about?
2. W hat interesting ne ws does A ndi tell Laila?
3. H o w does Laila respond to the ne ws? W hat does she say?
4. W hat does Lailas response im ply?
5. W hat do they think they need to do to M rs H ayati?
T ask 10
1.
W hats so
interesting?
D u de,
_______________
_______________
_______________
Really?
________________
_____________.
W e can open our
notes in the exam.
W ell have an
open- book test for
M ath.
Picture 9.2
179
2.
G u ys______________
__________________
__________________
__________________
W hats u p?
_______________
________________
_______. I cant
w ait till this
afternoon.
Picture 9.3
3.
G u ys, ___________
__________________
__________________
_________________
C ome on.
Tell us.
Picture 9.4
4.
Sanusi,___________
__________________
__________________
W hats so
interesting?
________________
________________
________________
________________
________________
________________
Picture 9.5
180
________________
________________
_______. W e can
have more time to
learn and practise
our English.
5.
Laila, ___________
__________________
__________________
_______________
W hat is it
about?
Thats great.
_______________
_______________
_______________
_______________
_______________
_______________
__________________________
__________________________
__________________________
__________________________
Picture 9.6
T ask 11
Situation: Your teacher tells you that you will get a scholarship because of your achievement. You
deserve it because you are great in every subject. You tell this news to your parents.
G u i del i ne
1. You
2. Your parents
3. You
T ask 12
O ne of your classmates w ins the gold medal at the physics O ly m piad. Your
teachers plan to have a surprise party for him this afternoon. You tell this ne ws
to other classmates so that they can participate in the party. They think that he
deserves such a party and they are w illing to help prepare for the party.
181
T ask 13
N yai Bagendit w as a w ido w . She w as the richest person in the village. She had a
very big house full of je w ellery. She also had many servants w orking for her. N yai
Bagendit w as also kno w n for her bad attitu de. She did not like to help others. W henever
the villagers needed some money, they borro w ed the money from her. H o w ever, w hen
they returned it, the villager had to pay double. If they w ere not able to return the debt,
N yai Bagendit w ould ask her servants to take the villagers belongings.
N yai Bagendit also hated beggars. She thought that beggars w ere laz y people. She
never felt sorry to any beggars coming to her house. So w hen the old beggar came to her
house, N yai Bagendit im mediately to ask her to go. Go a w ay you laz y old w oman! Go
out of m y house! Please, N yai, give me some money or just give me some food. I'm so
hungry, said the beggar. Food? You asked for food? This is m y house not a restaurant.
Go no w! I dont w ant to see you here!
N yai Bagendit then thre w a stone to the old beggar. The old beggar w as very sad.
She then said, " N yai Bagendit, I kno w you are the riches person in this village. You have
anything but you never help other people. You are not grateful to God. W ait for the
p unishment from God. You w ill be p unished!" The old beggar then left N yai Bagendit's
house. " H a ha ha! You are right. I'm the richest person here. So no one can p unish me, not
even G od can p unish me!" N yai Bagendit w as very arrogant. N yai Bagendit then w ent
back to her big house.
N ot long after that, an earthquake hap pened. H er house fell do w n. N yai Bagendit
cried for help. " H elp me! Somebod y please help me!" But nobod y listened her crying for
help. N obod y in the village felt the earthquake. A mazingly, the earthquake only
hap pened in N yai Bagendit's house. The land w as opened. It w as so big that the entire
N yai Bagendit's house and all her w ealth w ere gone. The villagers just w atched w hat
hap pened to N yai Bagendit and her house. They w ere amazed. They kne w that G od
p unished N yai Bagendit for behaving badly and never helped other people. Slo w ly, the
place w here N yai Bagendits house stood became lake. Since then, people named the lake
as Situ Bagendit. It means Lake Bagendit.
Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java
182
W ho she w as:
________________________
________________________
________________________
T ask 14
1.
2.
3.
4.
5.
T ask 15
A long time ago, lived a very rich family in Bali. The father w as Sidi M antra. H e
w as very famous for his su pernatural po w er. H e lived hap pily w ith his w ife and his only
child M anik A ngkeran. M anik A ngkeran w as a spoiled son. H e also had a bad habit. H e
liked to gamble. Because of his bad habit, his parents soon became poor. They al w ays
183
ad vised M anik A ngkeran to stop his bad habit, but he never listened to them. Instead he
kept on begging to his parents to give him a lot of money. The parents then did not have
the heart to see him begging.
Sidi M antra, his father, then w ent to A gung M ountain. There lived a mighty
dragon w ith his great su pernatural po w er. H e could provide je w elleries to those w ho
could say the right prayers and ring the bell. Sidi M antra had the bell and he also kne w
the prayers. " M y name is Sidi M antra. I have a problem. M y son likes to gamble. H e
made me poor. A nd no w he asks a lot of money. I w ant to give him some, but no w I
w ant him to promise to stop his bad behaviour," explained Sidi M antra after he met the
dragon.
Sidi M antra then said the prayers and rang the bell. Su d denly, je w elleries came
out from the dragon's bod y. H e w as very hap p y and im mediately brought the
je w elleries home. This time Sidi M antra w anted M anik A ngkeran really to stop
gambling. The son then promised. But soon he broke the promise. H e kne w about the
dragon.
H e heard that his father got the je w elleries from the dragon living in A gung M ountain.
