Halaman
English in Focus
for Grade IX
Junior High School (SMP/MTs)
Writers
: Artono Wardiman
Masduki B. Jahur
M. Sukirman Djusma
Editors
: Editor Team of Setia Purna Inves
Layouters
: Layouter Team of Setia Purna Inves
Illustrator
: Illustrator Team of Setia Purna Inves
Cover Designer
: Designer Team of Setia Purna Inves
Cover Photos
:
Documentation of Setia Purna Inves
Book Size
: 17.6 × 25 cm
420.07
WAR
WARDIMAN, Artono
e
English in Focus for Grade IX Junior High School (SMP/MTs)/
Penulis
Artono Wardiman, Masduki B. Jahur, dan M. Sukirman Djusma;
-- Ed. 1. -- Jakarta : Pusat Perbukuan Departemen Pendidikan Nasional,
2008.
viii, 152 hlm: ilus.; 25 cm.
Bibliogra
À
: hlm. 140
Indeks
ISBN 979-
462
-972
-3
1. Bahasa Inggris–Studi dan Pengajaran
I. Judul
II. Jahur, Masduki B.
III. Djusma, M. Sukirman
Diterbitkan oleh Pusat Perbukuan
Departemen Pendidikan Nasional
Tahun 2008
Diperbanyak oleh ...
Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi Undang-undang
iii
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 di
sebarluaskan kepada masyarakat melalui 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
DepartemenPendidikan Nasional untuk digunakan secara luas oleh siswa dan guru
di seluruh Indonesia.
Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada Departemen
Pendidikan Nasional tersebut, 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.
Jakarta,Juli 2008
Kepala Pusat Perbukuan
Kata Sambutan
iv
Preface
English in Focus for Grade IX
is one of a three-level English textbooks for you,
young learners in junior high school (SMP/MTs). The necessity of English as one of
the foreign languages studied in Indonesian schools, brings this book forward.
The writers have made an effort to develop your ability in English use through
this book. The content of the book is integrated in the four language skills, i.e.
listening, speaking, reading and writing. It aims to build your language, discourse,
sociocultural and strategic competence. All the components help you understand
English and use it as the media of communication.
This book also presents theories as well as activities that are closely familiar to
the students. The activities will explore your creativity and encourage you to use
your language skills in English.
Last but not least, the writers are very grateful to all people who have helped
and given their input, support and encouragement.
We also would like to appreciate PT Setia Purna Inves and the editorial team
that give the support and contribution so that the books can be used by the young
learners in junior high school (SMP/MTs).
Hopefully, this book will help you learn English in communicative way.
Bandung, July 2008
Writers
v
Guide to Read This Book
1.
Chapter Title
displays the title theme of every chapter.
2.
Materials You’re Going to Learn in This
Chapter
mentions main subjects in every
chapter.
3.
Log On
enriches your knowledge. The materials
have been taken from the internet in
order to enhance your ability.
4.
New Horizon
enriches you with knowledge related to
the learning material.
5.
Enrich Your Knowledge
relates to the theme of the chapter.
6. Follow Up Activity
gives you an activity to practice some
materials that you have studied.
7.
Grammar Stage
explains grammar which is learned in
every chapter.
8.
Learning Essential
describes the primary subject of the
chapter.
9.
Learning Review
brings to you in the form of questions
that reminds you of some learning
materials.
10.
UN Challenge
challenges you some problems to solve
that are taken from
Ujian Nasional.
11.
Exercise of Chapters
recycles learning materials from the
preceding chapters.
12.
Final Evaluation
reminds you of the materials in each
chapter.
13.
Bibliography
shows you the resources for this book.
14.
Photo Credits
shows you the resources of pictures.
15.
Glossary
consists of list of words or terms to enrich
your vocabulary.
16.
Index
helps you
À
nd grammar, expressions,
and author of each chapter.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
vi
Chapter Contents Chart
Kata Sambutan
.................................................................................
iii
Preface ..........................................................................................
iv
Guide to Read This Book ....................................................................
v
Chapter 1 Do It This Way! ....................................................................
1
Listening
........................................................................................ 2
• Listening to the expressions of certainty in the form of procedural text .......... 2
• Listening to a monologue discourse in the form of a procedural text ..............
5
Speaking
........................................................................................
6
• Telling monologue discourse in the form of procedure .............................
7
• Asking repetition ..........................................................................
8
Reading
.......................................................................................... 11
• Identifying characteristics of procedural texts ....................................... 11
• Reading aloud procedural texts ......................................................... 14
Writing
........................................................................................... 18
• Writing your own procedural text
....................................................... 21
Learning Essential
............................................................................. 22
Learning Review
............................................................................... 22
Chapter 2 Let’s Dance and Sing ............................................................. 23
Listening
.........................................................................................
24
• Listening to monologue in the form of report texts ................................. 24
• Listening to expressions of showing hesitation ....................................... 26
• Listening to an art schedule from the radio
........................................... 27
Speaking
........................................................................................ 28
•
Responding to hesitation ................................................................. 29
• Retelling the story in the form of report text ........................................ 31
Reading .......................................................................................... 34
• Studying the structure of a report text ................................................ 35
• Identifying main ideas and supporting ideas .......................................... 41
Writing ........................................................................................... 43
• Getting the meanings from short functional text in the form
of TV channels guide ...................................................................... 45
• Writing a report text ...................................................................... 47
Learning Essential
............................................................................. 48
Learning Review
............................................................................... 48
Chapter 3 Be Creative! ....................................................................... 49
Listening
.........................................................................................
50
• Listening to monologue in the form of procedural text ............................. 51
• Listening to the expressions of giving attention and expressions of admiration 51
• Listening to short functional text in the form of poster ............................ 54
vii
Speaking ......................................................................................... 55
• Showing attention and expressions of admiration
.................................... 55
• Telling monologue in the form of procedural text ................................... 56
Reading .......................................................................................... 58
• Identifying characteristics of procedural text ........................................ 58
Writing ........................................................................................... 62
• Composing a procedural text ............................................................ 66
• Making and getting meanings short functional text in the form of poster ....... 67
Learning Essential
............................................................................. 68
Learning Review
............................................................................... 68
Exercise of Chapters 1–3 .................................................................... 69
Chapter 4 It’
s a Great Story .................................................................. 75
Listening
........................................................................................
76
• Listening to someone giving interesting news or information ...................... 77
• Listening to monologue discourse in the narrative form ............................ 81
• Listening to short functional texts in the form of diary ............................. 82
Speaking ......................................................................................... 83
• Telling interesting news or information ................................................ 83
• Expressing meaning of monologue discourse in the narrative form ............... 85
Reading .......................................................................................... 87
• Reading texts in narrative form ......................................................... 88
• Identifying the structure of narrative text ............................................ 90
Writing ........................................................................................... 93
• Writing narrative texts ................................................................... 96
• Writing a diary in the form of imaginary story ........................................ 96
Learning Essential
............................................................................. 98
Learning Review
............................................................................... 98
Chapter 5 Send Me a Letter, Please ........................................................ 99
Listening
.........................................................................................
100
• Listening to monologue and dialogue about showing manner ...................... 101
• Listening to monologue in the form of a report text ................................ 103
Speaking ......................................................................................... 105
• Using polite expressions to show manner
.............................................. 106
• Performing a monologue in the form of a report text ............................... 109
• Promoting something through an advertisement ..................................... 111
Reading .......................................................................................... 112
• Reading report text ....................................................................... 114
viii
Writing ........................................................................................... 120
• Writing a report text in the form of simple graphic ................................. 120
• Writing and sending a letter ............................................................. 124
Learning Essential
............................................................................. 126
Learning Review
............................................................................... 126
Exercise of Chapters 4–5 .................................................................... 127
Final Evaluation
................................................................................ 132
Bibliography .................................................................................... 140
Photo Credits ................................................................................... 141
Glossary ......................................................................................... 142
Index ............................................................................................. 144
Listening Script ................................................................................ 145
Answer Key ..................................................................................... 148
1
Do It This Way!
