Bahasa Inggris · Unit 9 HISTORY

JokoPriyana

23/08/2021 07:02:40

SMP 9 KTSP

Daftar Isi

Unit 1 FOODS Unit 2 COMPUTERS AND MOBILE PHONES Unit 3 RECYCLING THINGS Unit 4 ENDANGERED ANIMALS Unit 5 NATURAL DISASTERS Unit 6 INFORMATION TECHNOLOGY Unit 7 HONESTY Unit 8 FRIENDSHIP Unit 9 HISTORY

Halaman

Scaf

folding

English

for

Grade IX Students

175

Do you always share interesting news you have got with people

around you? Remember interesting news you have got recently and

then write them down in the following form.

Interesting News You Have Got

People You Usually Share With

Answer the following questions based on your knowledge. Share

your answers with a classmate.

1. How do you feel if your achievement is the best in your class?

2. How do you tell your parents about this news?

3. What response may they give when you tell them this news?

A. Lead-in

HISTORY

UNIT

People like exchanging information, including news. People usually share

interesting news they have with others. Have you ever shared interesting news with

others? Have you ever got interesting news from others? How do you respond to the

interesting news you receive? Do you know how to respond to news properly?

Do you like reading English stories? Some of the stories may be legends. In this

unit, you will be exposed to legends. Besides reading, you will have the chance to write

your favourite legends through challenging guided as well as free tasks.

Task 1

Task 2

176

Scaffolding

English

for

Grade IX Students

N S

What does number 1 say to number 7?

Focus On Listening and Speaking

Listen to the dialogue between Adi and Laila and then answer the

questions. The listening script is in the Appendix.

Situation: Adi participates in a National Writing Competition. Laila knows that Adi wins the

competition. She tells Adi this interesting news.

Questions

1. What interesting news does Laila tell Adi?

2. How does Laila get the news?

3. Does Adi feel happy about the news? Why? Why not?

4. How does Adi respond to the news? What does he say?

What does Adi’s response imply?

B. Lesson Proper

Picture 9.1

Task 3

Scaf

folding

English

for

Grade IX Students

177

Study the following expressions.

Listen to some short dialogues and then write down the interesting

news you find in the dialogues and how people in the dialogues

respond to the news. The listening script is in the Appendix.

News

Response

Dialogue 1

Dialogue 2

Dialogue 3

Dialogue 4

Dialogue 5

Listen to the story of Panyalahan Village and then complete the

following flow chart. The listening script is in the Appendix.

In the dialogue between Adi and Laila in Task 3 you find that Laila is happy with the

interesting news. Adi responds to the interesting news by saying R

EALLY? IT’S

WHAT I WANT TO HEAR.

There are many other expressions you can use to respond to interesting news, for

example:

In formal situations

In informal situations

I’m glad to hear that.

I’m happy with the news.

I can feel that you’re happy.

Really? That’s interesting.

That’s great.

I think she deserves it because ....

The characters:

______________________

What happened:

______________________

Moral value:

______________________

How the story ended:

______________________

Task 4

Task 5

Task 6

178

Scaffolding

English

for

Grade IX Students

Study the following rule.

Listen and repeat after the teacher. Then, group the words which

have the same silent sound.

1. knight

2. know

3. night

4. tight

5. castle

6. listen

7. wrest

8. wrinkle

9. dumb

10. thumb

In pairs, study the following dialogues and then answer the

questions. After that, act it out with your partner.

Andi

: Hi, Laila. Have you got news about Mrs Hayati?

Laila

: Mrs Hayati? Our best English teacher? What is it?

Andi

She’s going to Aust

ralia.

Laila

: Australia? Why is she going to Australia?

Andi

: She’s got a scholarship and takes the

MA programme.

In the story of Panyalahan Village you find the word

thought

•• • •••

. The letters

the words are not pronounced. They are silent letters. In English, there are seven

silent consonant letters. They are:

1. Silent

: bom

dou

clim

num

etc.

2. Silent

: vi

nette, assi

n, rei

3. Silent

: fi

t, ni

t, li

t, ri

4. Silent

and

nee,

neel,

new,

nife, mus

5. Silent

: recei

sychology,

neumonia

Silent

: cas

le, lis

en, whis

le, bris

7. Silent

rap, bo

reck,

rite, bo

ling

Task 7

Task 8

Task 9

Scaf

folding

English

for

Grade IX Students

179

Laila

: So, she takes the MA programme for free?

Andi

: As I heard, yes. It’s all free of charge for her.

Laila

: I think she deserv

es it. You know, she’s the best English teacher in our

district.

Andi

: You’re right. No wonder if the government give

s her the scholarship.

Laila

: Let’s just pray for her and may she

return to this school.

Andi

: We’re all going to miss her.

Laila

: Yes. Shall we congratulate her?

Andi

: Nice idea. Let’s

meet her and congratulate her.

Laila

: After you.

Questions

1. What are they talking about?

2. What interesting news does Andi tell Laila?

3. How does Laila respond to the news? What does she say?

4. What do

es Laila’s response imply?

5. What do they think they need to do to Mrs Hayati?

In pairs, complete the following dialogues using the expressions

you have learned and then choose two of them and act them out

with your classmate.

Task 10

Dude,

_______________

What’s so

interesting?

We’ll have an

open- book test for

Math.

Really?

________________

_____________.

We can open our

notes in the exam.

Picture 9.2

180

Scaffolding

English

for

Grade IX Students

Guys______________

__________________

Since we’v

e got great marks

for the English exam, Mrs

Hayati will treat us at the

restaurant this afternoon.

What’s up?

_______________

________________

_______.

I can’t

wait till this

afternoon.

Guys, ___________

__________________

_________________

We’ll have extra hours for

English. It’s an

after-school

programme.

Come on.

Tell us.

________________

_______. We can

have more time to

learn and practise

our English.

Sanusi,___________

__________________

I’ve found

a book containing

pictures of David Beckham

in action.

What’s so

interesting?

________________

Picture 9.3

Picture 9.5

Picture 9.4

Scaf

folding

English

for

Grade IX Students

181

In pairs, study the following situation and then make a short

dialogue relevant to the situation. Use the guideline to make your

dialogue more organized.

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.

Guideline

You

: greet and tell the interesting news

Your parents

: respond to the news, tell you to keep studying hard

You

: promise to keep studying hard.

It is now your turn to have your own dialogue. In pairs, perform a

short dialogue based on the following situation. You can refer to

the guideline in Task 11.

One of your classmates wins the gold medal at the physics Olympiad. Your

teachers plan to have a surprise party for him this afternoon. You tell this news

to other classmates so that they can participate in the party. They think that he

deserves such a party and they are willing to help prepare for the party.

Task 11

Task 12

Laila, ___________

__________________

_______________

__________________________

What is it

about?

That’s great.

_______________

Picture 9.6

182

Scaffolding

English

for

Grade IX Students

Read the legend of Situ Bagendit below and then summarize it. The

flow chart may help you make your summary more organized.

Present your summary to the class orally.

Situ Bagendit

Nyai Bagendit was a widow. She was the richest person in the village. She had a

very big house full of jewellery. She also had many servants working for her. Nyai

Bagendit was also known for her bad attitude. She did not like to help others. Whenever

the villagers needed some money, they borrowed the money from her. However, when

they returned it, the villager had to pay double. If they were not able to return the debt,

Nyai Bagendit would ask her servants to take the villagers belongings.

Nyai Bagendit also hated beggars. She thought that beggars were lazy people. She

never felt sorry to any beggars coming to her house. So when the old beggar came to her

house, Nyai Bagendit immediately to ask her to go. “Go away you lazy old woman! Go

out of my house!” “Please, Nyai, give me some money or just give me some food. I'm so

hungry,” said the beggar. “

Food? You asked for food? This is my house not a restaurant.

Go now! I don’t want to see you here!”

Nyai Bagendit then threw a stone to the old beggar. The old beggar was very sad.

She then said, "Nyai Bagendit, I know you are the riches person in this village. You have

anything but you never help other people. You are not grateful to God. Wait for the

punishment from God. You will be punished!" The old beggar then left Nyai Bagendit's

house. "Ha ha ha! You are right. I'm the richest person here. So no one can punish me, not

even God can punish me!" Nyai Bagendit was very arrogant. Nyai Bagendit then went

back to her big house.

Not long after that, an earthquake happened. Her house fell down. Nyai Bagendit

cried for help. "Help me! Somebody please help me!" But nobody listened her crying for

help. Nobody in the village felt the earthquake. Amazingly, the earthquake only

happened in Nyai Bagendit's house. The land was opened. It was so big that the entire

Nyai Bagendit's house and all her wealth were gone. The villagers just watched what

happened to Nyai Bagendit and her house. They were amazed. They knew that God

punished Nyai Bagendit for behaving badly and never helped other people. Slowly, the

place where Nyai Bagendit’s house stood became lake. Since then, people named the lake

as Situ Bagendit. It means Lake Bagendit.

Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java

Task 13

Scaf

folding

English

for

Grade IX Students

183

Focus on Reading and Writing

In groups of four, answer the following questions based on your

knowledge.

1. Do you believe in legends?

2. How many legends do you know?

3. What Indonesian legends do you know much about?

4. Do you find some moral values in the legends you know?

5. Is there any legend from your region? If so, what is it about?

Read the legend of Manik Angkeran below and find the meanings

of the words in the box. Then, answer the questions.

Manik Angkeran

A long time ago, lived a very rich family in Bali. The father was Sidi Mantra. He

was very famous for his supernatural power. He lived happily with his wife and his only

child Manik Angkeran. Manik Angkeran was a spoiled son. He also had a bad habit. He

liked to gamble. Because of his bad habit, his parents soon became poor. They always

The main character:

________________________

Who she was:

________________________

How the story ended:

________________________

What happened to her:

________________________

What she did:

________________________

The moral value you learn:

________________________

Task 14

Task 15

184

Scaffolding

English

for

Grade IX Students

advised Manik Angkeran to stop his bad habit, but he never listened to them. Instead he

kept on begging to his parents to give him a lot of money. The parents then did not have

the heart to see him begging.

