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
SCAFFOLDING
IX
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
English for Junior High School Students
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
Riandi
SCAFFOLDING
Anita P Mumpuni
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
Riandi, saat ini sedang menyelesaikan studi S1 pada program studi Pendidikan
IX
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.
PUSAT PERBUKUAN
Departemen Pendidikan Nasional
Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi oleh Undang-Undang
SCAFFOLDING
English for Junior High School Students Grade IX
Disusun oleh
Joko Priyana
Riandi
Anita P Mumpuni
Editor
Suharso
420.07
PRI PRIYANA, Joko
s 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
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.
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
Penulis
TABLE OF CONTENTS
U nit 1 F O O DS ...................................................................................................................... 1
Asking for Certainty
Responding to U ncertainty
Functional Text: Procedure
U nit 2 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 ..................................................................................... 61
Showing A ttention
Functional Text: Report
U nit 5 N A T U R A L D IS A ST ERS .......................................................................................... 81
Expressing Doubts
Responding to Doubts
Functional Text: Report
Revie w Semester 1 ................................................................................................................... 101
C onsonants
Phonetics sy mbols Exam ple Pronunciation
p pen [pen]
b bad [bQd]
t tea [tiø]
d did [dId]
k cat [kQt]
g got [g t]
tS chin [tSIn]
dZ june [dZuøn]
f fall [f øl]
v van [vQn]
T thin [TIn]
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
Picture 1.1
M atch the measuri ng tools belo w w ith their names. T hen, d iscuss
T ask 2
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.
Pic. 1.2 cu p
tablespoon
pinch
B. Lesson Proper
Q uestions
1. W hat are K etut Tantri and Laila talking about?
2. W ho kno ws ho w to make ice cream?
3. Is K etut Tantri serious that she can make some ice cream?
4. Laila says the w ord RE A L L Y? W hat does it mean?
5. In the dialogue K etut Tantri says the w ord A BSO L U T E L Y. W hat does it mean?
ingredients shake
tools w rap
mix roll
ad d seal
1. M ilk, sugar, w hipped cream, vanilla extract, and salt are the … to make ice cream.
2. W e need to … the lid w ith a tape.
3. W e should … the can like a w heel.
4. … a cup of salt to the ice, to make the temperature lo w .
5. … together the ingredients.
6. The … that w e need to make ice cream inclu de cans, ice, salt, and a cloth or glove.
7. … the large can w ith a cloth.
8. … the can to mix the salt and ice.
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 I’m very certain.
1. Your mom asks you if you’re really O K helping her cook dinner instead of w atching
movies w ith your classmate.
2. You’re 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.
3. Your partner is not sure if your group can w in the competition.
F U N S P A C E
Variety is the spice of life.
Doing a lot of different things makes life more interesting.
LE M O N A D E
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 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.
1. lemonade a. teko
2. lemon b. buah lemon
3. iced w ater c. k ulit lemon
4. pitcher d. air es
5. lemon rind e. lim un
F U N S P A C E
Why did the man throw the butter out the window?
F U N S P A C E
What can't be used until it's broken?
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]
E very pair of w ords above is a m i n i mal pair.
M ad and sad form a minimal pair because they have the same sounds and
spellings except for one soun d and letter.
1. fall a. ball
2. cold b. su n
3. map c. house
4. mouse d. mold
5. pot e. cat
6. rat f. cap
7. rock g. hot
8. run h. mock
T ask 13 Stu d y the d ialogue an d deci de w hether each statement is true (T) or
false (F). T hen, act the d ialogue out w ith your partner.
T rue False
1. Sanusi w ants A ngelina to sho w him ho w to make popcorn.
2. A ngelina is certain that you only need five ingredients to
make roast corn.
Picture 1.8 Fried rice Picture 1.9 O melette Picture 1.10 O range juice
Exam ple:
I W ayan Lega w a : D o you kno w ho w to make fried rice?
Ida : O f course.
I W ayan Lega w a : Really?
Ida : Certainly, it is easy.
I W ayan Lega w a : I don’t think I can make some.
Ida : I’m sure you can do it.
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.
Pi neap p le Ste w
I ngred ients:
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?
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 piece of palm sugar.
4. Strain once it’s 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.
Q uestions to ask:
You : W hat did you learn from the recipe?
Your friend :
You : Is the recipe clear for you?
Your friend :
You : D o you think you can cook the food yourself?
Your friend :
You : A re you sure about it?
Your friend :
F U N S P A C E
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 2 eggs
teaspoons baking po w der 1 cu p sugar
teaspoons vanilla extract Picture 1.13 Cookies
D irections:
1. Combine flour and baking po w der, set aside.
2. Beat eggs, sugar, and vanilla extract in a mixing bo w l until light-coloured.
3. Stir in the flour and baking po w der mixture.
4. D rop the batter by teaspoonfuls about 2 inches apart onto a greased and
floured baking sheet. Set aside in a room temperature for 6 hours.
5. Bake at 350°F for 6 minutes.
6. Remove from baking sheet to a w ire rack to cool.
combine sugar
eggs greased
batter
In giving instructions w e usually use w ords that tell us actions. H ere are some
sentences using those w ords:
Picture 1.14
1. 2. 3.
H o w to ma k e or do
someth i ng
H omemade C an d y
I ngred ients:
po w dered sugar 1 c. w ater T h i ngs needed to
ach ieve the goal
1 c. granulated sugar 1 c. light corn syrup
1 / 2 tsp. peppermint oil or other flavour
The com mon gram matical patters of a proced ure inclu de:
the use of com mands (i.e. the imperative form of the verb), e.g. ‘put’, ‘don’t mix’;
etc.
the use of action verbs, e.g. ‘turn’, ‘pick up’, ‘don’t run’; etc.
the use of precise vocabulary, e.g. ‘whisk’, ‘lukewarm’; etc.
the use of connectives to sequence the actions in time, e.g. ‘then’, ‘while’; etc.
C. Homework
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 mother’s birthday. You
w ant to ask if he is serious about it since you have no idea ho w to make a cake.
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
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?
D. Evaluation
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.
M I X E D I C E (ES C A M P U R)
(1 serv i ng)
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.
2. You need the follo w ing things to make M ixed Ice, E X C EPT ….
a. avocado
b. ice cubes
c. condensed milk
d. sugar
5. You need 3 tbs. of condensed milk. The underlined w ord is the abbreviation of ….
a. spoon
b. teaspoon
c. tablespoon
d. cu p
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.
I n th is u n it you learn:
2. A ction verbs
A. Lead-in
Picture 2.1
Picture 2.2
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.
2. T urn the po w er supply on. 2. T urn the monitor then the po w er supply off.
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
F U N S P A C E
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 : M ay I speak to A ndi?
A ndi : Speaking.
A sep : H i, A ndi. It’s me, A sep.
A ndi : O h, hi. W hat’s u p?
A sep : I’ve got the C Ds for Need for Speed U nderground 2. I need your
help. I don’t kno w ho w to install it. Could you help me?
A ndi : Sure. H ave you turned on your comp uter?
A sep : Yes. I’m read y w ith m y com puter.
A ndi : N o w, insert C D1 and w ait for the A U T O PL A Y.
A sep : O kay, it’s the A U T O PL A Y. W hat’s next?
A ndi : C lick the Install bar on the top of the menu and then insert the Serial
N u mber of your prod uct.
A sep : W here can I find the SERI A L N U M BER?
