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Unit 13
Section One
Activity 1: Sharing ideas
Imagine you are working in the science laboratory.
Who is responsible for safety in the laboratory?
Discuss with your friends.
Make a list of:
A. what you should do in the laboratory.
B. what you should not do in the laboratory.
Activity 2: Reading
Read the text carefully. Then answer the questions that follow.
All the students in the science laboratory are very busy today. They are doing their practical work. They have to follow safety regulations when working in the laboratory. There is a notice saying “Safety First”.
Look at Anita. She is going to do an experiment. She has set up her apparatus. She is ready to begin. Wahyu is busy, too. He has drawn a diagram of the apparatus that he is going to set up for his experiment. Now he is going to set it up and begin his experiment too.
The students are studying Biology. Biology is the science of living things. Diana has made a drawing of the skeleton of a toad, and she is going to put a label on the skeleton. Joko has dissected a rat. He has put a specimen of rat tissue on a glass slide and is going to look at it through a microscope. He is handling the microscope with care.
Two of the students are helping the science teacher. They are cleaning out the cupboard. They have taken out all the bottles. When they have wiped them they are going to put clean labels on them. Labeling plays an important part in laboratory work. When they have done this, they are going to put the bottles back on the shelves.
Questions:
1. Where are the students?
2. Why are they there?
3. What do they have to consider when working in the laboratory?
4. What is Biology?
5. What have they set up their apparatus for?
6. Does a microscope make things look bigger or smaller?
7. Why do we put labels on things?
8. If you take all the skin and flesh from the body of an animal or a fish, what is left?
9. What do you see if you open the laboratory cupboard?
10. Why do the students wipe the bottles before they put them back?
Activity 3: Understanding word meaning
I. Find words in the text that can complete these sentences.
1. A laboratory is a place where students studying science do ___________ work.
2. They do _____________ in the laboratory to prove that what they have learned from their books is correct.
3. They have to set up _____________ to do their experiment.
4. The students are studying _______________.
5. The students have to ______________ the bodies of animals or fishes to study the tissue.
6. They put small ____________ of tissue on glass ___________.
7. Then they study the tissue through a ___________.
8. Bottles of chemical are kept on ___________ in the cupboard.
9. The students who are cleaning the cupboard have to _____________ the bottles before they put them back.
10. They also stick clean __________ on the bottles.
II. Put in the words needed to complete this conversation between Anita and her mother.
Mother : You’re late home from school this afternoon. Why?
Anita : Oh, it’s Thursday, mother. Don’t you remember? We have an extra practical lesson in the ___________ on Thursday afternoons.
Mother : What have you done today?
Anita : I have made a __________ of the ____________ of a rat with all the flesh and skin taken from it.
Mother : How do you know what animal it is when you look at it again?
Anita : I have put a __________ on it.
Mother : What are you going to do next Thursday? Has the teacher told you?
Anita : Yes, he has. Some of us are going to do an __________ to test what we have learned from the book. The others are going to help the teacher to ___________ the bottles in the cupboard with a clean cloth. Then they are going to put new ___________ on the bottles and put them back on the ____________ in the cupboard.
Mother : Are you going to do the ___________ or help the teacher?
Anita : I don’t know. I ___________ tell you that till I come home __________ Thursday.
Section Two
Activity : Understanding laboratory notices
A laboratory is specially designed for you to do observational activities and experiments. Doing observational activities and experiments can be interesting, but also dangerous at the same time. Therefore, laboratory work should be done safely. Read the following notices about safety that you might find in a science laboratory.
LABORATORY NOTICES
1.
2.
3.
4.
Discuss the meaning of each notice above with your group.
a. ___________ b. ____________
c. ___________ d. ____________
e. ___________ f. _____________
g. ___________ h. ____________
Activity 5
Discuss the meaning of each notice below. Where in the laboratory can you possibly find the notice?
a. ____________________
b. ____________________
c. ____________________
d. ____________________
Section Three
Activity 6: Writing notices
How do you write notices about safety in the science laboratory?
Basically, you can start with a verb. This verb is called imperative verb.
Observe these examples once again. Pay attention to the underlined imperative verbs.
1. Put the equipment back to its original place.
2. Save the energy please.
3. Handle with care.
4. Clean thoroughly after use.
5. Avoid direct contact.
6. Keep flammable substances away from fire.
You can also make notices using negative imperative like in the following examples.
1. Do not taste the substance.
2. Do not expose this directly to the sun.
3. Do not heat the substance directly.
4. Do not inhale the vapour.
5. Do not reuse bottles for different chemical content.
6. Do not touch any electrical device with a wet object or hand.
Write notices of your own for the following laboratory situations.
1. You want laboratory users to give extra care to the storage room that keeps chemical substances.
_________________________________________________________
2. You want laboratory users to pay attention to procedures of accident prevention.
_________________________________________________________
3. You expect laboratory users to wear goggles when they work with acid or ammonia or when they do a heating activity.
__________________________________________________________
4. You tell laboratory users not to eat, drink, or smoke in the laboratory.
__________________________________________________________
5. You want laboratory users not to throw garbage to water sanitary.
__________________________________________________________
6. You tell laboratory users to label all containers of stored chemicals and disposed chemicals correctly.
__________________________________________________________
7. You expect laboratory users to seal all electrical connections appropriately with tape.
__________________________________________________________
8. You tell laboratory users not to attempt to heat anything in an open flame.
__________________________________________________________
9. You tell laboratory users to follow safety regulations to prevent accidents in the laboratory.
__________________________________________________________
10. You tell laboratory users to wash and dry their hands thoroughly before they leave the laboratory.
__________________________________________________________
Activity 7: Following procedures to ensure laboratory safety
I. Fire extinguishers must be available at a laboratory and be placed in a position easily seen and within reach. Rearrange the sentences below to form a good paragraph about what to do in case of fire at the laboratory.
1. First, switch on the alarm.
2. Finally, disconnect all electricity and gas connections.
3. In case of fire, do the following actions.
4. Then, evacuate students to a safe and secured place.
5. Call the fire fighter unit as well.
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
II. Electricity is used at home as well as at school. Therefore, we need to know the possible dangers caused by electricity. Rearrange the following sentences to form a good paragraph about some precautions to avoid the danger of electricity.
1. Then, we have to make sure that there is no water source or a wet rubber that connects to the electric source.
2. There are some general rules when working with electrical devices.
3. First of all, electrical connections have to be made properly.
4. Furthermore, we need to avoid using a “T” device for multiple connections.
5. We should use one outlet for one connection.
6. Finally, in case of an electric shock, everyone should know the first thing to do and not to do.
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________
Activity 8: Writing about work safety at the school laboratory
Now observe the laboratory at your school. Write paragraphs about your school laboratory by answering these questions.
1. Do you think that the laboratory considers safety?
2. Why do you think so?
3. Who is responsible for the safety?
4. Is the laboratory equipped with safety equipment?
5. Is the storage area proper?
6. Is labeling done correctly?
7. Do you find any laboratory notice?
8. Who maintains the laboratory safety?
Section Four
In the previous unit, you have read the poem about the moon and twinkle-twinkle little stars.
Now, read another poem that describes night objects below.
Astronomer
On a lone hillside
A Najavo shepherd
Wrapt in his blanket,
Hugged his knees,
Dreamed into the night-
A wisp of crescent, (a wisp of crescent = bulan
A sky full of stars- sabit yang masih kecil)
In his thought
He was asking:
“Do my lanterns
Shine up to the stars?”
David O’Neil
Comprehend the poem by answering the questions below.
1. What is the poem about?
2. Why does the writer choose the title ‘astronomer’ for this poem?
3. Who is the character in the poem?
4. What does the word ‘lanterns’ really mean in the poem?
Poem is not always long. It can be three or even only two lines. The following poem describes some objects.
On the beach at night,
Stands a child with her father,
Watching the east,
the autumn sky.
Walt Whitman
Although the poem is short, it can be interpreted broadly.
1. Why do they go to the beach at night?
2. Why are there only a father and his daughter?
3. Where is the mother?
4. Why do they face to the east?
5. Why do they go there in autumn?
Tell your interpretation of the poem to the class.
Write your draft here.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The next poem is an advice for you. It tells the truth about time.
Time is the school in which we learn,
Time is the fire in which we burn.
Delmore Schwartz
What information can you get from this two-line poem?
What do you think about time?
Did you know?
There are 8 planets in the universe. One of them is the earth. The distance between the earth and the sun is 150,000,000,000 metres. We use it as a standard unit called one astronomical unit (AU).
Meter is an SI Unit (La Systeme International d’ unites) while inch is a British unit for length. One inch is approximately 2.5 centimetres.
The track of the train bends because of the iron expansion during the summer.
We use calorimetre to measure the specific heat capacity of a substance.
Sunday, November 22, 2009
Unit 12
Section One
Activity 1
Answer these questions.
• Do you have a cake on your birthday?
• What does the number of candles tell you?
• What is your birthday?
• Who have birthdays this month?
• Who had birthdays last month?
• Did you get presents?
• Did you give a party?
Activity 2
HAPPY BIRTHDAY
Happy birthday to you
Happy birthday to you
Happy birthday, happy birthday
Happy birthday to you
How old are you now?
How old are you now?
Happy birthday, happy birthday
How old are you now?
Activity 3
Say these months in a year.
Stress the underlined syllables.
Check how the months are red in
your dictionary.
Activity 4
a. Listen and match these numbers. b. Listen and match the years.
1st third 1825 nineteen ninety-two
2nd tenth 1992 eighteen twenty-five
3rd fifth 1950 nineteen fifty
4th second
5th seventh 2004 two thousand and ten
6th ninth 2000 two thousand
7th first 2010 two thousand and four
8th eighth
9th sixth
10th fourth
11th thirty-first
12th fifteenth
13th thirtieth
15th twelfth
21st twenty-first
30th thirteenth
31st eleventh
Activity 5
a. Your teacher will say these dates. Write down how you say them. Then, practice saying the dates with a partner.
We write We say
21/7/1990 the twenty-first of July nineteen ninety
28/10/1928 ____________________________________
1/1/2004 ____________________________________
22/3/1989 ____________________________________
17/8/1945 ____________________________________
23/12/2000 ____________________________________
b. Now write down your date of birth. Then, say it loud to your partner.
___________________________________________________
c. Practice with a partner. Do as the example.
d. Reading fractions
a half
a third
two thirds
a quarter
three quarters
e. Read the following fractions.
…………………..
……………………
……………………
……………………
……………………
Vocabulary Building
Activity 5
a. Your teacher may ask you these questions. Discuss with yourpartner.
• Is this food or drink familiar to you?
• Which of them have you eaten?
• Do you know what they are?
• Where can you get them?
_________ _________ _________ __________
____________ __________ __________ __________
________ ________ _______ ________ _____________
b. Say the words in the box. Stress the underlined syllables.
Then match and write the words of the food and drink.
c. Answer the questions.
• Which of the food and drink did you already know?
• Which are new to you?
• Which ones are the same or nearly the same in Indonesian?
• Where could you have them?
• Do people everywhere have the same food as we do?
Activity 6
a. With a partner, think about food and drink you already know. Say them loudly. Then, write them down. Mind your spelling.
FOOD DRINK
rice water
b. Work in groups of four. Make a list of the food and drink you have got. Display your group work on your classroom wall. Illustrate with pictures.
Section Two
Activity 1
a. Talk to four or five of your friends.
Ask them these questions:
• When were you born?
• When did you start school?
• When did you start to study English?
Write the answers down in the table below.
NAME
DATE OF BIRTH
STARTED SCHOOL
STARTED TO STUDY ENGLISH
1. Tina 16/7/91 She started primary school in 1997. She started to study English in 2000.
2.
3.
4.
5.
b. Based on the table, tell your pair about your friends. Do it as the example.
Activity 2
Opening and closing a conversation
Conversations, like other texts, have opening and closing. We usually begin a conversation by saying hi, hello, or excuse me. That is what we normally do.
Tina met her classmate, Michael. He is an exchange student from Australia.
a. Pay attention to these questions. They would help you know how to begin and close the conversation.
• How did Tina open the conversation?
• What is the conversation about?
• What did Michael say to end the conversation?
b. Your teacher will read the dialogue for you. Listen carefully.
Tina: Hi, Mike. Were you at Andy’s party?
Michael: Yes, it was fun.
Tina: Was it?
Michael: He’s seventeen now.
Tina: Really? Are you kidding? I thought he was just about fifteen like us.
Michael: Why?
Tina: You know, we are in the same grade. And he looks younger.
Michael: You’re right, Arman is waiting for me. I must go now. Bye.
Tina: Bye. See you.
c. Answer these questions.
1. Tina opened the conversation by saying ___________.
2. Did Tina go to Andy’s party?
3. What did Tina want to know about?
4. How old is Andy?
5. Was Tina surprised to know Andy’s age?
6. What did they say to end the conversation?
7. Were Tina and Michael nice to each other?
8. How do you know this?
Interpersonal exchange
• Notice the expressions: “Was it?”, “Really?”, “Are you kidding?”, “Well, …” in the dialogue above. This kind of expressions is what makes a conversation go on and on.
Always try to use the expressions in your conversation.
Activity 3
Asking for another person’s opinion
Tina met her Australian friend, Mary. They are pen friends. Mary is in Indonesia for a holiday.
a. These questions will help you understand the dialogue. Answer the questions.
• Have you ever been to Mount Bromo?
• Did anyone tell you about it?
• Do you know where it is?
• Do you know how to ask for others’ opinion?
• How do you open a conversation?
• How do you end a conversation?
Listen carefully. Pay attention to how your teacher reads the dialogue.
A
TINA : Hi, Mary! I thought you were in Australia.
MARY : I’m going home next week.
TINA : Where were you last week?
MARY : Well, I was visiting Mount Bromo.
TINA : That sounds great! What do you think of it?
MARY : It was very beautiful, you know.
TINA : Was it?
MARY : Yeah. The scenery was amazing. Well, Tina, I must go now. Bye bye.
TINA : See you, Mary.
B
MARY : Hello, Tina. How are you?
TINA : Fine, thanks. And you? Tell me. What did you see at Mount Bromo?
MARY : The beautiful sunrise. The sky was yellow, orange, and red. It was really beautiful.
TINA : Wow! I want to go there too.
MARY : Well, Tina, I must be leaving. Bye for now.
TINA : Ciao.
b. Answer these questions.
1. How did Tina and Mary open the conversations?
2. Do you think they enjoyed the conversation?
3. Are they nice to one another?
4. What expression is used to ask for information?
5. What did Tina say to ask for Mary’s opinion?
6. Say the expressions used to close the conversations.
c. Openings and Closings in Conversations
How do you open or close conversations?
Write O (opening), or C (closing) beside each expression, as in the example.
.O.. Hi! ……. Hey! ……. Good night.
……. See you! ……. Goodbye. ……. Ciao.
……. Bye! ……. Hello. ……. Bye for now.
Activity 4
Making a request
The following are some expressions you can you use to make requests.
Study the requests and the answers.
a. Match these requests and the answers.
May I borrow your book? It’s ten past nine.
Can I go now? Here you are.
Excuse me. What’s the time? Sure.
Can you speak Indonesian? It’s salad.
What’s this called in English? Up to you.
Excuse me. Where’s the dictionary? Yes, a little.
b. Work with a partner. Practice the dialogues.
You may give different answers to the request.