Sidi Mantra, his father, then went to Agung Mountain. There lived a mighty

dragon with his great supernatural power. He could provide jewelleries to those who

could say the right prayers and ring the bell. Sidi Mantra had the bell and he also knew

the prayers. "My name is Sidi Mantra. I have a problem. My son likes to gamble. He

made me poor. And now he asks a lot of money. I want to give him some, but now I

want him to promise to stop his bad behaviour," explained Sidi Mantra after he met the

dragon.

Sidi Mantra then said the prayers and rang the bell. Suddenly, jewelleries came

out from the dragon's body. He was very happy and immediately brought the

jewelleries home. This time Sidi Mantra wanted Manik Angkeran really to stop

gambling. The son then promised. But soon he broke the promise. He knew about the

dragon.

He heard that his father got the jewelleries from the dragon living in Agung Mountain.

So he stole his father's bell then went there. After arrived in Agung Mountain, Manik

Angkeran rang the bell. The dragon knew him. "I will give you anything you want but

you have to promise to stop gambling. Remember the karma!" then the dragon gave him

the jewelleries. Manik Angkeran was very happy. Suddenly he had a bad idea. He

wanted to kill the dragon and stole all his jewelleries.

The dragon knew his plan and with his great power he killed Manik Angkeran.

Sidi Mantra was very sad. He asked the dragon to bring his son back to life. The dragon

agreed but they had to live in different places. After few moments, Manik Angkeran

lived again.

Then Sidi Mantra used a stick to make a big line between them on the ground.

From the line, water flowed. Soon it became a river. Finally it became a strait. It

separated Java and Bali. People then named the strait as Bali Strait.

Adapted from http://indonesianfolklore.blogspot.com/search/label/Bali

Words

Indonesian equivalents

behaviour

•• ••• • •• •• ••

bell

•• • •••

gamble

••• • • • •••

kki

habit

••• • • ••••

instead

••• •••• • ••

jewellery

••• • • •• •••••

mighty

••• • •••••

power

•• • • • • ••

prayer

•• •• • ••

straits

••••• •••••

...

Scaf

folding

English

for

Grade IX Students

185

Questions

1. The story tells us about ....

a. the death of Manik Angkeran

b. the story of the holy dragon in Agung Mountain

c. the story of Sidi Mantra

d. the beginning of Bali Strait

How was Manik Angkeran’s attitude?

a. He was a clever boy.

b. He was a diligent boy.

c. He was a spoilt boy.

d. He worked hard to make money.

3. W

hat was Manik Angkeran’s bad habit which made his parents poor?

a. gambling.

b. robbing.

c. drinking alcohol.

d. partying.

4. Where did Sidi Mantra get the jewellery?

a. Tanah Lot Beach.

b. Agung mountain.

c. The Holy Temple.

d. Bali Strait.

5. How did Sidi Mantra get the jewellery?

a. By praying to God.

b. By digging the secret treasure in Agung Mountain.

c. By killing the mighty dragon.

d. By praying to the dragon and ring the bell.

6. What did Manik Angkeran do when he knew how his father got the jewellery?

a. He stopped gambling.

b. He asked more and more money from his father.

c. He stole the bell and went to the Agung Mountain.

d. He killed the dragon and took all the jewelleries.

7. What made Manik Angkeran killed?

a. He owed too much money from the croupier.

b. He was killed by his own father when trying to get the bell.

c. He was killed during his journey to Agung Mountain.

d. He was killed during the battle with the mighty dragon.

186

Scaffolding

English

for

Grade IX Students

8. What made Sidi Mantra feel very sad?

a. He found his son dead.

b. He could not get the jewelleries for his son.

c. He could not defeat the mighty dragon.

d. He saw his son begging for jewelleries.

9. What did the dragon want Sidi Mantra to do if Manik Angkeran lived again?

a. He had to give the dragon some jewellery.

b. He had to live in a different place from his son.

c. He had to leave Manik Angkeran.

d. He had to kill him by his own hand.

10. How did Sidi Mantra separate himself from Manik Angkeran?

a. By driving Manik Angkeran out of their house.

b. By giving Manik Angkeran to the dragon as a servant.

c. By drawing a line between them which change into a strait.

d. By killing himself and let Manik Angkeran free to choose his life.

In pairs, study the following rule.

Read the story of Manik Angkeran once again and then study the forms of verbs used

in the story.

Let’s take some sentences from the story.

Subject

Predicate

Object/Complement

was

very famous for his ...

kept on

begging ...

The dragon

knew

his plan

Sidi Mantra

used

a stick to...

Subject

Past Verb

Object/Complement

In the table above, you find that to talk about actions or situations in the past you can

use the following pattern:

Subject + Past Verb + Object/Complement

Task 16

Scaf

folding

English

for

Grade IX Students

187

In pairs, read the story of The Unhappy Cendrawasih and then

complete the following chart. Underline words that indicate the

past tense.

The Unhappy Cendrawasih

Folklore from Papua

Mr and Mrs Brown Bird lived in a jungle in Papua. Mr Brown always

complained about his feathers. He thought they were ugly. He was jealous with his

friend, Mr Green Bird. "I want to have beautiful feathers like Mr Green Bird. His feathers

are not brown like mine. They are very beautiful," said Mr Brown Bird to his wife.

"Honey, you have to be grateful with your feathers. With feathers like this,

humans are not interested in us. So they will not hunt us," said Mrs Brown Bird. Mr

Brown Bird then went to the God of Jungle. "I want to have beautiful feathers like Mr

Green Bird's feathers,”

said Mr Brown Bird. "Don't worry. I can make your wish comes

true. Just choose one color." "Hmm I don't know. How about red? Yellow? Green? I'm

confused." The God of Jungle was upset. "Choose now!" Mr Brown Bird then looks up to

the sky. He had an idea. "Aha! I know which color to choose. I don't want one color of

my feathers. I want many colors. I want my feathers to be colorful like the rainbow in the

sky." Not longer after that, Mr Brown Bird's feathers were colorful.

When he went home, his wife did not recognize him. "Honey, it's me. I'm your

husband." "No, my husband is not like you! His feathers are brown!" said Mrs brown

Bird. Mr Brown Bird tried very hard to convince his wife realized that he was really her

husband. "You are very stupid, my husband. Wit color like these, humans will hunt you.

What if thy also take our children? Now, please go away! Our lives are in danger if you

are still here," said Mrs Brown Bird. She is crying. Mr Brown Bird was very sad. He

thought he just made a very big mistake. He then left his house. His name then changed

into Cendrawasih. It meant a bird of paradise.

Adapted from http://indonesianfolklore.blogspot.com/search/label/Papua

Characters:

_________________________

Moral value of the story:

_________________________

How the story ended:

_________________________

What happened:

_________________________

Task 17

188

Scaffolding

English

for

Grade IX Students

In pairs, rearrange the following jumbled paragraphs into a good

story and then summarize it. You may refer to the points to make

your summary more organized.

The Crying Stone

a Folktale from West Kalimantan

On the way to the market, everybody admired the girl's beauty. They

were also curious. Behind the beautiful girl, there was an old woman with a

simple dress. The girl and her mother looked very different!

"Hello, pretty lady. Who is th

e woman behind you?" asked them. “She is my

servant,” answered the girl.

The mother was very sad, but she did not say anything.

The girl and the mother met other people. Again they asked who the

woman behind the beautiful girl. Again the girl answered that her mother was

her servant. She always said that her mother was her servant every time they

meet people.

One day, the mother asked the girl to accompany her to go to the market

to buy some food. At first the girl refused, but the mother persuaded her by

saying they were going to buy new clothes. The girl finally agreed. But she asked

her mother to walk behind her. She did not want to walk side by side with her

mother. Although her mother was very sad, she agreed to walk behind her

daughter.

"Mother, please forgive me!" she cried and asked her mother to forgive

her. But it was too late. Her whole body finally became a big stone. People then

called it the crying stone or

batu menangis

since there were tears falling down the

stone.

In a small village, a girl lived with her mother. The girl was very

beautiful. Everyday she put make-up and wore her best clothes. She did not like

to help her mother work in a field. The girl was very lazy.

At last, the mother could not hold the pain anymore. She prayed to God

to punish her daughter. God answered her prayer. Slowly, the girl's leg turned

into stone. The process continued to the upper part of the girl's body. The girl

was very panicky.

Adapted from

http://indonesianfolklore.blogspot.com/search/label/West%20Kalimantan

Points to include:

1. The characters of the story

2. What happened to the characters

3. Why the mother wanted God to punish her daughter

Task 18

Scaf

folding

English

for

Grade IX Students

189

4. How the story ended

5. The moral value of the story

In pairs, develop the following points into a good story. It is the

story of Rawa Pening from Central Java. You may search the

information about the story from the library, the internet, and other

sources.

1. Once, there was an orphan boy.

2. He saw a party and begged for food.

3. The villagers treated the boy poorly.

4. An old lady gave him food.

5. He suggested that the old lady should take her mortar if there was a flood.

6. The boy punished the villagers on their arrogance by the flood.

In pairs, do the following crossword puzzle. Then, compare your

answers with

your classmates’

Across

2. large area of water

surrounded by land

6. swear

7. a traditional Story

10. a story from the past that

may or may not be true

12. a sheet of cotton

Down

1. fine

3. little consideration for others

4. sound of long /s/

5. standing diagonally

8. vampire

9. jungle

11. men’s best friend

Task 19

Task 20

190

Scaffolding

English

for

Grade IX Students

In pairs, find two legends from the internet or library and then

summarize them. The following questions may help you make your

summaries more organized.

1. Who are the characters in the story?

2. What happened to the characters?

3. What problems did the characters have to face?

4. How did the characters solve the problems?

5. How did the story end?

6. What moral value do you learn from the story?

In pairs, read the following story and write the main points of the

story. Report the points to the class.

C. Homework

Mentiko Betuah

Folklore from Nanggroe Aceh Darussalam

A long time ago, there was a kingdom in Semeulue, Nanggroe Aceh Darussalam.

The king and the queen had a son, the prince. They loved the prince very much. They

always gave him anything he wanted and that made him grew as a spoiled young man.