A ndi : It’s on the bottom of our C D case.
A sep : I’m sorry. I can’t hear you clearly. C an you say that again?
A ndi : It’s on the cover, on the bottom of your C D case.
A sep : O K . It’s done.
A ndi : Then, click I N ST A L L. Replace C D1 by C D2 if the
installation requires to.
A sep : O K . It’s finished.
A ndi : D on’t forget to cop y C R A C K FIL ES from C D1 to C: \ Program
Files \ E A Games \ N FS U nderground2 \ . O nce you’re done, you’re read y to
play.
A sep : O K . It’s all done. Thank you very much.
A ndi : A nytime, d u de.
A sep : Bye.
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?
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 Responding to thanks
Thanks. You’re welcome.
Thanks for…. M y pleasure.
Thank you very/so much. A ny time.
Thanks a million. No trouble at all.
I really appreciate it. Not at all.
Exam p le:
Elizabeth : W ill you sho w me ho w to open an email account?
Sanusi : Sure.
Elizabeth : T han ks a lot.
Sanusi : D on’t mention it. Picture 2.12
1. G reeting
2. A sking for help
3. Explaining the proced ure on ho w to use the appliances
4. M issing some steps
5. Thanking
The steps on ho w to ….
The first step is ….
The second step is .…
The third step is ….
A nd so on ….
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
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
4. W hat does the w riter strongly recom mend in order to get the best result of the C D-
R O M installation?
a. That w e remove the computer cover first.
b. That the computer should be turned off before installing C D-R O M .
c. That the C D-R O M is set as M aster device in the Secondary I D E.
d. That C D-R O M is set as M aster device in Primary I D E.
5. W e have to connect the C D-R O M to the follo w ing ty pes of cable E X C EPT ….
a. po w er cable
b. au dio cable
c. I D E cable
d. monitor cable
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
What’s got a wave but no sea?
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.
Sending an SMS
Steps to do:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Q uestions
1. W hat is the first step in installing the printer?
2. W here do you install the ink cartridges?
3. W hat do you do before connecting the printer w ith your comp uter?
4. W hen do you install the printer soft w are?
5. W hat is the final step in installing a printer to your computer?
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.
Pri nti ng a F i le
R EP O R T S H E E T
N ame :
Stu dent n u m ber :
Inclusion of D etails D etailed Information
C. Homework
T ask 21 A sk w hether your parents or your neigh bours have man uals of
com p uters or mob i le p hones. F i n d t w o of them an d then report
them to the class. You may use the fol lo w i ng form to ma k e your
report more organ i zed.
R EP O R T S H E E T
N ame :
Stu dent n u m ber :
W hat is to do Steps
1. Putri : Laila, w here have you been? I’ve been w aiting for you an hour no w .
Laila : … I forgot that w e’re supposed to meet at one o’clock.
Putri : W hat? H o w could you forget? I’ve reminded you.
Laila : I’m very sorry Putri. I w on’t do that again. Please forgive me.
Putri : … But, don’t make me w ait for you again.
Laila : Thank you. I w on’t do that. I promise.
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 can’t 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 C hoose the correct answ er to com p lete each d ialogue belo w.
1. K etut Tantri : ….
Putri : Sure, I’ll repeat that.
a. Yes. Thanks.
b. D o you have the time?
c. You’re 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?
™
C on necti ng JetF lash (f lash d isk) to a C om p uter
™
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 w ill appear in the M y Com puter w indo w . In ad dition, a Removable
™
H ard w are icon and an icon Q uick M enu (provided you setu p JetFlash elite)
w ill appear in the W indo ws System Tray.
™
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
™
icon that represents the JetFlash .
™
Taken from: JetFlash manual
™
8. W hat indicates that the JetFlash is successfully connected to your com puter?
™
a. The JetFlash ‘s L E D w ill light up.
b. The computer is restarted automatically.
™
c. The computer is removing the data to the JetFlash .
™
d. The A uto Log In of the JetFlash is running.
9. “In ad dition, a Removable H ard w are icon and an icon Q uick M enu (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.
10. “In ad dition, a Removable H ard w are icon and an icon Q uick M enu (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.
Expressing gratitu de
U nderstanding manuals
W riting manuals
I n th is u n it you learn:
I’m sorry?
I’m sorry I didn’t catch w hat you said.
Could / w ould you repeat that, please?
I’m sorry. W hat did you say?
W hat w as that again?
There are t w o main parts of proced ure texts. They are w hat is going to do
(the goal) and steps to do.
4. C on j u nctions
• and
• but W hat, w here, w hen, ho w ,
ho w long, ho w m uch
• or
• so
• nor
RECYCLING THINGS
A. Lead-in
1. 4.
Picture 3.4
Picture 3.3
3. 6.
B. Lesson Proper
I n pairs, recal l the mean i ngs of the w ords belo w. T hen, l isten to the
T ask 3
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 [biød] kb :…
button [¨b ˆ t«n] kb :…
cutter [¨k ˆ t«] kb :…
fabric [¨fQbrIk] kb :…
glue [gluø] kb :…
paint [peInt] kb :…
plastic bottle [¨plQstIk ¨b tl] kb :…
slip [slIp] kkt :…
T ask 5 Stu d y the d ialogue belo w an d notice the expressions i n bol d. T hen,
stu d y the expressions.
T ask 10 Stu d y the fol lo w i ng d ialogue w ith your classmate sitti ng next to
you an d guess the mean i ng of fol lo w i ng w ords based on the
d ialogue. T hen, act it out i n pairs.
Ida : Putri, I have a lot of unused cloth. W hat should I do w ith it?
Putri : You could make a quilt out of the cloth.
Ida : But I don’t kno w ho w to make a quilt.
Putri : I kno w ho w to make a sim ple quilt.
Ida : Really? That’s great. W ill you sho w me ho w?
Putri : Sure. A ll you need is some unused cloth, thread, and needle. The first thing
that you have to do is cut the unused cloth or fabric into squares (8cm x 8cm or
10 cm x 10 cm). Then, 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. A nd then, keep
se w ing the square cloth together in a pattern that you w ant, for exam ple heart,
face, flo w er, stripes etc. W hen you have finished se w ing all pieces of your
square cloth, turn the se w ed squares on its back side. N ext, spread the large
fabric sheet on top of se w ed squares. Finally, se w the large fabric w ith the
se w ed squares. W o w , you have a beautiful unique table cloth.
Ida : W o w that’s great. H ave you ever made one?
Putri : Yes, I just made one last w eek. H ere it is.
Ida : That’s very beautiful, Putri.
Putri : Really?
Ida : Yes, it great.
1. fabrics :…
2. fold :…
Picture 3.10 C loth
3. needle :…
4. pattern :… Picture 3.11 Q uilt
5. se w :…
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 ere’s 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 / ø / w hen follo w ed by “r”, as in the w ord poor.
W ords u: U ø
spoon
look
poor
choose
cool
cook
loop
w ood
good
T ask 14 I n pairs, stu d y the i nstruction belo w an d guess the mean i ng of the
w ords i n the box based on the context. T hen, ta k e turns retel l i ng it
oral l y to your classmate sitti ng next to you.
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.
F U N S P A C E
Why did the students take a ladder to school?
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.
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?
T ask 17 F i n d ten action verbs i n the p u z z le. T he f irst one has been done.