So he stole his father's bell then w ent there. A fter arrived in A gung M ountain, M anik
A ngkeran rang the bell. The dragon kne w him. "I w ill give you anything you w ant but
you have to promise to stop gambling. Remember the karma!" then the dragon gave him
the je w elleries. M anik A ngkeran w as very hap p y. Su d denly he had a bad idea. H e
w anted to kill the dragon and stole all his je w elleries.
The dragon kne w his plan and w ith his great po w er he killed M anik A ngkeran.
Sidi M antra w as very sad. H e asked the dragon to bring his son back to life. The dragon
agreed but they had to live in different places. A fter fe w moments, M anik A ngkeran
lived again.
Then Sidi M antra used a stick to make a big line bet w een them on the ground.
From the line, w ater flo w ed. Soon it became a river. Finally it became a strait. It
separated Java and Bali. People then named the strait as Bali Strait.
Adapted from http://indonesianfolklore.blogspot.com/search/label/Bali
W ords
behaviour [bIheIvj] kb
bell [bel] kb
gamble [gQmbl] kki
habit [hQbIt] kb
instead [Insted] kk
je w ellery [dZulri] kb
mighty [maIti] ks
po w er [paUw] kb
prayer [pre] kb
straits [streIts] kb
184
Indonesian equivalents
Q uestions
1. The story tells us about ....
a. the death of M anik A ngkeran
b. the story of the holy dragon in A gung M ountain
c. the story of Sidi M antra
d. the beginning of Bali Strait
2.
3. W hat w as M anik A ngkerans bad habit w hich made his parents poor?
a. gambling.
b. robbing.
c. drinking alcohol.
d. partying.
4. W here did Sidi M antra get the je w ellery?
a. Tanah Lot Beach.
b. A gung mountain.
c. The H oly Tem ple.
d. Bali Strait.
5.
6. W hat did M anik A ngkeran do w hen he kne w ho w his father got the je w ellery?
a. H e stop ped gambling.
b. H e asked more and more money from his father.
c. H e stole the bell and w ent to the A gung M ountain.
d. H e killed the dragon and took all the je w elleries.
7. W hat made M anik A ngkeran killed?
a. H e o w ed too m uch money from the crou pier.
b. H e w as killed by his o w n father w hen trying to get the bell.
c. H e w as killed d uring his journey to A gung M ountain.
d. H e w as killed d uring the battle w ith the mighty dragon.
185
T ask 16
Read the story of M anik A ngkeran once again and then stu d y the forms of verbs used
in the story.
Lets take some sentences from the story.
Su b ject
Pred icate
O b ject/C om p lement
He
w as
He
k ept on
begging ...
The dragon
k ne w
his plan
Sidi M antra
used
a stick to...
Subject
Past V erb
O bject / C om plement
In the table above, you find that to talk about actions or situations in the past you can
use the follo w ing pattern: Su b ject + Past V erb + O b ject/C om p lement
186
T ask 17
C haracters:
_________________________
_________________________
_________________________
187
T ask 18
188
T ask 19
I n pairs, develop the fol lo w i ng poi nts i nto a good story. It is the
story of Ra w a Pen i ng from C entral Java. You may search the
i n formation about the story from the l i brary, the i nternet, an d other
sources.
T ask 20
I n pairs, do the fol lo w i ng crossw ord p u z z le. T hen, com pare your
answ ers w ith your classmates.
A cross
2. large area of w ater
surrounded by land
6. sw ear
7. a traditional Story
10. a story from the past that
may or may not be true
12. a sheet of cotton
Down
1. fine
3. little consideration for others
4. sound of long / s /
5. standing diagonally
8. vam pire
9. jungle
11. mens best friend
189
C. Homework
T ask 21
1.
2.
3.
4.
5.
6.
T ask 22
I n pairs, read the fol lo w i ng story an d w rite the mai n poi nts of the
story. Report the poi nts to the class.
M enti k o Betuah
Fol k lore from N anggroe A ceh D arussa l am
190
" D on't w orry, young man. I w ill not eat you. I am the king of snakes in this
jungle. I heard you helped many animals from being tortured. N o w , I w ant to give
you a gift. This is M entiko Betuah. This magical stone can give you anything you
w ant."
The prince w as hap p y. H e asked the M entiko Betuah to give him a lot of
money. A mazingly, the prince later had a lot of money. So he w ent home and told his
father that the money w as from his business as a merchant.
The prince kept the M entiko Betuah carefully. H e w ent to a goldsmith and
asked him to make the magical stone as a ring. U nfortunately, the goldsmith stole the
M entiko Betuah. The prince w as angry. L uckily he had made friends to the animals.
Then they all helped him find the M entiko Betuah.
A cat, a dog, and a mouse w ent together to find the magical stone. They
finally found the goldsmith. H o w ever they could not enter his house, only the mouse
could. A fter w aiting for a moment, the mouse came out of the house. H e said he
could not find the magical stone. A fter that they all w ent back to the palace. The cat
and the dog did not kno w that the mouse actually had found the magical stone. H e
w as hiding it in his mouth. H e then gave the M entiko Betuah to the prince. H e w as so
hap p y and said that the mouse w as the hero.
The cat and the dog w ere jealous and angry. They tried to kill the mouse.
That's w hy until no w cats and dogs al w ays try to catch mice.
Adapted from http://indonesianfolklore.blogspot.com/search/label/N anggroe%20Aceh%20D arussalam
1. The characters
__________________________________________________________________________
__________________________________________________________________________
2. The events in the story
__________________________________________________________________________
__________________________________________________________________________
3. The ending of the story
__________________________________________________________________________
__________________________________________________________________________
4. The moral value of the story
__________________________________________________________________________
__________________________________________________________________________
191
T ask 23
D. Evaluation
T ask 24
Your grou p has an assignment to w rite the legend of M alin K undang. You and your
grou p look for the materials. You accidentally find some sources. You tell your
classmates about the interesting ne ws.