The king realized his mistake. He wanted to give the prince a lesson. He asked the prince

to leave the palace and became a merchant.

"I will give you some money. Use the money only for trading. Don't come back

until you are rich!" asked the king.

The prince was sad. He knew his father was angry with him because he was a

spoiled boy. He then promised himself that he could become a great merchant.

After he left the palace, he went to a village. While he was walking, he saw some kids

were trying to shoot a bird using their slingshots.

"Stop! Don't hurt the bird! I'll give you some money if you stop hurting him,"

said the prince. After that, he gave some money to those kids.

Later, he saw some men were torturing a snake. Again, the prince asked them to

stop hurting the snake. He also gave them some money. He kept on giving some money

to people who tortured animals. Finally he did not have any money at all. He was so

worried. He knew he could not become a merchant without any money in his pocket. He

was also scared of going home. His father would be very angry at him.

Next, the prince went to the forest. He did not know anywhere to go. While he was

sitting under a big tree, a giant snake came to him. He was so frightened.

Task 21

Task 22

Scaf

folding

English

for

Grade IX Students

191

1. The characters

__________________________________________________________________________

2. The events in the story

__________________________________________________________________________

3. The ending of the story

__________________________________________________________________________

4. The moral value of the story

__________________________________________________________________________

"Don't worry, young man. I will not eat you. I am the king of snakes in this

jungle. I heard you helped many animals from being tortured. Now, I want to give

you a gift. This is Mentiko Betuah. This magical stone can give you anything you

want."

The prince was happy. He asked the Mentiko Betuah to give him a lot of

money. Amazingly, the prince later had a lot of money. So he went home and told his

father that the money was from his business as a merchant.

The prince kept the Mentiko Betuah carefully. He went to a goldsmith and

asked him to make the magical stone as a ring. Unfortunately, the goldsmith stole the

Mentiko Betuah. The prince was angry. Luckily he had made friends to the animals.

Then they all helped him find the Mentiko Betuah.

A cat, a dog, and a mouse went together to find the magical stone. They

finally found the goldsmith. However they could not enter his house, only the mouse

could. After waiting for a moment, the mouse came out of the house. He said he

could not find the magical stone. After that they all went back to the palace. The cat

and the dog did not know that the mouse actually had found the magical stone. He

was hiding it in his mouth. He then gave the Mentiko Betuah to the prince. He was so

happy and said that the mouse was the hero.

The cat and the dog were jealous and angry. They tried to kill the mouse.

That's why until now cats and dogs always try to catch mice.

Adapted from http://indonesianfolklore.blogspot.com/search/label/Nanggroe%20Aceh%20Darussalam

192

Scaffolding

English

for

Grade IX Students

In pairs, have dialogues based on the following situations.

1. Your father has good news about your holiday.

2. You know that one of your classmates has recovered from his wound.

3. Your classmate gets a reward for his excellent composition. You respond by saying

that he deserves it.

4. Your teacher tells you that you will represent your school in a national story-telling

competition. Your teacher thinks you deserve it as you are good.

5. You want to tell your classmate that you will have a vacation to Egypt. Your

classmate responds by saying that it is nice and congratulates you.

In pairs, perform a dialogue based on the following situation. Act it

out with your classmate.

Your group has an assignment to write the legend of Malin Kundang. You and your

group look for the materials. You accidentally find some sources. You tell your

classmates about the interesting news.

Read the story of Sangi Hunter below and then answer the

questions.

D. Evaluation

Sangi the Hunter

Folklore from Central Kalimantan

A long time ago in Central Kalimantan, a great hunter named Sangi lived. Every

time he went to the jungle to go hunting, he brought a lot of animals home. Sangi lived

with his family on a riverside.

As always, Sangi went to the jungle. He saw some footprints of a wild hog. He

slowly followed the footprints. The footprints ended in a big tree. Sangi thought the hog

was behind the tree. Slowly he walked around the tree then he was really

amazed

. He

saw a big dragon was trying to swallow a wild hog. The hog was so big that the dragon

could not swallow it easily.

After several times trying to swallow, finally the dragon gave up. Suddenly, the

dragon looked at Sangi. He was really shocked! He wanted to run very fast. He thought

the dragon would eat him alive.

Task 23

Task 24

Task 25

Scaf

folding

English

for

Grade IX Students

193

Questions

1. What does the story tell us about?

a. A dragon who was killed by Sangi.

b. The people lived near to Sangi River.

c. The beginning of Sangi River.

d. The dragon who stayed in Sangi River.

2. What did Sangi usually do in the jungle?

a. Cutting trees.

b. Hunting hogs.

c. Hunting dragons.

d. Killing wild animals.

Though Sangi had tried to run, his feet could not move at all. The dragon

slowly came to him. Then they were face to face. When the dragon was exactly in front

of him, it turned into smoke. When the smoke was gone, there was a handsome man.

He said, ''Eat that wild hog. This is your punishment for seeing me try to eat.'' ''I can't.

I am a human. I cannot eat a wild hog that big,'' said Sangi. ''Yes, you can. If you are a

dragon, you can eat that hog,'' said the man.

Then Sangi changed into a dragon. After that, he ate the hog. Later, he changed

back as a human. ''What happened to me? Why could I change as a dragon?'' said

Sangi. ''It also happened to me years ago. I did what you did. I saw a dragon ate then

the dragon made me a dragon. It is great to be like us. We are half dragon and half

human. You can change to be a dragon or human anytime you like. Besides that, you

can be forever young. I'm more than 100 years old but I still look young right?'' said

the man.

He continued, ''There is one condition that you have to do. Don't tell anyone

that you are a half dragon and half human. If you did, you could be a dragon forever

and unable to change back as human,'' said the man. After that, he disappeared.

Since then, Sangi had two lives, one as a dragon and one as a human. He also looked

young although he was really old. People always asked the secret, but he never told

them why he could look young forever.

On his 150th birthday, people could not stand it anymore. More and more

people asked him. Sangi gave up. He told them that he was actually half dragon and

half

human.

People were laughing at him.

They

did not

believe that.

''I am a dragon!'' screamed Sangi. He was upset because they did not believe him.

Right after Sangi finished saying that, his body was shaking. Slowly he changed as a

dragon. People were scared. They were running away.

Sangi was really sad. He

regretted

for telling them his secret. He knew he

could not live in the village with his family anymore. He went to the river and lived

there. Since then, people named the river Sangi River.

Adapted from http://indonesianfolklore.blogspot.com

194

Scaffolding

English

for

Grade IX Students

3. What footprint did Sangi find in the jungle?

Hogs’

Dragons’

Humans’

Tigers’

4. What did Sangi do so that he turned to be a dragon?

Killing the dragon’s hog

b. Noticing a dragon swallowing a hog.

c. Telling the secret of the dragon to the people in the village.

d. Hunting in the forest.

5. What was the benefit of being a dragon?

a. He could hunt for hogs easily.

b. He could swallow hogs.

c. He could be forever young.

d. He could be a famous man.

6. What happened if Sangi told someone that he was a dragon?

a. He would be more famous.

b. He would turn into a hog.

c. The dragon would kill him.

d. He would be a dragon forever.

7. What made him telling that he was a dragon?

a. He wanted to show off.

b. The dragon told him to.

c. People kept asking why he always looked young.

d. Someone had already known his secret.

8. Where did he go after he turned into a dragon forever?

a. To the sea.

b. To the river.

c. To the mountain.

d. To the fores.t

“...then he was really amazed.”

The Indonesian equivalent of the word

amazed

in the sentence is ...

a. takjub

b. takut

c. senang

d. risau

10.

“He

regretted

for telling them his secret.”

The word

regret

in the sentence is similar in meaning to ...

a. be happy

b. amaze

c. amuse

d. be sorry

Scaf

folding

English

for

Grade IX Students

195

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

Telling interesting news given

Responding to interesting news

Reading stories

Writing stories

In this unit you learn:

How to respond to interesting news, for example:

2. The Simple Past Tense

In formal situations

In informal situations

I’m glad to hear that.

I’m happy with the news.

I can feel that you’re happy.

Really? That’s what I’m waiting

for.

That’s great.

I think she deserves it because ...

F. Summary

E. Reflection

Objectives: to talk about actions or situations in the past.

Pattern: Subject + Verb 2(Past form) + Object/Complements

196

Scaffolding

English

for

Grade IX Students

admire

•• • •• • •• ••

kkt

: mengagumi

attitude

••• ••••• •• ••

: sikap

curious

••• •• • ••• •••

: penasaran

debt

•• • •••

: utang

footprint

•••• •• ••• •••

: jejak kaki

gambling

••• • • • ••• ••

: judi

goldsmith

••• • • •• •• •• ••

: pengrajin emas

hog

•• • • ••

: babi

lamentation

••• • • • ••• ••• • ••

: kesedihan

merchant

••• • •••• • •••

: pebisnis

mighty

••• • •••••

: kuat

panicky

••• • • •• •••

: panik

riverside

••••• • •• •• ••

: tepi sungai

servant

••• • •• • • •••

: pelayan

slingshot

••••• •• •••

: ketapel

spoiled

••• • ••••

: manja

straits

••••• •••••

: selat

torture

•••• •••• ••

kkt

: menganiaya

treasure

••••• • • ••

: harta benda

G. Vocabulary List

Scaffolding

English

for

Grade VII Students

197

Listening section

A. In this section, you will listen to short conversations between two people. Choose

the best answer to each question. Answer the questions based on what is stated

by the speaker.

1. A lady

: Officer, I have some trouble here.

Policeman

: Yes, Ma’am. What can I do to help?

How does the lady attract the policeman’s attention?

a. By saying

excuse me

b. By saying

officer

c. By saying that she has some trouble.

d. By saying that she needs some help.

2. Adi

: Hi, Putri. Guess what, I will spend my holiday in Bali.

Putri

: That’s great.

What does Adi tell Putri?

a. Advice.

b. Interesting news.

c. Bad news.

d. An order.

3. Ida

: This is my lucky day. My mother finally allows me to go to

the computer course.

Wayan Legawa

: I’m glad to hear that.