A M I A R C T N I W L Q Y P O U R
S O U P P O R V K A O R G W T E A
P P E A D F R Y M E L O N X O A T
C D C A N G L A S S E M I X P O T
S W H I S K C U P S H A K E M A N
B I G H E A L H Y S W E E T V Q D
H E A B E N D I B O I L H E A R T
T A B L E R O O M A T E H E A T T
G R I N D W R E C I P E S G O O L
E W D Q E E N S T I R T H I N G S
B O T O L C L O T H F I B E R C W
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 C om p lete the i nstruction w ith the correct con necti ves.
blender [¨blend«] kb :…
food processor [¨fUd ¨pr«Uses«] kb :…
bucket [¨b ˆ kIt] kb :…
strainer [¨streIn«] kb :…
w ire [¨waI«] kb :…
magazine [mQg«¨ziøn] kb :…
bleach [bliøtS] kb :… Picture 3.13 Recycled paper
iron [¨aI«n] kb :…
iron [¨aI«n] kkt :…
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 Bleach
Blender / food processor W hite glue
Bucket Iron
Insect screens / strainers W ater
W ire
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 it’s dry. Finally,
iron the paper.
T ask 22 Put the steps i n the correct order. You may w or k i n pairs.
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 it’s 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
Pretty Kitty Creighton had a cotton batten cat.
The cotton batten cat was bitten by a rat.
The kitten that was bitten had a button for an eye,
And biting off the button made the cotton batten fly.
Put the torn paper i n the Pour out the blended The blender is on the
bucket. paper. floor.
D ry the paper u n der the The lam p is above the The box is besi de the ball.
sun. boy.
The bucket is beh i n d the The boys are i n front The glass is bet w een the
boy. of the laptop. cans.
1. 2.
3. 4.
C. Homework
Picture 3.27 C ard Picture 3.28 Small p urse Picture 3.29 W ind chimer 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.
D. Evaluation
1. A sep : Look Burhan, that lad y is thro w ing rubbish into the river!
K etut Tantri : ….
A sep : Yes, that’s very shameful. She shouldn’t do that. The rubbish is
polluting the river. It can also cause flood.
K etut Tantri : A sep, w hy don’t w e remind her that she shouldn’t thro w rubbish
any more?
A sep : That’s a … idea Burhan. Let’s go and remind her.
2. Elizabeth : Finally, w e’re here. I can’t w ait to see ho w plastics are recycled.
Sanusi : Yeah, me too.
Elizabeth : H ey look at that machine. It chops and cleans the plastic.
Sanusi : W o w , ….
Elizabeth : Yes. It’s so cool!
Sanusi : W hat about that machine. W hat does it do?
Elizabeth : I think it melts the plastic.
Sanusi : Recycling is great. W e can red uce pollution and save money too.
Elizabeth : I kno w . Sanusi, I think w e have to leave no w .
Sanusi : ….
Elizabeth : Yes, I hope that w e can stay here longer too.
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.
Steps:
1. W ash the cotton T-shirt.
2. Place the w et shirt flat on the w ork surface.
3. Tie knots in the T-shirt, or t w ist it and secure the folds w ith rubber
bands or heav y-d uty thread.
4. M ix 1 / 2 c. liquid d ye (or 1 package po w dered d ye) in 1 qt. hot w ater.
D issolve 5 tbsp. table salt in the mixture.
5. Let the mixture cool to room temperature.
6. Put the entire shirt in the d ye and let it soak for at least 20 minutes.
7. Rinse the shirt in cold w ater until the w ater runs clear.
8. U ndo the knots and rinse the shirt again.
9. H ang the shirt to dry, under the sun.
Picture 3.32 C an Picture 3.33 Styrofoam Picture 3.34 Box Picture 3.35 Bottle
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.
This is terrific.
It’s wonderful.
This is fantastic.
… looks great.
…awesome.
……cool.
2. C on necti ves
3. Prepositions
Some prepositions are in, under, or, below on, beside, above, behind, in front of, and
between.
ENDANGERED ANIMALS
A. Lead-in
T ask 1 I n pairs, stu d y the an i mals belo w an d then answ er the q uestions.
1. 2.
B. Lesson Proper
L isten to the d ialogue bet w een T ora an d San usi an d then answ er
T ask 3
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.
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:
Sho w i ng attention
Right. I see. A nd.
Really? Oh. Yes.
Situation: You ask your friend about an endangered animal that you don’t know and he informs
you about it. Then, you show that you are listening to him.
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: …
F U N S P A C E
What do tigers have that no other animals have?
3.
1. Some tigers live in ……………
4. 2. K illing tigers is ……………..
3. ………… are animals that eat
meat.
2. 4. ………..are large grasslands
1. w here no trees are found.
5. The tiger is
5. …………………because of
habitat destruction and illegal
hunting.
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.
Adapted from: M icrosoft ® Encarta ® 2007. © 1993-2006 M icrosoft Corporation. A ll rights reserved.
1. badges 7. elephants
2. grasses 8. loses
3. chooses 9. guesses
4. tigers 10. teaches
5. w ashes 11. oranges
6. catches 12. fishes
W hat is
being
Picture 4.11 Blue w hale
reported
T he B l ue W hale
General
The Blue W hale is largest w hale and the largest living creature information
D efinition on Earth. Blue w hales w ere hunted a lot for oil, baleen, meat, and of w hat is
other prod ucts from the 1930s to the 1960s. This hunting almost being
caused the extinction of the species. They are no w protected and reported
may grad ually be returning in several areas.
Blue w hales are mainly found in very cold w aters, like the A rctic
H abitat
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.
A natom y 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 87,500- Specific
142,500 kg. The skin has a light grey and w hite spotty pattern.
information
D iet Blue w hales feed by opening its mouth into dense grou ps of
or
small sea creatures like plankton, krill or fish.
Blue w hales are mam mals. They give birth once every t w o or
description
Reprod uction
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.
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?
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’.
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 Read the report about K omodo dragons an d f i n d the mean i ngs of
the w ords based on the context. T hen, com p lete the vocab u lary
w eb.
Boar
... H ab itat
…
135 k g
K omodo dragon
…
... A natom y
…
Lay eggs
… Four short legs
F U N S P A C E
What do you call a bear without an "ear"?
1. W hen you w ant to compare something you usually use –er or more.
-er is used for short w ords and more is for long w ords.
“than ” is also used in com paring something.
Exam ple: Bangal tigers are larger than Su matran tigers.
Exam ple: - shorter, bigger, larger, etc.
- more comfortable, more peaceful, more interesting, etc.
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
W hat has t w o heads, four eyes, six legs an d a tai l?
Picture 4.13 D ugong / sea cow Picture 4.14 M aca w Picture 4.15 G iant aro w ana
C. Homework
Read the fol lo w i ng report an d com p lete the i n formation tab le.
T ask 23
T hen, choose the correct answ er to every q uestion.
Polar Bear
Polar Bear
N ame :…
… : 25-30 years
Status : endangered (habitat destruction)
A natom y :…
D iet : ...
… : pack ice w here w ater is accessible.
Reprod uction :…
Q uestions
1. W hat is the text about?
a. G riz zly bears.
b. H oney bears.
c. A rctic.
d. W hite bears.
4. W hat is the meaning of the w ord n urse from the last paragraph?
a. A person w ho takes care of sick people.
b. K eep feeling.
c. Take care of something special.
d. Breast-feed.
F U N S P A C E
What do you call a fish without an eye?
