Halaman Apersepsi 109
Membedakan fungsi sosial, struktur teks, dan unsur kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai dengan konteks penggunaannya.
Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips).
Menyusun teks prosedur, lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips), dengan memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar, dan sesuai konteks.
3.6
4.6.1
4.6.2
Tujuan Pembelajaran:
Setelah mempelajari Bab 8, siswa diharapkan mampu melakukan hal-hal sebagai berikut:
110 Bahasa Inggris
Your teacher will divide the students into four groups.
Every student in each group will race to the board and write a noun or a verb related to cooking in turns. The group that writes most nouns/verbs is the winner.
See the example.
A. WARMER: BOARD RACE
Group 1 Group 2 Group 3 Group 4
bake banana sugar mix
112 Bahasa Inggris
C. VOCABULARY BUILDER
D. PRONUNCIATION PRACTICE
dip(v) : / dɪp /
ingredient (n) : / ɪnˈ gridiənt / chop (v) : / ʧɑp /
dash (n) : / dæʃ / combine (v) : /ˈ kɑmbaɪn / melt (v) : / mɛlt /
• Share your note with your friend next to you. Discuss any difficult words that you find.
• Listen again to your teacher reading the recipe and complete your note.
1. dip : __________
2. ingredient : __________
3. chop : __________
4. dash : __________
5. combine : __________
6. melt : __________
7. stir : __________
8. cool : __________
9. excess : __________
10. drip off : __________
11. set : __________
Task: Find the synonyms.
Observe the recipe above, and write down the synonyms of the following words.
Task 1: Listen and repeat after your teacher.
Listen to your teacher reading these words. Repeat after him/her.
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stir (v) : / stɜr / cool (v) : / kul / excess (n) : / ˈ ɛkˌ sɛs / drip off (v) : / drɪp ɔf / set (adj) : / sɛt /
E. TEXT STRUCTURE
The text about chocolate dipped strawberries above is called a procedure. A procedure text aims at describing how something is done or made through a sequence of actions or steps.
How are procedures written? In the model text, the title shows the goal that is the name of the procedure to be carried out (i.e., how to make chocolate dipped strawberries). This is followed with a list of materials that is a list of things, which are needed in making the chocolate dipped strawberries. The next part refers to the procedure that is the steps to be followed in making the chocolate dipped strawberries.
A procedure text contains a lot of commands (imperative sentences) such as combine, dip, etc. and time sequencers such as first, second, etc.
Task 2: Follow the instructions.
Again, listen to your teachers’ instructions to make Chocolate Dipped Strawberries. Follow the instruction by doing some actions as if you really make the Chocolate Dipped Strawberries.
Task 1: Observe the text structure.
Read the explanation about procedure text below carefully. Note the parts of its text structure.
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A: Which one do you like, the semisweet or the bittersweet one?
B: I like the bittersweet one.
A: __________________________ chocolate dipped strawberries?
B: Sure, first prepare the ingredients.
A: ___________________________?
B: 2 squares semisweet or bittersweet chocolate, ½ tablespoon whipping cream, dash almond extract and 8 strawberries.
A: What’s the next step?
B: Mix chocolate ______________________________
Then, _____________________________________
A: Why should it be cooled slightly?
B: __________________________________________
A: _________________________________________?
B: Dip each strawberry into the melted chocolate.
A: _________________________________________?
B: About 15 minutes.
Task 2: Complete the dialog.
Still related to the recipe above, play the roles of the speakers in the dialogs. Complete the blanks with suitable expressions.
A: Do you know what text structure is used in the text about how to make chocolate dipped strawberries above?
B: It’s a sequential text structure.
A: _________________________________________?
B: The author puts steps in making the chocolate dipped strawberries.
A: What’s ___________________________________?
B: The author would like to inform the readers about the way to make chocolate dipped strawberries.
Chapter 8 115
TITLE:
Ingredients:
The 1st step:
The 2nd step:
The 3rd step:
The 4th step:
The 5th step:
The last step:
Task 3: Identify the text structure.
Now, bring a recipe from home. Read the recipe that you have brought from home, and fill in the blanks below.
116 Bahasa Inggris
Crab soup might become one of the favorite foods for many families. These are the steps to make crab soup.
1. Place whole tomatoes, water, lima beans, corn, ____________ carrots, chopped onion, Old Bay seasoning, and beef broth, in a 4 quart ___________.
F. SPEAKING
- Give your recipe to your friend.
- By referring to the note that you have just made, tell your friend about the steps he/she needs to do to make the food mentioned in your recipe.
- Ask your friend to check whether the steps you mentioned are the same with those in the recipe.
- Ask your friend to give you feedback.
- Exchange roles: your friend will tell you his/her recipe and you will listen to him/her and do the above steps.
Task 1: What steps to take?
Listen to your teacher reading these words. Repeat after him/her.
Task 2: Have a discussion.
Discuss with your friend about the similarities and differences between your recipe and his/her recipe.
Task 3: Complete the description.
Fill in the blanks with the appropriate words.
Chapter 8 117
Task 4: Practice giving instructions.
In groups, practice giving and following instructions. In turns, give instructions to your friends to make food/
cakes in your recipe and ask your friend to do the actions.
Task 5: Let's have a group discussion.
Discuss with your friends in your groups about four difficulties that you have in giving instructions and in following instructions, and how to overcome them.
Complete the following table first before having discussion with your group.
Heat to simmer, cover, and ____________________ for 5 minutes.
2. Bring water to ____________. Add crab claws and boil 6 minutes. Drain ____________ and set aside.
3. Stir crabmeat (and crabs claws, if desired) into tomato and vegetable ____________. Cover and simmer 10-15 minutes longer. ____________ hot.
118 Bahasa Inggris
At the end of this chapter, ask yourself the following questions to know your learning progress.
1. Do you have the goal to accomplish?
2. Do you have the materials/things/
ingredients?
3. Do you know the steps?
4. Do you use commands?
5. Do you use time sequencers?
6. Do you pay attention to spelling, punctuation, capitalization, and formatting?
7. Do you use references?
G . R E F L E C T I O N
Name Difficulties in giving instructions
Difficulties in following instructions
You
Your friend
Your friend
Your friend
If your answer is "no" to one of these
questions, see your teacher and discuss with him/her on how to make you understand and be able to write or talk about yourself better.
Halaman Apersepsi 119 Membedakan fungsi sosial, struktur teks, dan unsur
kebahasaan beberapa teks prosedur lisan dan tulis dengan memberi dan meminta informasi terkait manual penggunaan teknologi dan kiat-kiat (tips), pendek dan sederhana, sesuai dengan konteks penggunaannya.
Menangkap makna secara kontekstual terkait fungsi sosial, struktur teks, dan unsur kebahasaan teks prosedur lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips).
Menyusun teks prosedur, lisan dan tulis, dalam bentuk manual terkait penggunaan teknologi dan kiat-kiat (tips), dengan memerhatikan fungsi sosial, struktur teks, dan unsur kebahasaan, secara benar dan sesuai konteks.
3.6
4.6.1
4.6.2
Tujuan Pembelajaran:
Setelah mempelajari Bab 9, siswa dapat melakukan hal-hal sebagai berikut: