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–
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≥
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∑
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–ÀÕflà –¤ŒfiÀ’Àfl“
‹ª∞øÆ ̈ª≥ª≤ –ª≤º∑º∑μø≤ “ø≠∑±≤ø¥
Hak Cipta pada Departemen Pendidikan Nasional
Dilindungi oleh Undang-Undang
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
Diterbitkan oleh Pusat Perbukuan Departemen Pendidikan Nasional
Tahun 2008
Diperbanyak oleh ...
SCAFFOLDING
English for Junior High School Students Grade IX
Disusun oleh
Joko Priyana
Riandi
Anita P Mumpuni
Editor
Suharso
Scaffolding
|
English
for
Grade IX Students
iii
KATA SAMBUTAN
Puji syukur kami panjatkan ke hadirat Allah SWT, berkat rahmat dan karunia-Nya,
Pemerintah, dalam hal ini, Departemen Pendidikan Nasional, pada tahun 2008, telah
membeli hak cipta buku teks pelajaran ini dari penulis/penerbit untuk disebarluaskan
kepada masyarakat melalui situs internet (
website
) Jaringan Pendidikan Nasional.
Buku teks pelajaran ini telah dinilai oleh Badan Standar Nasional Pendidikan dan
telah ditetapkan sebagai buku teks pelajaran yang memenuhi syarat kelayakan untuk
digunakan dalam proses pembelajaran melalui Peraturan Menteri Pendidikan Nasional
Nomor 34 Tahun 2008.
Kami
menyampaikan
penghargaan
yang
setinggi-tingginya
kepada
para
penulis/penerbit yang telah berkenan mengalihkan hak cipta karyanya kepada
Departemen Pendidikan Nasional untuk digunakan secara luas oleh para siswa dan
guru di seluruh Indonesia.
Buku-buku teks pelajaran yang telah dialihkan hak ciptanya kepada Departemen
Pendidikan
Nasional
ini,
dapat
diunduh
(
down
load
)
,
digandakan,
dicetak,
dialihmediakan, atau difotokopi oleh masyarakat. Namun, untuk penggandaan yang
bersifat komersial harga penjualannya harus memenuhi ketentuan yang ditetapkan oleh
Pemerintah. Diharapkan bahwa buku teks pelajaran ini akan lebih mudah diakses
sehingga siswa dan guru di seluruh Indonesia maupun sekolah Indonesia yang berada
di luar negeri dapat memanfaatkan sumber belajar ini.
Kami berharap, semua pihak dapat mendukung kebijakan ini. Kepada para siswa
kami ucapkan selamat belajar dan manfaatkanlah buku ini sebaik-baiknya. Kami
menyadari bahwa buku ini masih perlu ditingkatkan mutunya. Oleh karena itu, saran
dan kritik sangat kami harapkan.
Jakarta, Juli 2008
Kepala Pusat Perbukuan
iv
Scaffolding
|
English
for
Grade IX Students
KATA PENGANTAR
Puji syukur kami panjatkan kepada Tuhan Yang Maha Esa yang telah
melimpahkan petunjuk, kesehatan, ketabahan, dan kesabaran kepada kami sehingga
penulisan buku
Scaffolding: English for Junior High School Students (Grade IX)
ini
terselesaikan.
Buku ini disusun dengan tujuan menyediakan bahan ajar mata pelajaran
bahasa Inggris untuk kelas IX dengan acuan Standar Isi mata pelajaran bahasa
Inggris tahun 2006. Bahan ajar ini dirancang untuk pemakaian secara nasional dan
oleh karenanya guru di seluruh Indonesia dapat menggunakannya langsung di
dalam kelas atau dengan melakukan adaptasi seperlunya menyesuaikan KTSP
masing-masing.
Materi dan tugas pembelajaran dikembangkan dengan prinsip-prinsip
Pendekatan Komunikatif
untuk mengembangkan kompetensi siswa dalam keempat
keterampilan berbahasa, yaitu menyimak
,
berbicara
,
membaca
,
dan menulis. Selain
itu materi dan tugas pembelajaran secara integratif mengembangkan kecakapan
hidup dalam arti luas dan peningkatan kesadaran akan kebhinnekaan
.
Materi dan tugas-tugas pembelajaran dalam buku ini diorganisasikan ke
dalam dua siklus pembelajaran, yaitu siklus lisan dan siklus tulis
.
