CHALLENGING English Course Book SMP/MTS GRADE 9

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Dera Estuarso

Diterbitkan oleh Penerbit PT Gramedia Edukasi Nusantara, Jakarta, 2023

PHASE

CHALLENGING

English Course Book

SMP/MTS GRADE IX

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ID : 56.23.3.0021 ISBN : 978-623-8368-15-0

Penulis : Dera Estuarso

Penyunting : Melinda Sariningsih dan Selly Nur Utami Penelaah : Rustamaji

Tata Letak : Febrian Satriawan Desainer : Febrian Satriawan

Ilustrator/Foto : Macrovector/shutterstock.com

Diterbitkan pertama kali oleh Penerbit PT Gramedia Edukasi Nusantara, Jakarta, 2023.

Cetakan pertama, 2023

Isi buku ini menggunakan huruf Adobe Garamond Pro 12/16pt., Robert Slimbach x, 290 hlm.: 19 u 27 cm. Ilustrasi cover oleh Inspiring dalam Shutterstock.

Dilarang mengutip atau memperbanyak sebagian atau seluruh isi buku ini dalam bentuk apapun (seperti cetakan, fotokopi, mikrofilm, VCD, CD-ROM, dan rekaman suara) tanpa izin tertulis dari pemegang hak cipta/Penerbit.

CHALLENGING English Course Book

for SMP/MTs Grade IX

Sanksi Pelanggaran Pasal 113

Undang-undang Nomor 28 Tahun 2014 tentang Hak Cipta

(1) Setiap Orang yang dengan tanpa hak melakukan pelanggaran hak ekonomi sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf i untuk Penggunaan Secara Komersial dipidana dengan pidana penjara paling lama 1 (satu) tahun dan/atau pidana denda paling banyak Rp100.000.000,00 (seratus juta rupiah).

(2) Setiap Orang yang dengan tanpa hak dan/atau tanpa izin Pencipta atau pemegang Hak Cipta melakukan pelanggaran hak ekonomi Pencipta sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf c, huruf d, huruf f, dan/atau huruf h untuk Peng- gunaan Secara Komersial dipidana dengan pidana penjara paling lama 3 (tiga) tahun dan/atau pidana denda paling banyak Rp500.000.000,00 (lima ratus juta rupiah).

(3) Setiap Orang yang dengan tanpa hak dan/atau tanpa izin Pencipta atau pemegang Hak Cipta melakukan pelanggaran hak ekonomi Pencipta sebagaimana dimaksud dalam Pasal 9 ayat (1) huruf a, huruf b, huruf e, dan/atau huruf g untuk Penggu- naan Secara Komersial dipidana dengan pidana penjara paling lama 4 (empat) tahun dan/atau pidana denda paling banyak Rp1.000.000.000,00 (satu miliar rupiah).

(4) Setiap Orang yang memenuhi unsur sebagaimana dimaksud pada ayat (3) yang dilakukan dalam bentuk pembajakan, dipidana dengan pidana penjara paling lama 10 (sepuluh) tahun dan/atau pidana denda paling banyak Rp4.000.000.000,00 (empat miliar rupiah).

Dicetak oleh Percetakan PT Gramedia, Jakarta Isi di luar tanggung jawab Percetakan

Produk Dalam Negeri (PDN) Nilai TKDN: 79.04%

Produk Sudah Bersertifikat TKDN 982/SJ-IND.8/TKDN/1/2023

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iii

Table of Contents

TABLE OF CONTENTS

Table of Contents ... iii

Table of Pictures ...iv

Preface ...v

Inside The Book ...vi

Chapter One The Ocean and You ...1

Chapter Two Let’s Save Our Rainforest ...23

Chapter Three Should You Care About Energy? ... 45

Chapter Four How Different Are We Really? ...67

Chapter Five Coming Of Age - Becoming An Adult... 89

Chapter Six You Are A Cosplayer, Aren’t You? ...113

Summative Assessment I ... 136

Chapter Seven It Feels As If It Were Real ... 147

Chapter Eight Once Upon A Time ... 171

Chapter Nine Coyote Had More Than One Life ... 193

Chapter Ten The World Used To Be Slower ...217

Chapter Evelen The Future Is Beyond Earth ...239

Summative Assessment 2 ... 260

Glossary ...272

References ...275 Profile... ...284

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Phase D Challenging English Course Book for SMP/MTs Grade IX