What good news does Ida tell Wayan Legawa?

a. Her mother allows her not to take the computer course.

b. Her mother allows her to take the computer course.

c. Wayan Legawa may join Ida taking the computer course.

Wayan Legawa may join Ida’s mother taking the computer course.

4. Elizbeth

: Guys, Mr Sartono has just told me that our marks for the

semester exam are very good.

Classmates

: Thank God.

Semester 2 Review

198

Scaffolding

English

for

Grade VII Students

How do Elizabeth’s classmates respond to the news?

a. They are sad.

b. They are happy.

c. They are sorry.

d. They ignore the news.

5. Putri

: I have to tell you this news. Our school will provide us with free

internet access.

Fredy

: That’s great. It’s good news for everyone in this school.

How does Fredy respond to the good news which is given by Putri?

a. He feels sorry.

b. He feels happy.

c. He hates the news.

d. He does not give any response.

6. Sanusi

: Laili, I forgot to return your book. Sorry.

Laili

: No problem.

What expression does Sanusi say?

a. Apologizing.

b. Offering something.

c. Compliment.

d. Thanking.

7. Putri

: Excuse me. What time is it?

Galih

: It’s 7.30.

Putri

: Thanks.

What does Putri say to Galih?

a. Thanking.

b. Offering drinks.

c. Suggesting.

d. Advising.

8. Fredy

: Putri, my classmates and I plan to go to the movie tonight. Will

you join us?

Putri

: To the movie? Of course, I will. Thanks.

What does Fredy say to Putri?

a. He asks for apology.

Scaffolding

English

for

Grade VII Students

199

b. He thanks Putri.

c. He invites Putri.

d. He expresses sympathy to Putri.

9. Nisa

: Putra, do you have any agenda tonight?

Fredy

: No. What’s up?

Nisa

: Can you come to my home this afternoon? I need some help for

the Mathematics homework.

Fredy

: Yes. I’ll come at around 2. See you then.

How does Fredy respond to Nisa’s invitation?

a. He accepts it.

b. He refuses it.

c. He ignores it.

d. He gives no response.

10. Adi

: Laili, I wonder if you can go to Rita’s birthday party

with me

tonight.

Laili

: I’d love to, but my mother wants me to look after my little brother

tonight. I’m really sorry.

What is Laili

’s response to Adi’s invitation?

a. She accepts it.

b. She refuses his invitation.

c. She wants to go with him.

d. She has got someone to go with her.

Complete the following dialogues.

Fredy : ... (11), do you know where Tina is?

Laila

: She is in the computer room.

What’s up? You look happy.

Fredy

: I’ve just read the newspaper. Her article on the development of

information technology won the President Award.

Laila

: ... (12)? ... (1

3). She’s in the canteen. You’d better tell her.

Fredy : Okay, ... (14).

Laila

: No problem.

11.

a. Laila

b. Good night

c. Goodbye

d. Nice to talk to you

200

Scaffolding

English

for

Grade VII Students

12.

a. Really

b. Thanks

c. Amazing

d. Good

13.

a. That’s bad

b. That’s good news

c. That’s a pity

d. How horrible

14.

a. Goodbye

b. Thanks

c. Sorry

d. See you then

Questions 15-24 are based on Text 1.

Text 1

Television is a system of mass communication. It

involves the transmission of images and sound to distance

screens. The transmission can be done through electromagnetic

waves

or through cable system (TV cable).

Television is an important facility of communication. In

average, people in America watch television for 31 hours per

week while in Britain people watch television for 25 hours per

week. Television has the ability to bring people to get to know

others from various nationalities. Television is also the first

medium to present news and current affairs to the public

internationally.

For

many

years,

many

the most

important

international events have been experienced as TV events.

Television also reports various international issues and political

conflicts. But, some

commentators

have claimed that the era of

television is coming to an end.

is because there are many

other communication facilities are invented. In spite of these

changes, TV remains probably the most important form of mass

communication of the late 20th century.

Adapted from http://www.wikipedia.org

Scaffolding

English

for

Grade VII Students

201

15. What is the most suitable title for the text?

a. Information technology.

b. Communication technology.

c. Television.

d. TV cable.

16. What is the purpose of the text?

a. Telling the history of television.

b. Describing the people who use television service.

c. Reporting television and its features.

d. Describing the components of television.

17.

“Television is a system of mass communication.”

The sentence is likely the ... of the text.

a. general statement

b. orientation

c. detailed information

d. argument

18. Which statement is correct according to the report on television?

a. American people watch television as much as those in Britain.

Britain people have more portions of watching television than Americans’.

c. American people have more portions of watching television than Britain.

d. All people in the world watch television less than 12 hours per week.

19. What is the main idea of paragraph 1?

a. Television is a system of mass communication.

b. Television transmits sounds and images.

c. Many people in the world use television as the source of information.

d. Television is the most important mass communication facility in 20

century.

20. How does television send information?

a. It transmits and receives sound.

b. It sends text messages through the mobile phone.

c. It involves the transmission of sounds and pictures to distant monitors.

d. It manages the computer network.

21.

The word “it” in

paragraph 3

refers to ...

a. television

b. television development

c. commentators

commentators’ claim

202

Scaffolding

English

for

Grade VII Students

22.

The commentators’ claim that the era of television has ended because ...

a. people are interested in newspaper as the information source

b. television is so expensive

c. television provides out-of-date information

d. many new information technology facilities are invented

23.

“The transmission can be done through electromagnetic

waves

or through cable

system (TV cable).” (paragraph1)

The word

wave

in the sentence has a similar meaning to....

a. medium

b. facility

c. device

d. signal

24.

“But, some

commentators

have claimed that the era of television is coming to an

end.” (paragraph3)

The word

commentator

in the sentence can be replaced by....

a. argument

b. opinion

c. observer

d. broadcaster

Questions 25-29 are based on Text 2.

Text 2

The Lake of Colour

Once upon a time, there was a kingdom. The kingdom had a kind and wise

king named Prabu. He and all his people lived in happiness. There was only one

thing that made Prabu and his people sad. Prabu did not have any children. There

was no prince or princess in the kingdom.

One day, Prabu went to the jungle to pray God. Everyday he begged for a

child. And after several time, the dream came true. The Queen got pregnant. All

people in the kingdom felt happy so did Prabu and the King. Many of them sent

presents to the palace.

The queen gave birth of a beautiful princess and Prabu and all his people got

happier. Many of the people sent presents to the palace. Everyone in the kingdom

loved her. So did the King and the Queen. Everything she wanted must be realized.

She became a spoiled girl.

Her 17

birthday was coming and Prabu prepared a beautiful necklace as her

birthday present. The party was so crowded and all people in the kingdom came

and attended the party.

Scaffolding

English

for

Grade VII Students

203

And then, Prabu presented the necklace to his beloved daughter and said that

the beautiful necklace was presented by all people in the kingdom. Suddenly, the

Princess threw the necklace and said that she did not like the necklace. She said that

she did not want to accept that necklace.

All people, including Prabu and he Queen, were sad and began to cry. Then,

there was a miracle.

Suddenly

, the Earth was crying. It made a pool of water. The

palace was getting full. Soon the place became a big lake. The lake sank the

entire

kingdom and became Telaga Warna (Lake of Colour).

Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java

25. What is the text about?

a. The rising of a princess.

b. The love of parents.

c. The life of a kingdom led by king Prabu.

d. The beginning of Telaga Warna.

26.

“The lake sank the entire kingdom and became Telaga Warna (Lake of Colour).”

(last paragraph)

This part of the text is the ... of the story.

a. orientation

b. complication

c. resolution

d. conclusion

27. The writer wrote the text to ... to the readers.

a. entertain and narrate a story

b. propose some opinions

c. express some ideas

d. persuade the readers

28. How were the people of the kingdom?

a. All people in the kingdom lived happily.

b. All people suffered from diseases.

c. All people were very poor.

d. There was no one having children.

29. How did the King and his people feel about the birth of the Princess?

a. They hated the birth.

b. They were unhappy.

c. They did not expect this.

d. They were happy.

204

Scaffolding

English

for

Grade VII Students

30. Why did people in the kingdom send gifts to the palace?

a. They paid tax to the kingdom.

b. They were forced to do so.

c. They were happy with the birth of their princess.

d. They wanted to meet Prabu.

31. How did the Princess become a spoiled girl?

a. She always wanted to look beautiful.

b. The King always gave her anything she wanted.

c. Her mother wanted her to be the Queen.

d. The people of the kingdom loved her very much.

32. What did the Princess do with the necklace given by the King?

a. She threw it out.

b. She accepted it.

c. She gave it to the people of the kingdom.

d. She kept it and thanked the King.

33. Where did the water come from?

a. A very heavy rain.

b. Tsunami.

c. Tears of the people and the earth.

d. Flood.

34.

“

Suddenly

, the

Earth was crying.”

The word

suddenly

in the sentence has similar meaning to ...

a. expectedly

b. unexpectedly

c. predictably

d. naturally

35.

“The lake sank the

entire

kingdom and became Telaga Warna (Lake of Colour).”

(last paragraph)

The word

entire

in the sentence is opposite in meaning to....

a. half

b. full

c. complete

d. whole

Scaffolding

English

for

Grade VII Students

205

"Avalanche."

Microsoft® Student 2007

[DVD]. Redmond, WA: Microsoft corporation, 2006

_____. (1998).

English K-6 Modules

. Sydney: Board of Studies NSW.

Agustien, Helena, et.al. (2004).

Materi Pelatihan Terintegrasi Bahasa Inggris (Vol. 1

). Jakarta:

Depdiknas.

Agustien, Helena, et.al. (2004).

Materi Pelatihan Terintegrasi Bahasa Inggris (Vol. 2

). Jakarta:

Depdiknas.

Blundell, Jon

et al.

1982.

Function in English.

Oxford: Oxford University Press.

Board of Studies.

English K6 Modules

. New South Wales.

BSNP. 2006.

Standar Isi.

Jakarta.

Bygate, M., Skehan, P. and Swain, M. (Eds.). 2001.

Researching Pedagogic Tasks in Second

Language Learning, Teaching and Testing

. Essex: Pearson Education Limited.

http://science.nationalgeographic.com

http://www.aaronshep.com

http://www.azcentral.com/12news/recipes/articles/indonesiandarin041607-CR.html

http://www.cdkitchen.com

http://www.E-how.com

http://www.ehow.com/how_8520_make_pepperrmint-candy.htm

http://www.enchantedlearning.com

http://www.howstuffwork.com

http://www.indonesianfolklore.blogspot.com

http://www.inspirationalstories.com

http://www.lkpstoryteller.com

http://www.make-stuff.com

http://www.myonlinerecipe.com

IBLIOGRAPHY

206

Scaffolding

English

for

Grade VII Students

http://www.virgina.multiply.com

http://www.wikipedia.org

JetFlash

Manual

Landoll, America’s Best Vol.

I A Collection of Savory Recipes

Lite-On CD-ROM, a Manual

Madya, Suwarsih. 2000.

Learning English Pronunciation Systematically

. Yogyakarta:

State University of Yogyakarta

Microsoft®Encharta® 2006. ©

Microsoft®Encharta® 2007. ©

Molinsky, Steven J and Bliss, Bill. 1986.

ExpressWays English for Communication.

New

Jersey: Englewood Cliffs

Murphy, Raymond. 1985.

English Grammar In Use.

Cambridge: Cambridge

University Press

Nunan, D. (1989a).

Designing Tasks for the Communicative Classroom

. Cambridge:

Cambridge University Press.

Nunan, D. and Lockwood, J. (1992a).

The Australian English Course: Task-based English for

Post-

beginners (Student’s Book 1).

Cambridge: Cambridge University Press.

Nunan, D. and Lockwood, J. (1992b).

The Australian English Course: Task-based English for

Post-

beginners (Teacher’s Book 1).

Cambridge: Cambridge University Press.

Priyana, Joko. (200

2). Developing EFL Task-Based Language Instruction in an Indonesian

Primary School Context

. Unpublished Dissertation.

Tomlinson, B. (Ed.). 1998.

Materials Development in Language Teaching

. Cambridge:

Cambridge University Press.

Willis, J. (1996).

A Framework for Task-Based Learning

. Essex: Longman.

Scaffolding

English

for

Grade VII Students

207

Unit 1

Picture 1.1

images.search.yahoo.com,

Picture

1.2

www.flickr.com,

Picture

1.3

www.abcnews.com,

Picture

1.4

www.silvercollect.com,

Picture

1.5

www.singleserveespresso.com, Picture 1.6 images.search.yahoo.com,

Picture 1.7

www.swallowtailgardenseeds.com,

Picture

1.8

www.katavan.com,

Picture

1.9

argoul.blog.lemonde.fr,

Picture

1.10

www.braile.net,

Picture

1.11

www.pumpkinpatchesandmore.org, Picture 1.12 www.pumpkinpatchesandmore.org ,

Picture 1.13 www.pumpkinpatchesandmore.org, Picture 1.14 www.eHow.com, Picture

1.15

–

1.17 www.flickr.com, Picture 1.18 www.kidsstopinc.com , Picture 1.19

www.i34.photobucket.com

Unit 2

Picture 2.1 images.search.yahoo.com, Picture 2.2 http://www.esafebusiness.co.uk

Picture 2.3 images.search.yahoo.com Picture 2.4 http://unilanet.unila.ac.id Picture 2.5

writer’s doc

ument, Picture 2.6 - 2.11 Manual, Nokia 2300 Picture 2.12

writer’s document,

Picture 2.13 www.mobilewhack.com, Picture 2.14 - 2.15 Manual, JetFlash

Unit 3

Picture 3.1 www.blogto.com, Picture 3.2 images.search.yahoo.com, Picture 3.3

images.search.yahoo.com, Picture 3.4

writer’s document,

Picture 3.5 www.cs-music.com

Picture 3.6 images.search.yahoo.com, Picture 3.7 neworleans.media.indypgh.org, Picture

3.8 www.artzooks.com, Picture 3.9 images.search.yahoo.com, Picture 3.10

writer’s

document,

Picture

3.11

www.motherandmefabrics.com,

Picture

3.12

referate.mezdata.de, Picture 3.13 images.search.yahoo.com, Picture 3.14

writer’s

document, Picture 3.15 hometown.aol.com, Picture 3.16

– 3.22

writer’s document,

Picture

3.23 www.flickr.com, Picture 3.24

writer’s document,

Picture 3.25 www.flickr.com,

Picture 3.26

– 3.30 www.flickr.com, Picture 3.31 images.search.yahoo.com, Picture 3.32

www.jo-hansen.dk,

Picture

3.33

www.wideangle.ca,Picture

3.34

milehighrev.typepad.com, Picture 3.35 www.cjpintl.com

PICTURE

SOURCES

Unit 1

Unit 3

Unit 2

208

Scaffolding

English

for

Grade VII Students

Unit 4

Picture 4.1

– 4.11 Microsoft Encarta 2007, Picture 4.12 www.flicker.com, Picture 4.13

–

4.14 Microsoft Encarta 2007, Picture 4.15 wildasia.net, Picture 4.16 Microsoft Encarta

2007, Picture 4.17 desktoprating.com, Picture 4.18

– 4.20 Microsoft Encarta 2007

Unit 5

Picture 5.1 www.bananabaymarina.com, Picture 5.2 midtownlife.typepad.com, Picture

5.3

www.exmsft.com,

Picture

5.4

www.espartha.com,

Picture

5.5

images.search.yahoo.com,

Picture

5.6

news.nationalgeographic.com,

Picture

5.7

geology.wcedu.pima.edu,

Picture

5.8

midtownlife.typepad.com,

Picture

5.9

www.espartha.com , Picture 5.10 www.mtholyoke.edu, Picture 5.11 www.parizkova.cz,

Picture 5.12 www.joekaz.net, Picture 5.13 Microsoft Encarta 2007, Picture 5.14 Microsoft

Encarta 2007

Unit 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

writer’s

document, Picture 6.10 www.ioinformatics.org, Picture 6.11 - 6.13

writer’s document,

Picture 6.14 - 6.17 images.search.yahoo.com

Unit 7

Picture 7.1 http://www.sunkissvillas.com Picture 7.2 http://www.gonemovies.com

Picture 7.3 http://www.american.edu http://www.wpclipart.com Picture 7.4 - 7.9

wri

ter’s

document,

Picture

7.10

http://www.tuatahiaxes.com

Picture

7.11

http://www.archives.gov

Unit 8

Picture 8.1 http://farm1.static.flickr.com/ Picture 8.2 http://www.b2bcfo.com Picture

8.3 http://www.lsbu.ac.uk Picture 8.4 http://www.sreejith.net

Unit 9

Picture 9.1- 9.8

Writer’s documents.

Unit 8

Unit 7

Unit 6

Unit 5

Unit 4

Unit 9

Scaffolding

English

for

Grade IX Students

209

Task 2

Laila

: What are you doing Ketut?

Ketut Tantri

: I’m going to make some ice cream.

Laila

: You know how to make ice cream?

Ketut Tantri

Yes, of course

Laila

Really?

Ketut Tantri

Absolutely

Laila

: Will you show me how?

Ketut Tantri

: Of course. I’ll show right now.

Laila

: Great.

Ketut Tantri

: First, you need to prepare the ingredients. You’ll need a cup of milk, ½

cup of sugar, a cup of whip cream, ½ teaspoon of vanilla extract, and ½

teaspoon of salt. Then, you need some equipment. They are a small and a

big can, ½

-1 cup of rock salt, 3-4 cups of ice cube, cloth or towel, and

some tape.

Laila

: OK, then what do we have to do?

Ketut Tantri

: First, we have to mix all of the ingredients. Then, pour the ingredients

mixture into the small can. After that, close the lid and seal it with a tape.

Then, put the small can into the large can. Next, put the ice into the large

can (around the small can). After that, add the rock salt into the ice. And

then, close and seal the large can. Then, wrap the large can with a cloth or

towel and shake and roll the can for 15 minutes. That’s it.

Laila

Are you sure?

That’s easy!

Ketut Tantri

: Yes, that’s it. It’s very easy.

Task 8

To make a pitcher of lemonade you will need 6 l

emons

1 cup Sugar

, 8 cups i

ater

, and

1 cup

of boiling w

ater

. Now, to make it first, you have to s

queeze

the

juice from

the

lemons into a bowl.

Then, s

et lemon rinds aside; strain lemon juice into a

large pitcher.

After that, a

the sugar and iced water. And then, you have to

stir

until

the

sugar is dissolved.

Once it’s done, set it aside. Next, p

lace lemon rinds in a

bowl and add

the

boiling water. Let

stand until water is cold.

Then, d

iscard

the

rinds,

add water to pi

cher and stir well. Refrigerate

the lemonade

until well chilled.

Taken from www.cdkitchen.com

Appendix 1: Listening Scripts

UNIT 1

210

Scaffolding

English

for

Grade IX Students

Task 3

Fredy

: Sanusi, could you show me how to turn on and off a computer?

Sanusi : Sure. To turn on a computer, first you have to turn the power supply on,

then press

the CPU’ power on, and after that press the monitor power

button on.

Fredy

: That’s it?

Sanusi

: Yes, that’s it.

Fredy

: How 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 wait until three

options appear (stand by, turn off, and restart), and then click “turn off”

again, and finally turn off the monitor and the power supply.

Fredy

I’m sorry,

I didn’t catch the third step. Can you re

peat it?

Sanusi : Sure

You just wait a second until three options appear. They are “stand

by, turn off, and restart”. Then click “turn off”

Fredy

: OK, thanks.

Sanusi

: You’re welcome.

Task 5

Laila

: Sorry a plane just passed by and I couldn’t hear what you’ve said.

Could you repeat that word?

Saly

: Sure. I was just asking if you could show me how to use a scanner.

Aji

: What was that again? I missed what you have just said.

Danias

: I said that you should turn the power supply on first.

Ayu

I’m sorry, what did you say?

Edo

: I was just asking you if you know how to print a file.

Hereka

: Be sure to turn the printer’s power on.