Materials You Are Going to Learn in This Chapter
Listening
• Listening to the expressions of certainty in the form of procedural text
• Listening to a monologue discourse in the form of procedural text
Speaking
• Telling monologue discourse in the form of procedure
• Asking repetition
Reading
• Identifying characteristics of procedural texts
• Reading aloud procedural texts
Writing
• Writing your own procedural text
S
o
u
r
c
e
:
w
w
w
.
g
e
r
m
e
s
-
o
n
li
n
e
.
c
o
m
Chapter
1
2
English in Focus
for Grade IX
1. Do you always give hints or tips to your friends if
they need them?
2. Could you give an example of your “number one”
hint?
3. Have you ever received any useful hints from
another person or maybe from media?
4. What kind of hints were they?
5. Do you always feel certain about hints that you hear
or see?
Nur
: I’m not in a good mood today. My white shirt
is stained. I think it’s better to use it for a cloth
or something.
Nayla : No! Don’t do that. Try my hints. First, put
a paper towel under the stain. Then, spray the
stain with hair spray. After that, rub the stain
gently with a clean cloth. Continue rubbing
until the stain is completely gone.
Nur :
Are you sure?
Nayla :
Positive!
I’ve already tried this tip several times
and it works for me.
Nur
: OK then, I’ll try it. Thanks so much, Nayla.
Answer the following questions orally.
Practice
1
Act out the following dialogue.
Practice
2
In this section, you will learn how to:
• listen to the expressions of certainty in the form of procedural text;
• listen to a monologue in the form of procedure.
After learning the lesson in this section, you are expected to be able to:
• listen to the expressions of certainty in the form of a procedural text;
• listen to a monologue in the form of procedure.
Listening
Speech Act
The expressions of certainty
Asking for certainty
• Are you certain?
• Are you sure?
Informal
3
Do It This Way!
1. Nona : I haven’t slept well lately. I don’t know
why.
Ardi
: Don’t worry if you’re the kind of person
that doesn’t sleep easily. First, don’t think
too much. Then, drink a glass of hot milk
before sleeping. You will sleep really
well.
Nona :
about it?
Ardi
:
.
2. Fadli
: Do you know how to get rid of a cold easily
and quickly?
Cinta
: When I get a cold,
À
rst, I take medicine.
Next, I go to sleep. Finally, when I get up,
I feel fresh again.
Fadli :
Cinta
:
.
Listen to the tape about the missing expressions.
Practice
3
Role play
Practise the dialogue with your partner.
Practice
4
Listen to the tape about the recipe of fried
chicken. Then, write down the expressions you
have heard in your exercise book. Discuss it with
your partner.
Practice
5
Listen again to the tape. Write down each thing
you will need to make fried chicken.
Practice
6
• Really?
• Are you really certain about that, Sir/Ma’am?
Responding to certainty
•
I’m quite sure
....
• C
ertainly/de
À
nitely
• I’ve no doubt about....
Informal
Informal
Formal
(to older people or
a stranger)
4
English in Focus
for Grade IX
Listen again to the tape about the dialogue in
Practice 5. Then,
À
nd the English equivalent of
the following Indonesian words/phrases taken
from the dialogue.
1.
satu sendok makan
2.
gorenglah
3.
satu sendok teh
4.
campurkan
5.
haluskan
Answer the following questions orally.
1. Do you like juice?
2. What kind of juice do you like?
3. What about other kinds of food?
4. Could you mention some of your favourite foods
and drinks?
Practice
7
Practice
8
Listen to the tape about the ingredients for
making a tropical fruit juice. Then,
À
ll in the
following blank spaces.
Practice
9
How to Make a Tropical Fruit Juice
Source:
www.
Á
heritage.com
Ingredients:
5
Do It This Way!