T ask 25
A long time ago in C entral K alimantan, a great hunter named Sangi lived. E very
time he w ent to the jungle to go hunting, he brought a lot of animals home. Sangi lived
w ith his family on a riverside.
A s al w ays, Sangi w ent to the jungle. H e sa w some footprints of a w ild hog. H e
slo w ly follo w ed the footprints. The footprints ended in a big tree. Sangi thought the hog
w as behind the tree. Slo w ly he w alked around the tree then he w as really amazed. H e
sa w a big dragon w as trying to sw allo w a w ild hog. The hog w as so big that the dragon
could not sw allo w it easily.
A fter several times trying to sw allo w , finally the dragon gave u p. Su d denly, the
dragon looked at Sangi. H e w as really shocked! H e w anted to run very fast. H e thought
the dragon w ould eat him alive.
192
Though Sangi had tried to run, his feet could not move at all. The dragon
slo w ly came to him. Then they w ere face to face. W hen the dragon w as exactly in front
of him, it turned into smoke. W hen the smoke w as gone, there w as a handsome man.
H e said, ''Eat that w ild hog. This is your p unishment for seeing me try to eat.'' ''I can't.
I am a hu man. I cannot eat a w ild hog that big,'' said Sangi. ''Yes, you can. If you are a
dragon, you can eat that hog,'' said the man.
Then Sangi changed into a dragon. A fter that, he ate the hog. Later, he changed
back as a hu man. ''W hat hap pened to me? W hy could I change as a dragon?'' said
Sangi. ''It also hap pened to me years ago. I did w hat you did. I sa w a dragon ate then
the dragon made me a dragon. It is great to be like us. W e are half dragon and half
hu man. You can change to be a dragon or hu man anytime you like. Besides that, you
can be forever young. I'm more than 100 years old but I still look young right?'' said
the man.
H e continued, ''There is one condition that you have to do. D on't tell anyone
that you are a half dragon and half hu man. If you did, you could be a dragon forever
and unable to change back as hu man,'' said the man. A fter that, he disap peared.
Since then, Sangi had t w o lives, one as a dragon and one as a hu man. H e also looked
young although he w as really old. People al w ays asked the secret, but he never told
them w hy he could look young forever.
O n his 150th birthday, people could not stand it any more. M ore and more
people asked him. Sangi gave u p. H e told them that he w as actually half dragon and
half hu man. People w ere laughing at him. They did not believe that.
''I am a dragon!'' screamed Sangi. H e w as u pset because they did not believe him.
Right after Sangi finished saying that, his bod y w as shaking. Slo w ly he changed as a
dragon. People w ere scared. They w ere running a w ay.
Sangi w as really sad. H e regretted for telling them his secret. H e kne w he
could not live in the village w ith his family any more. H e w ent to the river and lived
there. Since then, people named the river Sangi River.
Adapted from http://indonesianfolklore.blogspot.com
Q uestions
1. W hat does the story tell us about?
a. A dragon w ho w as killed by Sangi.
b. The people lived near to Sangi River.
c. The beginning of Sangi River.
d. The dragon w ho stayed in Sangi River.
2. W hat did Sangi usually do in the jungle?
a. C utting trees.
b. H unting hogs.
c. H unting dragons.
d. K illing w ild animals.
193
194
E. Reflection
H o w m uch do you learn from th is u n it? Put a tic k ( ) i n the right box accord i ng to
ho w m uch you have learnt.
A spects
V ery m uch
M uch
Little
F. Summary
I n th is u n it you learn:
1.
In informal situations
Really? Thats what Im waiting
for.
Thats great.
I think she deserves it because ...
2. T he Si m p le Past T ense
O bjectives: to talk about actions or situations in the past.
Pattern: Subject + V erb 2(Past form) + O bject / C om plements
195
G. Vocabulary List
ad mire [dmaI] kkt
attitu de [QtItjud] kb
curious [kjUris] ks
debt [det] kb
footprint [fUtprInt] kb
gambling [gQmblIN] kb
goldsmith [gUldsmiT] kb
hog [h g] kb
lamentation [lmenteISn] kb
merchant [mtSnt] kb
mighty [maIti] ks
panick y [pQnIki] ks
riverside [rIvsaId] kb
servant [svnt] kb
slingshot [slINS t] kb
spoiled [sp Il] kb
straits [streIts] kb
torture [t tS] kkt
treasure [treZ] kb
196
: mengagu mi
: sikap
: penasaran
: utang
: jejak kaki
: ju di
: pengrajin emas
: babi
: kesedihan
: pebisnis
: k uat
: panik
: tepi sungai
: pelayan
: ketapel
: manja
: selat
: menganiaya
: harta benda
Semester 2 Review
L isten i ng section
A . I n th is section, you w i l l l isten to short con versations bet w een t w o peop le. C hoose
the best answ er to each q uestion. A nsw er the q uestions based on w hat is stated
b y the spea k er.
1.
A lad y
Policeman
A di
Putri
4. Elizbeth
C lassmates
: G u ys, M r Sartono has just told me that our marks for the
semester exam are very good.
: Thank God.
197
5. Putri
Fred y
: I have to tell you this ne ws. O ur school w ill provide us w ith free
internet access.
: Thats great. Its good ne ws for everyone in this school.
198
b. H e thanks Putri.
c. H e in vites Putri.
d. H e expresses sy m pathy to Putri.
9.
N isa
Fred y
N isa
Fred y
a. Laila
b. Good night
c. Goodbye
d. N ice to talk to you
199
12.
a. Really
b. Thanks
c. A mazing
d. Good
13.
a. Thats bad
b. Thats good ne ws
c. Thats a pity
d. H o w horrible
14.
a. G oodbye
b. Thanks
c. Sorry
d. See you then
200
201
22. The com mentators claim that the era of television has ended because .
a. people are interested in ne wspaper as the information source
b. television is so expensive
c. television provides out-of-date information
d. many ne w information technology facilities are in vented
23. The transmission can be done through electromagnetic w aves or through cable
system (T V cable). (paragraph1)
The w ord w ave in the sentence has a similar meaning to....
a. mediu m
b. facility
c. device
d. signal
24. But, some com mentators have claimed that the era of television is coming to an
end. (paragraph3)
The w ord com mentator in the sentence can be replaced by....
a. argu ment
b. opinion
c. observer
d. broadcaster
Q uestions 25-29 are based on T ext 2.
T ext 2
T he La k e of C olour
O nce u pon a time, there w as a kingdom. The kingdom had a kind and w ise
king named Prabu. H e and all his people lived in hap piness. There w as only one
thing that made Prabu and his people sad. Prabu did not have any children. There
w as no prince or princess in the kingdom.
O ne day, Prabu w ent to the jungle to pray God. E very day he begged for a
child. A nd after several time, the dream came true. The Q ueen got pregnant. A ll
people in the kingdom felt hap p y so did Prabu and the K ing. M any of them sent
presents to the palace.
The queen gave birth of a beautiful princess and Prabu and all his people got
hap pier. M any of the people sent presents to the palace. E veryone in the kingdom
loved her. So did the K ing and the Q ueen. E verything she w anted m ust be realized.
She became a spoiled girl.
H er 17th birthday w as coming and Prabu prepared a beautiful necklace as her
birthday present. The party w as so cro w ded and all people in the kingdom came
and attended the party.
202
A nd then, Prabu presented the necklace to his beloved daughter and said that
the beautiful necklace w as presented by all people in the kingdom. Su d denly, the
Princess thre w the necklace and said that she did not like the necklace. She said that
she did not w ant to accept that necklace.
A ll people, inclu ding Prabu and he Q ueen, w ere sad and began to cry. Then,
there w as a miracle. Su d den l y, the Earth w as crying. It made a pool of w ater. The
palace w as getting full. Soon the place became a big lake. The lake sank the entire
kingdom and became Telaga W arna (Lake of Colour).
Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java
203
204
BIBLIOGRAPHY
" A valanche. " M icrosoft Student 2007 [D V D]. Redmond, W A: M icrosoft corporation, 2006.
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Blundell, Jon et al. 1982. Function in English. O xford: O xford U niversity Press.
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BS N P. 2006. Standar Isi. Jakarta.
Bygate, M ., Skehan, P. and Sw ain, M . (E ds.). 2001. Researching Pedagogic Tasks in Second
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http: / / w w w .lk pstoryteller.com
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http: / / w w w .m yonlinerecipe.com
205
206
PICTURE SOURCES
Unnitit 11
U
UU nn it
it 22
Unnitit 33
U
207
U n it 4
U n it 4
Picture 4.1 4.11 M icrosoft Encarta 2007, Picture 4.12 w w w .flicker.com, Picture 4.13
4.14 M icrosoft Encarta 2007, Picture 4.15 w ildasia.net, Picture 4.16 M icrosoft Encarta
2007, Picture 4.17 desktoprating.com, Picture 4.18 4.20 M icrosoft Encarta 2007
U n it 5
U n it 5
Picture 5.1 w w w .bananabay marina.com, Picture 5.2 midto w nlife.ty pepad.com, Picture
5.3
w w w .exmsft.com,
Picture
5.4
w w w .espartha.com,
Picture
5.5
images.search.yahoo.com, Picture 5.6 ne ws.nationalgeographic.com, Picture 5.7
geology. w ced u.pima.ed u,
Picture
5.8
midto w nlife.ty pepad.com,
Picture
5.9
w w w .espartha.com , Picture 5.10 w w w .mtholyoke.ed u, Picture 5.11 w w w .pariz kova.cz,
Picture 5.12 w w w .joekaz.net, Picture 5.13 M icrosoft Encarta 2007, Picture 5.14 M icrosoft
Encarta 2007
U n it 6
U n it 6
Picture 6.1 http: / / f3c.yahoofs.com Picture 6.2 http: / / unilanet.unila.ac.id Picture 6.3
images.search.yahoo.com Picture 6.4 images.search.yahoo.com Picture 6.5 - 6.9 w riters
docu ment, Picture 6.10 w w w .ioinformatics.org, Picture 6.11 - 6.13 w riters docu ment,
Picture 6.14 - 6.17 images.search.yahoo.com
U n it 7
U n it 7
Picture 7.1 http: / / w w w .sunkissvillas.com Picture 7.2 http: / / w w w .gonemovies.com
Picture 7.3 http: / / w w w .american.ed u http: / / w w w . w pclipart.com Picture 7.4 - 7.9
w riters docu ment, Picture 7.10 http: / / w w w .tuatahiaxes.com Picture 7.11
http: / / w w w .archives.gov
U n it 8
U n it 8
Picture 8.1 http: / / farm1.static.flickr.com / Picture 8.2 http: / / w w w .b2bcfo.com Picture
8.3 http: / / w w w .lsbu.ac.u k Picture 8.4 http: / / w w w .sreejith.net
UUnnitit 99
Picture 9.1- 9.8 W riters docu ments.
208
Laila
K etut Tantri
Laila
K etut Tantri
T ask 8
209
U NIT 2
T ask 3
Fred y : Sanusi, could you sho w me ho w to turn on and off a com p uter?
Sanusi : Sure. To turn on a com p uter, first you have to turn the po w er su p ply on,
then press the C P U po w er on, and after that press the monitor po w er
button on.
Fred y : Thats it?
Sanusi : Yes, thats it.
Fred y : H o w do you turn it off?
Sanusi : To turn it off. First you have to click the start menu, then click turn off
(on the bottom of the start menu display), after that w ait until three
options ap pear (stand by, turn off, and restart), and then click turn off
again, and finally turn off the monitor and the po w er su p ply.
Fred y
Sanusi : Sure. You just w ait a second until three options ap pear. They are stand
by, turn off, and restart. Then click turn off.
Fred y : O K , thanks.
Sanusi : Youre w elcome.
T ask 5
1. Laila
Saly
: Sorry a plane just passed by and I couldnt hear w hat youve said.
Could you repeat that w ord?
: Sure. I w as just asking if you could sho w me ho w to use a scanner.
2.
A ji
D anias
3.
A yu
E do
4.
H ereka
Laila
H ereka
5.
M r Fred y
210
: You al w ays have to follo w these steps every time you w anted turn off
the com p uter.
M rs H ayati : Im sorry, w ould you mind repeating that w ord again, please?
M r Fred y : I said that you should al w ays follo w these steps every time you turn off
a com p uter.
T ask 6
There are nine steps to activate a mobile phone w ith M ultimedia C ard (M M C). But,
before removing the cover, al w ays remember to sw itch off the po w er and disconnect the
charger or any devices. N o w , the first step is to open the phone by sliding the phone
cover to w ards the bottom of the phone. The second step is to open the memory card
holder by p ulling it u p gently. Insert the SI M card into the lo w er slot. M ake sure that the
beveled corner of the SI M card is facing to w ard the top of the phone and that the golden
contact area on the card is facing do w n w ard. The third step is to insert the M ultimedia
C ard (M M C) into the holders slot. M ake sure that the beveled corner and the golden
contact area of the M M C are facing do w n w ard. The fourth step is to close the memory
card holder by pressing it do w n w ard until locked. The fifth step is to alight the golden
contact of the battery w ith the corresponding corners on the phone, and p ush the
op posite end of the battery until it snaps into the place. The sixth step is to close the
phone cover by sliding it to w ards the top of the phone. The seventh step is to connect the
po w er cord to the charger and the other end of the po w er cord from the charger to the
base of the phone. The eighth step is to connect the charger to an A C w all outlet. The
battery indicator bar on the display starts scrolling. W hen the battery is fully charged,
the bar stops scrolling. The last step is to turn on the phone by pressing and holding the
po w er button on the top of the phone.
Adapted from: M anual Book, Nokia 3230
U NIT 3
T ask 3
A di
: W hat is this?
A sep : Its a piggy bank.
A di
: W o w , its cool!
A sep : A nd its easy to make too.
A di
: Really? H o w?
A sep : A ll you need is a plastic bottle, a cutter, and paint or fabric. You can also ad d
beads or button if you w ant; if so youll also need some glue.
A di
: W hat do w e do then?
A sep : First, use a cutter and cut a thin rectangle on the top part of the bottle, enough to
slip a coin. Then, paint or cover the bottle w ith fabric. If you w ant to paint it, you
should sand the plastic bottle first. A fter that, decorate the bank by pasting beads
or button.
A di
: Youre so creative.
A sep : N o, not really. Im just trying to recycle unused stuff, like plastic bottle.
A di
: T hats a w on derf u l th i ng to do.
A sep : Thanks.
211
T ask 9
W i n dsoc ks
To make a w ind sock out of a plastic bottle first you need to cut the top and the bottom
off a t w o litre bottle, to have a perfect cylinder. Then, p unch 4 holes (w ith a hole p unch)
spaced evenly on top. A fter that, tie a 12 inch piece of fishing line to each hole. N ext,
attach all four to a large sw ivel snap used in fishing. Sand the bottle and paint w ith
paints any design you w ish. W hen its dry, p unch holes every an inch around the
bottom. Then, tie a 3 foot piece of ribbon in each hole. V ary your colours or make them
all the same. Finally, hang u p and enjoy.
A dapted from: w w w .ma ke-stuff.com.recycl ing.pl ast ic.bot t les.html.htm, Contributed by C a thy
W i l l i ams, ca thy@tfs.net
U NIT 4
T ask 3
Tora
Sanusi
Tora
Sanusi
Tora
Sanusi
Tora
Sanusi
Tora
Sanusi
Tora
Sanusi
Tora
212
: Sanusi, is there any endangered animal from the area you come from?
: W ell, in K alimantan therere orangutans and theyre endangered.
: O h, I see. D o you kno w w hy theyre endangered?
: W ell, I w as told that the orangutan is endangered because of habitat
destruction and they are shot, caught, and sold to circus, and other attraction
sho ws.
: Real l y? Thats very sad.
: Yes I kno w . W hat about in Banten? Is there any endangered animal there?
: Yes there is. In U jung K ulon theres also an endangered animal. W e have
Javanese rhinoceros or w hat w e usually called one-horn rhinoceros.