The giant panda is the com mon name for a bear found in
provinces of w estern C hina. The giant panda resembles
other bears in general appearance, w ith the exception of the
black patches over its eyes, ears, and legs and the black band
across its shoulders. G iant pandas live in bamboo forests at
high elevations and feed primarily on bamboo. U nlike other
Picture 4.17 G iant panda bears, they vocalize by bleating rather than roaring.
Females w eigh about 80 kg (about 180 lb), and males w eigh about 100 kg (about
220 lb). The giant panda's so-called sixth front toe is not a digit or cla w but an enlarged
w rist bone that functions as a thu mb in grasping food.
G iant pandas feed almost exclusively on bamboo, w hich is not highly nutritious.
F urthermore, some bamboo species flo w er sim ultaneously and die shortly after w ard,
occasionally leading to starvation among giant panda pop ulations. If their usual food
su p ply is threatened, giant pandas may feed on gardens, crops, and even chickens, but
they are little threat to people except in close encounters.
The habitats of family grou ps and the survival of ju venile giant pandas are still
poorly understood. G iant pandas seem to have no permanent den and do not hibernate,
although they shelter in the w inter in dens or hollo w trees. G iant pandas are fairly
solitary most of the year. Females may live in loose grou ps w ithin the range of a
dominant male.
Breeding takes place from M arch to M ay, and the young are born three to six
months later w eighing only 85 to 140 g (3 to 5 oz). T w o cubs may be born, but only one
survives. The young cry lou dly for help and require great care from the mothers, and
losses of young are a serious problem in the recovery and management of giant-panda
pop ulations. The giant panda's broken range has created six isolated pop ulations. The
total nu mber of giant pandas in the w ild is no w about 1,000. Because giant pandas are
restricted to a small area of w estern C hina, their status may be the most precarious of all
the species of bears.
Taken from: M icrosoft ® Encarta ® 2007. © 1993-2006 M icrosoft Corporation. A ll rights reserved.
Picture 4.18 Sumatran Tiger Picture 4.19 Sno w Leopard Picture 4.20 A sian Elephant
T ask 28 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.
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.
Reading reports
W riting reports
F. Summary
I n th is u n it you learn:
1. H o w to sho w attention
Sho w i ng attention
Right. I see A nd.
Really? Oh. Yes.
a. 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.
3. Report text
G. Vocabulary List
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 I n pairs, answ er the fol lo w i ng q uestions an d then com pare your
answ ers w ith your partners’.
1. 4.
Picture. 5.2
Picture. 5.5
3. 6.
Situation: Ramon and Bayu are watching television. The breaking news is on, informing that
another landslide just occurred.
In the dialogue bet w een Ramon and Bay u you find the follo w ing
expressions:
I dou bt it.
I don’t th i n k …
W el l, I th i n k it’s possi b le to do that.
Yes, I’m 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
I’m not so sure …. I feel quite sure about it.
I doubt it. You just wait and see.
I’m rather doubtful …. I’m very optimistic about it.
I don’t think …. Well, I think it ….
I don’t really believe…. It will be great.
3. A yu : … that w e can replant all of the trees that have been cut do w n. There
are just too many trees that have been cut do w n.
Panji : … as long as everyone participates in it and illegal logging is stopped.
1. You are unsure that you can persuade your friends to plant at least a tree.
2. You are very certain that planting trees w ill help prevent floods and landslides.
3. Your friend doubts that he can find a report on a natural disaster.
4. 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.
Erosion
Earthquake
…
…
Landslide: …
M achinery vibration
…
H u man
causes M ining
Logging
T ask 10 Stu d y the fol lo w i ng i n formation an d read it alou d as i f you are the
an nou ncer on the D iscovery chan nel.
TORN A D O
1. clou ds a. corong
2. debris b. angin topan
3. funnel c. a w an
4. mile d. mil
5. tornado e. reruntuhan
Read the fol lo w i ng report. T hen, i n pairs f i n d the mean i ngs of the
T ask 16
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
earthquake [¨«øTkweIk] kb :…
earth's crust [«øT krˆst] kb :…
seismic w ave [¨saIzmIk weIv] kb :…
volcanic activity [v l¨kQnIk Qk¨tIvIti] kb :…
mine blast [maIn blAøst] kb :…
nuclear experiment [¨njuøki« Ik¨sperIm«nt] kb :…
displacement [dIs¨pleIsm«nt] kb :…
tectonic earthquake [tekt nIk ¨«øTkweIk] kb :…
volcanic earthquake [v l¨kQnIk ¨«øTkweIk] kb :…
tectonic plate [tekt nIk pleIt] kb :…
magma [mQgm«] kb :…
volcano [v l¨keIn«U] kb :…
Richter scale [¨rIXt«¨skeIl] kb :…
M oment scale [¨m«Um«nt skeIl] kb :…
fault planes [f lt pleIn] kb :…
tectonic faults [tekt nIk f lt] kb :…
Q uestions
1. W hat is the text about?
2. W hat is an earthquake?
3. H o w many ty pes of earthquakes are there? W hat causes each of them?
4. W hat is the measurement used for an earthquake?
5. To be able to cause destruction, ho w large does an earthquake have to be?
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).
Singular Plural
flood
tsunami
lava
landslide
ice
rock
magma
rain
sno w
w ind
I denti f y some cou ntab le an d u ncou ntab le nou ns i n the text i n T ask
T ask 20
16.
T ask 21 I n pairs, f i n d the mean i ngs of the fol lo w i ng w ords. T hen, read a
report on a f lood. T hen, answ er the q uestions.
W hat is
reported
FL O O D
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?
1. P
2. H
8. E
10. O
7. 9.
5. M
3. N
6. O
1.
P
1 2 3 4 5 6 7 8 9 10
F U N S P A C E
How much wood would a woodchuck chuck
if a woodchuck could chuck wood?
He would chuck, he would, as much as he could,
and chuck as much wood as a woodchuck would
if a woodchuck could chuck wood.
“ It” in lines 2 and 5 (in the text in Task 21) refers to f lood.
“ It” in line 7 refers to w ater.
“ It” is a pronoun. It is a w ord to replace a noun or noun phrase. O ther
pronouns are as follo ws:
K etut he
Sinta she
I I
Jatu and me we
you you
Sanusi, D anu, Indra 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.
F U N S P A C E
What has three feet but no legs or arms?
Situations:
1. You are unsure that everyone in this country w ill donate some money to help the
reforestation program me.
Your friend : D o you think everyone is w illing to donate some money to help fund
the forestation programe?
You : I doubt it. N ot everyone in this country is fortunate enough to give a w ay
their money for trees.
2. You are very optimistic that the tsunami w arning system w ill be useful.
3. You doubt that w e can stop natural disasters.
4. You believe that if w e plant trees w e can red uce floods and landslides.
5. You are optimistic that illegal logging can be stopped.
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?
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?
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.
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
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.
Expressing doubts
Responding to doubts
Reading reports
W riting reports
F. Summary
I n th is u n it you learn:
2. Reports (see U n it 4)
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).
C. Vocabulary List
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, that’s all you need to do.
a. A re you sure that’s all the steps?
b. Sure.
c. C ertainly.
d. O f course, that’s all you need to do.
4. A sep :…
Ida : Thank you. I made it from recycled paper.
a. W o w , that’s a w esome!
b. A re you sure that’s all of the steps?
c. D on’t mention it.
d. Thanks, Ida.