Now,
À
ll in the blanks with the procedure of how
to make a tropical fruit juice while listening.
How to make:
1.
a
the
b
of papaya, pineapple, red
syrup together with some
c
into a blender
and
d
on high for one minute.
2.
e
, do the same to the remaining
f
,
vanilla syrup and some ice cubes.
3.
g
,
h
the juice into some glasses, the
white juice is on the bottom and the red juice is on
the top.
Practice
10
Listen to the tape about the announcement below
and
À
ll in the blanks.
Practice
11
Join the Faces of the Month Competition!
•
1
together all of your friends (max. 15
persons).
•
2
your best pose and smile!
•
3
your photo with a digital camera or a
pocket camera.
• Do not use
4
effects or contact lenses.
•
5
your photo to Callista’s Photo Studio,
Jln. Ria No.15, by 29 March 2008
.
Source:
ayiedyary.
À
les.wordpress
6
English in Focus
for Grade IX
Answer the following questions orally.
1. What will you say if you want someone to repeat
something?
2. What do you feel if someone replies to your question
or statement in an unexpected way?
Practise the following dialogue.
Kesya : Hello, Resty. Look at my new purse. I made it
myself.
Resty : Hello, Kesya. Hey, that’s nice. Isn’t that your
old purse? The one that we bought one year
ago?
Kesya : Yup, that’s right.
Resty : How did you do that?
Kesya :
Sorry. What did you say
?
Resty : How did you do that, Kesya?
Kesya : Oh. Well,
À
rst, I just added some colourful
buttons.Then, four–
À
ve glittery beads. Finally,
I gave my magic
À
nishing touch, he... he...
he...
The italicised sentence in the dialogue is asking the other
speaker to repeat what was said.
Practice
1
Practice
2
In this section, you will learn how to:
• respond to a monologue discourse in the form of procedural text;
• express correctly to spoken act of repetition.
After learning the lesson in this section, you are expected to be able to:
• do a monologue discourse in the form of procedural text;
• show expressions for asking repetition.
Speaking
1. Dance competition
2. Singing competition
3. Cooking competition
Now, make your own announcement. Choose one
of the following topics.
Practice
12
7
Do It This Way!
Class Project.
Your teacher will read the procedure of how to
make a paper aeroplane. Then listen to her/him
carefully and follow the instructions.
Practice
3
Speech Act
Expressions of asking repetition
• Sorry, I can’t hear you!
• I’m sorry. I didn’t catch what you said.
• Could you repeat again, please?
• Would you be louder, please?
• Sorry, what did you say?
Informal
Formal
(to older people or
a stranger)
How to Make a Paper Aeroplane
Preparation of how to make a paper aeroplane.
You will need: 2 sheets of A4 size paper
1. Carefully follow the diagram and make paper
aeoplane from one A4 sheet.
2. Throw the
Á
at sheet of paper into the air and
watch its path.
8
English in Focus
for Grade IX
Now, make your own dialogue with the expressions
for asking repetition. Act it out in front of the
class.
Practice
4
Answer the following questions orally.
1. Have you ever done a procedure by following some
instructions?
2. Is it dif
À
cult for you to do that?
3. Why is it dif
À
cult or not dif
À
cult?
Practice
5
Practise the following dialogue with your partner.
Practice
6
How to Make a Chocolate Ball
(
Oky is in front of Sasha‘s house right now. It has been
quite long since they have contacted each other
.)
(Oky knocks at the door)
“Yeah, just a moment please,” Sasha said.
(Sasha opens the door)
“Hi, Sasha. How are you?” greeted Oky.
“Oh, hi Oky, where have you been? I’m
À
ne,
thanks. Come on in,”reply Sasha.
Note
Don’t forget to practise the expressions of asking for
repetition while doing the experiment.
3. Now throw the paper aeroplane into the air, and
watch its path.
Source:
The Big Book of Science Projects
, 2005
9
Do It This Way!
Retell only the procedure in Practice 6 in your
own words.