Laila

: I’m sorry I can’t hear you clearly. Could you repeat that again?

Hereka

: I said you should not forget to turn the printer on.

Mr Fredy : You always have to follow these steps every time you wanted turn off

the computer.

Mrs Hayati :

I’m sorry, would you mind repeating that word again, please?

Mr Fredy : I said that you should always follow these steps every time you turn off

a computer.

UNIT 2

Scaffolding

English

for

Grade IX Students

211

Task 6

There are nine steps to activate a mobile phone with Multimedia Card (MMC). But,

before removing the cover, always remember to switch off the power and disconnect the

charger or any devices. Now, the first step is to open the phone by sliding the phone

cover towards the bottom of the phone. The second step is to open the memory card

holder by pulling it up gently. Insert the SIM card into the lower slot. Make sure that the

beveled corner of the SIM card is facing toward the top of the phone and that the golden

contact area on the card is facing downward. The third step is to insert the Multimedia

Card (MMC) into the holder’s slot. Make sure that the beveled corner and the golden

contact area of the MMC are facing downward. The fourth step is to close the memory

card holder by pressing it downward until locked. The fifth step is to alight the golden

contact of the battery with the corresponding corners on the phone, and push the

opposite end of the battery until it snaps into the place. The sixth step is to close the

phone cover by sliding it towards the top of the phone. The seventh step is to connect the

power cord to the charger and the other end of the power cord from the charger to the

base of the phone. The eighth step is to connect the charger to an AC wall outlet. The

battery indicator bar on the display starts scrolling. When the battery is fully charged,

the bar stops scrolling. The last step is to turn on the phone by pressing and holding the

power button on the top of the phone.

Adapted from: Manual Book, Nokia 3230

Task 3

Adi

: What is this?

Asep

: It’s a piggy bank.

Adi

Wow, it’s cool!

Asep

: And it’s easy to make too.

Adi

: Really? How?

Asep : All you need is a plastic bottle, a cutter, and paint or fabric. You can also add

beads or button if you want; if so you’ll also need some glue.

Adi

: What do we do then?

Asep : 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 with fabric. If you want to paint it, you

should sand the plastic bottle first. After that, decorate the bank by pasting beads

or button.

Adi

: You’re so creative.

Asep

: No, not really. I’m just trying to recycle unused stuff, like plastic bottle.

Adi

That’s a wonderful thing to do

Asep : Thanks.

UNIT 3

212

Scaffolding

English

for

Grade IX Students

Task 9

Windsocks

To make a wind sock out of a plastic bottle first you need to cut the top and the bottom

off a two litre bottle, to have a perfect cylinder. Then, punch 4 holes (with a hole punch)

spaced evenly on top. After that, tie a 12 inch piece of fishing line to each hole. Next,

attach all four to a large swivel snap used in fishing. Sand the bottle and paint with

paints any design you wish. When it’s dry, punch holes every an inch around the

bottom. Then, tie a 3 foot piece of ribbon in each hole. Vary your colours or make them

all the same. Finally, hang up and enjoy.

Adapted from:

www.make-stuff.com.recycling.plastic.bottles.html.htm,

Contributed by Cathy

Williams,

[email protected]

Task 3

Tora

: Sanusi, is there any endangered animal from the area you come from?

Sanusi

: Well, in Kalimantan there’re orangutans and they’re endangered.

Tora

Oh, I see

. Do you know why they’re endangered?

Sanusi

: Well, I was told that the orangutan is endangered because of habitat

destruction and they are shot, caught, and sold to circus, and other attraction

shows.

Tora

Really?

That’s very sad.

Sanusi

: Yes I know. What about in Banten? Is there any endangered animal there?

Tora

: Yes there is. In

Ujung Kulon there’s also an endangered animal. We have

Javanese rhinoceros or what we usually called one-horn rhinoceros.

Sanusi

Mm...

Tora

: They’re endangered because of habitat loss and hunting. Now, there are

only about 60 of them left in the world.

Sanusi

: Are you serious?

Tora

: Yes. You can find them in Ujung Kulon and in Vietnam national park.

Sanusi

: I hope their number can increase soon.

Tora

: Yes. I hope so too.

UNIT 4

Scaffolding

English

for

Grade IX Students

213

Task 7

Unit 5

Task 2

Ramon: Did you hear that?

Bayu

: What?

Ramon: Another landslide occurred.

Bayu

: Do you think we can stop landslide?

Ramon:

I doubt it.

We can prevent landslide, but I don’t think we can stop it.

Bayu

: Well, I think you’re right. What can we

do to prevent landslide?

Ramon: I think we should start planting trees and stop cutting them down for a start.

Bayu

I don’t think

we can really stop careless people cutting trees down.

Ramon:

Well, I think it’s possible to do that

, as long as everyone takes part in it.

Bayu

: Yes, but do you really think that the government can make people listen to them

and do what they tell them to do?

Ramon:

Yes, I’m pretty optimistic about it.

Orangutans or

Pongo pygmaeus

belong to the Primate order. The orangutan

spends most of its time in trees. Each evening it builds a new treetop nest. They are

endangered because of habitat lost and poachers keep on killing, owning, and

exporting orangutans.

They only live on the island of Borneo and in the northern corner of the island of

Sumatra.

Orangutans are characterized by rough, long, reddish-brown fur. Male

orangutans are about 95 cm (37 in) in length and about 77 kg (170 lb) in weight.

Females are smaller, reaching about 78 cm (31 in) in height and weighing only about

37 kg (81 lb). The male has puffy cheeks and a hanging throat-pouch. This pouch

contains air sacks that help produce a groaning, bubbling call, which can be heard at

least 1 km (0.6 mi) away.

Half of the orangutan’s diet consists of fruit, but they also eat young leaves,

soft inner bark, termites, eggs, and occasionally monkeys.

When a female is ready to mate, she will seek out an adult male. Orangutan

are mammals; females give birth to a single infant about once every four to eight

years. The gestational period for orangutans is just under nine months, nearly the

same as in human beings. Infants stay very close to their mothers for the first three

years until they don’t consume their mother’s milk.

UNIT 5

214

Scaffolding

English

for

Grade IX Students

Task

LANDSLIDE

A landslide is a geological phenomenon which includes different types of ground

movement, such as rock falls, deep failure of slopes and shallow debris flows. We

usually also say that landslide is when a large amount of soil and rocks falls down the

side of a hill, cliff, or mountain.

Landslide can

occur naturally or because of human’s action. Natural causes of

landslide includes erosion by river, heavy rains or snowmelt, glacier melting, ocean

waves which create over steepened slopes, earthquakes, volcanic eruptions, thunder and

lightning, and ground water pressure. Human cause of landslide includes vibrations

from machinery, traffic and road construction, blasting, mining, and logging.

Taken from: en.wikipedia.org/wiki/Landslide

Task 3

A lady

: Excuse me,

officer. I lost my mobile phone

Policeman

: Can you describe it clearly?

A lady

: It’s a black Nokia. And. Mm... I think I dropped it around this block

about 10 minutes ago.

Policeman

: Right, Ma’am. You can fill in this form and

we’ll inform you

if we

find it

A Lady

: Alright.

Adi

Sir.

Policeman

: Yes. What can I do for you?

Adi

: I’ve found this mobile phone,

Sir.

Policeman

: Well. Let’s see. Is this your mobile phone, Ma’am?

A lady

: Yes, I’m

very certain

that this is mine. Thanks, kid.

Adi

: You’re welcome.

Task 5

1. Adi: Excuse me, could you help me move this table?

Fredy: Yes, of course.

Adi : Fredy! Don’t touch that button!

Fredy: Oh, okay.

3. Fredy: Look! I think I

’ve found your CD.

Laila: Oh, yes

it’s mine. Thank you very much.

Fredy: Anytime.

UNIT 6

Scaffolding

English

for

Grade IX Students

215

Task 6

The internet is a medium of communication. It connects computers through network

connections. We can communicate with people around the world using the internet. We

can get a lot of information from the internet and we can also send e-mail to others.

Nowadays, video streaming can be done through the internet. The internet can help

people to communicate with others, whether it is text, audio, video, or video-audio.

Adapted from www.wikipedia.org

Task 3

Asep

: Hi, Elizabeth. Looking for stories too?

Elizabeth

: Oh, hi. Yes,

but I haven’t found one.

Asep

: Do you know who the first turn is?

Elizabeth

: No. It’s you?

Asep

: No. It’s Adi. It will be interesting because Mrs Hayati believes that Adi

will give us some tips on how to tell a story.

Elizabeth

: Well, that will b

e good. I always like the way Adi speaks in English. He’s

just good and fluent.

Asep

: Do you know how Adi improves his English?

Elizabeth

: No. But I heard that he takes some English courses. May be that’s the

way he gets his English better.

Asep

: Not only English courses, he told me that reading English short stories

improves his English much.

Elizabeth

: Really? It means that we can also improve our English through reading

stories?

Asep

That’s completely possible.

Task 5

Adi

: Mom, I’ve got i

nteresting news for you. In my English story telling class,

I’ve got the first turn and everything’s going so well and I got A for my

story.

Mother

: Congratulations. You deserve it. You have done tight works for it.

Elizabeth

: Adi, it’s awesome. You’ll represent our school in the national story

telling contest.

Adi

: You’re kidding me? I haven’t even known it.

Elizabeth : I saw the announcement this morning. Just check it in the announcement

board.

Adi

: Okay. Thanks for the news. I’ll confi

rm it with Mrs Hayati.

UNIT 7

216

Scaffolding

English

for

Grade IX Students

Adi

: Mrs Hayati, is it true that I’m going to the national story telling

contest?

Mrs Hayati : Yes, I find it remarkable that Headmaster appoints you to represent

our school in the national story telling contest.

Adi

: I

t’s my great pleasure to represent our school in the national story

telling contest. I’ll prepare myself ready for the contest.

Task 6

The Goat and the Shepherd

Once upon a time there was a Shepherd who wanted to bring back a stray goat to

his flock. He whistled and sounded his horn, but, one of the goats paid no attention to

his command. At last the Shepherd threw a stone, and broke one of its horns. In an

instant, the shepherd became very terrified. He then begged the Goat not to tell his

master about it. The Goat replied, "Why, you silly fellow, the horn will speak although

I’m silent."