5. Fred y :…
A di : W e’ll see. I’m sure w e can finish our assignment just on time.
a. I’m sure that w e can do this.
b. A re you sure?
c. I doubt that w e can finish our assignment.
d. Really?
7. Panji : Really?
Bay u :…
a. Right.
b. Really.
c. A bsolutely.
d. A re you sure?
8. Ramon :…
D anias : Sure. The fourth step is to check the printer’s name. C lick the small arro w
printer that you’re using.
a. Could you repeat the fourth step?
b. Sure.
c. W ill you help me, please?
d. O K , thanks.
9. Yapis : T y pe the nu mber of copies that you w anted to print. Then, click
“ O K ”.
Retno : … is that it?
Yapis : Yes that’s all.
a. M m m…
b. Y up, that’s all
c. Thanks so much
d. A nytime
12. A jeng : ….
D anias : Yes, I’m also very disappointed w ith w hat careless people done to
the nature.
a. That’s very disappointing
b. I agree
c. I doubt it
d. I’m sure
13. Bonar : Is it possible to make other people a w are of the loss that they can cause?
Putri : … I don’t think w e can make everyone a w are of their
damaging action.
a. O K.
b. W hat w as that again?
c. I’m very certain about it.
d. I’m not so sure about it.
14. Laila : Then, cut shapes from unused paper or magazine to decorate the
card.
D iah : ….
a. I don’t kno w
b. I doubt it
c. I’m perfectly sure
d. Right
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
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
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
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
Picture 6.4
Picture 6.3
B. Lesson Proper
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 y’s 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 y’s mobile phone?
4. H o w does the lad y attract the policeman’s attention? W hat does she say?
5. H o w does A di attract the policeman’s 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.
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 someone’s 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 someone’s attention, for example:
1. D ialogue 1
2. D ialogue 2
3. D ialogue 3
W ayan Lega w a : H i, Ida. H ave you heard about our English home w ork?
Ida : O ur English home w ork? W hat is it?
W ayan Lega w a : It’s i nteresti ng. M rs H ayati w ants us to submit it
through e-mail.
Ida : E-mail? That’ll be great.
W ayan Lega w a : D o you think it w ould benefit us?
Ida : Yes, of course. W e can search for a lot of information in
the internet w hile submitting our assignments or
home work. You have got an e-mail account, haven’t you?
W ayan Lega w a : Yes. But... I haven’t opened m y e-mail for three months. I
think it’s alread y blocked.
Ida : D on’t w orry. I can help you unblock your e-mail.
W ayan Lega w a : Really? Thank you very m uch.
Ida : N o worries.
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 IT’S 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:
A di, ______________
1. __________________
__________________
W hat is it?
O ur school has a
w ebsite on the
internet.
Picture 6.9
Picture 6.10
G u ys, ____________
__________________ W hat is it?
3.
__________________
Picture 6.11
4.
Elizabeth, _________
__________________
__________________ W hat’s so
__________________ interesting?
Picture 6.12
Picture 6.13
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 [Truø] that [DQt]
three [TrI]
month [m ˆ nT]
T ask 11 Pronou nce the w ords an d classi f y w hether they are pronou nced [T]
or [D].
[T] [D]
… …
… …
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.
E- M A I L
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?
_______________________________________________________________________
No Items C lues
1.
2.
3.
4.
5.
F U N S P A C E
Which letter is always trying to find reasons?
W ords M eanings
1. confirmation [k nf«¨meISn] kb …
2. delay [dI¨leI] kb …
3. delivered [dI¨lIv«d] ks …
4. develop ment [dI¨vel«pm«nt] kb …
5. device [dI¨vaIs] kb …
6. exchange [Iks¨tSeIndZ] kb …
7. intended [In¨tendId] ks …
8. provide [pr«¨vaId] kkt …
9. queue [kjuø] kkt …
10. recipient [rI¨sIpi«nt] kb …
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. store and for w ard
b. for w ard and forget
c. store and forget
d. for w ard and save
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
7. “ Long messages are often billed as equivalent to m ultiple SMS messages.” (last
paragraph)
The sentence means ….
10. The w ord m ultiple in the last paragraph is opposite in meaning to ....
a. nu merous
b. many
c. several
d. fe w
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.
Statements T F C orrections
1. SMS is a mediu m of com m unication …
through mobile phone.
2. SMS can send text, au dio, and even …
video messages.
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
C O M P U T E R M R M U M G M
M N E T W O R K F Y I D E F A
I D N E I N S T A L L G M J M
N I M N N M S M F M A D A S F
F S N N T G A G W E B S I T E
O C M D E M C D M S A A L E A
R O S F R F C G H I C A B L E
M V M S N M E S M G M N M E D
A E G Z E K S T O I M F X V C
T R M J T M S Y M G M G M I X
I Y F A C S I M I L E B G S V
O Z M Z M Z M C M X R A D I O
N B M E C H A N I S M M B O X
S S H J K L T E L E P H O N E
W orl d W i de W eb
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 people’s response to the development of V oIP and w ho uses V oIP
no w adays?
I n pairs, i magi ne an i n formation tech nology faci l ity you dream of.
T ask 24
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 Scaffolding | English for Grade I X Students
4. W ho can use the facility
____________________________________________________________________
5. O ther things about the facility
____________________________________________________________________
C. Homework
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 disks—that 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
controller—circuitry that controls the disk drive—directs 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.
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
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.
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.
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.
Telling interesting ne ws
I n th is u n it you learn:
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.
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
H ave you ever read the fol lo w i ng stories? I f so, w rite the title of the
T ask 1
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
Picture 7.3
B. Lesson Proper
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 Adi’s. 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 di’s 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?
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:
Interesting N e ws Expressions
1. D ialogue 1
2. D ialogue 2
3. D ialogue 3
F U N S P A C E
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?
Situation: Asep comes to Palatan’s house because Palatan needs some help. Palatan offers him
drinks.
A sep : H i, Palatan.
Palatan : H i A sep. Please come in.
A sep : Thanks.
Palatan : W hat can I get you? Tea or coffee?
A sep : Coffee, please.
Palatan : W ith sugar or cream?
A sep : W ith cream. Thanks.
Palatan : O kay. H ere’s your coffee.
A sep : Thanks. W hat’s your problem, any w ay?
Palatan : You kno w , m y English is not good at all. I w ant you to help me
learn English.
A sep : The same problem I’ve ever had. D o you like reading books or
stories?
Palatan : Yes, novels. W hy?
A sep : W ell, A di told me that his English gets better after he reads a lot.
Then, I tried it and it w orked.
Palatan : Really? That’s interesting. I’ll try to read more English books.
Thanks for the ad vice.
A sep : N o problem.
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 In informal situations
Would you like...? Will you have…?
What can I get you? Please take...
I wonder if I might offer you.... Chocolate? Coffee? (or other nouns)
Picture 7.5
Picture 7.6
Picture 7.7
Picture 7.8
Picture 7.9
T ask 10 I n pairs, have a short d ialogue based on the fol lo w i ng gu i del i ne.
Situation: This holiday you will have a vacation to Bali. You offer your cousin to come with
you to Bali.
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.
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
_______________________________________________________________________
_______________________________________________________________________
A n H onest W oodsman an d H is A xe
Q uestions
1. The story is about ....
a. the golden axe
b. an honest w oodsman
c. God M ercury
d. the secret pool
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.
6. “ N o! A ll is lost!”
W hat does the expression means?
a. The w oodsman lost all his money.
8. “ A nd it shall be re w arded.”
The w ord it in the sentence refers to....
a. the w oodsman’s axe
b. the w oodsman’s 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
Statements T F C orrections
1. The w oodsman lived from selling
fire w ood.
2. H e dropped his axe accidentally.
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.
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.
1
2 A cross
2. physically po w erful
3 4 3. w ith a great interest
5. in a very short time
8. telling the truth
5 6 9. opposite of special
7 8
Down
1. w ith sadness
2. stable
4. made of w ood
9 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.
T ask 24 Read the fol lo w i ng story an d then com p lete the poi nts.
Film list:
1. C harlie and the C hocolate Factory
2. C ars
3. Su perman Returns
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.
Read the story of G eorge W ash i ngton and then answ er the
T ask 27
q uestions.
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.
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.
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.
Telling interesting ne ws
F. Summary
I n th is u n it you learn:
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
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
B. Lesson Proper
L isten to a d ialogue bet w een San usi an d Lai la an d then answ er the
T ask 3
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 nto’s birthday party with him and she accepts Sanusi’s invitation.
Q uestions
1. W hat does Laila think about Sanusi’s hat?
2. H o w does Laila praise Sanusi’s hat?
3. H o w does Sanusi in vite Laila to A nto’s 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
What did the doctor say when the invisible man
called to make an appointment?
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 nto’s 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 A ccepting in vitations
We should be delighted if you …. I’d be delighted to….
I’d like you to …. I’d like to very much.
Shall we …. I won’t say no.
What about …? That’ll be great.
Come and …. O kay.
Invitation Reply
1. D ialogue 1
2. D ialogue 2
3. D ialogue 3
4. D ialogue 4
5. D ialogue 5
From the dialogue bet w een Laila and Sanusi, you learn ho w to pronounce stay,
home, and b irth day:
stay [steI]
home [h«Um]
birthday [¨b«øTdeI]
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:
Situation: Ketut Tantri finds some numbers of the English homework difficult. She invites Tagar
to come to her house to help her.
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 Tantri’s in vitation?
F U N S P A C E
A flea and a fly flew up in a flue.
Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flaw in the flue.
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 Tantri’s
in vitation.
There are many other expressions you can use to refuse invitation, for exam ple:
In formal situations In informal situations
That’s very kind of you but… Thank you for asking me, but….
U nfortunately, …. I’d like to, but….
… However, thank you for inviting me. I’m afraid I can’t because….
Sorry, I can’t (because…)
1.
A ndi : H i, E l v ira. H ave you got an y p lan th is w ee k en d?
Elvira : W ell. M y mom w ants me to stay at home. W hat is it?
A ndi : N othing. … together.
Elvira : I’m sorry …. But, thanks for asking.
A ndi : N o problem.
2.
Sanusi : H i, A di. It’s time to take a break.
A di : Yes. I kno w .
Sanusi : W hy are you still in the library? Let’s ….
A di : T han k you very m uch, b ut ….
Sanusi : O kay.
A di : ….
Sanusi : That’s fine.
3.
A sep : H i, Sanusi. H o w ’s your assignment?
Sanusi : I’ve got some difficulties doing it.
A sep : M e too. I need your help to prepare for tomorro w ’s exam.
Sanusi : Yes. W hat can I do for you?
T ask 11 I n pairs, have a short d ialogue based on the fol lo w i ng poi nts.
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.
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.
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?
Teacher: “ The goats had a village of their own and a chief and everything. The hyenas also had
their own village and a chief.”
Read the story of Q uac k l i ng an d guess the mean i ngs of the w ords
T ask 17
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
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
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
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.
Statements T F C orrections
1. Q uackling w as a big laz y d uck.
2. H e w ent to the castle for his money.
3. Q uackling w ent to the castle w ith his
friends.
4. The K ing gave Q uackling many
obstacles.
5. Q uackling finally got his money.
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.
T he Legen d of Surabaya
Sura bit Baya’s 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, it’s 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. “I’m 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. Let’s 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
1 A cross
2 3 3. travel
6. open and close eyes quickly
8. a special chair for a king or a
4
queen
5 6 7 10. stand diagonally
8 9 11. a pot for boiling food
13. a strong and fast bird
10 Down
1. a circular head-je w ellery used
by a king or queen
2. stop on a tree (v)
11 12 4. box or another place w here bees
live in
5. p ull
6. an insect w ith sting
13 7. the ruler of a territory
9. difficulties
12. w ink
C. Homework
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, that’s 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. “I’m 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 on’t w orry, m y friend. Let’s 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, don’t 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 don’t w ant them to be broken.” “ D on’t 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 dog’s
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.
1. The characters
__________________________________________________________________________
__________________________________________________________________________
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
Your friend invites you to come to his birthday party. You cannot come because you
are sick.
F U N S P A C E
What do you call a fish that only cares about himself?
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 ccepting in vitations
Refusing in vitations
Reading stories
W riting stories
F. Summary
I n th is u n it you learn:
G. Vocabulary List
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 3 L isten to the d ialogue bet w een A d i 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: 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 di’s response im ply?
F U N S P A C E
What does number 1 say to number 7?
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? IT’S
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
I’m glad to hear that. Really? That’s interesting.
I’m happy with the news. That’s great.
I can feel that you’re happy. I think she deserves it because ....
N e ws Response
1. D ialogue 1
2. D ialogue 2
3. D ialogue 3
4. D ialogue 4
5. D ialogue 5
L isten to the story of Pan yalahan V i l lage an d then com p lete the
T ask 6
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.
In the story of Panyalahan V illage you find the w ord thought [T øt]. 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
L isten an d repeat after the teacher. T hen, grou p the w ords w h ich
T ask 8
have the same si lent sou n d.
1. knight
2. kno w
3. night
4. tight
5. castle
6. listen
7. w rest
8. w rinkle
9. d u mb
10. thu mb
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 Laila’s response im ply?
5. W hat do they think they need to do to M rs H ayati?
1. D u de, W hat’s so
_______________ interesting?
_______________
_______________
Really?
W e’ll have an
________________
open- book test for
_____________.
M ath.
W e can open our
notes in the exam.
Picture 9.2
_______________
Since w e’ve got great marks ________________
for the English exam, M rs _______. I can’t
H ayati w ill treat us at the w ait till this
restaurant this afternoon. afternoon.
Picture 9.3
3. G u ys, ___________
__________________ C ome on.
__________________ Tell us.
_________________
Sanusi,___________
__________________ W hat’s so
4. __________________ interesting?
________________
I’ve found a book containing ________________
pictures of D avid Beckham ________________
in action. ________________
________________
________________
Picture 9.5
Picture 9.6
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 : greet and tell the interesting ne ws
2. Your parents : respond to the ne ws, tell you to keep stu d ying hard
3. You : promise to keep stu d ying hard.
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.
Situ Bagen d it
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 don’t 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 Bagendit’s house stood became lake. Since then, people named the lake
as Situ Bagendit. It means Lake Bagendit.
M an i k A ng k eran
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
3. W hat w as M anik A ngkeran’s bad habit w hich made his parents poor?
a. gambling.
b. robbing.
c. drinking alcohol.
d. partying.
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.
9. W hat did the dragon w ant Sidi M antra to do if M anik A ngkeran lived again?
a. H e had to give the dragon some je w ellery.
b. H e had to live in a different place from his son.
c. H e had to leave M anik A ngkeran.
d. H e had to kill him by his o w n hand.