Practice
7
“Thanks Sas, I’ve been so busy lately. I am taking
many courses before my
À
nal exams. By the way, it’s
been so long since I ate your delicious food. So, what
do you think if we try one of your fantastic recipes
today?”
“I see. Well, since you’re my best pal, I don’t
mind. So, what snack do you prefer?”
“OK, then. What about a chocolate ball? I like
them very much.”
“Yes, sure. Why not? My mom and I just made
some yesterday, so I still have the ingredients.”
“OK. Let’s go to the kitchen.”
“First of all, you should prepare a can of
chocolate milk, three packs of milk biscuits, one pack
of colourful chocolate sprinkles, and toothpicks just
for accessories.”
“Yup. Mmm...what if we use solid chocolate
instead of chocolate milk?”
“No. We can’t use solid chocolate. It tastes
bitter.”
“Oh, OK. Let’s continue.”
“Now, smash the biscuit until it seems like a
powder. Then, stir it. Next, add the chocolate milk
and at the same time stir it thoroughly, until the
mixture becomes hard.”
“Uhm-hm...what about if the mixture is runny?
What will happen?”
“Well, make sure it’s not too runny. It should be
somewhere in between hard and mild. So, it will be
easy to form balls with.”
“OK. Then...?”
“After that, we can start to form it like balls, just
like this. Finally, roll the ball in to colourful chocolate
sprinkles. Place it in the small cookie paper, stick in
the toothpicks for handles. It’s
À
nished.”
“Wow...that’s easy. I thought it was complicated.
Thanks a lot. Shall we eat now?”
“Yeah, as easy as that. Let’s eat.”
10
English in Focus
for Grade IX
Now, create your own tips/advice about something
then share it with the class.
Practice
10
Announce it to the class.
Practice
11
1. First, loosen the clothing around your neck.
2. Put a cotton pad in the bleeding nostril.
3. Then sit down with your head leaning forward.
4. Squeeze your nose until it stops bleeding.
5. If your nose continues to bleed, call a doctor.
What Should You Do to Stop Nose Bleeding?
Practice
8
Take turn to tell the following
À
rst-aid instructions.
Work in groups. Try to create your own advice
about something and share it with the class.
Compare with other groups’ work.
Practice
9
Pronounce It!
1.
/
t
ʃ
/
(ch)
chocolate
/
t
ʃɒklət/
chain
/
t
ʃeɪn/
2.
/
ɵ
/
(th)
think
/
ɵɪŋk/
3.
/
ŋ
/
(ng)
sung
/
sʌŋ/
4.
/
ʃ
/
(sh)
sheep
/
ʃ i:p/
Make Your Own Accessories
Come to Activity Room
at 4 this afternoon!
You will learn to make
a simple brooch, a hairpin,
and more....
Source:
www.artcraft.com
Y
11
Do It This Way!
1. Where do you think you will
À
nd this kind of
announcement?
2. Can you say brie
Á
y what the announcement is about?
3. Do you think the announcement in Practice 11 is
interesting? Why?
Answer the following questions orally.
Practice
12
In this section, you will learn how to:
• identify procedural text by looking through pictures;
• read aloud a procedure correctly.
After learning the lesson in this section, you are expected to be able to:
• understand a procedural text in the form of pictures;
• read a procedural text correctly.
Reading
1
2
You will need :
gravel
a jug full of pond water
a net
an aquarium tank
water plants
a bucket
water animals
Let’s Make Your Own Aquarium Ecosystem
Goal/purpose
Materials
Observe the following pictures carefully. Then,
rearrange the instructions based on the pictures.
Practice
1
12
English in Focus
for Grade IX
• Then, spread the gravels over base of the tank.
• Now, add a jug full of pond water.
• First of all, put the gravel in a net and pour a jug
full of water on it.
• Next, add some water plants from an aquarium
centre.
• Finally, add a few water animals you have
collected from local ponds.
• After that,
À
ll in the tank about half way and pour
the water gently from a jug.
• There is your own aquarium ecosystem! Place the
tank in bright light, but not in direct sunlight.
Taken from
Hands on Science; Nature,
2008
The covering
Steps
The frame
Source:
Hands on Science; Nature,
2008
3
4
What Is a Procedural Text?
Basically, procedural texts are part of our daily life. The
tell us how something is done through steps or actions.
We often use procedural texts, even though we rarely
realise it. The examples are when we follow the instructions
of a recipe on television, read a manual on, how to turn on
a CD player, do a simple scienti
À
c experiment, etc.
The structure of a procedural text
• Goal/purpose
Example:
Let’s Make Your Own Aquarium Ecosystem
• Materials (precise information, how long, how
many, what type).
Example:
water plants, a bucket
• Steps: What to do
Example:
Spread the gravels over base of the tank.
• The frame (commands, details, how, with what)
Example:
Put the gravel in a net and pour a jug full of water
on it.
• The covering (where, action verbs).
Example:
Place the tank in bright light.
Note
13
Do It This Way!
Fill in the blanks with the words in the box.
Practice
3
1. You can use
to decorate your aquarium.
2. Use a
to make your aquarium ecosystem.
3. Add
to the base of the tank.
4. You can
À
nd water animals from nearby
.
5. Use a
to
À
lter the water.
6. Fill
full of water.
jug
gravel
tank
water plants
ponds
net
Answer the following questions based on the text
in Practice 1.
Practice
4
1. What do you do after you put the gravel in a net?
2. What is the next step before you add a jug full of
pond water?
3. Where do you add some water plants?
4. Why do you pour the water from the jug gently?
5. Do you know why we can’t place the aquarium in
direct sunlight?
In
pairs, match each word in column A with its
meaning in column B.
Practice
2
A
No.
B
1.
2.
3.
4.
5.
6.
7.
jug
tank
pond
net
pebbles
gravel
base
a.
loose open material of
knotted string wire
b. small stones
c. small stones made
smooth and round by
water
d. the lowest part of
something.
e
small area of water
f. large container for
liquid or gas
g. deep container for
liquids
14
English in Focus
for Grade IX
Read the following procedure carefully.
Practice
5
Making papercraft is
really fun. We can make
many forms from a
piece of paper. To make
a papercraft you can
click on
www.cp.cp-ij.
com
or
www.papercraft-
world.blogspot.com.
There
you can download free
papercraft models.
Log On
Fill in the blanks with the words in the box.
The man wants to take a picture of a bird. He uses a
1
. The picture will be saved in a
2
. When
he wants to see the results of the picture, he puts it into
the
3
and the picture will appear on the screen or
monitor.
Adapted from
Ujian Nasional Bahasa Inggris
, 2004
UN
Challenge
video recorder CD ROM video compact disc
Let’s Make a Monster with Bright Eyes
You will need : • 2 bulbs in bulb holders
• 3 wires
• a battery
• coloured card
• coloured paper
• scissors
• sticky tape
• glue
1. Attach a wire to each of the screws on one bulb
holder.
15
Do It This Way!
2. Connect the other end of one of these wires to
the second bulb holder. Connect your third wire
to the other screw on the second bulb holder.
3. Connect the loose wires to the ends of the battery.
4. Cut the card into a monster face with two eye
holes. Push the bulbs through the holes in the
back of the card. Tape the bulbs and the battery
onto the back of the card.
5. Turn the monster face around. Finish it by gluing
on a paper mouth and nose. Watch the eyes
glow!
Taken from
How Does It Work?
, 2001
16
English in Focus
for Grade IX
1. What should you do to make a monster?
2. Where should you attach a wire?
3. Which tool should you connect to the second bulb
holder?
4. What do you connect to the ends of the battery?
5. Where do you push the bulbs to?
6. Where should you tape the bulbs and the battery?
Answer the following questions based on the
text.
Practice
6
1. What is the purpose of the text?
2. Can you state the materials you will need?
3. How many steps are there?
4. How about the frame? Mention some commands,
details and tools.
5. Can you write
À
ve action words from the text?
Identify the structure of the text in Practice 5.
The following clues will help you.
Practice
7
Decide whether the following statement is true
(T) or false (F) based on the text. Correct the
false one.
Practice
8
1. You need three batteries to make a monster with
bright eyes.
2. Colored wire is used to turn on the monster’s eyes.
3. You also need glue for the experiment.
4. Three bulbs are needed to turn on the monster’s
eyes.
5. Connect your third wire to the other screw.
6. Use glue to stick the bulbs and the battery onto the
back of the card.
7. Use sticky tape to attach the paper mouth and nose.
Using the Word
Let
to Introduce Imperatives
Let
can be used to introduce suggestions and orders, when these
are not addressed to the hearer/reader (or not only to the hearer/
reader). This structure can be considered a kind of imperative.
Pattern
Let + Object + Verb 1
Grammar
Stage
17
Do It This Way!
Make the imperatives of the following sentences.
State them orally.
1. Ask your friend to cook together.
2. Add some salt by yourself.
3. Stir the coconut milk by yourself thoroughly.
4. Ask your friend to get lunch together.
5. Ask your friend to make an aquarium together.
6. Keep the water boiling.
7. Ask your friend to have dinner in a new restaurant
together.
8. Keep stirring coconut milk.
Practice
9
• We can use
let
us (formal) or
let’s
(informal) to make suggestions or
to give orders to a group that includes the speaker.
Let us
pray
.
Let’s have
a drink
.
OK
,
let’s all get
moving
.
•
Shall we?
is used as a question tag in British English;
let’s
is used as
a short answer.
“Let’s go
for a walk
,
shall we?”
“Yes
,
let’s.”
• There are two possible negatives, with let us not and do not let us
(informal let’s not/don’t let’s).
Let us not
despair
. (formal)
Let’s not
get angry
. (informal)
Do not let us
forget those who came before us.
(formal)
Don’t let’s
stay up too late tonight
. (informal)
Forms with
don’t
,
let’s
(
and let’s
,
don’t
in American English) are very
informal.
•
Let me
is used to ‘give instructions to oneself’; the expressions
•
Let me see
and
Let me think
are very common.
eg.
“What time do you want to have breakfast?”
“Let me think
.
Yes, I
reckon eight o’clock will be early enough.”
Now what’s the best way to get to Manchester?
Let me see
–
suppose I take the M6 from Birmingham...
Let me
just get my coat and I’ll be with you.
• In a very informal style,
let’s is
often used to mean let me.
Let’s see
.
Suppose I take the M6 from Birmingham...
•
Let
can also introduce a suggestion or order for someone or
something else, not the speaker or hearer. This is common in formal
and ceremonial language, but informal uses are also possible.
eg.
Let
the prayers begin.
Let
our enemies understand that we will not hesitate to defend our territory
and our interests, wherever they may be.
“Your boyfriend’s going out with another girl.”
“Let
him be. I don’t care.”
18
English in Focus
for Grade IX
Read the following explanation carefully.
When you want to tell someone how to do something,
the
À
rst thing you need to do is write down the steps of the
process. Then, you should arrange the steps according to
time order. When you write your paragraph, you should
give/use signal words to guide your reader from one
step to the next.
Note
Time-order (signal words)
• First, second, third • Next
• First of all
• Now
• Then
• Finally
• After that
Practice
1
Read the following procedure carefully.
Practice
2
Horizon
New
The piramyd in Egypt
was designed by writers,
astronomers and
goverment of
À
cers. The
most famous one was
Imhotep. He was one of
the welknown architects
in Egypt.
Adapted from
Ensiklopedia Tanya
dan Jawab Seni, Olahraga dan
hiburan,
2005
In this section, you will learn how to:
• write a procedural text.
After learning the lesson in this section, you are expected to be able to:
• write a procedural text correctly.
Writing
The Brine Effect
You will need : table salt, a large glass, an egg,
a teaspoon, a dessert spoon and
water.