The moral value of the

story is d

o not try to hide things which cannot be hid.

Adapted from http://www.inspirationalstories.com

Task 3

Sanusi

Hi, Laila.

Laila

: Hi Sanusi. What a nice hat you have

Sanusi

: Yes, I plan to present this as a birthday gift for Anto.

Laila

: Wow. That’s nice of you.

Sanusi

: Thank you. By the way,

would you like to come with me to Anto’s

birthday party tonight

Laila

That sounds very nice

. May Ayu come with us?

Sanusi

: That’ll be fine. The more people, the more fun we’ll get.

Laila

: Yes, I agree with you.

Sanusi

: Okay. See you on Saturday then. Bye.

Laila

: Bye.

Task 5

1. Adi

: Laila, where did you buy the book?

UNIT 8

Scaffolding

English

for

Grade IX Students

217

Laila

: In the book store next to the post office.

Adi

: Would you like accompany me t the book store this afternoon?

Laila

: Okay.

2. Mr Edison

: Shall we go for launch?

Mr Haman

: That’ll be very nice. Thank you.

3. Elizabeth

: I’ll be pleased if y

ou come to my birthday party tonight.

Sanusi

: I won’t say no. Thank you.

4. Father

: We should be delighted if you would come to our house for the

dinner.

Your teacher

: It’s my great pleasure. Thank you.

5. Fredy

: Guys,

Let’s go to the canteen. Today, it’s on me.

Asep

: I won’t say no.

Wayan Legawa

: That’ll be very nice.

Task 13

The Frog and the Mouse

There once was a frog and a mouse who were 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 water. The frog could live in the water, but the mouse could not. When they

wanted to visit, the frog would have to come out of the water. When their visit was

finished, the frog would hop back into the water, and the mouse would run back into his

hole in the ground.

One day the frog came out to visit with the mouse. Wickedness entered into his

heart. He got some rope and tied his foot and the mouse's foot together. He was just

playing around. But, after the frog finished visiting, he jumped right back into the water

without untying the rope. He had totally forgot that his feet were still tied together to the

mouse’s.

The mouse could not live in water, and it died. After a while the mouse got bigger

and came out to the top of the water. A hawk saw him and, with a fly down, took both

the dead mouse and the live frog up into the air. The hawk alighted in a tree and ate

both of them. They both met death.

Adapted from http://www.msu.edu

UNIT 9

218

Scaffolding

English

for

Grade IX Students

Task 3

Elizabeth

Ah, Adi. Just the person I wanted to meet.

Adi

: Hi. What is it?

Elizabeth

I have got interesting news for you. Your article on the history

of Yogyakarta won the national competition

Adi

: What’s so interesting?

Elizabeth

: It’s about your article

on Indonesian culture won the national

competition.

Adi

Really? It’s what I want to hear

. Where did you get the

information?

Elizabeth

: I saw the information in front of the teacher’s office.

Adi

: I want to see it. Thanks for the information.

Elizabeth

: No problem. Congratulations, Elizabeth.

Adi

: Thank you.

Task 5

1. Maria

Adi

: It’s interesting. Mr Sartono said that we’ll have a free vacation to

Jogja and Magelang.

: That’ll be great. We can visit Prambanan and Borobudur Temples.

2. Mr Jarwo

Mr Brata

: Finally, this project succeeds.

: I’m glad to hear that. Thank you.

3. Putri

Fredy

: It’s interesting. My brother has Indonesian Folklore, a book I’m

looking for.

: That’s great. We can finish our project on Indonesian folklores.

4. Ida

Asep

: Finally I’ll have a vacation to Bali.

: I think you deserve it after the hard work you did.

5. Laila

Angelina

: Mummy, I’ve got A for

English.

: Congratulation, honey. You deserve it for you hard study.

Scaffolding

English

for

Grade IX Students

219

Task 6

The Story of Panyalahan Village

A Folklore from West Java

LONG time ago in Tasikmalaya, West Java, lived a young couple. They were

farmers. They lived happily with their baby. The couple also had some animals. One of

them was a tiger.

When the couple went to work on the paddy field, the tiger looked after their baby.

As usual, the couple went to the paddy field. Before they left, they asked the tiger to look

after their baby. “We will go to the field now. Look after our baby, okay?” The tiger

nodded. So, the couple went to the field. They worked from morning until afternoon.

When the couple arrived home, the tiger welcomed them. The tiger acted

differently. He wagged his tail and rubbed his body to the couple’s legs. He looked very

happy. The husband became suspicious. “Why does this tiger

behave strangely? He does

not act as usual?” he

thought

. The husband looked at the tiger carefully. He was

shocked. The tiger’s mouth was full of blood. Then he remembered his baby. He

thought

the tiger had eaten the baby. “Why is your mouth full of blood?” he asked the tiger.

“You must have done something bad to my baby! Have you killed him? Why did you do

that?” he was very panicked. The husband took his knife and killed the tiger in anger.

Then they both entered the house. They were shocked. They looked at each other.

Their baby was sleeping peacefully in his cradle. He was not eaten by the tiger. Quickly,

the wife took the baby and kissed him. The baby woke up. He opened his eyes and

smiled. The couple found a very large snake under the cradle. The snake was dead and

full of blood. “Oh, my wife,” the husband said. “We have done a terrible thing. The tiger

is not guilty! Look at the dead snake. The tiger must have killed him. He had saved our

baby, but I killed him. Oh, my God! What have I done? I am so sorry. Forgive me, my

dear tiger. Forgive me, please?” The couple felt very guilty.

They have killed their faithful tiger. It all happened because they did not check the

baby first before they killed the tiger. Since then, the couple’s village was called

Panyalahan. The word Panyalahan derives from the word “nyalahan”, which means

“wrong guess”.

Adapted from http://indonesianfolklore.blogspot.com/search/label/West%20Java

220

Scaffolding

English

for

Grade IX Students

Unit 1

Unit 4

Unit 5

Task 33

Task 8

Task 23

Task 31

Review 1

11.

21.

31.

12.

22.

32.

13.

23.

33.

14.

24.

15.

25.

35.

16.

26.

17.

27.

18.

28.

19.

29.

10.

20.

30.

Unit 6

Unit 7

Unit 8

Task 16

Task 25

Task 14

Task 25

Task 16

Unit 9

Task 13

Unit 9

Task 21

Appendix 2: Answer Key

1. C

2. D

3. B

4. A

5. C

1. A

2. C

3. C

4. C

5. D

1. D

2. D

3. B

4. D

5. C

1. C

2. A

3. C

4. D

5. D

10.

1. B

2. C

3. A

4. D

5. B

10.

Unit 8

Task 25

10.

Scaffolding

English

for

Grade IX Students

221

Review 2

11.

21.

31.

12.

22.

32.

13.

23.

33.

14.

24.

15.

25.

35.

16.

26.

17.

27.

18.

28.

19.

29.

10.

20.

30.

Unit 2

Task 20

Installing Avira Antivirus

Appendix 3: Teacher’

s Script

UNIT 2

222

Scaffolding

English

for

Grade IX Students

Unit 7

Task 22

The Fox, The Cock and the Dog Cunning Often Outwit Itself.

1. "Good news, good news!" he cried.

"Why, what is that?" said the Cock.

2. "It is only my master's Dog.

3. "King Lion has declared a universal peace.

4. "Why, that is good news," said the Cock; "and there I see some one coming.

5. And so saying he craned his neck forward and looked afar off.

"What is it you see?" said the Fox.

6. He is coming towards us.

7. He saw a Cock roosting high up beyond his reach.

8. No animal may hurt a bird from now on, but all shall settle together in brotherly

friendship."

9. One moonlight night, there was a Fox.

10. The Fox was creeping around about a farmer's hen-cage.

11. We can share the good news."

12. What, going so soon?" he continued, as the Fox began to turn away as soon as he

knew that is was the dog who was coming through.

13. "Will you not stop and congratulate the Dog on the reign of universal peace?"

14. "I would gladly do so," said the Fox, "but I fear he may not have heard of King Lion's

decree."

http://4to40.com/Fables/index.asp?id=703

Unit 8

Task 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 middle of the enemy's village

12. several hyenas were coming

13. I am your chief's guest

14. the chief of the hyenas

UNIT 8

UNIT 7

Scaffolding

English

for

Grade IX Students

223

GLOSSARY

accepting invitations

: expressions said to invite someone to do something

action verbs

: verbs that describe an action

admiring something or somebody

: expressions said to look at someone

something with

respect

asking for certainty

: expressions said to ask if someone is sure about

something

asking for repetition

: expressions said to ask someone to say something

again

attracting someone’s attention

: expressions said to make someone come near

conjunction

: word which links different sections of a sentence

connective

: words that connect sentences to indicate that the

sentences are still related

diphthong

: two vowel sounds which are pronounced together

expressing doubts

: expressions said to say that you are not sure about

something

expressing gratitude

: expressions said to thank someone

inclusion of details

: words that are used to ask for detailed information

of something

narrative text

: a story

noun

: word which can be the subject of a verb and is used to

refer to a person or thing

offering something

: expressions said to say that you will give something or

do something

preposition

: word with a noun or pronoun as its object to show

place or time

procedural text

: a text which tells the readers the way in which

something ought to be carried out

pronoun

: words to replace other nouns or noun phrases

proper noun

: proper nouns are names of specific people, places,

countries, months, days, magazines, and so on

refusing invitations

: expressions said to refuse invitations

report text

: a text which is used to present information about

something

responding to doubts

: expressions said to respond to doubts

responding to news given

: expressions said to respond to news given

responding to uncertainty

: expressions said to respond to uncertainty

224

Scaffolding

English

for

Grade IX Students

showing attention

: expressions to show that you are listening/noticing

silent letters

: letters which are not pronounced

stress pattern

: loudness of your voice when you pronounce a

word or syllable

telling interesting news

: expressions said to tell interesting news

the simple past tense

: expressions said to talk about actions or situations

in the past

Scaffolding

English

for

Grade IX Students

225

SUBJECT INDEX

accepting invitations, 155

action verbs, 12

adjective, 143

admiring something or somebody, 43

adverb, 143

asking for certainty, 3

asking for repetition, 23

attracting someone’s attention

, 111

conjunction, 31

connective, 51

countable noun, 90

degree of comparison, 73

diphthong, 156

double letter vowels, 47

EFGH

expressing doubts, 82

expressing gratitude, see thanking

IJKL

inclusion of details, 33

inviting, 155

minimal pairs, 6

narrative text, 143

offering something, 135

preposition, 54

procedures, 14

pronoun, 94

proper noun, 164

refusing invitations, 158

report text, 70, 121

responding to doubts, 82

responding to news given, 177

responding to thanks, 26

responding to uncertainty, 3

showing attention, 63

silent letters, 178

stress pattern, 87

telling interesting news, 113, 133

thanking, 26

the plural sound of

–s or

–es, 68

the pronunciation of th, 115

the simple past tense, 186

UVWXYZ

uncountable noun, 90

fl≤∑ ̈ø –Ú ” ́≥∞ ́≤∑Ù

≠øø ̈ ∑≤∑ ≠ªºø≤π ≥ª≤ßª¥ª≠ø∑μø≤ ≠ ̈ ́º∑ ÕÔ ∞øºø ∞Æ±πÆø≥ ≠ ̈ ́º∑

–ª≤º∑º∑μø≤ fiø∏ø≠ø ◊≤ππÆ∑≠ º∑ À≤∑™ªÆ≠∑ ̈ø≠ “ªπªÆ∑ «±πßøμøÆ ̈øÚ

Œ∑ø≤º∑Ù

≠øø ̈ ∑≤∑ ≠ªºø≤π ≥ª≤ßª¥ª≠ø∑μø≤ ≠ ̈ ́º∑ ÕÔ ∞øºø ∞Æ±πÆø≥ ≠ ̈ ́º∑ –ª≤º∑º∑μø≤

fiø∏ø≠ø ◊≤ππÆ∑≠ º∑ À≤∑™ªÆ≠∑ ̈ø≠ “ªπªÆ∑ «±πßøμøÆ ̈øÚ

Ωø∫∫±¥º∑≤πÊ ¤≤π¥∑≠∏ ∫±Æ ÷ ́≤∑±Æ ÿ∑π∏ ÕΩ∏±±¥ Õ ̈ ́ºª≤ ̈≠ ŸÆøºª ◊»

º∑≠ ́≠ ́≤ ºª≤πø≤ øΩ ́ø≤

Õ ̈ø≤ºøÆ ◊≠∑ ≥ø ̈ø ∞ª¥ø∂øÆø≤ æø∏ø≠ø ◊≤ππÆ∑≠ ÓÍÚ ”ø ̈ªÆ∑ ºø≤ ̈ ́πø≠ ∞ª≥æª¥ø∂øÆø≤

º ∑μ ª≥æ ø≤πμ ø≤ º ª ≤πø≤ ∞ Æ ∑≤≠ ∑∞Û ∞Æ ∑≤≠ ∑∞

– ª≤ ºªμ ø ̈ ø≤ ’± ≥ ́ ≤∑ μø ̈∑∫

́ ≤ ̈ ́ μ

≥ª≤ß∑≥øμÙ æªÆæ∑ΩøÆøÙ ≥ª≥æøΩøÙ ºø≤ ≥ª≤ ́¥∑≠ ßø≤π º∑±Æπø≤∑≠ø≠∑μø≤ μª ºø¥ø≥ º ́ø ≠∑μ¥ ́≠

∞ª≥æª¥ø∂øÆø≤Ù ßø∑ ̈ ́ ≠∑μ¥ ́≠ ¥∑≠ø≤ ºø≤ ≠∑μ¥ ́≠ ̈ ́¥∑≠Ú Õª≥ª≤ ̈øÆø ≠∑μ¥ ́≠ ¥∑≠ø≤ ≥ª≤ªμø≤μø≤

∞ª≤πª≥æø≤πø≤ μª ̈ªÆø≥∞∑¥ø≤ æªÆæø∏ø≠ø ¥∑≠ø≤ ̄≥ª≤ß∑≥øμ ºø≤ æªÆæ∑ΩøÆø ̃Ù ≠∑μ¥ ́≠ ̈ ́¥∑≠

≥ª≤πª≥æø≤πμø≤ μª ̈ªÆø≥∞∑¥ø≤ ºø¥ø≥ æªÆæø∏ø≠ø ̈ ́¥∑≠ ̄≥ª≥æøΩø ºø≤ ≥ª≤ ́¥∑≠ ̃Ú Õª≠ ́ø∑ ºª≤πø≤

∞Æ∑≤≠∑∞ μª ̈ªÆ∞øº ́ø≤ ºø¥ø≥ ∞ª≥æª¥ø∂øÆø≤ æø∏ø≠øÙ μªº ́ø ≠∑μ¥ ́≠ ̈ªÆ≠ªæ ́ ̈ ≥ª≤πª≥æø≤πμø≤ μªª≥∞ø ̈

μª ̈ªÆø≥∞∑¥ø≤ æªÆæø∏ø≠ø ≠ªΩøÆø ̈ªÆ∑≤ ̈ªπÆø≠∑Ú fiø∑μ ≠∑μ¥ ́≠ ¥∑≠ø≤ ≥ø ́∞ ́≤ ≠∑μ¥ ́≠ ̈ ́¥∑≠ ̈ªÆ≠ ́≠ ́≤ ø ̈ø≠

ª≥∞ø ̈ ≥øΩø≥ μªπ∑ø ̈ø≤ ∞ª≥æª¥ø∂øÆø≤Ù ßø∑ ̈ ́ ∞ª≥æ ́μøÙ ∞ø∂ø≤ø≤ ̈ªÆ∏øºø∞ æø∏ø≠ø ◊≤ππÆ∑≠Ù ∞ª≤∂ª¥ø≠ø≤

≥ª≤πª≤ø∑ ́≤≠ ́ÆÛ ́≤≠ ́Æ μªæø∏ø≠øø≤Ù ºø≤ ¥ø ̈∑∏ø≤ æªÆμ±≥ ́≤∑μø≠∑ ºø¥ø≥ æø∏ø≠ø ◊≤ππÆ∑≠ ≠ªΩøÆø

̈ªÆæ∑≥æ∑≤π ≥ø ́∞ ́≤ æªæø≠Ú À≤ ̈ ́μ ∞ª≤πøßøø≤ ºø≤ ª™ø¥ ́ø≠∑Ù ≠ª ̈∑ø∞ ́≤∑ ̈ º∑¥ª≤πμø∞∑ ºª≤πø≤ ̈ ́πø≠

̈ªÆ≠ ̈Æ ́μ ̈ ́Æ æªÆ ́∞ø ∞ªμªÆ∂øø≤ Æ ́≥ø∏ ºø≤ ª™ø¥ ́ø≠∑Ú

◊Õfi“ ÁÈÁÛÏÍÓÛÁÍÔÛË

ÿ¤Ã ̄ÿøÆπø ¤ΩªÆø≤ ÃªÆ ̈∑≤ππ∑ ̃ Œ∞ ÚÚÚÚÚÚÚÚÚÚÚÚÚÚÚÚÚ

÷±μ± –Æ∑ßø≤øÙ –∏Ú‹ÚÙ

≥ª≥∞ªÆ±¥ª∏ πª¥øÆ ≠øÆ∂ø≤ø –ª≤º∑º∑μø≤ fiø∏ø≠ø ◊≤ππÆ∑≠ ºøÆ∑

◊’◊– “ªπªÆ∑ «±πßøμøÆ ̈ø ̈ø∏ ́≤ ÔÁËÁÙ ”fl ºø¥ø≥ æ∑ºø≤π Ã¤Õ—‘ ºøÆ∑ ›ø≤æªÆÆø

À≤∑™ªÆ≠∑ ̈ßÙ fl ́≠ ̈Æø¥∑ø ̈ø∏ ́≤ ÔÁÁÎÙ ºø≤ –∏Ú‹Ú ºø¥ø≥ æ∑ºø≤π fl∞∞¥∑ªº ‘∑≤π ́∑≠ ̈∑Ω≠

¼¿®· Ó¿½ ̄«¿®·» Ë²·ª»®·¬§ Í§¼²»§ ¬¿ ̧«² îððíò Í»¶¿μ ¬¿ ̧«² ïççð °»²« ́· ¿¼¿ ́¿ ̧

º±≠ª≤ ∞øºø ∞Æ±πÆø≥ ≠ ̈ ́º∑ –ª≤º∑º∑μø≤ fiø∏ø≠ø ◊≤ππÆ∑≠ º∑ ⁄fiÕ À“«Ú

fi ́μ ́ ∑≤∑ ̈ª¥ø∏ º∑≤∑¥ø∑ ±¥ª∏ fiøºø≤ Õ ̈ø≤ºøÆ “ø≠∑±≤ø¥ –ª≤º∑º∑μø≤ ̄fiÕ“– ̃ ºø≤

̈ª¥ø∏ º∑≤ßø ̈øμø≤ ¥øßøμ ≠ªæøπø∑ æ ́μ ́ ̈ªμ≠ ∞ª¥ø∂øÆø≤ æªÆºø≠øÆμø≤ –ªÆø ̈ ́Æø≤

”ª≤ ̈ªÆ∑ –ª≤º∑º∑μø≤ “ø≠∑±≤ø¥ “±≥±Æ ÌÏ Ãø∏ ́≤ ÓË ̈ø≤ππø¥ Ô ÷ ́¥∑ ÓË

̈ª≤ ̈ø≤π –ª≤ª ̈ø∞ø≤ fi ́μ ́ Ãªμ≠ ßø≤π ”ª≥ª≤ ́∏∑ ÕßøÆø ̈ ’ª¥øßøμø≤ ́≤ ̈ ́μ

‹∑π ́≤øμø≤ ºø¥ø≥ ∞Æ±≠ª≠ ∞ª≥æª¥ø∂øÆø≤Ú