- No. I’m sorry. I can’t.
- I’m sorry. I don’t know.
- No, I’m sorry. I don’t have any.
c. Work with a partner. One of you makes a request and the other answers.
Section Three
Activity 1
a. These are Andy and his sisters. Discuss the pictures with a partner.
• Which of the four is the eldest?
• Which is the youngest?
• Which comes third in the family?
• Which comes fourth?
DATES OF BIRTH
Ella Tina Andy Nida
born on born on born on born on
5.4.92 15.7.91 21.6.98 6.12.89
b. With a partner, answer these questions.
1. When was Tina born?
She was born on the fifteenth of July nineteen ninety-one.
2. When was Nida born?
She was born on ____________________________________________
3. When was Ella born?
_______________________________________________________
4. How old is Andy now?
He is ________________ years old.
5. What is Ella’s date of birth?
Her date of birth is __________________________________________
6. What is Andy’s date of birth?
_______________________________________________________
c. Among the four children above, find out who was born first, second, third and last. Put them in the order they were born. Tell how old they are now.
Ella is given as an example.
5/4/92
__|________________|______________|______________|__
______________ Ella _____________ _______________
______________ _____ years _____________ _______________
Activity 2
Tina met Michael on a train going to Jakarta. They happened to sit on the same seat on the train.
a. Discuss these questions with a partner.
o What expression is used to open the conversation?
o Does Tina really want to know about Mike?
o What are the expressions “Really?”, “Yes, why?”, “Oh, yeah?” for?
A
Tina : Hello, my name is Tina.
Mike : Hi. I’m Michael. Just call me Mike.
It’s nice to meet you.
Tina : Nice to meet you, too. Are you an American?
Mike : No, Australian. I’m on holiday here.
B
Tina : Are you with some friends?
Mike : No, I’m alone.
Tina : Really?
Mike : Yes, why?
Tina : Nothing. I think you’re brave.
Mike : Oh, yeah? Thanks.
Tina : Do you like Indonesia?
Mike : I do. It’s beautiful.
Activity 3
Read this dialogue in pairs. Play role as Tina and Mike in turn. Do it until you feel comfortable.
Activity 4
Imagine you were on a train. You meet an Australian girl. Talk to her and make the conversation go on and on.
You may do these things:
o Talk about the weather.
o Use the expressions such as ‘Really?’, ‘Are you kidding?’, etc. to show your interest.
Section Four
Activity 1
Fill in the blank spaces with appropriate expressions. Work with a partner.
Mike, an Australian boy, met you on a bus leaving for Bandung. You sat next to Mike. He started a conversation.
Mike : Hello, my name is Tina.
You : ______________________________________________
Mike : Nice to meet you, too.
You : ______________________________________________
Mike : Are you on your own?
You : ______________________________________________
Mike : Really?
You : ______________________________________________
Mike : Oh, yah. Thanks.
You : ______________________________________________
Mike : Very much. That’s why I’m here for my holiday.
Activity 2
Play role as Mike and ‘You’ in turn. Practice it until you feel comfortable. Try to keep the conversation going.
Activity 3
a. Asking for information
Read this Andy’s schedule. It is what he did after school in a week.
b. In pairs, practice asking and answering questions based on the diary above.
Example:
Q: Where was Andi on Monday?
A: He was at the Sport Centre.
Q: What did he do on that day?
A: He played badminton.
Now you do it in pairs. Ask what he did and where in a week.
Q: Where was he on Tuesday?
A: ____________________________________________
Q: What did he do?
A: ____________________________________________
c. In pairs, take turn asking and answering questions.
Ask and tell where you were on the different days in a week.
Do as the example.
Q: Where were you on Monday?
A: I was at (Tell where you were) on Monday.
Q: And what did you do?
A: I (Tell what you did on Monday).
Q: What about on Tuesday? Where were you?
A: On Tuesday I was at __________________________________
Q: What did you do on that day?
A: I __________________________________________________
Section Five
Poem Corner
Birds can be powerful inspiration to write a poem. Indonesia has hundreds of kinds of birds; cranes, peacocks, eagles, cendrawasih (birds of paradise), and parakeet. They all are beautiful. Not only do the birds’ colours and voice become the inspiration but also their size and their move.
Read the poem below.
Hop, Hop, Hop
Once I saw a little bird
Come hop, hop, hop;
So I cried, “Little bird,
Will you stop, stop, stop?”
I was going to the window
To say “How do you do?”
But he shook his little tail
And away he flew.
What can you tell about this poem? Write it down here.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The poets have some ways to write poems:
1) They use complete sentences but the word order is not the same as the ordinary ones. See the sentences below.
THE POEM USE ORDINARY USE
Like you I want to fly. I want to fly like you.
And away he flew. And he flew away.
One of the reasons why the words order in poem can be different from the ordinary use is that the writer wants to have rhyme for the last syllable of the line.
Study the following rhyme (two or more lines have a similar or same sound in the last syllable).
I want you to play with me : the last syllable is [i]
Like you I want to fly : the last syllable is [ai]
The words ‘me’ and ‘fly’ are rhyme.
2) They treat non-human beings as if they were human beings. The narrator speaks to objects as if they could speak. Study the following examples.
a. The palm tree waves hands to me.
b. You (bee) dance low and high.
c. “Little bird will you stop, stop, stop?”
Naturally, people have hands, therefore, they waves hands.
a) palm trees do not have hands. Therefore, they cannot wave hands.
b) humans usually dance but not bee;
c) people usually talk but not bird.
In poem, however, treating non-human beings as human being is allowed. This way is called personification.
Now, create 3 sentences that have different word order from the ordinary use.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Now, create 3 sentences that have personification.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Match the following pictures with the stories in the boxes. And rewrite them next to the appropriate pictures.
Section One
Activity 1
Answer these questions.
• Do you have a cake on your birthday?
• What does the number of candles tell you?
• What is your birthday?
• Who have birthdays this month?
• Who had birthdays last month?
• Did you get presents?
• Did you give a party?
Activity 2
HAPPY BIRTHDAY
Happy birthday to you
Happy birthday to you
Happy birthday, happy birthday
Happy birthday to you
How old are you now?
How old are you now?
Happy birthday, happy birthday
How old are you now?
Activity 3
Say these months in a year.
Stress the underlined syllables.
Check how the months are red in
your dictionary.
Activity 4
a. Listen and match these numbers. b. Listen and match the years.
1st third 1825 nineteen ninety-two
2nd tenth 1992 eighteen twenty-five
3rd fifth 1950 nineteen fifty
4th second
5th seventh 2004 two thousand and ten
6th ninth 2000 two thousand
7th first 2010 two thousand and four
8th eighth
9th sixth
10th fourth
11th thirty-first
12th fifteenth
13th thirtieth
15th twelfth
21st twenty-first
30th thirteenth
31st eleventh
Activity 5
a. Your teacher will say these dates. Write down how you say them. Then, practice saying the dates with a partner.
We write We say
21/7/1990 the twenty-first of July nineteen ninety
28/10/1928 ____________________________________
1/1/2004 ____________________________________
22/3/1989 ____________________________________
17/8/1945 ____________________________________
23/12/2000 ____________________________________
b. Now write down your date of birth. Then, say it loud to your partner.
___________________________________________________
c. Practice with a partner. Do as the example.
d. Reading fractions
a half
a third
two thirds
a quarter
three quarters
e. Read the following fractions.
…………………..
……………………
……………………
……………………
……………………
Vocabulary Building
Activity 5
a. Your teacher may ask you these questions. Discuss with yourpartner.
• Is this food or drink familiar to you?
• Which of them have you eaten?
• Do you know what they are?
• Where can you get them?
_________ _________ _________ __________
____________ __________ __________ __________
________ ________ _______ ________ _____________
b. Say the words in the box. Stress the underlined syllables.
Then match and write the words of the food and drink.
c. Answer the questions.
• Which of the food and drink did you already know?
• Which are new to you?
• Which ones are the same or nearly the same in Indonesian?
• Where could you have them?
• Do people everywhere have the same food as we do?
Activity 6
a. With a partner, think about food and drink you already know. Say them loudly. Then, write them down. Mind your spelling.
FOOD DRINK
rice water
b. Work in groups of four. Make a list of the food and drink you have got. Display your group work on your classroom wall. Illustrate with pictures.
Section Two
Activity 1
a. Talk to four or five of your friends.
Ask them these questions:
• When were you born?
• When did you start school?
• When did you start to study English?
Write the answers down in the table below.
NAME
DATE OF BIRTH
STARTED SCHOOL
STARTED TO STUDY ENGLISH
1. Tina 16/7/91 She started primary school in 1997. She started to study English in 2000.
2.
3.
4.
5.
b. Based on the table, tell your pair about your friends. Do it as the example.
Activity 2
Opening and closing a conversation
Conversations, like other texts, have opening and closing. We usually begin a conversation by saying hi, hello, or excuse me. That is what we normally do.
Tina met her classmate, Michael. He is an exchange student from Australia.
a. Pay attention to these questions. They would help you know how to begin and close the conversation.
• How did Tina open the conversation?
• What is the conversation about?
• What did Michael say to end the conversation?
b. Your teacher will read the dialogue for you. Listen carefully.
Tina: Hi, Mike. Were you at Andy’s party?
Michael: Yes, it was fun.
Tina: Was it?
Michael: He’s seventeen now.
Tina: Really? Are you kidding? I thought he was just about fifteen like us.
Michael: Why?
Tina: You know, we are in the same grade. And he looks younger.
Michael: You’re right, Arman is waiting for me. I must go now. Bye.
Tina: Bye. See you.
c. Answer these questions.
1. Tina opened the conversation by saying ___________.
2. Did Tina go to Andy’s party?
3. What did Tina want to know about?
4. How old is Andy?
5. Was Tina surprised to know Andy’s age?
6. What did they say to end the conversation?
7. Were Tina and Michael nice to each other?
8. How do you know this?
Interpersonal exchange
• Notice the expressions: “Was it?”, “Really?”, “Are you kidding?”, “Well, …” in the dialogue above. This kind of expressions is what makes a conversation go on and on.
Always try to use the expressions in your conversation.
Activity 3
Asking for another person’s opinion
Tina met her Australian friend, Mary. They are pen friends. Mary is in Indonesia for a holiday.
a. These questions will help you understand the dialogue. Answer the questions.
• Have you ever been to Mount Bromo?
• Did anyone tell you about it?
• Do you know where it is?
• Do you know how to ask for others’ opinion?
• How do you open a conversation?
• How do you end a conversation?
Listen carefully. Pay attention to how your teacher reads the dialogue.
A
TINA : Hi, Mary! I thought you were in Australia.
MARY : I’m going home next week.
TINA : Where were you last week?
MARY : Well, I was visiting Mount Bromo.
TINA : That sounds great! What do you think of it?
MARY : It was very beautiful, you know.
TINA : Was it?
MARY : Yeah. The scenery was amazing. Well, Tina, I must go now. Bye bye.
TINA : See you, Mary.
B
MARY : Hello, Tina. How are you?
TINA : Fine, thanks. And you? Tell me. What did you see at Mount Bromo?
MARY : The beautiful sunrise. The sky was yellow, orange, and red. It was really beautiful.
TINA : Wow! I want to go there too.
MARY : Well, Tina, I must be leaving. Bye for now.
TINA : Ciao.
b. Answer these questions.
1. How did Tina and Mary open the conversations?
2. Do you think they enjoyed the conversation?
3. Are they nice to one another?
4. What expression is used to ask for information?
5. What did Tina say to ask for Mary’s opinion?
6. Say the expressions used to close the conversations.
c. Openings and Closings in Conversations
How do you open or close conversations?
Write O (opening), or C (closing) beside each expression, as in the example.
.O.. Hi! ……. Hey! ……. Good night.
……. See you! ……. Goodbye. ……. Ciao.
……. Bye! ……. Hello. ……. Bye for now.
Activity 4
Making a request
The following are some expressions you can you use to make requests.
Study the requests and the answers.
a. Match these requests and the answers.
May I borrow your book? It’s ten past nine.
Can I go now? Here you are.
Excuse me. What’s the time? Sure.
Can you speak Indonesian? It’s salad.
What’s this called in English? Up to you.
Excuse me. Where’s the dictionary? Yes, a little.
b. Work with a partner. Practice the dialogues.
You may give different answers to the request.
- No. I’m sorry. I can’t.
- I’m sorry. I don’t know.
- No, I’m sorry. I don’t have any.
c. Work with a partner. One of you makes a request and the other answers.
Section Three
Activity 1
a. These are Andy and his sisters. Discuss the pictures with a partner.
• Which of the four is the eldest?
• Which is the youngest?
• Which comes third in the family?
• Which comes fourth?
DATES OF BIRTH
Ella Tina Andy Nida
born on born on born on born on
5.4.92 15.7.91 21.6.98 6.12.89
b. With a partner, answer these questions.
1. When was Tina born?
She was born on the fifteenth of July nineteen ninety-one.
2. When was Nida born?
She was born on ____________________________________________
3. When was Ella born?
_______________________________________________________
4. How old is Andy now?
He is ________________ years old.
5. What is Ella’s date of birth?
Her date of birth is __________________________________________
6. What is Andy’s date of birth?
_______________________________________________________
c. Among the four children above, find out who was born first, second, third and last. Put them in the order they were born. Tell how old they are now.
Ella is given as an example.
5/4/92
__|________________|______________|______________|__
______________ Ella _____________ _______________
______________ _____ years _____________ _______________
Activity 2
Tina met Michael on a train going to Jakarta. They happened to sit on the same seat on the train.
a. Discuss these questions with a partner.
o What expression is used to open the conversation?
o Does Tina really want to know about Mike?
o What are the expressions “Really?”, “Yes, why?”, “Oh, yeah?” for?
A
Tina : Hello, my name is Tina.
Mike : Hi. I’m Michael. Just call me Mike.
It’s nice to meet you.
Tina : Nice to meet you, too. Are you an American?
Mike : No, Australian. I’m on holiday here.
B
Tina : Are you with some friends?
Mike : No, I’m alone.
Tina : Really?
Mike : Yes, why?
Tina : Nothing. I think you’re brave.
Mike : Oh, yeah? Thanks.
Tina : Do you like Indonesia?
Mike : I do. It’s beautiful.
Activity 3
Read this dialogue in pairs. Play role as Tina and Mike in turn. Do it until you feel comfortable.
Activity 4
Imagine you were on a train. You meet an Australian girl. Talk to her and make the conversation go on and on.
You may do these things:
o Talk about the weather.
o Use the expressions such as ‘Really?’, ‘Are you kidding?’, etc. to show your interest.
Section Four
Activity 1
Fill in the blank spaces with appropriate expressions. Work with a partner.
Mike, an Australian boy, met you on a bus leaving for Bandung. You sat next to Mike. He started a conversation.
Mike : Hello, my name is Tina.
You : ______________________________________________
Mike : Nice to meet you, too.
You : ______________________________________________
Mike : Are you on your own?
You : ______________________________________________
Mike : Really?
You : ______________________________________________
Mike : Oh, yah. Thanks.
You : ______________________________________________
Mike : Very much. That’s why I’m here for my holiday.
Activity 2
Play role as Mike and ‘You’ in turn. Practice it until you feel comfortable. Try to keep the conversation going.
Activity 3
a. Asking for information
Read this Andy’s schedule. It is what he did after school in a week.
b. In pairs, practice asking and answering questions based on the diary above.
Example:
Q: Where was Andi on Monday?
A: He was at the Sport Centre.
Q: What did he do on that day?
A: He played badminton.
Now you do it in pairs. Ask what he did and where in a week.
Q: Where was he on Tuesday?
A: ____________________________________________
Q: What did he do?
A: ____________________________________________
c. In pairs, take turn asking and answering questions.
Ask and tell where you were on the different days in a week.
Do as the example.
Q: Where were you on Monday?
A: I was at (Tell where you were) on Monday.
Q: And what did you do?
A: I (Tell what you did on Monday).
Q: What about on Tuesday? Where were you?
A: On Tuesday I was at __________________________________
Q: What did you do on that day?
A: I __________________________________________________
Section Five
Poem Corner
Birds can be powerful inspiration to write a poem. Indonesia has hundreds of kinds of birds; cranes, peacocks, eagles, cendrawasih (birds of paradise), and parakeet. They all are beautiful. Not only do the birds’ colours and voice become the inspiration but also their size and their move.
Read the poem below.
Hop, Hop, Hop
Once I saw a little bird
Come hop, hop, hop;
So I cried, “Little bird,
Will you stop, stop, stop?”
I was going to the window
To say “How do you do?”
But he shook his little tail
And away he flew.
What can you tell about this poem? Write it down here.
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The poets have some ways to write poems:
1) They use complete sentences but the word order is not the same as the ordinary ones. See the sentences below.
THE POEM USE ORDINARY USE
Like you I want to fly. I want to fly like you.
And away he flew. And he flew away.
One of the reasons why the words order in poem can be different from the ordinary use is that the writer wants to have rhyme for the last syllable of the line.
Study the following rhyme (two or more lines have a similar or same sound in the last syllable).
I want you to play with me : the last syllable is [i]
Like you I want to fly : the last syllable is [ai]
The words ‘me’ and ‘fly’ are rhyme.
2) They treat non-human beings as if they were human beings. The narrator speaks to objects as if they could speak. Study the following examples.
a. The palm tree waves hands to me.
b. You (bee) dance low and high.
c. “Little bird will you stop, stop, stop?”
Naturally, people have hands, therefore, they waves hands.
a) palm trees do not have hands. Therefore, they cannot wave hands.
b) humans usually dance but not bee;
c) people usually talk but not bird.
In poem, however, treating non-human beings as human being is allowed. This way is called personification.
Now, create 3 sentences that have different word order from the ordinary use.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Now, create 3 sentences that have personification.
1. ______________________________________________
2. ______________________________________________
3. ______________________________________________
4. ______________________________________________
Match the following pictures with the stories in the boxes. And rewrite them next to the appropriate pictures.
Unit 11
Section One
Activity 1: Tell me what?
Study the picture and mention any object you see.
Activity 2: Expressions
Everybody, have you been to a birthday party?
Is it fun? Do you bring any presents?
Do you send birthday cards?
Let’s make birthday cards.
• Prepare some coloured paper.
• Get a pair of scissors.
• Get a tube of glue.
• Prepare several crayons.
Grammar Focus
Activity 3: Patterns
Do you remember how to ask people to do something?
Use an imperative sentence.
Take a sheet of paper,
Cut the paper,
Please.
Please
show me your card.
Let’s
make a birthday card.
If you want people not to do something, you can use don’t.
Don’t
cut the wrong edge.
put too much glue.
Activity 4: Match them
Complete each of the sentences with a suitable verb in the box.
1. ………….. the glued envelope.
2. …………… the colourful balloons.
3. …………… some coloured paper.
4. …………… an interesting picture on it.
5. ………….. the paper into 2 equal size.
6. ………….. me your birthday card.
7. ………….. a pair of scissors from your mom.
8. ………….. some glue and crayons on the table.
9. ………….. the paper like this.
10. ………….. the picture on the card.
11. …………..a suitable picture for your card.
12. ………….. a birthday greeting on your card.
13. ………….. a beautiful greeting card for your mom and dad.
Activity 5
Fill in the blank under each picture with the correct imperative sentence.
……………………… ……………………… ………………………..
………………………. ……………………….
………………………. …………………….. …………………………
……………………… …………………………
……………………….. ………………………. ……………………..
…………………………. ………………………..
List of imperative sentences:
Write your name.
Sit down/ Take your seat.
Listen to the question.
Work in groups.
Raise your hand.
Erase your name.
Stand up.
Give the answer.
Read page 8.
Help each other.
Go to the board.
Open your book.
Study page 8.
Put away your book.
Close your book.
………………………. ……………………… ………………………….
……………………….. …………………………
……………………….. …………………………. ………………………
………………………… ………………………..
…………………………. …………………….. ……………………….
…………………………… …………………………..
List of imperative sentences:
Bring in your homework.
Correct your mistakes.
Take out a piece of paper.
Check your answer.
Pass out the tests.
Lower the shades.
Turn on the projector.
Take notes.
Turn on the light.
Answer the questions.
Collect the tests.
Watch the movie.
Do your homework.
Go over the answers.
Hand in your homework.
Activity 6
Expressing quantity
Study the following pattern of expressing quantity.
Measurements with Noncount Noun
(a) I’d like some water.
(b) I’d like a glass of water.
(c) I’d like a cup of coffee.
(d) I’d like a piece of fruit. Units of measure are used with noncount nouns to express a specific quantity. For example:
a glass of, a cup of, a piece of.
In (a): some water = an unspecific quantity
In (b): a glass of water = a specific quantity
Common expressions of measure
a bag of rice a bunch of banana a jar of pickles
a bar of soap a tin of corn a loaf of bread
a bottle of olive oil a cartoon of milk a piece of cheese
a bowl of cereal a glass of water a sheet of paper
a box of candy a head of lettuce a tube of toothpaste
a litre of water one metre of rope a kilogram of sugar
a gallon of kerosene one degree of Celsius a gram of powder
one-hour-film one mole of acid solution
Activity 7: Which is its pair?
Complete the phrases using a slice of, a cup of, a glass of, a bowl of.
You are hungry and thirsty.
What would you like?
Number 1 has been done for you.
1. a cup of /a glass of tea
2. bread
3. water
4. coffee
5. cheese
6. soup
7. meat
8. wine
9. fruit
10. rice
Activity 8: Which is its pair?
Match each of the phrase in List A with each words or phrases in List B.
LIST A LIST B
1. a sheet of ….. a. paper
2. a bunch of ….. b. glue
3. a pair of….. c. flowers
4. a tube of…… d. chocolate
5. a pack of….. e. water
6. a bar of….. f. ice cream
7. a can of….. g. sweets
8. a glass of….. h. coke
9. a cone of….. i. crayons
10. a pound of….. j. scissors
11. a kilogram of..... k. meeting
12. a meter of....... l. perfume
13. a mililiter of..... m. wire
14. a gram of .... n. sugar
15. an hour ….. o. powder
Section Two
Activity 1: Making a birthday card
Listen to your teacher. She will tell you how to make a birthday card.
Let’s make a birthday card.
Here is the paper for you to share.
You can choose different colours.
Let’s make envelopes too.
Cut out the picture. Paste it here.
Now, look and follow my instruction!
We’ll make the card first, then the envelope.
We’ll start like this. Cut the paper.
You can draw a picture on it.
What picture do you like? A candle, balloon, or a flower?
Next, we’re going to make the envelope
Take another piece of paper, then, fold it like this!
Finished? Show me your envelope, please!
Then put some glue on your envelope.
Press it like this! Good job.
Answer the following questions.
1. What materials do you need to make a birthday card?
2. What is the first step you have to do?
3. Do you need colourful papers and beautiful pictures?
4. What expressions do you write on your birthday card?
5. Do you need an envelope for the card?
Activity 2: Dialog
Practice the following dialog.
Teacher : Oh dear, you cut the wrong edge.
Student : Oh my God. What shall I do ma’am?
Teacher : Can you get another sheet? Cut it carefully.
Student : Yes, ma’am.
Teacher : Who has finished cutting?
Student : I have ma’am.
Teacher : Show it to me! You did a good job.
Section Three
Activity 1: Procedure text
Read the text below and answer the questions.
Goal : How to Make an Envelope
Material : a sheet of paper
a tube of glue
a cutter
a ruler
Steps
1. Take a sheet of paper.
2. Draw a pattern by using your ruler.
3. Cut the paper following the pattern.
4. Fold it.
5. Put some glue on it.
6. Press it to get a good form.
Answer the following questions :
1. What is the above text about?
2. What materials do you need to make an envelope?
3. What do you have to prepare first to make an envelope?
4. Do you need any glue for it?
5. What is the final step to make the envelope in a good form?
Activity 2: Escaping from fire
Read the following text.
Safety Measures in Case of Fire
A. If you discover a fire in a storey building,
1. Raise the alarm.
2. If possible, attack the fire by using fire extinguisher.
3. If fire is out of control, close the door and leave immediately via exit staircase.
B. If you hear the fire alarm,
1. Prepare yourself to evacuate.
2. Leave the room immediately.
3. Save your life first because time is precious.
4. Do not use lift to evacuate.
C. If you are trapped in the room,
1. Inform someone you are there or beat on the door.
2. Keep the fire out by putting wet towel or sheets under the door.
D. If smoke is around you,
1. Don’t panic.
2. Take short breaths and crawl to escape.
This helps you because the air near the floor is cleaner.
3. Do not jump out of the building. Rescue might come soon.
Answer the questions below.
1. How many reminders can you find in the text if you are on fire?
2. Why should you not use a lift to evacuate?
3. Should you beat on the door if you are trapped in a room?
4. Do you have to keep calm in case of fire?
5. What does the word ‘this’ in ‘This helps you…..’ mean?
6. Underline the imperative verbs in A and B.
Section Four
Work in a group of three.
Write 5 other birthday greetings.
Number 1 has been done for you.
1. Happy Birthday.
2. ………………………………………………………….………………………….
3. ………………………………………………………………………………………
4. ………………………………………………………………………………………
5. ……………………………………………………………………………………….
Section Five
Constructing a procedure text.
Write a simple text on one of the following topics.
1. How to make a cup of tea.
2. How to make a scrambled egg.
3. How to operate a computer.
4. How to save money in a bank.
5. How to plant rice.
Section Six
It’s time to describe what an animal is doing in a song.
RED CANARY
Red canary, sing a song
Red canary, creep along
For the girls is nice and sweet
She will love to hear you tweet, tweet
Red canary, sing a song
Red canary, creep along
Red canary don’t go away
Red canary you must stay
Say the rhymes and do the activities!
Section One
Activity 1: Tell me what?
Study the picture and mention any object you see.
Activity 2: Expressions
Everybody, have you been to a birthday party?
Is it fun? Do you bring any presents?
Do you send birthday cards?
Let’s make birthday cards.
• Prepare some coloured paper.
• Get a pair of scissors.
• Get a tube of glue.
• Prepare several crayons.
Grammar Focus
Activity 3: Patterns
Do you remember how to ask people to do something?
Use an imperative sentence.
Take a sheet of paper,
Cut the paper,
Please.
Please
show me your card.
Let’s
make a birthday card.
If you want people not to do something, you can use don’t.
Don’t
cut the wrong edge.
put too much glue.
Activity 4: Match them
Complete each of the sentences with a suitable verb in the box.
1. ………….. the glued envelope.
2. …………… the colourful balloons.
3. …………… some coloured paper.
4. …………… an interesting picture on it.
5. ………….. the paper into 2 equal size.
6. ………….. me your birthday card.
7. ………….. a pair of scissors from your mom.
8. ………….. some glue and crayons on the table.
9. ………….. the paper like this.
10. ………….. the picture on the card.
11. …………..a suitable picture for your card.
12. ………….. a birthday greeting on your card.
13. ………….. a beautiful greeting card for your mom and dad.
Activity 5
Fill in the blank under each picture with the correct imperative sentence.
……………………… ……………………… ………………………..
………………………. ……………………….
………………………. …………………….. …………………………
……………………… …………………………
……………………….. ………………………. ……………………..
…………………………. ………………………..
List of imperative sentences:
Write your name.
Sit down/ Take your seat.
Listen to the question.
Work in groups.
Raise your hand.
Erase your name.
Stand up.
Give the answer.
Read page 8.
Help each other.
Go to the board.
Open your book.
Study page 8.
Put away your book.
Close your book.
………………………. ……………………… ………………………….
……………………….. …………………………
……………………….. …………………………. ………………………
………………………… ………………………..
…………………………. …………………….. ……………………….
…………………………… …………………………..
List of imperative sentences:
Bring in your homework.
Correct your mistakes.
Take out a piece of paper.
Check your answer.
Pass out the tests.
Lower the shades.
Turn on the projector.
Take notes.
Turn on the light.
Answer the questions.
Collect the tests.
Watch the movie.
Do your homework.
Go over the answers.
Hand in your homework.
Activity 6
Expressing quantity
Study the following pattern of expressing quantity.
Measurements with Noncount Noun
(a) I’d like some water.
(b) I’d like a glass of water.
(c) I’d like a cup of coffee.
(d) I’d like a piece of fruit. Units of measure are used with noncount nouns to express a specific quantity. For example:
a glass of, a cup of, a piece of.
In (a): some water = an unspecific quantity
In (b): a glass of water = a specific quantity
Common expressions of measure
a bag of rice a bunch of banana a jar of pickles
a bar of soap a tin of corn a loaf of bread
a bottle of olive oil a cartoon of milk a piece of cheese
a bowl of cereal a glass of water a sheet of paper
a box of candy a head of lettuce a tube of toothpaste
a litre of water one metre of rope a kilogram of sugar
a gallon of kerosene one degree of Celsius a gram of powder
one-hour-film one mole of acid solution
Activity 7: Which is its pair?
Complete the phrases using a slice of, a cup of, a glass of, a bowl of.
You are hungry and thirsty.
What would you like?
Number 1 has been done for you.
1. a cup of /a glass of tea
2. bread
3. water
4. coffee
5. cheese
6. soup
7. meat
8. wine
9. fruit
10. rice
Activity 8: Which is its pair?
Match each of the phrase in List A with each words or phrases in List B.
LIST A LIST B
1. a sheet of ….. a. paper
2. a bunch of ….. b. glue
3. a pair of….. c. flowers
4. a tube of…… d. chocolate
5. a pack of….. e. water
6. a bar of….. f. ice cream
7. a can of….. g. sweets
8. a glass of….. h. coke
9. a cone of….. i. crayons
10. a pound of….. j. scissors
11. a kilogram of..... k. meeting
12. a meter of....... l. perfume
13. a mililiter of..... m. wire
14. a gram of .... n. sugar
15. an hour ….. o. powder
Section Two
Activity 1: Making a birthday card
Listen to your teacher. She will tell you how to make a birthday card.
Let’s make a birthday card.
Here is the paper for you to share.
You can choose different colours.
Let’s make envelopes too.
Cut out the picture. Paste it here.
Now, look and follow my instruction!
We’ll make the card first, then the envelope.
We’ll start like this. Cut the paper.
You can draw a picture on it.
What picture do you like? A candle, balloon, or a flower?
Next, we’re going to make the envelope
Take another piece of paper, then, fold it like this!
Finished? Show me your envelope, please!
Then put some glue on your envelope.
Press it like this! Good job.
Answer the following questions.
1. What materials do you need to make a birthday card?
2. What is the first step you have to do?
3. Do you need colourful papers and beautiful pictures?
4. What expressions do you write on your birthday card?
5. Do you need an envelope for the card?
Activity 2: Dialog
Practice the following dialog.
Teacher : Oh dear, you cut the wrong edge.
Student : Oh my God. What shall I do ma’am?
Teacher : Can you get another sheet? Cut it carefully.
Student : Yes, ma’am.
Teacher : Who has finished cutting?
Student : I have ma’am.
Teacher : Show it to me! You did a good job.
Section Three
Activity 1: Procedure text
Read the text below and answer the questions.
Goal : How to Make an Envelope
Material : a sheet of paper
a tube of glue
a cutter
a ruler
Steps
1. Take a sheet of paper.
2. Draw a pattern by using your ruler.
3. Cut the paper following the pattern.
4. Fold it.
5. Put some glue on it.
6. Press it to get a good form.
Answer the following questions :
1. What is the above text about?
2. What materials do you need to make an envelope?
3. What do you have to prepare first to make an envelope?
4. Do you need any glue for it?
5. What is the final step to make the envelope in a good form?
Activity 2: Escaping from fire
Read the following text.
Safety Measures in Case of Fire
A. If you discover a fire in a storey building,
1. Raise the alarm.
2. If possible, attack the fire by using fire extinguisher.
3. If fire is out of control, close the door and leave immediately via exit staircase.
B. If you hear the fire alarm,
1. Prepare yourself to evacuate.
2. Leave the room immediately.
3. Save your life first because time is precious.
4. Do not use lift to evacuate.
C. If you are trapped in the room,
1. Inform someone you are there or beat on the door.
2. Keep the fire out by putting wet towel or sheets under the door.
D. If smoke is around you,
1. Don’t panic.
2. Take short breaths and crawl to escape.
This helps you because the air near the floor is cleaner.
3. Do not jump out of the building. Rescue might come soon.
Answer the questions below.
1. How many reminders can you find in the text if you are on fire?
2. Why should you not use a lift to evacuate?
3. Should you beat on the door if you are trapped in a room?
4. Do you have to keep calm in case of fire?
5. What does the word ‘this’ in ‘This helps you…..’ mean?
6. Underline the imperative verbs in A and B.
Section Four
Work in a group of three.
Write 5 other birthday greetings.
Number 1 has been done for you.
1. Happy Birthday.
2. ………………………………………………………….………………………….
3. ………………………………………………………………………………………
4. ………………………………………………………………………………………
5. ……………………………………………………………………………………….
Section Five
Constructing a procedure text.
Write a simple text on one of the following topics.
1. How to make a cup of tea.
2. How to make a scrambled egg.
3. How to operate a computer.
4. How to save money in a bank.
5. How to plant rice.
Section Six
It’s time to describe what an animal is doing in a song.
RED CANARY
Red canary, sing a song
Red canary, creep along
For the girls is nice and sweet
She will love to hear you tweet, tweet
Red canary, sing a song
Red canary, creep along
Red canary don’t go away
Red canary you must stay
Say the rhymes and do the activities!
Unit 10
Section one
Activity 1
Do you sometimes borrow a pen or a pencil from your classmates?
Here are some expressions you may use in English for that purpose.
Practice
Now take turns with a friend asking for these:
a) a colouring pencil
b) a pen
c) an atlas
d) an eraser
e) a biology book
f) a physics book
Activity 2
Sometimes you cannot lend your stuff(s) your classmate wants.
You may say:
• Not now. I’m using it/them myself. Sorry.
• Sorry, I’m using it/them right now.
Practice
With your friend try asking for the following:
a) a calculator
b) a watch
c) a correcting pen
d) a story book
e) a biology book
f) a physics book
Activity 3
Work in pairs either A or B.
Instructions for:
A B
1. Ask B to lend you his/her notebook. 1. You give A the book.
2. Thank B. 2. Tell B to return it soon.
3. Promise B you will return it soon.
Activity 4
You are as A or B.
Take turns borrowing and lending things.
Use the expressions in the previous activities.
Section Two
What happens to others often interests us.
We talk a lot about it.
To attract others’ attention we often say:
• Did you hear about...?
• Have you heard about...?
And when we hear something bad about others
we can say:
• Oh no, that’s too bad.
• Oh poor Budi, ...
Activity 5
Practice
3. Rani : Did you hear about Budi?
Tika : No. What happened to him?
Rani : He broke his leg.
Tika : Oh, poor Budi!
Complete and perform
Bob : Did you.... about....?
Liz : No. What.... with...?
Bob :............*
Liz : Oh, ...........
* lost his/her bike; missed the math test; was bitten by a dog.
When a friend of yours has an outstanding achievement, and you are happy for it you may say:
• Well, she/he really deserves that.
• Well, she/he really worked hard for it.
Activity 6
Practice
4. Susan : Did you hear about Glen?
Wendy : No. What happened to him?
Susan : He won the math contest.
Wendy : Well, he really worked hard for it.
Complete and perform
Rury : Did you hear about...?
Tina : No. What happened to...?
Rury : ... won.....*
Tina : Well, .....
* the speech contest; the writing contest; a scholarship
Activity 7
It is Monday. You are either A or B.
You are on your way to school by bus.
Instructions:
A B
1. Tell B where you went on Sunday. 1. Ask A who went with A.
2. Tell B who went with you. 2. Ask A if A enjoyed the trip.
3. Answer B and ask B where B was. 3. Tell A you stayed home.
Activity 8
Questions and answers
It’s recess time.
You are showing some friends the pictures of some animals at the zoo.
Here are the names of the animals and the pictures.
Ask them to find which is which.
You may ask: What’s this in English?
Answer : It’s a..... or It’s an ....
Monkey Panda Leopard Lion
Zebra Kangaroo Ostrich Hippopotamus
Elephant Tiger Giraffe Bear
Organism Ecosystem Predator Food web
Cell Tissue Organs
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
________________ __________________ _________________
_______________________ _______________
Section three
Activity 9
Please read the short notice below.
Black male dog, named Bobo. Lost on Sunday, 2 January at Simpang Lima.
If found, please call 0248448082.
(Reward will be given)
• What’s the dog’s name?
• What colour is it?
• Does the dog have pointed ears?
• Does the dog have thick fur?
• What happened to the dog?
• Where was it lost?
• Where should someone who finds the dog call?
• What will the finder get?
Activity 10
With your friend(s) write a short notice about your pencil case.
You lost it at school yesterday.
Describe the colour, what it is made of (plastic, metal, etc.), and the content.
Section four
Activity 11
Write a notice to be published at the local paper about:
1. Your lost pet. Tell the readers about:
(a) Its name and colour;
(b) The place and time when it was lost;
(c) Who or where to contact, and
(d) What reward will be given.
2. Write a notice for the school wall-magazine about a camping
trip held by the Boy Scout.
Section five
On special occasions we often get some presents
from our family, relatives or friends.
To appreciate it we may write a short note or letter to:
• Thank them.
• Say something good about the presents.
Here are some expressions we might use:
• Thank you/thanks (very much, a lot) for the...
• It’s so.... (beautiful, cute, etc.)
• I like it (very much).
• I like the....(model, colour, etc.)
Activity 12
On her birthday, Ella got a schoolbag from her aunt in Bandung. Here is a short note she sent to her aunt to thank her for the gift.
Adit was admitted to The Medical School of Diponegoro University.
His uncle in Jakarta sent him a set of medical dictionaries.
He wrote a short letter to thank him.
Here is the letter.
Section six
Activity 13
Pair work
You have just passed your final exams.
And your grandma who lives in Medan sent you some money.
Please write a short note or letter to thank her.
Tell her how you will spend the money.
Work with a friend next to you.
Activity 14
Individual work
Your close friend moved out-town.
She/he left you her/his story books for you.
Send him/her a short letter to thank her/him.
Tell her that the books will always make you remember her/him.
Section Seven
It’s time to express our happiness in a song.
IF YOU’RE HAPPY
If you’re happy and you know it
clap your hands
If you’re happy and you know it
clap your hands
If you’re happy and you know it
And you really want to show it
If you’re happy and you know it
clap your hands
If you’re happy and you know it
snap you fingers
If you’re happy and you know it
snap you fingers
If you’re happy and you know it
And you really want to show it
If you’re happy and you know it
snap you fingers
When do people in United States
have holidays?
Christmas
Easter
Halloween
Thanksgiving
Section one
Activity 1
Do you sometimes borrow a pen or a pencil from your classmates?
Here are some expressions you may use in English for that purpose.
Practice
Now take turns with a friend asking for these:
a) a colouring pencil
b) a pen
c) an atlas
d) an eraser
e) a biology book
f) a physics book
Activity 2
Sometimes you cannot lend your stuff(s) your classmate wants.
You may say:
• Not now. I’m using it/them myself. Sorry.
• Sorry, I’m using it/them right now.
Practice
With your friend try asking for the following:
a) a calculator
b) a watch
c) a correcting pen
d) a story book
e) a biology book
f) a physics book
Activity 3
Work in pairs either A or B.
Instructions for:
A B
1. Ask B to lend you his/her notebook. 1. You give A the book.
2. Thank B. 2. Tell B to return it soon.
3. Promise B you will return it soon.
Activity 4
You are as A or B.
Take turns borrowing and lending things.
Use the expressions in the previous activities.
Section Two
What happens to others often interests us.
We talk a lot about it.
To attract others’ attention we often say:
• Did you hear about...?
• Have you heard about...?
And when we hear something bad about others
we can say:
• Oh no, that’s too bad.
• Oh poor Budi, ...
Activity 5
Practice
3. Rani : Did you hear about Budi?
Tika : No. What happened to him?
Rani : He broke his leg.
Tika : Oh, poor Budi!
Complete and perform
Bob : Did you.... about....?
Liz : No. What.... with...?
Bob :............*
Liz : Oh, ...........
* lost his/her bike; missed the math test; was bitten by a dog.
When a friend of yours has an outstanding achievement, and you are happy for it you may say:
• Well, she/he really deserves that.
• Well, she/he really worked hard for it.
Activity 6
Practice
4. Susan : Did you hear about Glen?
Wendy : No. What happened to him?
Susan : He won the math contest.
Wendy : Well, he really worked hard for it.
Complete and perform
Rury : Did you hear about...?
Tina : No. What happened to...?
Rury : ... won.....*
Tina : Well, .....
* the speech contest; the writing contest; a scholarship
Activity 7
It is Monday. You are either A or B.
You are on your way to school by bus.
Instructions:
A B
1. Tell B where you went on Sunday. 1. Ask A who went with A.
2. Tell B who went with you. 2. Ask A if A enjoyed the trip.
3. Answer B and ask B where B was. 3. Tell A you stayed home.
Activity 8
Questions and answers
It’s recess time.
You are showing some friends the pictures of some animals at the zoo.
Here are the names of the animals and the pictures.
Ask them to find which is which.
You may ask: What’s this in English?
Answer : It’s a..... or It’s an ....
Monkey Panda Leopard Lion
Zebra Kangaroo Ostrich Hippopotamus
Elephant Tiger Giraffe Bear
Organism Ecosystem Predator Food web
Cell Tissue Organs
__________________ __________________ __________________
__________________ __________________ __________________
__________________ __________________ __________________
________________ __________________ _________________
_______________________ _______________
Section three
Activity 9
Please read the short notice below.
Black male dog, named Bobo. Lost on Sunday, 2 January at Simpang Lima.
If found, please call 0248448082.
(Reward will be given)
• What’s the dog’s name?
• What colour is it?
• Does the dog have pointed ears?
• Does the dog have thick fur?
• What happened to the dog?
• Where was it lost?
• Where should someone who finds the dog call?
• What will the finder get?
Activity 10
With your friend(s) write a short notice about your pencil case.
You lost it at school yesterday.
Describe the colour, what it is made of (plastic, metal, etc.), and the content.
Section four
Activity 11
Write a notice to be published at the local paper about:
1. Your lost pet. Tell the readers about:
(a) Its name and colour;
(b) The place and time when it was lost;
(c) Who or where to contact, and
(d) What reward will be given.
2. Write a notice for the school wall-magazine about a camping
trip held by the Boy Scout.
Section five
On special occasions we often get some presents
from our family, relatives or friends.
To appreciate it we may write a short note or letter to:
• Thank them.
• Say something good about the presents.
Here are some expressions we might use:
• Thank you/thanks (very much, a lot) for the...
• It’s so.... (beautiful, cute, etc.)
• I like it (very much).
• I like the....(model, colour, etc.)
Activity 12
On her birthday, Ella got a schoolbag from her aunt in Bandung. Here is a short note she sent to her aunt to thank her for the gift.
Adit was admitted to The Medical School of Diponegoro University.
His uncle in Jakarta sent him a set of medical dictionaries.
He wrote a short letter to thank him.
Here is the letter.
Section six
Activity 13
Pair work
You have just passed your final exams.
And your grandma who lives in Medan sent you some money.
Please write a short note or letter to thank her.
Tell her how you will spend the money.
Work with a friend next to you.
Activity 14
Individual work
Your close friend moved out-town.
She/he left you her/his story books for you.
Send him/her a short letter to thank her/him.
Tell her that the books will always make you remember her/him.
Section Seven
It’s time to express our happiness in a song.
IF YOU’RE HAPPY
If you’re happy and you know it
clap your hands
If you’re happy and you know it
clap your hands
If you’re happy and you know it
And you really want to show it
If you’re happy and you know it
clap your hands
If you’re happy and you know it
snap you fingers
If you’re happy and you know it
snap you fingers
If you’re happy and you know it
And you really want to show it
If you’re happy and you know it
snap you fingers
When do people in United States
have holidays?
Christmas
Easter
Halloween
Thanksgiving
Unit 9
Section One
Activity 1
a. With a friend, read the riddle below carefully.
Fill in the blank spaces.
Who am I?
Student A: I am green. I live in a pond. I eat mosquitoes.
I jump high. I have four legs.
Student B: You are a/an …………………….
Student A: I am an animal. I am black and white.
I am fat. I live in the North Pole.
Student B: You are a/an …………………….
Student A: I am an animal.
I am the king of the jungle.
Student B: You are a/an ……………………
Student A: I am an animal. I am black and white.
I look like a stripy horse.
Student B: You are a/an ……………..
Student A: I am an animal. I eat mice.
I look like a small tiger.
Student B: You’re a/an …………
Student A: I am a bird. I am a carnivore.
I am the symbol of the United States of America
Student B: You’re a/an ……………
Student A: I am a carnivore. I live in land and water.
I look like a big lizard.
Student B: You’re a/an ………….
b. Check what each animal has. Talk about the chart with your friend. Make a simple sentence to describe each animal.
Little legs Short neck Big ears Long nose Long tail
Lion
Elephant
Monkey
Giraffe
1. ……………………………………………………………………………………………….
2. ……………………………………………………………………………………………….
3. ……………………………………………………………………………………………….
4. ……………………………………………………………………………………………….
Activity 2
a. The pronoun in each sentence pair below is bold typed. Circle the letter a, b, or c that gives the correct noun it replaces.
1. Lions and tigers live in the jungle. They are wild animals.
a. lions b. tigers c. lions and tigers
2. I have a pet at home. It is a cat.
a. I b. a pet c. home
3. My cat and I sleep together on my bed. We wake up early in the morning.
a. My cat and I b. My cats c. My family
b. Circle the letter a or b of the correct pronoun for each space.
1. Monkeys like bananas. . . . don’t like meat.
a. They b. Them
2. My family loves Bombi very much. It is a loyal cat. It always waits for . . . near the front door.
a. us b. we
3. He looks very sad to leave . . . alone.
a. she b. her
Vocabulary Building
Activity 3
Match the words with their meanings.
A. School
a. classmate _____ special clothes you wear
b. principal _____ a person who helps you in the library
c. uniform _____ time-table
d. schedule _____ a student who is in the same class as you
e. librarian _____ a head of a school
What are the Indonesian words for these?
Look up the words in a dictionary.
B. Canteen
a. snacks = ……………………………………………..
b. soft drink = ……………………………………………..
c. food seller = ……………………………………………..
d. meat ball = ……………………………………………..
e. fried chicken = ……………………………………………..
Grammar Focus
Object pronouns
Singular Examples
I - me It makes me cry.
You - you I love you very much.
He - him She gives him much money.
She - her He borrows a book from her.
It - it I don’t like it.
Plural
We - us He always laughs at us.
You - you I always wait for you all.
They – them There are many victims. The people help them.
Activity 4
Is each of the following pronoun singular or plural?
a. My parents sometimes get angry with me.
b. Children are sometimes naughty, but their parents still love
them.
c. I can’t reach the top of it.
d. Don’t disturb us.
e. I will invite her.
Activity 5
a. Change the following nouns into pronouns.
Example:
Erlang gets a letter from his friend every month. He receives it from a postman.
1. The boys swim in the swimming-pool every week. ____ go there together.
2. Johanes is a Christian. ____ goes to church.
3. Ali is a Moslem. ____ goes to the mosque.
4. La Rose is a famous writer. ____ writes books.
5. My mother is a diligent person. ____ is the best Mom.
b. Copy each underlined noun below. Tell whether it functions as the subject or object of the sentence.
Example:
They were almost done. (subject)
People like it very much. (object)
1. He loves her very much.
2. She cooks rice every day.
3. I like to study English.
4. She sends me cakes once a week.
5. They play football every Sunday.
6. He gives them drink.
7. We fight for freedom.
8. She makes us happy.
Grammar Focus
Activity 6
a. Find two pictures of famous people. Cut and paste them here.
Write some sentences about them.
b. Complete the sentences below with these words.
1. Are you David?
2. ______ my sister.
3. Are you Anggi? No, I’m ______.
4. You _______ Merry, aren’t you?
5. Are you Luke? Yes, I ________.
6. Where’s Raynor? ________ in the car.
7. Hello! My name ________ Dea?
8. ________ great to be here.
Possessive verb: has/have
Activity 7
a. Complete the sentences below with these words.
1. The cat is cute. _________ a long tail.
2. Edsar is a student. __________ some books.
3. The people are poor. __________ houses.
4. Maharani is rich. __________ much money.
5. Nida and I like drawing. ___________ some colour pencils.
6. The woman is poor. ___________ anything.
b. In turn, ask your friend questions on what he/she has at home.
Respond to your friend’s questions.
Example :
A: Do you have a cat?
B: No, I don’t.
A: Do you have a bike?
B: Yes, I do.
Activity 8
Study count and noncount nouns below.
SINGULAR PLURAL
COUNT
NOUN
a book books
one book two books
some books
a lot of books
A COUNT NOUN
NONCOUNT
NOUN
mail (no plural form)
some mail
a lot of mail
A NONCOUNT NOUN
COMMON NOUNCOUNT NOUNS
furniture mail bread pepper vocabulary water
help money cheese rice work fruit
homework music coffee salt meat milk
jewelry traffic food soup sugar tea
Activity 9
Look at the italicized words. Underline the noun phrase. Are they count or noncount?
1. He sits on a chair. count noncount
2. He sits on furniture. count noncount
3. She has a coin. count noncount
4. She has some money. count noncount
5. The teacher gives us some homework. count noncount
6. I like music. count noncount
7. Would you like some tea? count noncount
8. Our school has a library. count noncount
9. We are learning new vocabulary every day. count noncount
Activity 10
Study the use of ‘a’ and ‘an’ below.
A dog is an animal. A and an are used in front of singular count nouns.
I have an uncle.
He works at a university.
He needs an hour to finish his work.
He lives in a hotel. Use an in front of words that begin with a vowel sounds: a, e, i, u, o, and h: an apartment, an elephant, an idea, an ocean, an uncle.
Activity 11
Complete the following sentences. Use a or an.
1. Bob is eating apple.
2. Tom is eating banana.
3. Alice works in office.
4. I have idea.
5. I have good idea.
6. She is taking class.
7. Sue is taking easy class.
8. hour has sixty minutes.
9. Maria is honest student.
10. Mark needs math tutor.
Activity 12
Study the use of ‘a’ and ‘an’ and ‘some’ below.
I have a pen.
I have some pens.
A/an is used in front of singular count nouns.
Some is used in front of plural count nouns.
I have some rice.
Some used in front of noncount nouns.
Activity 13
Study the use of ‘a’, ‘an’ and ‘some’ below.
a
an
some
+ Noun
Example: letter : a letter some letters
umbrella : an umbrella some umbrellas
sugar : sugar some sugar
Fill in the following table with the right form of a, an, and some
1. book
2. mail
3. water
4. table
5. furniture
6. car
7. automobile
8. bus
9. traffic
10. apple
Section Two
Activity 1
Nida describes her close friend, Dea.
The teacher will read Dea’s description aloud.
Listen to the description and answer the questions orally.
Dea
Dea is a very good and helpful student.
She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her because she is very good at Mathematics, English and Science. Her friends often ask for her helps to solve math problems. All her friends and teachers like her.
Now she is thirteen years old. She is tall. Her hair is long. She is not fat. She is diligent and kind. She is also very helpful to her friends.
She likes reading stories, cycling and playing badminton.
Answer these questions.
1. What kind of student is Dea?
2. What school does she go to?
3. What subjects is she good at?
4. Do her friends like her?
5. How old is Dea?
6. How does she look?
These questions help you answer how Dea looks:
• What colour is her hair?
• Is her hair long?
• Is she fat?
• Is she tall?
You use adjectives when you describe someone or something.
7. Underline all the adjectives in the text. Then write them down.
______________ ______________ _____________ _____________
______________ ______________ _____________ _____________
These questions help you describe behaviour.
8. Is she kind?
9. Is she diligent?
10. Is she helpful?
Activity 2
Dea describes her pet animal for the wall magazine.
Read and answer the questions.
Identification
Description
Description
Answer these questions.
1. Does Bombi have soft fur?
2. Is its fur brown?
3. Does it have a short tail?
4. Is it big?
5. Is it fat?
6. Is it clever?
7. Is it naughty?
We use being/having verbs when we describe something.
8. Underline all the being/having verbs in the text above.
Then write them down here.
___________ ____________ ___________
You describe something using adjectives.
9. Circle all the adjectives in the text above.
Then, write them down here.
__________ __________ __________ _________
__________ __________ __________ _________
10. You may describe a thing, person, or place using a noun phrase, such as my playful black cat and a long tail.
Activity 3
Read the text carefully.
Vanessa-Mae
Vanessa-Mae Vanakorn Nicholson is a famous musician.
She is only sixteen years old, but she is a world-famous violinist. When she plays classical violin concertos on her electric violin, the world listens.
Vanessa-Mae is Thai-Chinese. Her mother is Chinese and her natural father is Thai. She is from Singapore, but she now lives in London with her mother and her English stepfather. She’s got cousins, aunts, uncles and grandparents in Thailand, Singapore, China, and England.
(Adopted form Snapshot Starter page 46)
Answer the questions below.
1. Who is Vanessa-Mae?
2. What musical instrument does she play?
3. Is she famous?
4. Does she live with her natural father?
5. Where does her mother live now?
6. Which part of the text is Identification?
7. Which part of the text is Description?
In a description text you use a lot of being/having verbs.
8. Underline all the being/having verbs in the text. Then, write them down
_____________ ______________ ______________ _____________ _____________ ______________ ______________ _____________
Grammar Focus
Simple Present Tense
Positive Statement
Negative Statement
He She
It
lives in London.
He She
It
doesn’t live in Singapore.
I
We
They
You
like classical music.
I
We
They
You
don’t like pop music.
Present Perfect Tense
He She
It
has got a new motorcycle.
I
We
They
You
have got a new motorcycle.
Activity 4
a. Write sentences using the correct form of the verb like.
Examples:
you/chocolate (?) Do you like chocolate?
She/London (X) She doesn’t like London.
The children/chocolate (V) The children like chocolate.
1. She/chocolate (X)
2. I/cold tea(X)
3. She/her English teacher/a lot (V)
4. They/swimming(X)
5. Tini/Tono(?)
6. You/sweet-tea(?)
7. We/sport(V)
8. He/cheating(X)
b. Choose the correct word in each sentence.
Examples: What sort of car have/has she got?
1. I don’t/doesn’t have got a bike.
2. Do/Does you have a pen?
3. We don’t/doesn’t have got any brothers or sisters.
4. Rini has/have long hair.
5. He don’t/doesn’t have a girlfriend.
Section Three
Activity 1
Complete the following text by using words in the box. Do this in pairs.
Justin Gleeson is a dancer. He’s 16 and he’s a student at the Liverpool School of Music and Dance. He isn’t from Liverpool. His …(1)… is in London.
There are many subjects to study in he Liverpool School of Music and Dance. The …(2)…. have dance lessons in the afternoon, but in the …(3)... they must do other school subjects. Justin’s …(4)…. Subjects are Science, French, and Music. He can’t sing, but he can …(5)... the guitar.
Justin has got a brother and a sister, but he is the only dancer in the …(6)... His brother is an …(7)... and his sister is a doctor. His
…(8)… are both teachers.
Activity 2
Make your own text together with your friend next to you.
Describe the provided artists’ appearance and habits.
1). Britney Spears
2). Glenn Fredly 7
Section Four
Activity 1
Describe one of the following noun phrases in five sentences. Consult your teacher.
1. My close friend
2. My favorite teacher
3. My pet
4. My school
Activity 2
Constructing a short functional text.
Write a short invitation for your own birthday. Consult your
teacher.
Section Five
It’s time to describe an object in a song.
EDELWEISS
Edelweiss, edelweiss
Every morning you greet me
Small and white
Clean and bright
You look happy to meet me
Blossom as snow
May you bloom and grow
Bloom and grow forever
Edelweiss, edelweiss
Bless my homeland forever
Find the names of these singers and music groups in the square
Elton John The Police Dire Straits
The Beatles The Rolling Stones Queen
Madonna Bob Dylan ABBA
Status Quo George Michael Phill Collins
Genesis Diana Ross Sting
ZZ Top Rod Stewart Cher
Eric Clapton Gloria Estefan
Q E R I C C F L E C F C O K O M A C
T U F L G L O R I A F G H F D D F A
X H E M A D O N N A P D F G D C V S
T H E R O L L I N G S D G F G F F A
O E A B B W S D I A V S F R H F R S
P G L O E S T D I R S A T T B G T D
R E E B X A A B T H E X H O J K Y F
Q O S D B F T P H E T Z E I K I U G
U R L Y O A U L E N H C P U Y H I H
O G E L B C S U E E N F O H T O O J
E E V A G H Q E M S M J L S R P O K
S M S N M O U C U S F K I A H K P L
D I A N A R O S S R S S C X O L L Z
T C D S T E P W I L E J E Z L D K X
P H I L C O L L I N Q H T V K E J C
Z A R Q T A V H E B Z M U W J W H V
Z E E Z E L O G C R C N J E H E G B
X L Z B F M E L O L X B D D O X G N
Let’s sing along.
TWINKLE- TWINKLE LITTLE STAR
Twinkle-twinkle little star,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky,
Twinkle- twinkle little star,
How I wonder what you are!
Section One
Activity 1
a. With a friend, read the riddle below carefully.
Fill in the blank spaces.
Who am I?
Student A: I am green. I live in a pond. I eat mosquitoes.
I jump high. I have four legs.
Student B: You are a/an …………………….
Student A: I am an animal. I am black and white.
I am fat. I live in the North Pole.
Student B: You are a/an …………………….
Student A: I am an animal.
I am the king of the jungle.
Student B: You are a/an ……………………
Student A: I am an animal. I am black and white.
I look like a stripy horse.
Student B: You are a/an ……………..
Student A: I am an animal. I eat mice.
I look like a small tiger.
Student B: You’re a/an …………
Student A: I am a bird. I am a carnivore.
I am the symbol of the United States of America
Student B: You’re a/an ……………
Student A: I am a carnivore. I live in land and water.
I look like a big lizard.
Student B: You’re a/an ………….
b. Check what each animal has. Talk about the chart with your friend. Make a simple sentence to describe each animal.
Little legs Short neck Big ears Long nose Long tail
Lion
Elephant
Monkey
Giraffe
1. ……………………………………………………………………………………………….
2. ……………………………………………………………………………………………….
3. ……………………………………………………………………………………………….
4. ……………………………………………………………………………………………….
Activity 2
a. The pronoun in each sentence pair below is bold typed. Circle the letter a, b, or c that gives the correct noun it replaces.
1. Lions and tigers live in the jungle. They are wild animals.
a. lions b. tigers c. lions and tigers
2. I have a pet at home. It is a cat.
a. I b. a pet c. home
3. My cat and I sleep together on my bed. We wake up early in the morning.
a. My cat and I b. My cats c. My family
b. Circle the letter a or b of the correct pronoun for each space.
1. Monkeys like bananas. . . . don’t like meat.
a. They b. Them
2. My family loves Bombi very much. It is a loyal cat. It always waits for . . . near the front door.
a. us b. we
3. He looks very sad to leave . . . alone.
a. she b. her
Vocabulary Building
Activity 3
Match the words with their meanings.
A. School
a. classmate _____ special clothes you wear
b. principal _____ a person who helps you in the library
c. uniform _____ time-table
d. schedule _____ a student who is in the same class as you
e. librarian _____ a head of a school
What are the Indonesian words for these?
Look up the words in a dictionary.
B. Canteen
a. snacks = ……………………………………………..
b. soft drink = ……………………………………………..
c. food seller = ……………………………………………..
d. meat ball = ……………………………………………..
e. fried chicken = ……………………………………………..
Grammar Focus
Object pronouns
Singular Examples
I - me It makes me cry.
You - you I love you very much.
He - him She gives him much money.
She - her He borrows a book from her.
It - it I don’t like it.
Plural
We - us He always laughs at us.
You - you I always wait for you all.
They – them There are many victims. The people help them.
Activity 4
Is each of the following pronoun singular or plural?
a. My parents sometimes get angry with me.
b. Children are sometimes naughty, but their parents still love
them.
c. I can’t reach the top of it.
d. Don’t disturb us.
e. I will invite her.
Activity 5
a. Change the following nouns into pronouns.
Example:
Erlang gets a letter from his friend every month. He receives it from a postman.
1. The boys swim in the swimming-pool every week. ____ go there together.
2. Johanes is a Christian. ____ goes to church.
3. Ali is a Moslem. ____ goes to the mosque.
4. La Rose is a famous writer. ____ writes books.
5. My mother is a diligent person. ____ is the best Mom.
b. Copy each underlined noun below. Tell whether it functions as the subject or object of the sentence.
Example:
They were almost done. (subject)
People like it very much. (object)
1. He loves her very much.
2. She cooks rice every day.
3. I like to study English.
4. She sends me cakes once a week.
5. They play football every Sunday.
6. He gives them drink.
7. We fight for freedom.
8. She makes us happy.
Grammar Focus
Activity 6
a. Find two pictures of famous people. Cut and paste them here.
Write some sentences about them.
b. Complete the sentences below with these words.
1. Are you David?
2. ______ my sister.
3. Are you Anggi? No, I’m ______.
4. You _______ Merry, aren’t you?
5. Are you Luke? Yes, I ________.
6. Where’s Raynor? ________ in the car.
7. Hello! My name ________ Dea?
8. ________ great to be here.
Possessive verb: has/have
Activity 7
a. Complete the sentences below with these words.
1. The cat is cute. _________ a long tail.
2. Edsar is a student. __________ some books.
3. The people are poor. __________ houses.
4. Maharani is rich. __________ much money.
5. Nida and I like drawing. ___________ some colour pencils.
6. The woman is poor. ___________ anything.
b. In turn, ask your friend questions on what he/she has at home.
Respond to your friend’s questions.
Example :
A: Do you have a cat?
B: No, I don’t.
A: Do you have a bike?
B: Yes, I do.
Activity 8
Study count and noncount nouns below.
SINGULAR PLURAL
COUNT
NOUN
a book books
one book two books
some books
a lot of books
A COUNT NOUN
NONCOUNT
NOUN
mail (no plural form)
some mail
a lot of mail
A NONCOUNT NOUN
COMMON NOUNCOUNT NOUNS
furniture mail bread pepper vocabulary water
help money cheese rice work fruit
homework music coffee salt meat milk
jewelry traffic food soup sugar tea
Activity 9
Look at the italicized words. Underline the noun phrase. Are they count or noncount?
1. He sits on a chair. count noncount
2. He sits on furniture. count noncount
3. She has a coin. count noncount
4. She has some money. count noncount
5. The teacher gives us some homework. count noncount
6. I like music. count noncount
7. Would you like some tea? count noncount
8. Our school has a library. count noncount
9. We are learning new vocabulary every day. count noncount
Activity 10
Study the use of ‘a’ and ‘an’ below.
A dog is an animal. A and an are used in front of singular count nouns.
I have an uncle.
He works at a university.
He needs an hour to finish his work.
He lives in a hotel. Use an in front of words that begin with a vowel sounds: a, e, i, u, o, and h: an apartment, an elephant, an idea, an ocean, an uncle.
Activity 11
Complete the following sentences. Use a or an.
1. Bob is eating apple.
2. Tom is eating banana.
3. Alice works in office.
4. I have idea.
5. I have good idea.
6. She is taking class.
7. Sue is taking easy class.
8. hour has sixty minutes.
9. Maria is honest student.
10. Mark needs math tutor.
Activity 12
Study the use of ‘a’ and ‘an’ and ‘some’ below.
I have a pen.
I have some pens.
A/an is used in front of singular count nouns.
Some is used in front of plural count nouns.
I have some rice.
Some used in front of noncount nouns.
Activity 13
Study the use of ‘a’, ‘an’ and ‘some’ below.
a
an
some
+ Noun
Example: letter : a letter some letters
umbrella : an umbrella some umbrellas
sugar : sugar some sugar
Fill in the following table with the right form of a, an, and some
1. book
2. mail
3. water
4. table
5. furniture
6. car
7. automobile
8. bus
9. traffic
10. apple
Section Two
Activity 1
Nida describes her close friend, Dea.
The teacher will read Dea’s description aloud.
Listen to the description and answer the questions orally.
Dea
Dea is a very good and helpful student.
She is in Year Seven at Mondial Lower Secondary School. Her teacher is very proud of her because she is very good at Mathematics, English and Science. Her friends often ask for her helps to solve math problems. All her friends and teachers like her.
Now she is thirteen years old. She is tall. Her hair is long. She is not fat. She is diligent and kind. She is also very helpful to her friends.
She likes reading stories, cycling and playing badminton.
Answer these questions.
1. What kind of student is Dea?
2. What school does she go to?
3. What subjects is she good at?
4. Do her friends like her?
5. How old is Dea?
6. How does she look?
These questions help you answer how Dea looks:
• What colour is her hair?
• Is her hair long?
• Is she fat?
• Is she tall?
You use adjectives when you describe someone or something.
7. Underline all the adjectives in the text. Then write them down.
______________ ______________ _____________ _____________
______________ ______________ _____________ _____________
These questions help you describe behaviour.
8. Is she kind?
9. Is she diligent?
10. Is she helpful?
Activity 2
Dea describes her pet animal for the wall magazine.
Read and answer the questions.
Identification
Description
Description
Answer these questions.
1. Does Bombi have soft fur?
2. Is its fur brown?
3. Does it have a short tail?
4. Is it big?
5. Is it fat?
6. Is it clever?
7. Is it naughty?
We use being/having verbs when we describe something.
8. Underline all the being/having verbs in the text above.
Then write them down here.
___________ ____________ ___________
You describe something using adjectives.
9. Circle all the adjectives in the text above.
Then, write them down here.
__________ __________ __________ _________
__________ __________ __________ _________
10. You may describe a thing, person, or place using a noun phrase, such as my playful black cat and a long tail.
Activity 3
Read the text carefully.
Vanessa-Mae
Vanessa-Mae Vanakorn Nicholson is a famous musician.
She is only sixteen years old, but she is a world-famous violinist. When she plays classical violin concertos on her electric violin, the world listens.
Vanessa-Mae is Thai-Chinese. Her mother is Chinese and her natural father is Thai. She is from Singapore, but she now lives in London with her mother and her English stepfather. She’s got cousins, aunts, uncles and grandparents in Thailand, Singapore, China, and England.
(Adopted form Snapshot Starter page 46)
Answer the questions below.
1. Who is Vanessa-Mae?
2. What musical instrument does she play?
3. Is she famous?
4. Does she live with her natural father?
5. Where does her mother live now?
6. Which part of the text is Identification?
7. Which part of the text is Description?
In a description text you use a lot of being/having verbs.
8. Underline all the being/having verbs in the text. Then, write them down
_____________ ______________ ______________ _____________ _____________ ______________ ______________ _____________
Grammar Focus
Simple Present Tense
Positive Statement
Negative Statement
He She
It
lives in London.
He She
It
doesn’t live in Singapore.
I
We
They
You
like classical music.
I
We
They
You
don’t like pop music.
Present Perfect Tense
He She
It
has got a new motorcycle.
I
We
They
You
have got a new motorcycle.
Activity 4
a. Write sentences using the correct form of the verb like.
Examples:
you/chocolate (?) Do you like chocolate?
She/London (X) She doesn’t like London.
The children/chocolate (V) The children like chocolate.
1. She/chocolate (X)
2. I/cold tea(X)
3. She/her English teacher/a lot (V)
4. They/swimming(X)
5. Tini/Tono(?)
6. You/sweet-tea(?)
7. We/sport(V)
8. He/cheating(X)
b. Choose the correct word in each sentence.
Examples: What sort of car have/has she got?
1. I don’t/doesn’t have got a bike.
2. Do/Does you have a pen?
3. We don’t/doesn’t have got any brothers or sisters.
4. Rini has/have long hair.
5. He don’t/doesn’t have a girlfriend.
Section Three
Activity 1
Complete the following text by using words in the box. Do this in pairs.
Justin Gleeson is a dancer. He’s 16 and he’s a student at the Liverpool School of Music and Dance. He isn’t from Liverpool. His …(1)… is in London.
There are many subjects to study in he Liverpool School of Music and Dance. The …(2)…. have dance lessons in the afternoon, but in the …(3)... they must do other school subjects. Justin’s …(4)…. Subjects are Science, French, and Music. He can’t sing, but he can …(5)... the guitar.
Justin has got a brother and a sister, but he is the only dancer in the …(6)... His brother is an …(7)... and his sister is a doctor. His
…(8)… are both teachers.
Activity 2
Make your own text together with your friend next to you.
Describe the provided artists’ appearance and habits.
1). Britney Spears
2). Glenn Fredly 7
Section Four
Activity 1
Describe one of the following noun phrases in five sentences. Consult your teacher.
1. My close friend
2. My favorite teacher
3. My pet
4. My school
Activity 2
Constructing a short functional text.
Write a short invitation for your own birthday. Consult your
teacher.
Section Five
It’s time to describe an object in a song.
EDELWEISS
Edelweiss, edelweiss
Every morning you greet me
Small and white
Clean and bright
You look happy to meet me
Blossom as snow
May you bloom and grow
Bloom and grow forever
Edelweiss, edelweiss
Bless my homeland forever
Find the names of these singers and music groups in the square
Elton John The Police Dire Straits
The Beatles The Rolling Stones Queen
Madonna Bob Dylan ABBA
Status Quo George Michael Phill Collins
Genesis Diana Ross Sting
ZZ Top Rod Stewart Cher
Eric Clapton Gloria Estefan
Q E R I C C F L E C F C O K O M A C
T U F L G L O R I A F G H F D D F A
X H E M A D O N N A P D F G D C V S
T H E R O L L I N G S D G F G F F A
O E A B B W S D I A V S F R H F R S
P G L O E S T D I R S A T T B G T D
R E E B X A A B T H E X H O J K Y F
Q O S D B F T P H E T Z E I K I U G
U R L Y O A U L E N H C P U Y H I H
O G E L B C S U E E N F O H T O O J
E E V A G H Q E M S M J L S R P O K
S M S N M O U C U S F K I A H K P L
D I A N A R O S S R S S C X O L L Z
T C D S T E P W I L E J E Z L D K X
P H I L C O L L I N Q H T V K E J C
Z A R Q T A V H E B Z M U W J W H V
Z E E Z E L O G C R C N J E H E G B
X L Z B F M E L O L X B D D O X G N
Let’s sing along.
TWINKLE- TWINKLE LITTLE STAR
Twinkle-twinkle little star,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky,
Twinkle- twinkle little star,
How I wonder what you are!
Unit 8
Section One
Activity 1
Your teacher may ask you these questions.
Answer the questions orally.
1. Do you have a close friend?
2. What is her/his name?
3. How does she/he look like?
4. Is she/he tall or short?
5. What color is her/his hair?
6. Does she/he like music?
7. What food does she/he like?
8. What color is her/his skin?
9. What color are her/his eyes?
10. Is she/he kind?
Vocabulary Building
Here are the words that you use to describe people, animals, things or places. These words are called adjective.
Activity 2
Look at the following pictures.
Read the sentences below the pictures.
With a partner, discuss the meanings of the words in italic.
The girl on the left is tall. The dog on the left is big.
The girl on the right is short. The dog on the right is small.
The bridge on the left is high. The man on the left is fat.
The bridge on the right is low. The man on the right is thin.
The train on the left is fast. The plates on the left are clean.
The train on the right is slow. The plates on the right are dirty.
The jug on the left is full. The road on the left is wide.
The jug on the right is empty. The road on the right is narrow.
Activity 3
With a friend, find more adjectives with their opposites.
beautiful ugly
Activity 4
Choose one adjective that really describes your classroom. Work with a friend.
1. The floor is ___________________. (wide/narrow)
2. The blackboard is _________________. (clean/dirty)
3. Your friend is ________________. (fat/thin)
4. Your bag is _________________. (full/empty)
5. The ceiling is _________________. (high/low)
6. The clock on the wall is _______________. (big/small)
7. The windows are _______________. (open/closed)
8. The light on the ceiling is _______________. (on/off)
Choose the correct answer.
1. Ice is_________________.(solid/liquid)
2. Perfume is____________________.(liquid/gas)
3. When iron is heated, it is__________________.(hot/cold)
4. A cold object has______temperature.(high/low)
5. The length of iron can be_________when it is cooled. (shorter/longer)
Activity 5
With a partner describe 8 things around you with the words in italics above.
Examples:
The wall is wide.
The floor is dirty.
My school bag is big.
Activity 6
Look at your friend sitting next to you.
And in turn, describe his/her appearance or habits.
Do as the examples.
Example:
You are a good student.
You are diligent.
You are not lazy.
You are tall.
You are not short.
You are thin.
You are not fat.
All students have done lab activities to observe fungi. Ask your friend next to you to describe their characteristics.
Guideline:
1. What are fungi?
2. Do they have chlorophyll? What is it?
3. Do they make their own food as a source of energy? Why?
4. Do they have nucleus and cell walls?
Activity 7
Describing Physical States and Emotions
With a friend, practice asking and answering questions.
Do as the examples.
Examples:
sick happy
A: Is the man healthy? A: Is the woman sad?
B: No, he isn’t. He’s sick. B: No, she isn’t. She’s happy.
1. hungry 2. thirsty
3. hot 4. cold
3. hot 4. cold
5. full 6. sad
Activity 8
Ask a friend these questions.
Example:
A: Are you hungry?
B: Yes, I am.
or
No, I’m not. I’m full.
a. Are you thirsty?
b. Is it hot?
c. Are you tired?
d. Is it cold?
e. Are you happy?
f. Are you sad?
Grammar Focus
Activity 1
Expressing like and dislike
Study the following patterns.
Like
SUBJECT VERB NOUN
I like music
She likes cookies
SUBJECT VERB NOUN PHRASE
I like classical music
She likes chocolate cookies
SUBJECT VERB VERB ‘ING’
I like swimming
She likes bicycle riding
Dislike
SUBJECT VERB NOUN
I dislike music
She disikes cookies
SUBJECT VERB NOUN PHRASE
I dislike rock music
She disikes strawberry cookies
SUBJECT VERB VERB ‘ING’
I dislike smoking
She disikes mountain climbing
Don’t/doesn’t like
SUBJECT VERB NOUN
I do not like music
She does not like cookies
SUBJECT VERB NOUN PHRASE
I do not like rock music
She does not like strawberry cookies
SUBJECT VERB VERB ‘ING’
I do not like smoking
She does not like mountain climbing
Activity 2
Complete the sentences below with the words in the box. You may use these words more than once.
1. ………………….. you like durian?
2. No, I don’t. I ……………….it very much.
3. …………….. your father …………….. cooking?
4. No, he…………………. But my mother……………………..
5. Every student ………………..playing basket ball.
6. My brother ……………….swimming, but he is keen on playing football.
Activity 3
Fill in the blanks with the suitable forms of the words in the brackets.
My Family Pastime
My family likes sports and eating. I like swimming. I go swimming on weekends. My brother ………(not like) it. He prefers playing football. On Sunday morning my mom and dad usually go around the city by bike. They ………. (like) bicycle riding very much. On Sunday afternoon we usually have lunch together. All of us ……………. (like) sea food, but ………….(not like) meat. My father is a good cook. He ……………. (like) cooking, but my mother ……………..(not like) it. She ……………. (like) preparing the table. When the food is ready, we eat together happily.
Activity 4
Role Play
Interview your friend about the food and activities he/she likes or dislikes.
Then tell it to the class.
Section Two
Story Telling
Activity 1
Dea describes her grandma’s home for the wall magazine.
Your teacher will read the description for you.
a. Before you listen to the story, answer these questions:
• Do you have a grandma?
• Does she live with you?
• Is she kind?
• Is she healthy?
• Does she love you?
b. Listen to your teacher reading Dea’s description of her Grandma’s home.
Fill up the missing words.
11
Activity 2
With a partner, answer these questions.
1. What is the story about?
2. Who is the character in the story?
3. Where does she live?
Activity 3
a. It is an invitation for a birthday party from Dea to Dara.
Questions:
1. Who is watching TV?
2. Who is going to celebrate the birthday?
3. When is the birthday?
4. Who is Raynor?
b. Write an invitation for a birthday party from you to:
1. Your close friend
2. Your Grandma
Activity 4
a. Your two friends will read a dialogue for you.
Listen carefully.
Talking about personal details
Brilly : It’s my pleasure that you are here.
Hanum : Happy birthday, Brilly.
Brilly : Thank you. Please take a seat.
Hanum : Thanks.
Brilly : Make yourself at home.
Hanum : Sure, thanks.
b. Answer these questions.
1. Brilly opens the conversation by saying ………
2. Whose birthday is it?
3. Who congratulates Brilly?
4. What does Brilly say to end the conversation?
Activity 5
Congratulating
a. Your two friends will read a dialogue.
Listen carefully.
Dani : I heard you’ve got 10 for math.
Sam : Yes, that’s right.
Dani : Congratulations.
Sam : Thank you.
b. Do the same thing in pairs.
Activity 6
a. Your two friends will read a dialogue.
Listen carefully
Student A is congratulating her teacher on her marriage.
Student : I heard you are the winner of
the best teacher of the year.
Teacher : Yes, that’s right.
Student : Congratulations.
Teacher : Thank you.
b. Practice congratulating each other.
Section Three
Activity 1
Look at the list of the things below.
Student A asks questions where the objects are.
Student B answers them.
Example:
A : Where is the pencil?
B : It’s on the table.
Activity 2
Two of your friends will read a dialogue.
Listen carefully.
Giving your telephone number
A: What’s your telephone number?
B: It’s 024 8315843.
A: Sorry, Can you repeat that please?
B: Sure. It’s oh -- twenty-four -- eight -- thirty-one -- fifty-eight -- forty-three.
a. Do the same thing in pairs.
b. Ask five people for their telephone numbers and write them on your notebook.
c. Answer the teacher’s questions orally.
A: What is your telephone number?
B: It’s …..
Activity 3
Your two friends will read a dialogue.
Listen carefully.
A: Excuse me, Tom. Do you have a watch?
B: Yes, I do.
A: What time is it now?
B: It’s twelve o’clock sharp.
A: Thank you.
Make your own dialogue with a friend in pairs.
Section Four
Activity 1
The teacher reads the story aloud.
The students listen carefully.
Write down your own story.
It may be about your own grandma, father, mother, sister, or brother.
Activity 2
Fill in the blank spaces in the dialogue. Work with a partner.
Making an appointment.
Activity 3
Work with a friend.
Play role as Dea and her friend.
Activity 4
a. Performing a dialogue
Perform the following dialogue with a friend in front of the class.
A: How old are you Martha?
B: I’m twelve. Are you twelve too?
A: Yes, I am. I’m going to be twelve next week.
B: Oh, really?
A: Yes, sure.
B: Will you invite me for your birthday party?
A: Sure, I will. I plan to invite all of my classmates.
B: Thank you. Looking forward to your birthday party next week.
A: You’re welcome.
b. Tell your friend about the dress you want to wear to the party.
Section Five
Poem Corner
When the full moon comes, go out and look up the sky.
What do you see? The stars? The moon?
How do you feel? What do you think about the moon?
You can describe the moon using a poem.
Read the simple poem below that describes the moon.
The Moon
O, look at the moon!
She is shining up there;
O mother, she looks
Like a lamp in the air.
Eliza Lee Follen
You can tell the message of the moon above easily, can’t you?
Decide whether the statement below is ‘true’ or ‘false’.
1. The poem tells specifically about the full moon. (………)
2. The narrator is a child. (………)
3. The narrator looked at the moon with his/her mother. (………)
4. The word ‘she’ in the third line refers to the mother. (………)
5. The moon is described as a lamp for the earth. (………)
Besides the moon, you can describe other objects like the stars, the sky, the darkness of the night, the quiet night, the sound of animal, the lamps on the road, and many other things.
Write the theme you are interested in freely.
Write it in a short but meaningful poem.
When you write the poem, you should always think what information or message you want to say to/share with the readers.
The song ‘Twinkle-twinkle Little Stars’ is also a poem.
The poem is the result of a person’s observation.
He, then, describes what he sees and asks questions about them.
Twinkle-twinkle Little Stars
Twinkle-twinkle little stars,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky,
Twinkle-twinkle little stars,
How I wonder what you are.
In the poems above (The Moon and Twinkle-twinkle Little stars), the writer compares
(1) the moon with the lamp and : She looks like a lamp in the air.
(2) the stars with the diamond : stars like diamonds in the sky
The writer uses the word ‘like’.
This is the way the writer expresses his impression on an object. This helps the readers understand the poem.
You can also use this way to express your feeling and impression when writing a poem.
Now, write a poem based on one of the themes below.
Your title: ___________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________ ______________________________________________
______________________________________________
______________________________________________
Some information about you
What’s your full name? Put your photograph here
What do your friends call you?
Are you male or female?
How old are you?
Where are you from?
What colour are your eyes?
What colour is your hair?
How tall are you?
Your likes and dislikes
Who is your favourite pop star?
Who is your least favourite pop star?
What is your favourite food?
What is your favourite colour?
What is your favourite TV programme?
What are your favourite things?
What is the worst thing in the world?
Yourself
Lastly, which of these do you think you are? Why do you think so?
good-looking fun happy
interesting boring bossy
intelligent friendly shy
quiet nice honest
Section One
Activity 1
Your teacher may ask you these questions.
Answer the questions orally.
1. Do you have a close friend?
2. What is her/his name?
3. How does she/he look like?
4. Is she/he tall or short?
5. What color is her/his hair?
6. Does she/he like music?
7. What food does she/he like?
8. What color is her/his skin?
9. What color are her/his eyes?
10. Is she/he kind?
Vocabulary Building
Here are the words that you use to describe people, animals, things or places. These words are called adjective.
Activity 2
Look at the following pictures.
Read the sentences below the pictures.
With a partner, discuss the meanings of the words in italic.
The girl on the left is tall. The dog on the left is big.
The girl on the right is short. The dog on the right is small.
The bridge on the left is high. The man on the left is fat.
The bridge on the right is low. The man on the right is thin.
The train on the left is fast. The plates on the left are clean.
The train on the right is slow. The plates on the right are dirty.
The jug on the left is full. The road on the left is wide.
The jug on the right is empty. The road on the right is narrow.
Activity 3
With a friend, find more adjectives with their opposites.
beautiful ugly
Activity 4
Choose one adjective that really describes your classroom. Work with a friend.
1. The floor is ___________________. (wide/narrow)
2. The blackboard is _________________. (clean/dirty)
3. Your friend is ________________. (fat/thin)
4. Your bag is _________________. (full/empty)
5. The ceiling is _________________. (high/low)
6. The clock on the wall is _______________. (big/small)
7. The windows are _______________. (open/closed)
8. The light on the ceiling is _______________. (on/off)
Choose the correct answer.
1. Ice is_________________.(solid/liquid)
2. Perfume is____________________.(liquid/gas)
3. When iron is heated, it is__________________.(hot/cold)
4. A cold object has______temperature.(high/low)
5. The length of iron can be_________when it is cooled. (shorter/longer)
Activity 5
With a partner describe 8 things around you with the words in italics above.
Examples:
The wall is wide.
The floor is dirty.
My school bag is big.
Activity 6
Look at your friend sitting next to you.
And in turn, describe his/her appearance or habits.
Do as the examples.
Example:
You are a good student.
You are diligent.
You are not lazy.
You are tall.
You are not short.
You are thin.
You are not fat.
All students have done lab activities to observe fungi. Ask your friend next to you to describe their characteristics.
Guideline:
1. What are fungi?
2. Do they have chlorophyll? What is it?
3. Do they make their own food as a source of energy? Why?
4. Do they have nucleus and cell walls?
Activity 7
Describing Physical States and Emotions
With a friend, practice asking and answering questions.
Do as the examples.
Examples:
sick happy
A: Is the man healthy? A: Is the woman sad?
B: No, he isn’t. He’s sick. B: No, she isn’t. She’s happy.
1. hungry 2. thirsty
3. hot 4. cold
3. hot 4. cold
5. full 6. sad
Activity 8
Ask a friend these questions.
Example:
A: Are you hungry?
B: Yes, I am.
or
No, I’m not. I’m full.
a. Are you thirsty?
b. Is it hot?
c. Are you tired?
d. Is it cold?
e. Are you happy?
f. Are you sad?
Grammar Focus
Activity 1
Expressing like and dislike
Study the following patterns.
Like
SUBJECT VERB NOUN
I like music
She likes cookies
SUBJECT VERB NOUN PHRASE
I like classical music
She likes chocolate cookies
SUBJECT VERB VERB ‘ING’
I like swimming
She likes bicycle riding
Dislike
SUBJECT VERB NOUN
I dislike music
She disikes cookies
SUBJECT VERB NOUN PHRASE
I dislike rock music
She disikes strawberry cookies
SUBJECT VERB VERB ‘ING’
I dislike smoking
She disikes mountain climbing
Don’t/doesn’t like
SUBJECT VERB NOUN
I do not like music
She does not like cookies
SUBJECT VERB NOUN PHRASE
I do not like rock music
She does not like strawberry cookies
SUBJECT VERB VERB ‘ING’
I do not like smoking
She does not like mountain climbing
Activity 2
Complete the sentences below with the words in the box. You may use these words more than once.
1. ………………….. you like durian?
2. No, I don’t. I ……………….it very much.
3. …………….. your father …………….. cooking?
4. No, he…………………. But my mother……………………..
5. Every student ………………..playing basket ball.
6. My brother ……………….swimming, but he is keen on playing football.
Activity 3
Fill in the blanks with the suitable forms of the words in the brackets.
My Family Pastime
My family likes sports and eating. I like swimming. I go swimming on weekends. My brother ………(not like) it. He prefers playing football. On Sunday morning my mom and dad usually go around the city by bike. They ………. (like) bicycle riding very much. On Sunday afternoon we usually have lunch together. All of us ……………. (like) sea food, but ………….(not like) meat. My father is a good cook. He ……………. (like) cooking, but my mother ……………..(not like) it. She ……………. (like) preparing the table. When the food is ready, we eat together happily.
Activity 4
Role Play
Interview your friend about the food and activities he/she likes or dislikes.
Then tell it to the class.
Section Two
Story Telling
Activity 1
Dea describes her grandma’s home for the wall magazine.
Your teacher will read the description for you.
a. Before you listen to the story, answer these questions:
• Do you have a grandma?
• Does she live with you?
• Is she kind?
• Is she healthy?
• Does she love you?
b. Listen to your teacher reading Dea’s description of her Grandma’s home.
Fill up the missing words.
11
Activity 2
With a partner, answer these questions.
1. What is the story about?
2. Who is the character in the story?
3. Where does she live?
Activity 3
a. It is an invitation for a birthday party from Dea to Dara.
Questions:
1. Who is watching TV?
2. Who is going to celebrate the birthday?
3. When is the birthday?
4. Who is Raynor?
b. Write an invitation for a birthday party from you to:
1. Your close friend
2. Your Grandma
Activity 4
a. Your two friends will read a dialogue for you.
Listen carefully.
Talking about personal details
Brilly : It’s my pleasure that you are here.
Hanum : Happy birthday, Brilly.
Brilly : Thank you. Please take a seat.
Hanum : Thanks.
Brilly : Make yourself at home.
Hanum : Sure, thanks.
b. Answer these questions.
1. Brilly opens the conversation by saying ………
2. Whose birthday is it?
3. Who congratulates Brilly?
4. What does Brilly say to end the conversation?
Activity 5
Congratulating
a. Your two friends will read a dialogue.
Listen carefully.
Dani : I heard you’ve got 10 for math.
Sam : Yes, that’s right.
Dani : Congratulations.
Sam : Thank you.
b. Do the same thing in pairs.
Activity 6
a. Your two friends will read a dialogue.
Listen carefully
Student A is congratulating her teacher on her marriage.
Student : I heard you are the winner of
the best teacher of the year.
Teacher : Yes, that’s right.
Student : Congratulations.
Teacher : Thank you.
b. Practice congratulating each other.
Section Three
Activity 1
Look at the list of the things below.
Student A asks questions where the objects are.
Student B answers them.
Example:
A : Where is the pencil?
B : It’s on the table.
Activity 2
Two of your friends will read a dialogue.
Listen carefully.
Giving your telephone number
A: What’s your telephone number?
B: It’s 024 8315843.
A: Sorry, Can you repeat that please?
B: Sure. It’s oh -- twenty-four -- eight -- thirty-one -- fifty-eight -- forty-three.
a. Do the same thing in pairs.
b. Ask five people for their telephone numbers and write them on your notebook.
c. Answer the teacher’s questions orally.
A: What is your telephone number?
B: It’s …..
Activity 3
Your two friends will read a dialogue.
Listen carefully.
A: Excuse me, Tom. Do you have a watch?
B: Yes, I do.
A: What time is it now?
B: It’s twelve o’clock sharp.
A: Thank you.
Make your own dialogue with a friend in pairs.
Section Four
Activity 1
The teacher reads the story aloud.
The students listen carefully.
Write down your own story.
It may be about your own grandma, father, mother, sister, or brother.
Activity 2
Fill in the blank spaces in the dialogue. Work with a partner.
Making an appointment.
Activity 3
Work with a friend.
Play role as Dea and her friend.
Activity 4
a. Performing a dialogue
Perform the following dialogue with a friend in front of the class.
A: How old are you Martha?
B: I’m twelve. Are you twelve too?
A: Yes, I am. I’m going to be twelve next week.
B: Oh, really?
A: Yes, sure.
B: Will you invite me for your birthday party?
A: Sure, I will. I plan to invite all of my classmates.
B: Thank you. Looking forward to your birthday party next week.
A: You’re welcome.
b. Tell your friend about the dress you want to wear to the party.
Section Five
Poem Corner
When the full moon comes, go out and look up the sky.
What do you see? The stars? The moon?
How do you feel? What do you think about the moon?
You can describe the moon using a poem.
Read the simple poem below that describes the moon.
The Moon
O, look at the moon!
She is shining up there;
O mother, she looks
Like a lamp in the air.
Eliza Lee Follen
You can tell the message of the moon above easily, can’t you?
Decide whether the statement below is ‘true’ or ‘false’.
1. The poem tells specifically about the full moon. (………)
2. The narrator is a child. (………)
3. The narrator looked at the moon with his/her mother. (………)
4. The word ‘she’ in the third line refers to the mother. (………)
5. The moon is described as a lamp for the earth. (………)
Besides the moon, you can describe other objects like the stars, the sky, the darkness of the night, the quiet night, the sound of animal, the lamps on the road, and many other things.
Write the theme you are interested in freely.
Write it in a short but meaningful poem.
When you write the poem, you should always think what information or message you want to say to/share with the readers.
The song ‘Twinkle-twinkle Little Stars’ is also a poem.
The poem is the result of a person’s observation.
He, then, describes what he sees and asks questions about them.
Twinkle-twinkle Little Stars
Twinkle-twinkle little stars,
How I wonder what you are,
Up above the world so high,
Like a diamond in the sky,
Twinkle-twinkle little stars,
How I wonder what you are.
In the poems above (The Moon and Twinkle-twinkle Little stars), the writer compares
(1) the moon with the lamp and : She looks like a lamp in the air.
(2) the stars with the diamond : stars like diamonds in the sky
The writer uses the word ‘like’.
This is the way the writer expresses his impression on an object. This helps the readers understand the poem.
You can also use this way to express your feeling and impression when writing a poem.
Now, write a poem based on one of the themes below.
Your title: ___________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________ ______________________________________________
______________________________________________
______________________________________________
Some information about you
What’s your full name? Put your photograph here
What do your friends call you?
Are you male or female?
How old are you?
Where are you from?
What colour are your eyes?
What colour is your hair?
How tall are you?
Your likes and dislikes
Who is your favourite pop star?
Who is your least favourite pop star?
What is your favourite food?
What is your favourite colour?
What is your favourite TV programme?
What are your favourite things?
What is the worst thing in the world?
Yourself
Lastly, which of these do you think you are? Why do you think so?
good-looking fun happy
interesting boring bossy
intelligent friendly shy
quiet nice honest
Unit 7
Section One
Activity 1: Expressions
Look at the picture.
What is the man doing?
Listen to your teacher then act it out.
Danny : Hi Wisnu, can we go out and play?
Wisnu : Sorry, Danny, I’m busy.
Danny : What are you doing?
Wisnu : I am helping my father. We are cleaning the house. We do this every year. We clean up during the holiday.
Danny : That’s good. Can I help you?
Wisnu : Sure. Let’s get busy.
What do people usually do around the house? Talk about these pictures.
1 2
Plant flowers Water the plants
3 4
Clean the lamp Move things
5 6 7
Fry food Serve food Peel apples
8 9 10
Cut vegetables Cook food Make bread
11 12 13
Play hide and seek Have orange juice Take a nap
Activity 2: Noticing Patterns
For things you usually do, use this pattern.
Subject
Adverb
Verb
Object
Adverb
I sometimes play chess with Wisnu
You climb the tree on Sundays
They often move the furniture
We usually clean the house on holidays
He always throws garbage at night
She cooks the food
My cat has green eyes
Now, look at pictures 1 to 13 above.
Write sentences using the verbs and objects given.
For example:
My father throws the garbage on Sundays.
1. ………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………
8. ………………………………………………………………………………………………………
9. ………………………………………………………………………………………………………
10. ………………………………………………………………………………………………………
11. ………………………………………………………………………………………………………
12. ………………………………………………………………………………………………………
13. ………………………………………………………………………………………………………
Activity 3: Interpreting Patterns
Look at the following pictures.
Right now, they are doing something.
What are they doing?
When you see the word “run”, you say:
He is running
So, you add “ing” to the verbs.
Give names to the persons (Subjects).
Patterns
Subject
be
Verb + ing
John (He)
is running
Tia (She) is singing
Bima (He) is diving
Fatur(He) is cycling
My brother (He) is skating
The children (They) are playing
Subject
be
Verb + ing
Object
I am studying English
You are swimming
We are reading this book
My cat is chasing the mouse
Activity 4: Answering questions
Now, write sentences based on the pictures.
1
What is the girl doing?
……………………………………………………………………………
2
What is the baby doing?
……………………………………………………………………………
3.
What is the boy doing?
…………………………………………………………………………
4.
What is the baby doing?
………………………………………………………………………….
5
What is the little girl doing?
……………………………………………………………………………
6.
What are the children doing?
……………………………………………………………………………
7.
What are we doing?
……………………………………………………………………………
Section Two
Activity 1
Discuss where the dialogues take place.
Perform the dialogues.
1. Tata : Nana….!
Nana : Hi, Tata!
Tata : Let’s go and play.
Nana : Sorry Tata. I’m still doing my homework.
Tata : Oh, are you?
Nana : I am. Come in.
Tata : No, thank you. I’ll come back later.
2. Yoga : Shall we go to the movie on Saturday?
Rini : What about Sunday?
Yoga : Why Sunday?
Rini : I do my housework on Saturdays.
Yoga : Really?
Rini : Yeah… I clean my room, wash my clothes, cook the food, and go to my dancing class.
Yoga : You’re a busy girl.
Rini : You’re right. I am.
3. Yuyun : Rina… Can I talk to you?
Rina : Sure. What’s up?
Yuyun : Are you busy?
Rina : Well… just finishing this math assignment.
Yuyun : Great. I need help with this math problem too.
Rina : Okay. Let’s do it carefully.
Yuyun : Right. Carefully.
Rina : It’s hard.
Yuyun : Yeah… it is.
Activity 2
Read the text carefully. Then answer the questions that follow.
The science students are in the laboratory now. They are learning the initial steps of scientific research. Scientific research is conducted to study the natural phenomena systematically and carefully. The results of such research benefit human life.
Look what the students are doing. First of all, they are cutting a filter paper with the size of 3 x 12 cm. Then, they are drawing a line 2 cm from the paper corner with black ink. After that, the students are taking a beaker glass and filling it with water about 1 cm high. They are soaking the paper in the water and observing the line position. At the end, they are reporting their observation in their science journal.
Questions:
1. Why are the students in the laboratory now?
2. Who usually carries out scientific research?
3. What is scientific research for?
4. Do the results of scientific research contribute to human welfare?
5. What is the first step that the students are doing?
6. What are they using for drawing the line?
7. What is a beaker glass?
8. What are they doing to the paper after drawing the line?
9. What are they observing?
10. Where are they writing the observation results?
Section Three
Role Play
Look at the pictures. Talk to your friends. What is going on in the pictures? Perform the acts.
1.
___________________________________
___________________________________
2.
___________________________________
___________________________________
3.
___________________________________
___________________________________
4.
___________________________________
___________________________________
5.
___________________________________
___________________________________
6.
___________________________________
___________________________________
Section Four
Dictation
Listen to your teacher carefully. Write down what you hear.
1. ………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………
8. ………………………………………………………………………………………………………
9. ………………………………………………………………………………………………………
10. ………………………………………………………………………………………………………
Section Five
Creation
1. What is the boy doing?
What is he thinking about?
2.
What is the boy doing?
What is he thinking about?
3.
What is the boy doing?
What is he thinking about?
Section Six
Poem Corner
You can write a poem about your morning activities such as taking a bath, having breakfast, and getting up.
Read the poem below.
Getting Up
When I get up in the morning,
I’ll tell you what I do,
I wash my hands and wash my face,
Splishity-splash, splishity-splash.
I clean my teeth till they’re shining white,
Scrubbity-scrub, scrubbity-scrub,
Then I put my clothes and brush my hair,
And runnity-run, I run downstairs.
Lilian McCrea
Now, tell what the poem is about by answering the following questions.
1. How many stanzas does the poem have?
2. Who writes the poem?
3. How many activities does the writer want to tell after getting up?
4. What are they?
5. Where is the writer’s bedroom? How do you know it?
6. Who helps the writer do the activities?
7. What do you think of the writer? (diligent, lazy, dependent, independent, etc.)
8. What message do you get from this poem?
Can you write a poem based on your daily activities?
Here are some activities you can choose: having breakfast, going to school, getting together with family, playing games, and so the like.
Develop the following poem based on your experience or imagination.
Going to School
Early morning I get up
1) ____________________________
2) ____________________________
The sun walks me on path.
Thick morning dew I pass through
3) ___________________________
4) ___________________________
To get better future life.
Slamet Setiawan
To complete the poem, answer the questions below or you may develop your own ideas.
1) What do you usually do after getting up?
2) What do you do next?
3) What do you usually find on your way to school?
4) What bad thing might block you to get better future life?
The possible answers to the above questions will be:
1) I make the bed then I take a bath.
2) Sometimes I’ve breakfast to keep me healthy.
3) Birds sing for me too.
4) Deeply all laziness I bury,
Or you may complete the poem by your own lines. You are free to write anything as long as it relates to the theme.
Hamburger
Smoked meat
Boiled egg
Hot dog
Salami sausage
Pudding
Cheese
Bread
Chicken
Colours and Shapes
a blue cylinder a yellow block a red rectangular
Section One
Activity 1: Expressions
Look at the picture.
What is the man doing?
Listen to your teacher then act it out.
Danny : Hi Wisnu, can we go out and play?
Wisnu : Sorry, Danny, I’m busy.
Danny : What are you doing?
Wisnu : I am helping my father. We are cleaning the house. We do this every year. We clean up during the holiday.
Danny : That’s good. Can I help you?
Wisnu : Sure. Let’s get busy.
What do people usually do around the house? Talk about these pictures.
1 2
Plant flowers Water the plants
3 4
Clean the lamp Move things
5 6 7
Fry food Serve food Peel apples
8 9 10
Cut vegetables Cook food Make bread
11 12 13
Play hide and seek Have orange juice Take a nap
Activity 2: Noticing Patterns
For things you usually do, use this pattern.
Subject
Adverb
Verb
Object
Adverb
I sometimes play chess with Wisnu
You climb the tree on Sundays
They often move the furniture
We usually clean the house on holidays
He always throws garbage at night
She cooks the food
My cat has green eyes
Now, look at pictures 1 to 13 above.
Write sentences using the verbs and objects given.
For example:
My father throws the garbage on Sundays.
1. ………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………
8. ………………………………………………………………………………………………………
9. ………………………………………………………………………………………………………
10. ………………………………………………………………………………………………………
11. ………………………………………………………………………………………………………
12. ………………………………………………………………………………………………………
13. ………………………………………………………………………………………………………
Activity 3: Interpreting Patterns
Look at the following pictures.
Right now, they are doing something.
What are they doing?
When you see the word “run”, you say:
He is running
So, you add “ing” to the verbs.
Give names to the persons (Subjects).
Patterns
Subject
be
Verb + ing
John (He)
is running
Tia (She) is singing
Bima (He) is diving
Fatur(He) is cycling
My brother (He) is skating
The children (They) are playing
Subject
be
Verb + ing
Object
I am studying English
You are swimming
We are reading this book
My cat is chasing the mouse
Activity 4: Answering questions
Now, write sentences based on the pictures.
1
What is the girl doing?
……………………………………………………………………………
2
What is the baby doing?
……………………………………………………………………………
3.
What is the boy doing?
…………………………………………………………………………
4.
What is the baby doing?
………………………………………………………………………….
5
What is the little girl doing?
……………………………………………………………………………
6.
What are the children doing?
……………………………………………………………………………
7.
What are we doing?
……………………………………………………………………………
Section Two
Activity 1
Discuss where the dialogues take place.
Perform the dialogues.
1. Tata : Nana….!
Nana : Hi, Tata!
Tata : Let’s go and play.
Nana : Sorry Tata. I’m still doing my homework.
Tata : Oh, are you?
Nana : I am. Come in.
Tata : No, thank you. I’ll come back later.
2. Yoga : Shall we go to the movie on Saturday?
Rini : What about Sunday?
Yoga : Why Sunday?
Rini : I do my housework on Saturdays.
Yoga : Really?
Rini : Yeah… I clean my room, wash my clothes, cook the food, and go to my dancing class.
Yoga : You’re a busy girl.
Rini : You’re right. I am.
3. Yuyun : Rina… Can I talk to you?
Rina : Sure. What’s up?
Yuyun : Are you busy?
Rina : Well… just finishing this math assignment.
Yuyun : Great. I need help with this math problem too.
Rina : Okay. Let’s do it carefully.
Yuyun : Right. Carefully.
Rina : It’s hard.
Yuyun : Yeah… it is.
Activity 2
Read the text carefully. Then answer the questions that follow.
The science students are in the laboratory now. They are learning the initial steps of scientific research. Scientific research is conducted to study the natural phenomena systematically and carefully. The results of such research benefit human life.
Look what the students are doing. First of all, they are cutting a filter paper with the size of 3 x 12 cm. Then, they are drawing a line 2 cm from the paper corner with black ink. After that, the students are taking a beaker glass and filling it with water about 1 cm high. They are soaking the paper in the water and observing the line position. At the end, they are reporting their observation in their science journal.
Questions:
1. Why are the students in the laboratory now?
2. Who usually carries out scientific research?
3. What is scientific research for?
4. Do the results of scientific research contribute to human welfare?
5. What is the first step that the students are doing?
6. What are they using for drawing the line?
7. What is a beaker glass?
8. What are they doing to the paper after drawing the line?
9. What are they observing?
10. Where are they writing the observation results?
Section Three
Role Play
Look at the pictures. Talk to your friends. What is going on in the pictures? Perform the acts.
1.
___________________________________
___________________________________
2.
___________________________________
___________________________________
3.
___________________________________
___________________________________
4.
___________________________________
___________________________________
5.
___________________________________
___________________________________
6.
___________________________________
___________________________________
Section Four
Dictation
Listen to your teacher carefully. Write down what you hear.
1. ………………………………………………………………………………………………………
2. ………………………………………………………………………………………………………
3. ………………………………………………………………………………………………………
4. ………………………………………………………………………………………………………
5. ………………………………………………………………………………………………………
6. ………………………………………………………………………………………………………
7. ………………………………………………………………………………………………………
8. ………………………………………………………………………………………………………
9. ………………………………………………………………………………………………………
10. ………………………………………………………………………………………………………
Section Five
Creation
1. What is the boy doing?
What is he thinking about?
2.
What is the boy doing?
What is he thinking about?
3.
What is the boy doing?
What is he thinking about?
Section Six
Poem Corner
You can write a poem about your morning activities such as taking a bath, having breakfast, and getting up.
Read the poem below.
Getting Up
When I get up in the morning,
I’ll tell you what I do,
I wash my hands and wash my face,
Splishity-splash, splishity-splash.
I clean my teeth till they’re shining white,
Scrubbity-scrub, scrubbity-scrub,
Then I put my clothes and brush my hair,
And runnity-run, I run downstairs.
Lilian McCrea
Now, tell what the poem is about by answering the following questions.
1. How many stanzas does the poem have?
2. Who writes the poem?
3. How many activities does the writer want to tell after getting up?
4. What are they?
5. Where is the writer’s bedroom? How do you know it?
6. Who helps the writer do the activities?
7. What do you think of the writer? (diligent, lazy, dependent, independent, etc.)
8. What message do you get from this poem?
Can you write a poem based on your daily activities?
Here are some activities you can choose: having breakfast, going to school, getting together with family, playing games, and so the like.
Develop the following poem based on your experience or imagination.
Going to School
Early morning I get up
1) ____________________________
2) ____________________________
The sun walks me on path.
Thick morning dew I pass through
3) ___________________________
4) ___________________________
To get better future life.
Slamet Setiawan
To complete the poem, answer the questions below or you may develop your own ideas.
1) What do you usually do after getting up?
2) What do you do next?
3) What do you usually find on your way to school?
4) What bad thing might block you to get better future life?
The possible answers to the above questions will be:
1) I make the bed then I take a bath.
2) Sometimes I’ve breakfast to keep me healthy.
3) Birds sing for me too.
4) Deeply all laziness I bury,
Or you may complete the poem by your own lines. You are free to write anything as long as it relates to the theme.
Hamburger
Smoked meat
Boiled egg
Hot dog
Salami sausage
Pudding
Cheese
Bread
Chicken
Colours and Shapes
a blue cylinder a yellow block a red rectangular
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