TABLE OF PICTURES

Picture 1.1 the ocean ...1

Picture 1.2 nine ways you can reduce ocean plastic ... 17

Picture 1.3 nine ways you can reduce ocean plastic ...22

Picture 2.1 the rainforest ...23

Picture 2.2 UN Climate Change Report...43

Picture 3.1 pollution ...45

Picture 3.2 appliances use up the most energy in a home use ...53

Picture 3.3 save energy poster ...55

Picture 3.4 batteries ...65

Picture 4.1 cultures of the world ...67

Picture 4.2 top migrants to Australia ...75

Picture 4.3 Australia and Russia ...87

Picture 5.1 coming of age ...89

Picture 5.2 Hamar cow jumping and satere mawe ...97

Picture 5.3 earn, save, spend, and share ... 111

Picture 6.1 cosplayer ... 113

Picture 6.2 Cosplay: who, what, when, where, and why ... 121

Picture 6.3 Parkour ...135

Picture 7.1 fantasy ... 147

Picture 7.2 worlwide literacy by generation ... 156

Picture 8.1 favorite magical creature ... 171

Picture 10.1 top 5 online safety tips for kids ...226

Picture 10.2 comparison infographic ... 227

Picture 11.1 International space station ...248 Picture 11.2 Alien race ... 250

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v

Preface

PREFACE

Praise is merely to the Almighty God for the gracious, mercy and tremendous blessing that enables the author to accomplish this book entitled Challenging for the nine graders. It is expected to attract the students to keep learning English since there are still some of them who think English is difficult. As a matter of fact, all our activities need language. Therefore, language is challenging , this means English is challenging.

This book is written to improve the competence of students who really have the ability to do something that will make more students involved in it. In addition, students who are engaging in learning will understand the material faster than those who just listen and see. It also provides many sentences containing character values to strengthen the main value of Pancasila students at each assessment.

This book allocates many opportunities to practice through extensive various learn- ings and exercises, namely trigger questions, learning achievements, formative assessments, literacy and numeracy assessments, and summative assessments. Also, it has an answer key to make it easier to practice and learn. Hopefully this book is useful.

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vi

CHAPTER ONE

THE OCEAN AND YOU

(Source: bgrfx/Freepik)

“How much do you need the ocean?”

• understand talks and passages about the ocean.

• use passive voice to describe natural phenomena.

• exchange ideas about ocean and its features.

By the end of this chapter, you will be able to:

This is a guide to what you will find in the book. The book consists of eleven chapters. Each chapter comprises things as follows:

Name of Chapter

Topic of the Chapter

Trigger Questions

Instructional Objectives

The chapter is tagged Chapter One, Chapter Two, Chapter Three, Chapter Four, Chapter Five, Chapter Six, Chapter Seven, and Chapter Eight.

Trigger questions are prompts for creating innovative ideas. They force the students to think outside of the box and create new solutions about them.

Below the name of the chapter is the topic of chapter which is essentially the subtheme of the theme for each semester.

These are objectives set for you to achieve upon completing the chapter.

These objectives serve as the guide for you. They are adjusted to the type of text genre taught in each of the chapters.

INSIDE THE BOOK

Name of Chapter

Topic of the Chapter

Trigger Questions

Instructional Objectives

The chapter is tagged Chapter One, Chapter Two, Chapter Three, Chapter Four, Chapter Five, Chapter Six, Chapter Seven, and Chapter Eight.

Trigger questions are prompts for creating innovative ideas. They force the students to think outside of the box and create new solutions about them.

Below the name of the chapter is the topic of chapter which is essentially the subtheme of the theme for each semester.

These are objectives set for you to achieve upon completing the chapter.

These objectives serve as the guide for you. They are adjusted to the type of text genre taught in each of the chapters.

TUJUAN PEMBELAJARAN

Setelah mempelajari chapter ini siswa diharapkan mampu

1. mengidentifikasi, memahami, dan menggunakan kosakata spesifik dan pola kalimat sederhana untuk berinteraksi dan saling bertukar ide, pengalaman, minat, pendapat dan pandangan terkait topik environmental sustainability melalui kegiatan menyimak dan berbicara;

2. mengidentifikasi, memahami, menggunakan, dan membandingkan ide utama dan informasi spesifik/detil yang relevan terkait teks multimodal mengenai topik environmental sustainability melalui kegiatan membaca dan memirsa;

3. mengidentifikasi, memahami, menggunakan kalimat sederhana, informasi dasar rinci, gagasan dalam kala kini, akan datang dan lampau, penanda waktu, kata keterangan frekuensi, kata hubung, tanda baca dan konsistensi penggunaan huruf kapital untuk mengkomunikasikan ide dan pengalaman mereka melalui paragraf sederhana dan terstruktur melalui kegiatan merancang dan menulis teks informasi, imajinasi, dan persuasi terkait topik environmental sustainability.

4. menggunakan paragraf sederhana dan terstruktur untuk menyajikan teks informasi, imajinasi, dan persuasi berdasarkan model terkait topik environmental sustainability.

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Inside The Book

Listening Section

Speaking Section

Reading Section

Listening section is designed to measure your ability to understand conversations and lectures in English.

Speaking section measures your ability to speak English effectively in academic settings.