How to do it:
1. We half
À
ll the glass
with water. Then, using
the dessert spoon, we
carefully put the egg in
water.
The egg sinks to the bottom.
19
Do It This Way!
Identify the time order (signal words) and the
structure in Practice 2.
Practice
3
F
ollow-up
Activity
Find a simple recipe from the internet, a magazine, or a
recipe book. Make dishes from it, then surprise a family
member. Ask them to taste it. They will be happy because
of your attention.
2. Now we add 10 tablespoons
of salt in water and mix
thoroughly to make brine.
3. We put the egg in the water
again.
The egg
Á
oats.
4. We take the egg out and
slowly
À
ll the glass totally.
5. We put in the egg again.
The egg remains suspended in
the centre of the glass.
Do you know why?
In the
À
rst stage, the egg was denser than clear water,
so it sank. In the second stage, salt water (brine) was
denser than clear water, helping the egg to
Á
oat.
Finally, when clear water was added, it
Á
oated on
the brine, making the egg sty in the middle, as it
has more density than clear water, but less than the
brine.
Taken from
The Big Book of Science Projects
, 2005
20
English in Focus
for Grade IX
Work in pairs. Arrange the jumbled letters by
looking at the box that follow.
Practice
4
Let’s Make Butter
Á
y Garden
1.
ts
À
r fo lla
, you
need to
wgro
some
plants from
dees
or
buy young plants.
Wearing a pair of
sveolg
, dig over your
chosen
ctpah
of earth
with a trowel.
3. t
eafr hatt
, dig several
small
slohe
for your
plants with the
trowel.
hten
, place the
plants in the holes
and
sspre
the earth
wodn
À
rmly with
gloved hands around
the
sbae
of each plant.
4.
inlylifa
, water your
plants well. They will
need to be watered
regularly. It would
be
tetber
to
twae
r your
plants at
kuds
.
2.
etxn
, break up any
large
dsclo
of earth
with a trowel.
Won
start to take over
the pot of your plot
so that the earth is
evenly spread and
crumbly.
21
Do It This Way!
5.
dcorer
which
butter
Á
ies you can
see visiting your
beautiful
Á
owers?
Which is the most
popular plant?
Taken from
Hands on Science;
Nature,
2008
(names of your procedural
text)
Materials :
Steps :
Identify the instructions that you can
À
nd in the
text. Then, write them down in your exercise
book.
Practice
5
In your exercise book draw a form like the
example below. Then, write your own procedural
text. You are free to choose the topic.
Practice
7
grow
À
rst of all
next
À
nally
then
holes
clods
better
seed
rake
press
water
gloves
now
down
dusk
patch
that
after
base
record
In groups of three, make a procedural text. Then,
tell the class what you have created. Compare
with other groups.
Practice
6
22
English in Focus
for Grade IX
• Language Function
ʇ
Asking for certainty
- Are you certain?
- Are you sure?
ʇ
Responses for certainty
- I'm quite sure ...
- I've no doubt about ...
ʇ
Asking repetition
- Sorry, I can't hear you!
- I'm sorry. I didn't catch what you said.
• Genre of text: Procedure
ʇ
Social function : To describe how something is acomplished
through a sequence of actions or steps
ʇ
Generic structure:
- Goal
- Steps
- Materials
- The frame
- The covering
1.
First of all, you need to grow some plants from seed or buy young
plants.
2.
Next, break up any large clods of earth with a trowel.
3
. After that, dig several small holes for your plants with the
trowel....
• Grammar : Using let to introduce imperative
Examples
Let
me help you.
Let’s
have a snack.
Learning Essential
After studying all subjects in this chapter, answer the
following questions.
1. What have you learned in this chapter?
2. What do you say to ask for certainty?
3. What do you say if you cannot hear what your friend
says?
If you
À
nd some dif
À
culties while answering the questions,
you can learn the subjects once more or you may consult
your teache
r.
L
earning Review