: M m
: Theyre endangered because of habitat loss and hunting. N o w , there are
only about 60 of them left in the w orld.
: A re you serious?
: Yes. You can find them in U jung K ulon and in V ietnam national park.
: I hope their nu mber can increase soon.
: Yes. I hope so too.
T ask 7
O rangutans or Pongo pygmaeus belong to the Primate order. The orangutan
spends most of its time in trees. Each evening it builds a ne w treetop nest. They are
endangered because of habitat lost and poachers keep on killing, o w ning, and
exporting orangutans.
They only live on the island of Borneo and in the northern corner of the island of
Su matra.
O rangutans are characterized by rough, long, red dish-bro w n fur. M ale
orangutans are about 95 cm (37 in) in length and about 77 kg (170 lb) in w eight.
U n it(31
5 in) in height and w eighing only about
Females are smaller, reaching about 78 cm
37 kg (81 lb). The male has p uffy cheeks and a hanging throat-pouch. This pouch
contains air sacks that help prod uce a groaning, bubbling call, w hich can be heard at
least 1 k m (0.6 mi) a w ay.
H alf of the orangutans diet consists of fruit, but they also eat young leaves,
soft inner bark, termites, eggs, and occasionally monkeys.
W hen a female is read y to mate, she w ill seek out an ad ult male. O rangutan
are mam mals; females give birth to a single infant about once every four to eight
years. The gestational period for orangutans is just under nine months, nearly the
same as in hu man beings. Infants stay very close to their mothers for the first three
years until they dont consu me their mothers milk.
Adapted from: M icrosoft Encarta 2006. 1993-2005 M icrosoft Corporation. A ll rights reserved.
U NIT 5
T ask 2
Ramon : D id you hear that?
Bay u : W hat?
Ramon : A nother landslide occurred.
Bay u : D o you think w e can stop landslide?
Ramon : I dou bt it. W e can prevent landslide, but I dont think w e can stop it.
Bay u : W ell, I think youre right. W hat can w e do to prevent landslide?
Ramon : I think w e should start planting trees and stop cutting them do w n for a start.
Bay u : I dont th i n k w e can really stop careless people cutting trees do w n.
Ramon : W el l, I th i n k its possi b le to do that, as long as everyone takes part in it.
Bay u : Yes, but do you really think that the government can make people listen to them
and do w hat they tell them to do?
Ramon : Yes, Im pretty opti m istic about it.
213
T ask 6
L A N D SL I D E
A landslide is a geological phenomenon w hich inclu des different ty pes of ground
movement, such as rock falls, deep failure of slopes and shallo w debris flo ws. W e
usually also say that landslide is w hen a large amount of soil and rocks falls do w n the
side of a hill, cliff, or mountain.
Landslide can occur naturally or because of hu mans action. N atural causes of
landslide inclu des erosion by river, heav y rains or sno w melt, glacier melting, ocean
w aves w hich create over steepened slopes, earthquakes, volcanic eru ptions, thunder and
lightning, and groun d w ater pressure. H u man cause of landslide inclu des vibrations
from machinery, traffic and road construction, blasting, mining, and logging.
Taken from: en.wikipedia.org/wiki/Landslide
U NIT 6
T ask 3
A lad y
Policeman
A lad y
Policeman
A Lad y
A di
Policeman
A di
Policeman
A lad y
: A lright.
: Sir.
: Yes. W hat can I do for you?
: Ive found this mobile phone, Sir.
: W ell. Lets see. Is this your mobile phone, M aam?
A di
: Youre w elcome.
T ask 5
1. A di: Excuse me, could you help me move this table?
Fred y: Yes, of course.
2. A di : Fred y! D ont touch that button!
Fred y: O h, okay.
3. Fred y: Look! I think Ive found your C D .
Laila: O h, yes its mine. Thank you very m uch.
Fred y: A nytime.
214
T ask 6
The internet is a mediu m of com m unication. It connects com p uters through net w ork
connections. W e can com m unicate w ith people around the w orld using the internet. W e
can get a lot of information from the internet and w e can also send e-mail to others.
N o w adays, video streaming can be done through the internet. The internet can help
people to com m unicate w ith others, w hether it is text, au dio, video, or video-au dio.
Adapted from www.wikipedia.org
U NIT 7
T ask 3
A sep
Elizabeth
A sep
Elizabeth
A sep
Elizabeth
A sep
Elizabeth
A sep
Elizabeth
A sep
T ask 5
1. A di
M other
2.
: M om, Ive got interesting ne ws for you. In m y English story telling class,
Ive got the first turn and everythings going so w ell and I got A for m y
story.
: C ongratulations. You deserve it. You have done tight w orks for it.
Elizabeth : A di, its a w esome. Youll represent our school in the national story
telling contest.
A di
: Youre kid ding me? I havent even kno w n it.
Elizabeth : I sa w the announcement this morning. Just check it in the announcement
board.
A di
: O kay. Thanks for the ne ws. Ill confirm it w ith M rs H ayati.
215
3.
A di
T ask 6
T he G oat an d the Shep herd
O nce u pon a time there w as a Shepherd w ho w anted to bring back a stray goat to
his flock. H e w histled and sounded his horn, but, one of the goats paid no attention to
his com mand. A t last the Shepherd thre w a stone, and broke one of its horns. In an
instant, the shepherd became very terrified. H e then begged the Goat not to tell his
master about it. The Goat replied, " W hy, you silly fello w , the horn w ill speak although
Im silent."
The moral value of the story is d o not try to hide things w hich cannot be hid.
Adapted from http://www.inspirationalstories.com/
U NIT 8
T ask 3
Sanusi
Laila
Sanusi
Laila
Sanusi
:
:
:
:
Laila
Sanusi
Laila
Sanusi
Laila
T ask 5
1. A di
216
H i, Lai la.
H i Sanusi. W hat a nice hat you have.
Yes, I plan to present this as a birthday gift for A nto.
W o w . Thats nice of you.
Laila
A di
Laila
4. Father
5. Fred y
A sep
W ayan Lega w a
T ask 13
T he Frog an d the M ouse
There once w as a frog and a mouse w ho w ere very good friends. They did not have
the same kind of house to live in. The mouse lived in a hole in the ground and the frog
lived in the w ater. The frog could live in the w ater, but the mouse could not. W hen they
w anted to visit, the frog w ould have to come out of the w ater. W hen their visit w as
finished, the frog w ould hop back into the w ater, and the mouse w ould run back into his
hole in the ground.
O ne day the frog came out to visit w ith the mouse. W ickedness entered into his
heart. H e got some rope and tied his foot and the mouse's foot together. H e w as just
playing around. But, after the frog finished visiting, he ju m ped right back into the w ater
w ithout untying the rope. H e had totally forgot that his feet w ere still tied together to the
mouses.
The mouse could not live in w ater, and it died. A fter a w hile the mouse got bigger
and came out to the top of the w ater. A ha w k sa w him and, w ith a fly do w n, took both
the dead mouse and the live frog u p into the air. The ha w k alighted in a tree and ate
both of them. They both met death.
Adapted from http://www.msu.edu
U NIT 9
Scaffolding | English for Grade I X Students
217
T ask 3
Elizabeth
A di
Elizabeth
A di
Elizabeth
A di
Elizabeth
A di
Elizabeth
A di
T ask 5
1. M aria
A di
2. M r Jar w o
M r Brata
3. Putri
Fred y
4. Ida
A sep
5. Laila
A ngelina
218
T ask 6
The Story of Panyalahan V illage
A Folklore from West Java
L O N G time ago in Tasik malaya, W est Java, lived a young cou ple. They w ere
farmers. They lived hap pily w ith their baby. The cou ple also had some animals. O ne of
them w as a tiger.
W hen the cou ple w ent to w ork on the pad d y field, the tiger looked after their baby.
A s usual, the cou ple w ent to the pad d y field. Before they left, they asked the tiger to look
after their baby. W e w ill go to the field no w . Look after our baby, okay? The tiger
nod ded. So, the cou ple w ent to the field. They w orked from morning until afternoon.
W hen the cou ple arrived home, the tiger w elcomed them. The tiger acted
differently. H e w agged his tail and rubbed his bod y to the cou ples legs. H e looked very
hap p y. The husband became suspicious. W hy does this tiger behave strangely? H e does
not act as usual? he thought. The husband looked at the tiger carefully. H e w as
shocked. The tigers mouth w as full of blood. Then he remembered his baby. H e thought
the tiger had eaten the baby. W hy is your mouth full of blood? he asked the tiger.
You m ust have done something bad to m y baby! H ave you killed him? W hy did you do
that? he w as very panicked. The husband took his knife and killed the tiger in anger.
Then they both entered the house. They w ere shocked. They looked at each other.
Their baby w as sleeping peacefully in his cradle. H e w as not eaten by the tiger. Q uickly,
the w ife took the baby and kissed him. The baby w oke u p. H e opened his eyes and
smiled. The cou ple found a very large snake under the cradle. The snake w as dead and
full of blood. O h, m y w ife, the husband said. W e have done a terrible thing. The tiger
is not guilty! Look at the dead snake. The tiger m ust have killed him. H e had saved our
baby, but I killed him. O h, m y God! W hat have I done? I am so sorry. Forgive me, m y
dear tiger. Forgive me, please? The cou ple felt very guilty.
They have killed their faithful tiger. It all hap pened because they did not check the
baby first before they killed the tiger. Since then, the cou ples village w as called
Panyalahan. The w ord Panyalahan derives from the w ord nyalahan, w hich means
w rong guess.
Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java
219
U n it 4
T ask 8
C
D
B
A
C
1.
2.
3.
4.
5.
U n it 4
T ask 23
A
C
C
C
D
1.
2.
3.
4.
5.
U n it 5
T ask 31
D
D
B
D
C
1.
2.
3.
4.
5.
C
A
C
D
D
Rev ie w 1
1.
11.
21.
31.
2.
12.
22.
32.
3.
13.
23.
33.
4.
14.
24.
34
5.
15.
25.
35.
6.
16.
26.
7.
17.
27.
8.
18.
28.
9.
19.
29.
10.
20.
30.
U n it 6
T ask 16
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
220
C
A
B
D
B
A
D
C
A
D
U n it 6
T ask 25
1.
2.
3.
4.
5.
B
C
A
D
B
U n it 9
T ask 13
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
D
C
A
B
D
C
D
A
B
C
U n it 7
T ask 14
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
D
A
C
B
D
B
B
D
A
U n it 7
T ask 25
1.
2.
3.
4.
5.
D
A
A
D
C
U n it 9
T ask 21
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
C
B
A
B
C
D
C
B
A
D
U n it 8
T ask 16
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
C
A
A
D
C
D
A
C
B
U n it 8
T ask 25
1.
2.
3.
4.
5.
D
B
C
D
A
Rev ie w 2
1.
11.
21.
31.
2.
12.
22.
32.
3.
13.
23.
33.
4.
14.
24.
34
5.
15.
25.
35.
6.
16.
26.
7.
17.
27.
8.
18.
28.
9.
19.
29.
10.
20.
30.
T ask 20
Installing A vira A ntivirus
221
U NIT 7
U n it 7
T ask 22
The Fox, The Cock and the D og C unning O ften O ut w it Itself.
1. " Good ne ws, good ne ws!" he cried.
" W hy, w hat is that?" said the C ock.
2. "It is only m y master's D og.
3. " K ing Lion has declared a universal peace.
4. " W hy, that is good ne ws," said the C ock; "and there I see some one coming.
5. A nd so saying he craned his neck for w ard and looked afar off.
" W hat is it you see?" said the Fox.
6. H e is coming to w ards us.
7. H e sa w a C ock roosting high u p beyond his reach.
8. N o animal may hurt a bird from no w on, but all shall settle together in brotherly
friendship."
9. O ne moonlight night, there w as a Fox.
10. The Fox w as creeping around about a farmer's hen-cage.
11. W e can share the good ne ws."
12. W hat, going so soon?" he continued, as the Fox began to turn a w ay as soon as he
kne w that is w as the dog w ho w as coming through.
13. " W ill you not stop and congratulate the D og on the reign of universal peace?"
14. "I w ould gladly do so," said the Fox, "but I fear he may not have heard of K ing Lion's
decree."
http://4to40.com/Fables/index.asp?id=703
UUnNitI T8 8
T ask 15
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
222
goats
could
village
hyenas
caught
eaten
kingdom
chief
laughed
ran very fast
very mid dle of the enem y's village
several hyenas w ere coming
I am your chief's guest
the chief of the hyenas
GLOSSARY
accepting in vitations
action verbs
ad miring something or somebod y
asking for certainty
asking for repetition
attracting someones attention
conjunction
connective
diphthong
expressing doubts
expressing gratitu de
inclusion of details
narrative text
noun
offering something
preposition
proced ural text
pronoun
proper noun
refusing in vitations
report text
responding to doubts
responding to ne ws given
responding to uncertainty
223
224
SUBJECT INDEX
AB
PQ
preposition, 54
proced ures, 14
pronoun, 94
proper noun, 164
conjunction, 31
connective, 51
countable noun, 90
D
degree of com parison, 73
diphthong, 156
double letter vo w els, 47
EFGH
expressing doubts, 82
expressing gratitu de, see thanking
IJKL
inclusion of details, 33
in viting, 155
M
minimal pairs, 6
S
sho w ing attention, 63
silent letters, 178
stress pattern, 87
T
telling interesting ne ws, 113, 133
thanking, 26
the plural sound of s or es, 68
the pronunciation of th, 115
the sim ple past tense, 186
UVWXYZ
uncountable noun, 90
N
narrative text, 143
225
caffolding: English for Junior High School Students Grade IX disusun dengan acuan
Standar Isi mata pelajaran bahasa Inggris 2006. Materi dan tugas pembelajaran
dikembangkan dengan prinsip-prinsip Pendekatan Komunikatif untuk
mengembangkan kompetensi siswa dalam keempat keterampilan berbahasa, yaitu
menyimak, berbicara, membaca, dan menulis yang diorganisasikan ke dalam dua siklus
pembelajaran, yaitu siklus lisan dan siklus tulis. Sementara siklus lisan menekankan
pengembangan keterampilan berbahasa lisan (menyimak dan berbicara), siklus tulis
mengembangkan keterampilan dalam berbahasa tulis (membaca dan menulis). Sesuai dengan
prinsip keterpaduan dalam pembelajaran bahasa, kedua siklus tersebut mengembangkan keempat
keterampilan berbahasa secara terintegrasi. Baik siklus lisan maupun siklus tulis tersusun atas
empat macam kegiatan pembelajaran, yaitu pembuka, pajanan terhadap bahasa Inggris, penjelasan
mengenai unsur-unsur kebahasaan, dan latihan berkomunikasi dalam bahasa Inggris secara
terbimbing maupun bebas. Untuk pengayaan dan evaluasi, setiap unit dilengkapi dengan tugas
terstruktur berupa pekerjaan rumah dan evaluasi.
Joko Priyana, Ph.D., memperoleh gelar sarjana Pendidikan Bahasa Inggris dari
IKIP Negeri Yogyakarta tahun 1989, MA dalam bidang TESOL dari Canberra
University, Australia tahun 1995, dan Ph.D. dalam bidang Applied Linguistics
dari Macquarie University Sydney tahun 2003. Sejak tahun 1990 penulis adalah
dosen pada program studi Pendidikan Bahasa Inggris di FBS UNY.
Riandi, saat ini sedang menyelesaikan studi S1 pada program studi Pendidikan
Bahasa Inggris di Universitas Negeri Yogyakarta.
Anita P. Mumpuni, saat ini sedang menyelesaikan studi S1 pada program studi
Pendidikan Bahasa Inggris di Universitas Negeri Yogyakarta.
ISBN 979-462-961-8
Buku ini telah dinilai oleh Badan Standar Nasional Pendidikan (BSNP) dan
telah dinyatakan layak sebagai buku teks pelajaran berdasarkan Peraturan
Menteri Pendidikan Nasional Nomor 34 Tahun 2008 tanggal 10 Juli 2008
tentang Penetapan Buku Teks yang Memenuhi Syarat Kelayakan untuk
Digunakan dalam proses pembelajaran.