Sementara siklus
lisan menekankan pengembangan keterampilan menyimak dan berbicara, siklus tulis
mengembangkan keterampilan 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 target, penjelasan mengenai unsur-unsur kebahasaan, dan latihan
berkomunikasi dalam bahasa target secara terbimbing maupun bebas. Selain itu,
untuk keperluan pengayaan dan evaluasi, setiap unit dilengkapi dengan tugas
terstruktur berupa pekerjaan rumah dan evaluasi. Untuk memberi kesempatan
kepada peserta didik mengevaluasi dirinya secara mandiri, disediakan format
evaluasi diri.
Materi dan kegiatan pembelajaran dalam buku ini lebih dikembangkan untuk
mendorong
terjadinya
learning
pada
diri
siswa.
Kegiatan-kegiatan
belajar
dikembangkan untuk menjadikan siswa secara individu, berpasangan, dan
kelompok kecil secara aktif belajar bahasa Inggris melalui kegiatan memahami dan
menggunakan bahasa Inggris untuk mengekspresikan gagasan dan perasaan secara
alami. Guru lebih bertindak sebagai fasilitator, pemberi
feedback,
dan pendorong
Scaffolding
|
English
for
Grade IX Students
v
siswa agar berani mengekspresikan dirinya dengan tidak mengabaikan pentingnya
akurasi berbahasa. Dengan kegiatan-kegiatan pembelajaran dan peran guru yang
demikian,
siswa
terbimbing
dan
memperoleh
fasilitasi
dalam
berlatih
mengekspresikan dirinya sehingga secara bertahap akhirnya mampu berkomunikasi
dengan baik.
Sehubungan dengan terselesaikannya penulisan buku ini kami mengucapkan
terima kasih kepada berbagai pihak yang telah memberikan dukungannya selama
proses penyusunannya. Secara khusus kami mengucapkan terima kasih dan
penghargaan yang setinggi-tingginya kepada istri, anak, ayah, ibu, saudara-saudara,
dan kekasih kami yang telah dengan sabar menyemangati langkah demi langkah
dalam penulisan buku ini. Mohon maaf atas hari-hari libur dan akhir-akhir pekan
yang tidak bisa kita lewatkan bersama dan terima kasih atas pengertiannya.
Kami menyadari bahwa buku ini masih memiliki kekurangan-kekurangan.
Masukan dari berbagai pihak, terutama guru dan siswa pemakai bahan ajar ini,
untuk perbaikan sangat kami harapkan. Semoga bahan ajar ini memberikan manfaat
bagi pembelajaran bahasa Inggris di tanah air.
Penulis
vi
Scaffolding
|
English
for
Grade IX Students
TABLE OF CONTENTS
Kata Sambutan
........................................................................................................................
iii
Kata Pengantar
........................................................................................................................
iv
Table of Contents
...................................................................................................................
vi
Key to Pronunciation
.............................................................................................................. viii
List of Abbreviations
..............................................................................................................
x
Unit 1
FOODS
......................................................................................................................
1
Asking for Certainty
Responding to Uncertainty
Functional Text: Procedure
Unit 2
COMPUTERS AND MOBILE PHONES
................................................................. 21
Asking for Repetition
Expressing Gratitude
Functional Text: Procedure
Unit 3
RECYCLING THINGS
............................................................................................ 41
A
dmiring Something or Somebody
Functional Text: Procedure
Unit 4
ENDANGERED ANIMALS
..................................................................................... 61
Showing
A
ttention
Functional Text: Report
Unit 5
NATURAL DISASTERS
.......................................................................................... 81
Expressing Doubts
Responding to Doubts
Functional Text: Report
Review Semester 1
................................................................................................................... 101
Unit 6
INFORMATION TECHNOLOGY
........................................................................... 109
A
ttracting Someone’s Attention
Telling Interesting News
Functional Text: Report
Unit 7
HONESTY
................................................................................................................ 131
Telling Interesting News
Offering Something
Functional Text: Narrative
Scaffolding
|
English
for
Grade IX Students
vii
Unit 8
FRIENDSHIP
............................................................................................................ 153
Inviting Someone
Accepting Invitations and Refusing Invitations
Functional Text: Narrative