Reading section assess how well you can read and understand materials used in an academic environment.

SCAN ME 1. Listening

1.a Listen to the talk.

Adapted from: https://slidetodoc.com/origins-and-structure-earth-and-its-oceans-unit/

Good day, everyone. So, today I’m going to talk about the sea. First, let’s cover how the sea was formed. About 4.6 billion years ago, that’s forty-six with eight zeroes behind it, the earth slowly split up into layers. Some layers were made of lighter rocks while others were composed of heavier rocks. The lighter rock rose and formed the Earth’s crust. Do you see?

The crust is the outside part, or the skin, of the earth. At around the same time, the heavier rock sank and formed the Earth’s core and mantle.

The ocean’s water was produced from rocks inside the Earth. How did this happen? First, the hot and molten, or melted, rocks became cooler.

Meanwhile, they let water vapor and other gases out to the outside part.

In time, the water vapor condensed. That means the turned into rain and fell to the ground. The rainwater collected and became the first body of liquid water. This body of water covered the crust of the earth. This was the ancient ocean. Today, hot gases from the Earth’s interior continue to produce new water at the bottom of the ocean. Now, let’s continue to different aspects of the ocean.

SCAN ME Fredrik : How did you find the talk earlier today, Mulia?

Mulia : I was captivated. I even think that it was quite magical.

Fredrik : I think so too. I don’t think we can live without the ocean.

Mulia : Absolutely. If you really think about it, every breath we take is produced in the ocean.

Fredrik : True. The ocean gives us more than half of the oxygen we breathe.

Mulia : See? And that’s not all! The largest mountain ranges on the planet are under the sea! It’s rich with plants and animals, too!

Fredrik : It is really a life-support system.

2. Speaking

2.a Practice the dialog.

3. Reading

3.a Read and understand.

There are more than 40 species of seahorse around the world. They’re the only fish species in which the male gets pregnant and carries the babies. Seahorses live in weedy areas, usually somewhere not so deep. Sadly, seahorses are among the groups of sea animals that will go extinct. To extinct means to have no member in the species left alive.

Over 150 million seahorses are taken from the wild for the traditional medicine trade. People believe that consuming seahorses will make them stronger.

Unfortunately, about 90 percent of the caught and killed male seahorses are pregnant. There will be no new baby seahorses. Their population is in danger.

Around one million are taken from the wild to be sold as souvenirs. Many shops, especially in tourist destinations, sell seahorses as a keepsake. These shops sold one million seahorses every year. Although they are often labeled “nature friendly”, “green”, or “sustainable”, this is rarely true. These creatures experience the same fishing and drying

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Viewing Section

Writing Section

Presenting Section

Students independently read and respond to familiar and unfamiliar texts containing predictable structures and familiar vocabulary. They locate and evaluate main ideas and specific information in texts of different genres.

These texts may be in the form of print or digital texts, including visual, multimodal or interactive texts. They identify the purpose of texts and begin to make inference to comprehend implicit information in the text.

Writing section measures your ability to write in English in an academic setting, and to present your ideas in a clear, well-organized way.

Presenting section measures your ability to inform idea to the audience.

4. Visual Comprehension

4.a Grab the points.

Our ocean’s life is also facing danger from the plastic we use. View these infographics below and share what you learn.

4.b Did you get it right?

Check the right concepts. There can be more than one correct concept.

1. All single-use plastic is ... .

5. Writing

:ULWH DERXW WXUWOHV LQ WKH ZLOG:ULWH D GHVFULSWLRQ LQ WKH ¿UVW SDUDJUDSK (around seven to nine sentences). Use the second paragraph about the problems turtles face in the wild. You can use the last paragraph to see how you can help solve the problem.

You can follow these guiding questions to write your paragraphs

Paragraph 1 Where do turtles live?

How do turtles behave?

How many species are there? Are they all in danger?

6. Presenting

Write your final paragraphs. Present your writing with images from the internet to illustrate your paragraphs.

Turtles have been in our oceans for at least 110 million years!

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ix

Inside The Book

Language Points

Individual Reflection

Assessment

Language Point gives you the opportunity to discover your language level in a wide range of languages, to understand which course or exam is right for you.

This is the section in which you relect on what you learn from the chapter;

which area of the materials you believe you have grasped well and that you need to learn more and better. Your relection may serve as an important input for teachers on the materials explained and how you explained them so that you can do it better for the beneit of you.

This section is aimed to measure your knowledge and skills on the materials presented and discussed in the chapter.

The assessment requires you to work either individually or in groups to design, complete and present a project to mark.

8.a. Language expressions you learn today I don’t think ... .

Mulia : Absolutely.

You say, “I don’t think ...” followed by a positive statement to express your negative attitude about the statement. Instead of saying, “I think that is not safe”, you can say, “I don’t think that is safe.”

See? And that’s not all!

Fredrik : True. The oceans give us more than half of the oxygen we breathe.

8. Language Points

Answer these questions about your learning throughout this chapter.

How much do you think you know about ocean after this chapter?

Your answer

How well do you understand the language points?

Your answer

How confident are you to talk and write about nature, especially the ocean?

Your answer

INDIVIDUAL REFLECTION

Collaborate with your friends to create persuasive banner.

Follow the guide below.

1. Work in groups of 6-9.

2. Make a persuasive banner on how to live with less plastic.

3. Each student in the groups should:

Ƒ think about all the plastic items you use and throw away everyday Ƒ think of how the plastic items are dangerous for our ocean Ƒ make one simple instruction/suggestion about the plastic to help

reduce the use

Ƒ one image/icon/symbol to describe the instruction/suggestion 4. Combine all small posters from every student to make a giant poster.

The poster below is just an example.

Study this problem about ocean biodiversity. Discuss with your friends.

COLABORATIVE MINI PROJECT

1. Are there good and bad animals in the ocean?

2. How does an animal become a predator or prey?

GROUP STUDY

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CHAPTER ONE

THE OCEAN AND YOU

Picture 1.1 the ocean (Source: bgrfx/Freepik)

“How much do you need the ocean?”

• understand talks and passages about the ocean,

• use passive voice to describe natural phenomena, a

• exchange ideas about ocean and its features.

By the end of this chapter,

you will be able to:

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Fase D Challenging English Course Book for SMP/MTs Grade IX

ELEMEN PEMBELAJARAN

Listening - Speaking

By the end of Phase D, students use English to interact and exchange ideas, experiences, interests, opinions and views with teachers, peers and others in an increasing variety of familiar formal and informal contexts. With some repetition and rewording, they comprehend the main ideas and relevant details of discussions or presentations on a variety of general interest topics. They engage in discussion such as giving opinions, making comparisons and stating preferences. They explain and clarify their answers using basic sentence structure and verb tenses.

Reading – Viewing

By the end of Phase D, students independently read and respond to familiar and unfamiliar texts containing predictable structures and familiar vocabulary. They locate and evaluate main ideas and specific information in texts of different genres. These texts may be in the form of print or digital texts, including visual, multimodal or interactive texts. They identify the purpose of texts and begin to make inference to comprehend implicit information in the text.

Writing – Presenting

By the end of Phase D, students communicate their ideas and experience through simple, organized paragraphs, demonstrating a developing use of specific vocabulary and simple sentence structures. Using models, they plan, create and present informative, imaginative and persuasive texts in simple and compound sentences to structure argu- ments and to explain or justify a position. They include basic information and detail, and also vary their sentence construction in their writing. Students express ideas in the present, future, and past tenses. They use time markers, adverbs of frequency and common conjunctions to link ideas. Their attempts to spell new words are based on known English letter-sound relationships and they use punctuation and capitalization with consistency.

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Chapter One The Ocean and You

Lingkup Materi Kebahasaan B.1 (Fase D - Kelas IX)

Grammar Sentence Pattern

• Adverbial phrases of time, place and frequency including word order

• Simple passive

• Conditional sentence

• Adjectives and adverbs • Complex question tags

• Adverbial phrases of degree/extent • Reported speech

• Intensifiers too, so, enough • Might, may, will, probably

• Must/can’t (deduction)

• Must/have to

• Ought to

• Need to

• Should have, might have, could have

Tenses Markers and Connectors

• Future time (will and going to) (prediction)

• Linkers: sequential - past time (later)

• Future continuous • Connecting words expressing cause and effect, contrast

TUJUAN PEMBELAJARAN

Setelah mempelajari chapter ini siswa diharapkan mampu

1. mengidentifikasi, memahami, dan menggunakan kosakata spesifik dan pola kalimat sederhana untuk berinteraksi dan saling bertukar ide, pengalaman, minat, pendapat dan pandangan terkait topik environmental sustainability melalui kegiatan menyimak dan berbicara;

2. mengidentifikasi, memahami, menggunakan, dan membandingkan ide utama dan informasi spesifik/detil yang relevan terkait teks multimodal mengenai topik environmental sustainability melalui kegiatan membaca dan memirsa;

3. mengidentifikasi, memahami, menggunakan kalimat sederhana, informasi dasar rinci, gagasan dalam kala kini, akan datang dan lampau, penanda waktu, kata keterangan frekuensi, kata hubung, tanda baca dan konsistensi penggunaan huruf kapital untuk mengkomunikasikan ide dan pengalaman mereka melalui paragraf sederhana dan terstruktur melalui kegiatan merancang dan menulis teks informasi, imajinasi, dan persuasi terkait topik environmental sustainability.

4. menggunakan paragraf sederhana dan terstruktur untuk menyajikan teks informasi, imajinasi, dan persuasi berdasarkan model terkait topik environmental sustainability.

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• Present perfect • Markers to structure informal spoken discourse

• Present perfect, past simple

• Present perfect continuous

• Past continuous

• Past perfect

• Used to

• Connecting

Functions and Discourse Functions Sounds

• Describing past experiences

• Describing feelings, emotions, attitudes

• Expressing opinions

• Expressing agreement/disagreement

• Sounds and Structure

• Stress Pattern

• Intonation

(Source: British Council – EAQUALS Core Inventory for General English ©British Council/EAQUALS

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SCAN ME

1. Listening

1.a Listen to the talk.

Adapted from: slidetodoc.com/origins-and-structure-earth-and-its-oceans-unit/

Good day, everyone. So, today I’m going to talk about the sea. First, let’s cover how the sea was formed. About 4.6 billion years ago, that’s forty- six with eight zeroes behind it, the earth slowly split up into layers. Some layers were made of lighter rocks while others were composed of heavier rocks. The lighter rock rose and formed the Earth’s crust. Do you see? The crust is the outside part, or the skin, of the earth. At around the same time, the heavier rock sank and formed the Earth’s core and mantle. The ocean’s water was produced from rocks inside the Earth. How did this happen?

First, the hot and molten, or melted, rocks became cooler. Meanwhile, they let water vapor and other gases out to the outside part. In time, the water vapor condensed. That means the turned into rain and fell to the ground. The rainwater collected and became the first body of liquid water.

This body of water covered the crust of the earth. This was the ancient ocean. Today, hot gases from the Earth’s interior continue to produce new water at the bottom of the ocean. Now, let’s continue to different aspects of the ocean.

bit.ly/ListeningChapterEC1

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1.b Do you get the points?

Draw a line to label the picture.

Source: Mutia/Gramedia Edukasi Nusantara

2. Speaking

2.a Practice the dialog.

Fredrik : How did you find the talk earlier today, Mulia?

Mulia : I was captivated. I even think that it was quite magical.

Fredrik : True. The ocean gives us more than half of the oxygen we breathe.

Fredrik : It is really a life-support system.

Learn more about why our ocean matters in:

bit.ly/Chapter1NatGeoResource

rain water body of water primitive ocean

earth’s crust water vapor other gases condensation

SCAN ME

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B.2 Complete the dialog.

Use the words from the box.

browse taste waste read explore fix exploration Mulia : Too bad that the ocean is not in good condition today.

Fredrik : I have heard about it, too. What do you think about it?

Mulia : I think we have to help.

Fredrik : I know how you feel. But, how can we help?

Mulia : We can reduce our ... , for one.

Fredrik : Don’t you think we can do more things?

Mulia : I think so, but we need to ... more ways.

Fredrik : Let’s begin our ... and learn more about our oceans.

Mulia : Good idea! I’ll ... the web. What about you?

Fredrik : I think I’m going to ... the encyclopedia.

Mulia : Great!

3. Reading

3.a Read and understand.

There are more than 40 species of seahorse around the world. They’re the only fish species in which the male gets pregnant and carries the babies. Seahorses live in weedy areas, usually somewhere not so deep. Sadly, seahorses are among the groups of sea animals that will go extinct. To extinct means to have no member in the species left alive.

Over 150 million seahorses are taken from the wild for the traditional medicine trade.

People believe that consuming seahorses will make them stronger. Unfortunately, about 90 percent of the caught and killed male seahorses are pregnant. There will be no new baby seahorses. Their population is in danger.

Around one million wild seahorses are taken. Most likely, they will end and sold as souvenirs.. Many shops, especially in tourist destinations, sell seahorses as a keepsake.

These shops sold one million seahorses every year. Although they are often labeled “nature friendly”, “green”, or “sustainable”, this is rarely true. These creatures experience the same

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fishing and drying practices as the ones selected for the traditional medicine trade. Along with shells and starfish they are taken from the sea and left to die in the sun.

Even worse, the pet trade takes around one million seahorses from the wild for home aquariums. Most will not survive and will die before they reach anyone’s home aquarium.

From around one million of these seahorses, only a small number of these animals survive longer than a few weeks. Seahorses need optimal water conditions to survive. This is not always possible in a home-aquarium. We will end up killing them for nothing.

Seahorses are wonderful and beautiful creatures. However, it’s best to leave them in the wild instead of an aquarium or as medicine or souvenirs. We can help stop this. We can encourage friends and family not to buy seahorses as souvenirs or even as pets. Can you find other ways to help stop this problem?

Adapted from: natgeokids.com/nz/discover/animals/sea-life/marine-wildlife-protection/

https://scubadiverlife.com/seahorses-are-in-trouble/

3.b Check your comprehension.

Based on the passage in the previous section, answer these questions.

1. “Seahorses are among the groups of sea animals that will go extinct?”

What does it mean?

A. There will be fewer seahorses in the world.

B. There will be more seahorses at sea.

C. The number of seahorses will be zero.

D. The population of seahorses is growing.

2. Which statement is true?

A. Seahorses are the only fish in which the male gets pregnant.

B. Only buy seahorse souvenirs with “nature friendly” label.

C. It is not a problem to keep a seahorse as a pet at home.

D. Seahorses can make people who eat them become strong.

3. “These creatures experience the same fishing and drying practices.”

The word ‘creatures’ refers to A. shells

B. starfish C. souvenirs D. seahorses

4. “Seahorses are wonderful and beautiful creatures. However, it’s best to leave them in the wild instead of an aquarium or as medicine or souvenirs.” (Last paragraph).

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Rewrite both sentences into one cohesive sentence.

A. We should leave seahorses in the wild because they are beautiful creatures.

B. We should not put seahorses in the aquarium because they are beautiful.

C. We should not keep seahorses as pets although they are beautiful.

D. It’s best to leave seahorses in the wild so that they are wonderful.

5. How is the tone of the text?

A. Pessimistic.

B. Optimistic.

C. Neutral.

D. Impossible.

4. Visual Comprehension

4.a Grab the points.

Our ocean’s life is also facing danger from the plastic we use. View these infographics below and share what you learn.

Source: Lessplastic.org.uk

4.b Did you get it right?

Check the right concepts. There can be more than one correct concept.

Source: Lessplastic.co.uk

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1. All single-use plastic is ... .

Ƒ

. toxic.

Ƒ

. reusable.

Ƒ

. recyclable.

Ƒ

. reasonable.

2. Single-use plastic can ... .

Ƒ

. make fossil fuel.

Ƒ

. cause cancer.

Ƒ

. pollute our ocean.

Ƒ

. kill sea creatures.

3. Single-use plastic can be found in products such as ... .

Ƒ

. drinking straw.

Ƒ

. water bottle.

Ƒ

. delivery packages.

Ƒ

. milk cartons.

4. Alternatives for single-use plastic are ... .

Ƒ

. metal lunchbox.

Ƒ

. glass bottles.

Ƒ

. wooden box.

Ƒ

. laminating sheet.

5. Writing

:ULWH DERXW WXUWOHV LQ WKH ZLOG:ULWH D GHVFULSWLRQ LQ WKH ¿UVW SDUDJUDSK (around seven to nine sentences). Use the second paragraph about the problems turtles face in the wild. You can use the last paragraph to see how you can help solve the problem.

You can follow these guiding questions to write your paragraphs

Paragraph 1 Where do turtles live?

How do turtles behave?

How many species are there? Are they all in danger?

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Paragraph 2 What are the dangers?

How are fishing activities dangerous for turtles?

How is the tourist industry a danger to turtles?

Paragraph 3 What pollutes the ocean? How polluted

is the ocean?

How are plastics dangerous for turtles?

Can you find examples of turtles in danger in Indonesia?

How can we help?

To enrich your idea, you can also read from this source:

bit.ly/NatGeoAnimalsSeaLifeMarine

6. Presenting

Write your final paragraphs. Present your writing with images from the internet to illustrate your paragraphs.

SCAN ME

Turtles have been in our oceans for at least 110 million years!

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7. Essential Vocabulary

Your B1 Goal! No.1 is done for you. Can you describe the rest?.

You can consult the dictionary to help you write your definition.

1. alive : ...

2. although : ...

3. ancient : ...

4. breath : ...

5. breathe : ...

6. encourage : ...

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7. end up : ...

8. explore : ...

9. ground : ...

10. liquid : ...

11. means : ...

12. meanwhile : ...

13. ranges : ...

14. reduce : ...

15. rose : ...

16. sank : ...

17. split up : ...

18. support : ...

19. trade : ...

20. waste : ...

8.a. Language expressions you learn today

I don’t think ... .

Mulia : Absolutely.

You say, “I don’t think ...” followed by a positive statement to express your negative attitude about the statement. Instead of saying, “I think that is not safe”, you can say, “I don’t think that is safe.”

See? And that’s not all!

Fredrik : True. The oceans give us more than half of the oxygen we breathe.

8. Language Points

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You say “See?” to agree with your partner’s statement while at the same time showing that your earlier statement is true. Actually, you give support to your own statement by agreeing to what is true from your partner’s statement.

I know how you feel.

Mulia : I think we have to help.

Fredrik : I know how you feel.

You don’t say, “I know how you feel.” to show that you understand exactly the feeling of your partner. You say the expression to show your empathy.

You also say that every time you interact in an informal situation to show that you are on the same page - that you have the same opinion/attitude about the topic/statement.

8.b. Grammar Points

Simple Passive

Some layers were made of lighter rocks

The ocean’s water was produced from rocks inside the Earth.

Every breath we take is produced in the ocean

Every breath we take is produced in the ocean is expressed in passive voice. In active voice, we can write:

Something produces every breath we take (in the ocean).

Something : subject

produces : verb (active)

every breath we take : object in the ocean : place

To shift the focus from something to every breath we take, we then write:

Every breath we take is produced.

Every breath we take : topic

is produced : verb (passive)

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So, we use passive voice to shift the focus from something that has no identity to a more important topic. However, the verbs have to change as follows:

produces ĺ is produced

Notice the verb produces (verb 1) turns into produced (verb 3). But, because the time is in simple present (produces) we add is before produced.

Compare this to the change in this example below.

The ocean’s water was produced from rocks inside the Earth.

In active voice, we can write:

Something produced the ocean’s water from rocks inside the Earth. Thus, the verb has to change as follows:

produced ĺ was produced.

Notice the verb produced (verb 2) turns into produced (verb 3). But, because the time is in simple past (produced) we add was before produced.

8.c. Sounds of English

Word Pronunciation Stress pattern

• inspire

• inspiration

• organise

• organisation

• explore

• exploration

• ϡQࡷVSDϡʎU

• ࡶϡQVSϡࡷUHϡقʎQ

• ࡷǷ࠹̟ʎQDϡ]

• ࡶǷ࠹̟ʎQDϡࡷ]HϡقʎQ

• ϡNࡷVSOǷ࠹U

• ࡶHNVSOʎࡷUHϡقʎQ

• in-SPI-re

• inspi-RA-tion

• OR-ganise

• organi-SA-tion

• ex-PLORE

• explo-RA-tion Notice how the stress move closer to ‘-tion’ when a verb turns into a noun.

Sentence Pronunciation

See? And that’s not all! VL࠹" QGɇ WVQŮWǷ࠹O

Stress Pattern seE? and THAT’s not all!

VL࠹" QGɇ WVQŮWǷ࠹O

Sentence Pronunciation

I know how you feel. DϡQʎۉKDۉMX࠹ˣ࠹O

Stress Pattern I know how YOU feel.

DϡQʎۉKDۉMX࠹ˣ࠹O

One word has more stress than the others. We call the stressed word the ‘tonic syllable’.

Usually, the tonic syllable is found in the last content word of the sentence.

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SUMMARY

Sentence Pronunciation

How did this happen? KDۉGϡGɇϡVࡷK SʎQ"

Stress Pattern BBBBਈ

How did this HAppen?

KDۉGϡGɇϡVࡷK SʎQ"

Notes:

We use rising ਈ intonation when we already know the answer to a question.

Answer these questions about your learning throughout this chapter.

How much do you think you know about ocean after this chapter?

Your answer

How well do you understand the language points?

Your answer

How confident are you to talk and write about nature, especially the ocean?

Your answer

INDIVIDUAL REFLECTION

(complete with points that you think are important to remember)

See? And that’s not all! VL࠹" QGɇ WVQŮWǷ࠹O

We use simple past to describe past events.

We use passive voice to shift the focus to a more important topic.

We use rising intonation when we already know the answer to a question.

...

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Collaborate with your friends to create persuasive banner.

Follow the guide below.

1. Work in groups of 6-9.

2. Make a persuasive banner on how to live with less plastic.

3. Each student in the groups should:

Ƒ

think about all the plastic items you use and throw away everyday

Ƒ

think of how the plastic items are dangerous for our ocean

Ƒ

make one simple instruction/suggestion about the plastic to help reduce the use

Ƒ

one image/icon/symbol to describe the instruction/suggestion 4. Combine all small posters from every student to make a giant poster.

The poster below is just an example.

COLABORATIVE MINI PROJECT

GROUP STUDY

Study this problem about ocean biodiversity. Discuss with your friends.

1. Are there good and bad animals in the ocean?

2. How does an animal become a predator or prey?

Picture 1.2 nine ways you can reduce ocean plastic Source: lessplastic.co.uk

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INDEPENDENT STUDY

This section will help you review the language points. Do the exercise below.

1. The ocean water ... like a conveyer belt.

A. moves B. moved C. is moved D. was moved

2. The Pacific Ocean ... by the explorer Ferdinand Magellan in 1520.

A. names B. named C. is named D. was named

3. Warm water ... by a warm air current from the Gulf of Mexico.

A. heats B. heated C. is heated D. was heated

4. In December 2018, National Geographic ... photos from a deep-sea dive.

A. publishes B. published C. is published D. was published

5. Much of the ocean in the Arctic is dark because it ... by a thick ice cover.

A. blocks B. blocked C. is blocked

D. was blocked

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FORMATIVE ASSESSMENT

Answer the questions based on the related text.

The following text is for no. 1 to 4.

The Arctic Ocean is Earth's northernmost body of water. It encircles the Arctic and flows underneath it. Most of the Arctic Ocean is covered by ice throughout the year. However, that is starting to change as temperatures climb. The Arctic sea may look pale and stark on the surface but it is home to many kinds of life.

Much of the Arctic Ocean's complex life is visible by underwater explorers. These explorers need to dive through holes in thick sea ice. The ice cover blocks the sunlight so much of the ocean here is dark. For this reason, photographers have to bring artificial lights to expose underwater Arctic life.

The Arctic is really hard to access. Scientists note that it can be difficult to study life in the Arctic Ocean. Therefore, very little is known about the Arctic's marine food web. The Arctic's magnificent landscapes keep attracting tourists to the region.

Adapted from:

nationalgeographic.com/environment/article/arctic-ocean

1. Where is the Arctic Ocean located?

A. It surrounds the Arctic.

B. It is in the north of Arctic.

C. It is in the southern hemisphere.

D. It is under the Arctic continent.

2. “Photographers have to bring artificial lights to expose underwater Arctic life.”

The word ‘expose’ means ... . A. discover

B. uncover C. recover D. exploit

3. We know so little about the Arctic's marine food web because ... . A. it looks stark and pale

B. it is visible underwater

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C. it is difficult to access D. it keeps attracting tourists 4. The text is aimed at ... .

A. tourists B. students C. scientists D. photographers

The following text is for no. 5 to 7.

Scientist do not hesitate to conclude that the warm atmosphere is changing the Atlantic. Scientists have installed instruments to detect ocean circulation in the Caribbean. Recently, it detected that the Atlantic's massive ocean circulation system is slowing down. Some scientists worry that if cold Arctic waters become warmer, the temperature difference will not be enough to keep the circulation going.

The ocean’s conveyer belt has a huge effect to the weather above the land near the border of Atlantic. Therefore, a change in the rate of circulation will affect summers, winters, and natural disasters. Still, scientists debate over why the currents are slowing down. Some scientists agree that the cause is climate change and melting glaciers. However, others believe that it is a normal cylcle.

Adapted from:

nationalgeographic.com/environment/article/atlantic-ocean

5. What is needed to keep the water circulation going?

A. The instruments in the Caribbean.

B. The warming atmosphere over the Atlantic.

C. The weather over the land masses bordering the Atlantic.

D. The temperature difference between Arctic and Atlantic waters.

6. “Scientists debate over why the currents are slowing down.”

The word ‘debate’ is similar in meaning to ... . A. point

B. argue C. detect D. affect

7. What will the next paragraph talk about?

A. The descriptions of the scientists’ instruments.

B. The slowing down of the water circulation.

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C. The ocean’s conveyer belt’s influences.

D. The climate change and the ocean.

The following text is for no. 8 to 10.

The Pacific Ocean is the largest and deepest ocean on Earth. It spans 60 million square miles from California to China. In certain regions, it extends tens of thousands of meters below the surface of the water.

In 1520, Ferdinan Magellan sailed to a patch of the ocean that felt calm and peaceful. He then named the ocean the Pacific, which means ‘peaceful’.

Although it was named peaceful, the Pacific is a large body of water full of activity.

There is still much to explore in the Pacific waters. The large area of water is home to some of the most unique forms of life on Earth. It also contains the deepest reaches known to humankind. Unfortunately, human activities like industrial fishing, deep-sea mining, and fossil-fuel burning are already changing it in significant ways.

The Pacific is also famous for its “Ring of Fire”. Its basin is so called because of the area of earthquake and volcanic activity around its edges. Do you know that Indonesia lies in this ring of fire?

Adapted from:

nationalgeographic.com/environment/article/pacific-ocean

8. Ferdinan Magellan named the ocean ‘Pacific’ because ... . A. he sailed to patch of the ocean that felt peaceful B. it is a large body of water full of activities C. there is still much to explore in the Pacific D. it is famous for its “Ring of Fire”

9. The writer thinks that industrial fishing ... . A. supports the most unique life forms on Earth B. changes the ocean in a very good way

C. burns fossil-fuel in significant ways D. gives negative effects to the ocean 10. Which words belong to the same group?

A. vast, large, deep

B. famous, unique, explore C. extends, contains, edges D. edges, patch, peaceful

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Check your literacy (AKM Type).

1. We should stop using plastic straws because ... . they are dangerous for the environment they are foods for fish and plankton they create a problem for human health they will not be broken down into pieces

2. Write your choice for plastic straw alternative. Explain your reasons, compare with other alternatives.

I will stop using plastic straws and use ______________ as its alternative.

I choose ______________ because it is (1) ____________, (2) _________ , and (3) _____________. It is better than __________

and ______________ because _____________________. That’s why I choose _______________.

CHALLENGE YOURSELF

AKM TYPE

A K M

Picture 1.3 nine ways you can reduce ocean plastic Source: lessplastic.co.uk

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