Read the story of M anik A ngkeran once again and then stu d y the forms of verbs used
in the story.
Let’s take some sentences from the story.
Su b ject Pred icate O b ject/C om p lement
He w as very famous for his ...
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
T he C ry i ng Stone
a Fol k t a le from W est K a l imant an
I n pairs, develop the fol lo w i ng poi nts i nto a good story. It is the
T ask 19
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 Down
2. large area of w ater 1. fine
surrounded by land 3. little consideration for others
6. sw ear 4. sound of long / s /
7. a traditional Story 5. standing diagonally
10. a story from the past that 8. vam pire
may or may not be true 9. jungle
12. a sheet of cotton 11. men’s best friend
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
1. The characters
__________________________________________________________________________
__________________________________________________________________________
2. The events in the story
__________________________________________________________________________
__________________________________________________________________________
3. The ending of the story
__________________________________________________________________________
__________________________________________________________________________
4. The moral value of the story
__________________________________________________________________________
__________________________________________________________________________
D. Evaluation
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.
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.
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.
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.
Responding to interesting ne ws
Reading stories
W riting stories
F. Summary
I n th is u n it you learn:
2. T he Si m p le Past T ense
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.
4. Elizbeth : G u ys, M r Sartono has just told me that our marks for the
semester exam are very good.
C lassmates : Thank God.
5. Putri : I have to tell you this ne ws. O ur school w ill provide us w ith free
internet access.
Fred y : That’s great. It’s good ne ws for everyone in this school.
11. a. Laila
b. Good night
c. Goodbye
d. N ice to talk to you
14. a. G oodbye
b. Thanks
c. Sorry
d. See you then
T ext 1
Television is a system of mass com m unication. It
in volves the transmission of images and sound to distance
screens. The transmission can be done through electromagnetic
w aves or through cable system (T V cable).
Television is an im portant facility of com m unication. In
average, people in A merica w atch television for 31 hours per
w eek w hile in Britain people w atch television for 25 hours per
w eek. Television has the ability to bring people to get to kno w
others from various nationalities. Television is also the first
mediu m to present ne ws and current affairs to the p ublic
internationally.
For many years, many of the most im portant
international events have been experienced as T V events.
Television also reports various international issues and political
conflicts. But, some com mentators have claimed that the era of
television is coming to an end. It is because there are many
other com m unication facilities are in vented. In spite of these
changes, T V remains probably the most im portant form of mass
com m unication of the late 20th century.
Adapted from http://www.wikipedia.org
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
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.
26. “ The lake sank the entire kingdom and became Telaga W arna (Lake of C olour).”
(last paragraph)
This part of the text is the ... of the story.
a. orientation
b. com plication
c. resolution
d. conclusion
29. H o w did the K ing and his people feel about the birth of the Princess?
a. They hated the birth.
b. They w ere unhap p y.
c. They did not expect this.
d. They w ere hap p y.
32. W hat did the Princess do w ith the necklace given by the K ing?
a. She thre w it out.
b. She accepted it.
c. She gave it to the people of the kingdom.
d. She kept it and thanked the K ing.
35. “ The lake sank the entire kingdom and became Telaga W arna (Lake of C olour).”
(last paragraph)
The w ord entire in the sentence is op posite in meaning to....
a. half
b. full
c. com plete
d. w hole
Bygate, M ., Skehan, P. and Sw ain, M . (E ds.). 2001. Researching Pedagogic Tasks in Second
Language Learning, Teaching and Testing. Essex: Pearson E d ucation Limited.
http: / / science.nationalgeographic.com
http: / / w w w .aaronshep.com
http: / / w w w .enchantedlearning.com
http: / / w w w .indonesianfolklore.blogspot.com
http: / / w w w .inspirationalstories.com
http: / / w w w .make-stuff.com
http: / / w w w .m yonlinerecipe.com
http: / / w w w . w ikipedia.org
JetFlash T M M anual
M olinsk y, Steven J and Bliss, Bill. 1986. ExpressWays English for Communication. New
Jersey: Engle w ood C liffs
M urphy, Ray mond. 1985. English Grammar In Use. C ambridge: C ambridge
U niversity Press
N unan, D . (1989a). Designing Tasks for the Communicative Classroom. C ambridge:
C ambridge U niversity Press.
N unan, D . and Lock w ood, J. (1992a). The A ustralian English Course: Task-based English for
Post-beginners (Student’s Book 1). C ambridge: C ambridge U niversity Press.
N unan, D . and Lock w ood, J. (1992b). The A ustralian English Course: Task-based English for
Post-beginners (Teacher’s Book 1). C ambridge: C ambridge U niversity Press.
Priyana, Joko. (2002). Developing E FL Task-Based Language Instruction in an Indonesian
Primary School Context. U np ublished D issertation.
Tomlinson, B. (E d.). 1998. M aterials Development in Language Teaching. C ambridge:
C ambridge U niversity Press.
W illis, J. (1996). A Framework for Task-Based Learning. Essex: Longman.
Unnitit 11
U
UU nn it
it 22
Unnitit 33
U
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 riter’s
docu ment, Picture 6.10 w w w .ioinformatics.org, Picture 6.11 - 6.13 w riter’s docu ment,
Picture 6.14 - 6.17 images.search.yahoo.com
U n it 7
U n it 7
U n it 8
U n it 8
UUnnitit 99
U NIT 1
T ask 2
Laila : W hat are you doing K etut?
K etut Tantri : I’m going to make some ice cream.
Laila : You kno w ho w to make ice cream?
K etut Tantri : Yes, of course.
Laila : Real l y?
K etut Tantri : A bsol utel y.
Laila : W ill you sho w me ho w?
K etut Tantri : O f course. I’ll sho w right no w .
Laila : G reat.
K etut Tantri : First, you need to prepare the ingredients. You’ll need a cu p of milk,
cu p of sugar, a cu p of w hip cream, teaspoon of vanilla extract, and
teaspoon of salt. Then, you need some equip ment. They are a small and a
big can, -1 cu p of rock salt, 3-4 cu ps of ice cube, cloth or to w el, and
some tape.
Laila : O K , then w hat do w e have to do?
K etut Tantri : First, w e have to mix all of the ingredients. Then, pour the ingredients
mixture into the small can. A fter that, close the lid and seal it w ith a tape.
Then, p ut the small can into the large can. N ext, p ut the ice into the large
can (around the small can). A fter that, ad d the rock salt into the ice. A nd
then, close and seal the large can. Then, w rap the large can w ith a cloth or
to w el and shake and roll the can for 15 minutes. That’s it.
Laila : A re you sure? That’s easy!
K etut Tantri : Yes, that’s it. It’s very easy.
T ask 8
To make a pitcher of lemonade you w ill need 6 l emons, 1 cu p Sugar , 8 cu ps i ce d
w ater , and 1 cu p of boiling w ater . N o w , to make it first, you have to s queeze the
juice from the lemons into a bo w l. Then, set lemon rinds aside; strain lemon juice into a
large pitcher. A fter that, a d d the sugar and iced w ater. A nd then, you have to stir
until the sugar is dissolved. O nce it’s done, set it aside. N ext, p lace lemon rinds in a
bo w l and ad d the boiling w ater. Let it stand until w ater is cold. Then, d iscard the rinds,
ad d w ater to pi t cher and stir w ell. Refrigerate the lemonade until w ell chilled.
Taken from www.cdkitchen.com
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 : That’s it?
Sanusi : Yes, that’s 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 : I’m sorry, I didn’t catch the third step. C an you repeat it?
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 : You’re w elcome.
T ask 5
1. Laila : Sorry a plane just passed by and I couldn’t hear w hat you’ve said.
Could you repeat that w ord?
Saly : Sure. I w as just asking if you could sho w me ho w to use a scanner.
5. M r Fred y : 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 : I’m 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.
U NIT 3
T ask 3
A di : W hat is this?
A sep : It’s a piggy bank.
A di : W o w , it’s cool!
A sep : A nd it’s 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 you’ll 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 : You’re so creative.
A sep : N o, not really. I’m just trying to recycle unused stuff, like plastic bottle.
A di : T hat’s a w on derf u l th i ng to do.
A sep : Thanks.
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 it’s 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, is there any endangered animal from the area you come from?
Sanusi : W ell, in K alimantan there’re orangutans and they’re endangered.
Tora : O h, I see. D o you kno w w hy they’re endangered?
Sanusi : 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.
Tora : Real l y? That’s very sad.
Sanusi : Yes I kno w . W hat about in Banten? Is there any endangered animal there?
Tora : Yes there is. In U jung K ulon there’s also an endangered animal. W e have
Javanese rhinoceros or w hat w e usually called one-horn rhinoceros.
Sanusi : M m…
Tora : They’re endangered because of habitat loss and hunting. N o w , there are
only about 60 of them left in the w orld.
Sanusi : A re you serious?
Tora : Yes. You can find them in U jung K ulon and in V ietnam national park.
Sanusi : I hope their nu mber can increase soon.
Tora : Yes. I hope so too.
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 don’t think w e can stop it.
Bay u : W ell, I think you’re 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 don’t 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 it’s 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, I’m pretty opti m istic about it.
U NIT 6
T ask 3
A lad y : Excuse me, officer. I lost m y mobile phone.
Policeman : C an you describe it clearly?
A lad y : It’s a black N okia. A nd. M m... I think I drop ped it around this block
about 10 minutes ago.
Policeman : Right, M a’am. You can fill in this form and w e’ll inform you if w e
find it .
A Lad y : A lright.
A di : Sir.
Policeman : Yes. W hat can I do for you?
A di : I’ve found this mobile phone, Sir.
Policeman : W ell. Let’s see. Is this your mobile phone, M a’am?
A lad y : Yes, I’m very certain that this is mine. Thanks, kid.
A di : You’re 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 on’t touch that button!
Fred y: O h, okay.
3. Fred y: Look! I think I’ve found your C D .
Laila: O h, yes it’s mine. Thank you very m uch.
Fred y: A nytime.
U NIT 7
T ask 3
A sep : H i, Elizabeth. Looking for stories too?
Elizabeth : O h, hi. Yes, but I haven’t found one.
A sep : D o you kno w w ho the first turn is?
Elizabeth : N o. It’s you?
A sep : N o. It’s A di. It w ill be interesting because M rs H ayati believes that A di
w ill give us some tips on ho w to tell a story.
Elizabeth : W ell, that w ill be good. I al w ays like the w ay A di speaks in English. H e’s
just good and fluent.
A sep : D o you kno w ho w A di im proves his English?
Elizabeth : N o. But I heard that he takes some English courses. M ay be that’s the
w ay he gets his English better.
A sep : N ot only English courses, he told me that reading English short stories
im proves his English m uch.
Elizabeth : Really? It means that w e can also im prove our English through reading
stories?
A sep : That’s com pletely possible.
T ask 5
1. A di : M om, I’ve got interesting ne ws for you. In m y English story telling class,
I’ve got the first turn and everything’s going so w ell and I got A for m y
story.
M other : C ongratulations. You deserve it. You have done tight w orks for it.
2. Elizabeth : A di, it’s a w esome. You’ll represent our school in the national story
telling contest.
A di : You’re kid ding me? I haven’t 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. I’ll confirm it w ith M rs H ayati.
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
I’m silent."
The moral value of the story is d o not try to hide things w hich cannot be hid.
U NIT 8
T ask 3
T ask 5
1. A di : Laila, w here did you bu y the book?
4. Father : W e should be delighted if you w ould come to our house for the
dinner.
Your teacher : It’s m y great pleasure. Thank you.
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
mouse’s.
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
T ask 5
1. M aria : It’s interesting. M r Sartono said that w e’ll have a free vacation to
Jogja and M agelang.
A di : That’ll be great. W e can visit Prambanan and Borobu d ur Tem ples.
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 ple’s 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 tiger’s 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 ple’s village w as called
Panyalahan. The w ord Panyalahan derives from the w ord “nyalahan”, w hich means
“ w rong guess”.
Rev ie w 1
1. D 11. B 21. C 31. A
2. A 12. A 22. B 32. B
3. A 13. D 23. C 33. C
4. A 14. D 24. C 34 C
5. C 15. A 25. A 35. A
6. D 16. B 26. C
7. C 17. D 27. C
8. A 18. C 28. D
9. A 19. B 29. C
10. B 20. B 30. A
U n it 6 U n it 6 U n it 7 U n it 7 U n it 8 U n it 8
T ask 16 T ask 25 T ask 14 T ask 25 T ask 16 T ask 25
1. C 1. B 1. B 1. D 1. B 1. D
2. A 2. C 2. D 2. A 2. C 2. B
3. B 3. A 3. A 3. A 3. A 3. C
4. D 4. D 4. C 4. D 4. A 4. D
5. B 5. B 5. B 5. C 5. D 5. A
6. A 6. D 6. C
U n it 9 U n it 9 7. D
7. D 7. B
T ask 13 T ask 21 8. A
8. C 8. B
9. A 1. D 9. D 1. C 9. C
10. D 2. C 10. A 2. B 10. B
3. A 3. A
4. B 4. B
5. D 5. C
6. C 6. D
7. D 7. C
8. A 8. B
9. B 9. A
10. C 10. D
U n it 2
U NIT 2
T ask 20
Installing A vira A ntivirus
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. goats
2. could
3. village
4. hyenas
5. caught
6. eaten
7. kingdom
8. chief
9. laughed
10. ran very fast
11. very mid dle of the enem y's village
12. several hyenas w ere coming
13. I am your chief's guest
14. the chief of the hyenas
AB O
accepting in vitations, 155 offering something, 135
action verbs, 12
adjective, 143
ad miring something or somebod y, 43 PQ
ad verb, 143 preposition, 54
asking for certainty, 3 proced ures, 14
asking for repetition, 23 pronoun, 94
attracting someone’s attention, 111 proper noun, 164
C R
conjunction, 31 refusing in vitations, 158
connective, 51 report text, 70, 121
countable noun, 90 responding to doubts, 82
responding to ne ws given, 177
responding to thanks, 26
D
responding to uncertainty, 3
degree of com parison, 73
diphthong, 156
double letter vo w els, 47
S
sho w ing attention, 63
silent letters, 178
EFGH stress pattern, 87
expressing doubts, 82
expressing gratitu de, see thanking
T
telling interesting ne ws, 113, 133
IJKL thanking, 26
inclusion of details, 33 the plural sound of –s or –es, 68
in viting, 155 the pronunciation of th, 115
the sim ple past tense, 186
M
minimal pairs, 6 UVWXYZ
uncountable noun, 90
N
narrative text, 143
S
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.