Unit 9
HISTORY
............................................................................................................. 175
Responding to News Given
Functional Text: Narrative
Review Semester 2
................................................................................................................... 197
Bibliography
................................................................................................................... 205
Picture Sources
................................................................................................................... 207
Appendices
................................................................................................................... 209
Listening Scripts
................................................................................................................... 209
Answer Key
................................................................................................................... 220
Teacher’s Scripts
................................................................................................................... 221
Glossary
................................................................................................................... 223
Subject Index
................................................................................................................... 225
viii
Scaffolding
|
English
for
Grade IX Students
KEY TO PRONUNCIATION
Vowels
Phonetics symbols
Example
Pronunciation
••
see
•••••
•
any
••• • ••
•
ten
••• • •
•
hat
•• • ••
• •
arm
•• •• •
•
got
•• • ••
• •
saw
••• ••
•
put
•• • ••
• •
too
••• ••
•
cup
•• • • •
• •
fur
••• ••
•
ago
•• •• • • •
• •
pay
•• • ••
• •
five
••• •• •
• •
home
•• • • • •
• •
now
•• • • •
• •
join
•• • • •• •
••
near
•• •• •
• •
hair
•• • • ••
• •
pure
••• •• • •
Consonants
Phonetics symbols
Example
Pronunciation
•
pen
•• • • •
•
bad
•• • • •
•
tea
•••••
•
did
•• •• •
•
cat
•• • ••
•
got
•• • ••
••
chin
••••• •
• •
june
•• • • •• •
•
fall
••• •••
•
van
•• • • •
•
thin
•• •• •
Scaffolding
|
English
for
Grade IX Students
ix
•
then
•• • • •
•
so
••• • •
•
zoo
•• • ••
•
she
•••••
•
vision
••• •• • •
•
how
•• • • •
•
man
•• • • •
•
no
•• • • •
•
sing
•••• •
•
leg
••• • •
•
red
••• • •
•
yes
••• ••
•
wet
•• • ••
x
Scaffolding
|
English
for
Grade IX Students
LIST OF ABBREVIATION
kb
: kata benda
kki
: kata kerja intransitif
kkt
: kata kerja transitif
ks
: kata sifat
kk
: kata keterangan
Scaffolding
|
English
for Grade
IX Students
1
In pairs, study the picture and answer the questions below
.
1.
What food is that?
2.
Have you ever tried it? If so, how does it taste?
3.
Which flavour do you like?
4.
Do you know how to make it?
Match the measuring tools below with their names. Then, discuss
with your classmates when you usually use each of the measuring
tools and which one that you use most.
FOOD
UNIT
1
Picture
1.1
A. Lead-in
Task 1
Task 2
Pic. 1.2
ß
cup
ß
tablespoon
In your everyday life you sometimes feel uncertain about something.
When that happens, what do you say? Do you know how to express uncertainty
well?
Do you like cooking? When you cook something new you might use a
recipe to help you cook it. Do you know how to follow recipes well? Do you
know how to write your own recipe? You can learn all those and more in this
unit.
Picture 1.2
Picture 1.3
2
Scaffolding
|
English
for
Grade IX Students
Focus on Listening and Speaking
In groups of four, find the meanings of the words below. Then,
listen to the dialogue between Ketut Tantri and Laila. After that,
answer the questions. The listening script is in the Appendix
.
Questions
1. What are Ketut Tantri and Laila talking about?
2. Who knows how to make ice cream?
3. Is Ketut Tantri serious that she can make some ice cream?
4. Laila says the word REALLY? What does it mean?
5. In the dialogue Ketut Tantri says the word ABSOLUTELY. What does it mean?
equipment
•••• • •• • • • •••
kb
: ...
ingredient
••• •• •••• •• • •••
kb
: ...
lid
•••• ••
kb
: ...
mixture
••• •• •••• ••
kb
: ...
mix
•• •• •••
kkt
: ...
pour
•• • •••
kkt
: ...
roll
••• • •••
kkt
: ...
seal
•••••••
kkt
: ...
shake
••• •• ••
kkt
: ...
tape
••• •• ••
kb
: ...
vanilla extract
•• • •• ••• ••• • • ••• • •••
kb
: ...
whipped cream
•• •• • • •••• ••
kb
: ...
wrap
••• • ••
kkt
: ...
Ice cream
Task 3
B. Lesson Proper
ß
teaspoon
ß
pinch
Picture 1.4
Picture 1.5
Picture 1.6
Scaffolding
|
English
for Grade
IX Students
3
In pairs, complete the sentences using the suitable words from the
box.
ingredients
tools
mix
add
shake
wrap
roll
seal
1. Milk, sugar, whipped cream, vanilla extract, and salt are the
...
to make ice cream.
2. We need to
...
the lid with a tape.
3. We should
...
the can like a wheel.
4.
...
a cup of salt to the ice, to make the temperature low.
5.
...
together the ingredients.
6. The
...
that we need to make ice cream include cans, ice, salt, and a cloth or glove.
7. ...
the large can with a cloth.
8.
...
the can to mix the salt and ice.
In small groups, study the following explanation.
Task 4
Task 5
In the dialogue between Laila and Ketut Tantri you find the following
expressions:
o
Yes, of course.
o
Really?
o
Absolutely.
o
Are you sure?
The expressions above are used to ask for certainty and respond to
uncertainty.
Asking for certainty
Responding to uncertainty
o
Really?
o
Are you sure?
o
Is that right?
o
Are you certain?
o
Are you certain about .....?
o
Yes,
sure.
o
Of course.
o
Absolutely.
o
Certainly.
o
I’m very certain.
4
Scaffolding
|
English
for
Grade IX Students
Complete the following dialogues using the suitable expressions.
1. Asep
: Do you know how to make tomato juice?
Sanusi
: Yes I do.
Asep
:
....
Sanusi
: Yes, of course!
2. Danias
: Is this the right step to make candy?
Ketut Tantri
: Yes, that’s right.
Danias
: Really?
Ketut Tantri
:
....
3. Putri
: Would this fried rice be delicious?
Adi
: Of course.
Putri
:
....
Adi
: Yes.
4. Panji
: Are you sure that a pinch of salt is enough?
Danias
:
....
5. Bayu
: We don’t need to add sugar.
Saly
:
....
Bayu
: I’m very certain, Sal.
In pairs, have dialogues in the following situations.
1.
Your mom asks you if you’re really OK helping her cook dinner instead of watching
movies with your classmate.
2.
You’re not sure if the instruction of the recipe that your classmate gave you is
correct. You want 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 win the competition.
Task 6
Task 7
F U N S P A C E
Variety is the spice of life.
Doing a lot of different things makes life more interesting
.
Scaffolding
|
English
for Grade
IX Students
5
Listen to the following monologue and complete the recipe below.
The listening script is in the Appendix.
LEMONADE
Ingredients:
6 ...
1 cup of
...
8 cups of iced water
1 cup of boiling water
Directions:
1. ...
juice from lemons into a bowl. Set lemon rinds aside.
2. ...
lemon juice into a large pitcher.
3. ...
sugar and ice water;
...
until sugar is dissolved. Set aside.
4.
Place lemon rinds in a bowl and add boiling water. Let stand until water is cold.
5.
...
the rinds, add water to pitcher and stir well. Refrigerate until well chilled.
Taken: www.cdkitchen.com
Read the recipe that you have completed above. Then, in pairs find
the meaning of the following words. Match each word with its
Indonesian equivalent on the right.
1. lemonade
2. lemon
3. iced water
4. pitcher
5. lemon rind
Task 8
Task 9
a. teko
b. buah lemon
c. kulit lemon
d. air es
e. limun
F
U
N
S
P
A
C
E
Why did the man throw the butter out the window?
6
Scaffolding
|
English
for
Grade IX Students
Based on the monologue above, decide whether the following
statements are true or false. Correct the false statements.
Statements
True
False
Corrections
1. The recipe shows how to make a
lemon.
2. You need 1 cup of boiling water.
3. You can throw away the lemonade
rinds after you squish its juice out.
4. The boiling water is used to soak the
lemon juice.
5. You need four types of ingredients to
make some lemonade.
In pairs, study the following explanation.
Task 10
Task 11
F
U
N
S
P
A
C
E
What can't be used until it's broken?
Some words are spelt and pronounced similarly except for one letter and one
sound.
Here are some examples:
can
•• • • •
and
fan
••• • •
lid
•••• ••
and
kid
•• •• •
milk
•• ••• ••
and
silk
••••• •
mix
•• •• •••
and
fix
•••• ••
ÿ
Every pair of words above is a
minimal pair.
Mad
and
sad
form a minimal pair because they have the same sounds and
spellings except for one sound and letter.
Scaffolding
|
English
for Grade
IX Students
7
Match the minimal pairs for the words below. Compare your
answers with a classmate’s.
Study the dialogue and decide whether each statement is true (T) or
false (F). Then, act the dialogue out with your partner.
Sanusi
: Do you know how to make roast corn?
Angelina : Yes, I think I do know how to make it.
Sanusi
: Really? Would you show me how?
Angelina : Of course. To make roast corn you will need some ears of
sweet corn, 5 or more table spoons of margarine, 2 cloves
of garlic, a pinch of salt and you could add some chillies if
you want them to taste hot.
Sanusi
: A
re you sure that’s all the ingredients we need?
Angelina : Certainly.
Sanusi
: Then what do we need to do?
Angelina : First, you have to peel the corn skin. Second, you have to grind the garlic,
salt, and chilli (if desired). Third, you have to mix the margarine with the
ground garlic mixture. Fourth, brush the corn with the margarine mixture
and roast on a grill until a bit burned. Fifth, brush the corn with the
margarine mixture again and roast until cooked. Serve hot or warm.
Sanusi
: That’s not too hard to do. Thanks Angelina.
Angelina : Anytime.
True
False
1. Sanusi wants Angelina to show him how to make popcorn.
2. Angelina is certain that you only need five ingredients to
make roast corn.
Corn
Task 12
a. ball
b. sun
c. house
d. mold
e. cat
f.
cap
g. hot
h.
mock
1. fall
2. cold
3. map
4. mouse
5. pot
6. rat
7. rock
8.
run
Task 13
Picture 1.7
8
Scaffolding
|
English
for
Grade IX Students
Example:
I Wayan Legawa
: Do you know how to make fried rice?
Ida
: Of course.
I Wayan Legawa
: Really?
Ida
: Certainly, it is easy.
I Wayan Legawa
: I don’t think I can make some.
Ida
: I’m sure you can do it.
3. The first step in making roast corn is to peel the corn skin.
4. It is best to serve the corn when it is cold.
5. We have to add chilli.
Interview three of your classmates. Ask them if they are sure they
can make the foods below.
In pairs, make dialogues based on the following situations.
1. You made some cookies and your classmate say they are delicious. You want to
know if your classmate is serious or honest.
2. Your classmate asked if the ice cream that he made tasted good. You want to comfort
him and tell him that it tastes fine.
3. Your classmate is in doubt of her ability. You want to assure and support her.
Orange juice
Omelette
Fried rice
Task 14
Task 15
Picture 1.10
Picture 1.9
Picture 1.8
Scaffolding
|
English
for Grade
IX Students
9
Study the following recipe. Then, answer the questions. Compare
your answers with a classmate’s.
Pineapple Stew
Ingredients:
Directions:
Boil water until boiled. Then add sugar, cinnamon, and clovers. Bring it to boil and add
the pineapples. Wait until you can smell the pineapple. Remove from heat and serve
cold.
Adapted from: www.virgina.multiply.com
Questions
1. What does the recipe show you how to make?
2. What are the ingredients?
3. How much sugar do you need?
4. When do you have to stop boiling the pineapple?
5. How should you serve the pineapple stew?
Compare the written and spoken forms of the recipe below.
Identify the differences between those two forms of recipe.
Pineapple Stew
Ingredients:
1 pineapple cut into dice
3 glasses of water
1 glass of granulated sugar
2 sticks of cinnamons
10 clovers
Directions:
1. Boil water until boiled.
2. Add sugar, cinnamon, and clovers.
Bring it to boil and add the
pineapples.
3. Wait until you can smell the
pineapple.
4. Remove from heat and serve cold.
To make some pineapple stew
you will need 1 pineapple cut into
dice, 3 glasses of water, 1 glass of
granulated
sugar,
2
sticks
of
cinnamons, and 10 whole clovers.
The first thing that you need to
do is boil the water and bring it to
boil. Then, you have to the add
sugar, cinnamon, and clovers. Once
it is boiled, add the pineapples.
After that you need to wait until
you can smell the pineapple aroma.
Finally, remove from heat and serve
cold.
Task 16
Task 17
1 pineapple cut into dice
3 glasses of water
1 glass of granulated sugar
2 sticks of cinnamons
10 clovers
10
Scaffolding
|
English
for
Grade IX Students
F U N S P A C E
It's no use crying over spilt milk.
Don't express regret for something that has happened and cannot be
remedied.
Read aloud the following recipe as if you are a chef on a TV show.
Then, take turns asking and answering the questions with your
classmate sitting next to you.
SEKOTENG
Ingredients:
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
Instructions:
Ginger water:
1. Peel and slice the ginger.
2. Boil it in a litre of water.
3.
Add some granulated sugar and ½ piece of palm sugar.
4.
Strain once it’s boiled.
Serving:
1. Pour some boiled ginger water into a small bowl.
2. Add 1tbs of pomegranate seed, green bean and peanut.
3. Add some bread on top.
Adapted from: www.myonlinerecipe.com
Questions to ask:
You
: What did you learn from the recipe?
Your friend
:
You
: Is the recipe clear for you?
Your friend
:
You
: Do you think you can cook the food yourself?
Your friend
:
You
: Are you sure about it?
Your friend
:
Task 18
Scaffolding
|
English
for Grade
IX Students
11
Focus on Reading and Writing
Read the instruction on how to make cookies and find the
meanings of the following words based on the context. Then,
answer the questions.
bake
•• • •• •
(kkt)
: ...
baking powder
••• • •• •• ••• • • • • •
(kb)
: ...
batter
••• • •• ••
(kb)
•
: ...
beat
•• ••••
(kkt)
: ...
combine
•• • • •• • •• •
(kkt)
: ...
drop
•• •• • •
(kkt)
: ...
floured
••••• • • • •
(ks)
: ...
greased
•• ••••• ••
(ks)
: ...
stir
•••• ••
(kkt)
: ...
vanilla extract
•• • •• ••• ••• • • ••• • •••
(kb)
: ...
wire rack
••• • •• ••• • •
(kb)
: ...
VANILLA DROPS COOKIES
(Makes 4 dozen)
Ingredients:
1 ½ cups all purpose flour
2 eggs
¼ teaspoon
s baking powder
1 cup sugar
¼ teaspoons vanilla extract
Directions:
1. Combine flour and baking powder, set aside.
2. Beat eggs, sugar, and vanilla extract in a mixing bowl until light-coloured.
3. Stir in the flour and baking powder mixture.
4. Drop 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 wire rack to cool.
Adapted from: Landdoll, America’s Best Vol. I A Collection of Savory Recipes
Cookies
Task 19
Picture 1.12
Picture 1.11
Picture 1.13
12
Scaffolding
|
English
for
Grade IX Students
Questions
1. What does the recipe tell you?
2. What do you need to make vanilla drops cookies?
3. How many steps are there to make vanilla drops cookies?
4. How long do you need to bake the cookies?
5. How long do you need to leave them in room temperature?
6. How many cookies will you get with the above recipe?
Complete the sentences with the suitable words.
combine
eggs
sugar
greased
batter
1. You add
...
to make the cookie sweet.
2. You need two
...
to make vanilla drops cookies.
3.
...
is the synonym of mix.
4.
...
is a thick mixture of flour, eggs, milk etc used for making cakes or cookies.
5.
...
baking sheet avoid the cookies from getting burned.
In pairs, study the following explanation.
Task 20
Task 21
In giving instructions we usually use words that tell us actions. Here are some
sentences using those words:
Combine
flour and baking powder.
Beat
eggs, sugar, and vanilla extract in a mixing bowl until light-coloured.
Stir
in the flour and baking powder mixture.
Drop
the batter by teaspoonfuls.
Bake
at 350°F for 6 minutes.
Remove
from baking sheet to a wire rack to cool.
ÿ
The words in italic are called action verbs
.
An action verb describes or shows an action.
Scaffolding
|
English
for Grade
IX Students
13
Write sentences to describe each action below. Look at the example.
Example:
Someone
whisks
the eggs.
1.
2.
3.
Read the recipe on how to make candy and answer the questions.
Compare your answers with some classmates’.
Task 22
Task 23
Homemade Candy
Ingredients:
powdered sugar
1 c. water
1 c. granulated sugar
1 c. light corn syrup
1/2 tsp. peppermint oil
or
other flavour
Direction:
Step One
: Sprinkle a thick coat of powdered sugar on a cookie sheet.
Step Two
: Combine the granulated sugar, light corn syrup and water in a heavy
saucepan.
Step Three : Cook over medium-high heat until the hard-crack stage. (When the
candy caramel cracks, then dip into cold water).
Step Four
: Remove from heat.
Step Five
: Add the peppermint oil or other flavour. Stir well.
Step Six
: Pour onto the cookie sheet.
Step Seven : Sprinkle with more powdered sugar.
Step Eight
: Cut with a knife as soon as cool enough to handle.
Adapted from: http://www.ehow.com/how_8520_make-peppermint-candy.htm
How to make or do
something
Steps needed to be tak
en
Things needed to
achieve the goal
Picture 1.17
Picture 1.16
Picture 1.15
Picture 1.14
14
Scaffolding
|
English
for
Grade IX Students
Questions
1. What do you learn from the recipe?
2. What do you need to make it?
3. How many steps are there to make candy?
4. How long do you have to cook?
5. What is the flavour of the candy that you can make?
6. When can you cut the candy?
Complete the following puzzle.
1. C
_ _ _ _
2. C
_ _ _ _ _ S
_ _ _ _
3. S
_ _ _ _ _ _ _
4. S
_ _ _ _ _ _ _
5. G
_ _ _ _ _ _ _ _ _ S
_ _ _ _
6. C
_ _ _ _ _ _ _ _
Study the following explanation in small groups of three.
Task 24
1. A long thin break in something.
2. A flat metal tray for baking cookies in an
oven.
3. A cooking pot with a lid and a handle.
4. To scatter small drops of liquid or powdery
substance.
5. Normal white sugar.
6. Syrup made from cornstarch.
Task 25
Procedures tell how to do something. This includes instructions on how to do
something (to play games, carry out tasks, make recipes, show direction to get to a
place, etc.).
Instructions and recipes consist of three parts. They are:
1. What is going to be made or done (goal or aim), e.g.: making homemade candy.
2. Things needed to achieve the goal (ingredients, materials, equipment), e.g.:
water, powdered sugar, corn syrup, etc.
3. The way how to achieve the goal (steps or instruction), e.g.: sprinkle thick coat
of powdered sugar.
The common grammatical patters of a procedure include:
ß
the use of commands (i.e. the imperative form of the verb), e.g.
‘put’, ‘don’t mix
’;
etc.
ß
the use of action verbs, e.g.
‘turn’, ‘pick up’, ‘don’t run’
; etc.
ß
the use of precise vocabulary, e.g.
‘whisk’, ‘lukewarm’
; etc.
ß
the use of connectives to sequence the actions in time, e.g.
‘then’, ‘while
’; etc.
Picture 1.18
Lollipop
Scaffolding
|
English
for Grade
IX Students
15
Write a recipe to make instant noodle. You can look at Tasks 16, 18,
19, or 23 as models.
Write an instruction to make or cook your favourite food. Be sure to
follow the parts of instruction and recipe that you have learnt.
Then, present it to your class.
Write what you would say in the following situations.
1. Your friend says she is willing to help you buy groceries in the market. You want to
know 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. However, you are uncertain about it.
3.
Your friend asks you to help him bake a special cake for his mother’s birthday. You
want to ask if he is serious about it since you have no idea how to make a cake.
Read the following recipe and answer the questions.
KUNYIT ASAM
Description:
This traditional beverage has the function of reducing body odour, refreshing,
smoothing, and slimming our body.
Ingredients:
1 kg turmeric
1 kg palm sugar
250 g black tamarind
salt as much as needed
3 l of water
Turmeric
Task 26
Task 27
Task 28
C. Homework
Task 29
Picture 1.19
16
Scaffolding
|
English
for
Grade IX Students
Directions:
Peel turmeric and wash it. Then, slice it. Use a grinder or blender to grind the sliced
turmeric. Pour the ground turmeric into a deep pan and add the rest of the ingredients.
Bring it to boil. Stir it occasionally. Once it is boiled strain the mixture. Let it cool off and
serve it with some ice cubes.
Taken from: www.virgina.multiply.com
Questions
1. What does the text tell you?
2. What are the ingredients?
3. What are the steps to make it?
4. What is the Indonesian equivalent of the word STRAIN?
5. How do you serve the drink?
Find two recipes of traditional foods from another region. Present
them to the class and convince your classmates that you are sure
that the food is delicious.
Watch a cooking show on TV and write down the recipe and the
steps to make the food.
Choose one of the situations below and have a dialogue based on
them.
Situations:
1. Your friend is uncertain if she can finish cooking before dinner starts. You want 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. And
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. And your friend tells you that he is
very certain that it is eatable.
Task 30
Task 31
Task 32
D. Evaluation
Scaffolding
|
English
for Grade
IX Students
17
Read the following instructions and choose the correct answer for
every question below.
MIXED ICE (
ES CAMPUR
)
(1 serving)
Ingredients:
½ of avocado
3 tbs. of condensed milk
1 can of coconut water and coconut shavings
some ice cubes
How to make it:
1.
Cut the avocado into small pieces.
2.
Put ice cubes into the glass.
3.
Fill ½ of the glass with s
ome coconut water and coconut shavings.
4.
Add the sliced avocado.
5.
Add the condensed milk on the top of avocado.
6.
MIXED ICE is ready to be served.
Taken from: www.azcentral.com/12news/recipes/articles/indonesiandrin041607-CR.html
1. The text
tells you ...
.
a. about avocado
b. how to mix ice
c. now to make Mixed Ice
d. how to eat Mixed Ice
2. You need the following things to make Mixed Ice, EXCEPT
....
a. avocado
b. ice cubes
c. condensed milk
d. sugar
3. How much coconut water and coconut shavings do you need?
a. 1 glass.
b.
½ glass
.
c.
½ can
.
d.
¼ glass
.
Task 33
18
Scaffolding
|
English
for
Grade IX Students
4. How many servings can you get form the recipe?
a. one.
b. two.
c. three.
d. four.
5. You need 3 tbs.
of condensed milk. The underlined word is the abbreviation of ...
.
a. spoon
b. teaspoon
c. tablespoon
d. cup
Write a recipe of a unique food that you know. Then, answer the
following questions.
1. What does the recipe tell you?
2. What do you need to make it?
3. What are the steps to make it?
4. How long do you need to cook it?
5. Why do you think the recipe is unique?
How much do you learn from this unit? Put a tick (
•) in the right box according to how
much you have learnt.
Aspects
Very much
Much
Little
Asking if someone is sure about
something
Saying that you are sure
Reading procedures
Writing procedures
Task 34
E. Reflection
Scaffolding
|
English
for Grade
IX Students
19
In this unit you learn:
1.
How to ask for and respond to certainty
2. Action verbs
3. Procedural text
F. Summary
Asking for certainty
Really?
Are you sure?
Is that right?
Are you certain?
Are you certain about ...
Responding to uncertainty
Yes, sure.
Of course.
Absolutely.
Certainly.
I’m very certain.
An action verb is a word that describes an action.
Examples:
Combine
flour and baking powder.
Beat
eggs, sugar, and vanilla extract in a mixing bowl until light-
coloured.
Stir
in the flour and baking powder mixture.
Instructions and recipes consist of three parts. They are:
a. What is going to be made or done (goal or aim), e.g. making homemade
candy.
b. Things needed to achieve the goal (ingredients, materials, equipment), e.g.
water, powdered sugar, corn syrup, etc.
c. The way how to achieve the goal (steps or instruction), e.g. sprinkle thick
coat of powdered sugar.
20
Scaffolding
|
English
for
Grade IX Students
add
•• • •
kkt
: tambahkan
bake
•• • •• •
kkt
: panggang
baking powder
••• • •• •• ••• • • • • •
kb
: soda kue
batter
••• • •• •
kb
: adonan
beat
•• ••••
kkt
: kocok
can
•• • • •
kb
: kaleng
chilli
•••••••••
kb
•
: cabe
combine
•• • • •• • •• ••
kkt
•
: campur
cookie sheet
••• • • ••••••••
kb
•
•
: alas/lembaran kue
corn syrup
•• • •• ••• ••• • •
kb
: sirup jagung
corn
•• • •• •
kb
: jagung
crack
•• •• • ••
kkt
•
•
•
: retak/pecah
cup
•• • • •
kb
: cangkir
drop
•• •• • •
kkt
: teteskan
equipment
•••• • •• • • • ••
kb
: peralatan
floured
••••• • • • •
ks
: tertaburi tepung
garlic
••• • •••• •
kb
: bawang putih
granulated sugar
••• •• • •• •• •••• ••• • •
(r)
•
kb
: gula pasir
greased
•• ••••••
ks
: terlumasi
ingredient
••• •• •••• •• • ••
kb
: bahan-bahan
lid
•••• ••
kb
: tutup
margarine
••• • •• • • ••••• •
kb
: margarin
mix
•• •• ••
kkt
: campur
mixture
••• •• •••• ••
kb
•
: campuran
pinch
•• •• •••
kb
•
: jumput
pour
•• • ••
kkt
: tuang
roll
••• • •••
kkt
•
: gulung
salt
••• •••
kb
: garam
saucepan
••• • ••• • • •
kb
••
•
: panci berpegangan
seal
•••••••
kkt
•
: tutup/segel
G. Vocabulary List