KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI BADAN STANDAR, KURIKULUM, DAN ASESMEN PENDIDIKAN PUSAT PERBUKUAN
ENGLISH FOR NUSANTARA
Ika Lestari Damayanti, dkk. 2022
SMP/MTs KELAS VII
Hak Cipta pada Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia. Dilindungi Undang-Undang. Disclaimer: Buku ini disiapkan oleh Pemerintah dalam rangka pemenuhan kebutuhan buku pendidikan yang bermutu, murah, dan merata sesuai dengan amanat dalam UU No. 3 Tahun 2017. Buku ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Buku ini merupakan dokumen hidup yang senantiasa diperbaiki, diperbarui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis atau melalui alamat surel [emailprotected] diharapkan dapat meningkatkan kualitas buku ini.
English for Nusantara untuk SMP/MTs Kelas VII Penulis Ika Lestari Damayanti Yusnita Febrianti Iyen Nurlaelawati Pipit Prihartanti Suharto Aji Jehan Fellani Raymon Rahmadhani Penelaah Emi Emilia Penyelia/Penyelaras Supriyatno Lenny Puspita Ekawaty Awaliyah Nurina Utami Umri Kontributor Muhammad Fathulloh Hasan Yuni Tampi Ilustrator Okky Bagus Wahyudi Editor Kristine Ann M. Capa Made Ayu Utami Chandra Dewina Desainer Rinaldi Penerbit
Pusat Perbukuan Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Komplek Kemdikbudristek Jalan RS Fatmawati, Cipete, Jakarta Selatan Cetakan pertama, 2022 ISBN 978-602-244-884-6 (no.jil.lengkap) ISBN 978-602-244-885-3 (jil.1) Isi buku ini menggunakan huruf Noto Serif 11/15 pt, Google Font xxxii, 264 hlm.: 17,6 x 25 cm.
Kata Pengantar Pusat Perbukuan; Badan Standar, Kurikulum, dan Asesmen Pendidikan; Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi memiliki tugas dan fungsi mengembangkan buku pendidikan pada satuan Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah. Buku yang dikembangkan saat ini mengacu pada Kurikulum Merdeka, dimana kurikulum ini memberikan keleluasaan bagi satuan/program pendidikan dalam mengembangkan potensi dan karakteristik yang dimiliki oleh peserta didik. Pemerintah dalam hal ini Pusat Perbukuan mendukung implementasi Kurikulum Merdeka di satuan pendidikan Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah dengan mengembangkan Buku Teks Utama. Buku teks utama merupakan salah satu sumber belajar utama untuk digunakan pada satuan pendidikan. Adapun acuan penyusunan buku teks utama adalah Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran yang ditetapkan melalui Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 Tanggal 10 Februari 2022, serta Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka yang ditetapkan melalui Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 008/H/KR/2022 Tanggal 15 Februari 2022. Sajian buku dirancang dalam bentuk berbagai aktivitas pembelajaran untuk mencapai kompetensi dalam Capaian Pembelajaran tersebut. Sebagai dokumen hidup, buku ini tentu dapat diperbaiki dan disesuaikan dengan kebutuhan serta perkembangan keilmuan dan teknologi. Oleh karena itu, saran dan masukan dari para guru, peserta didik, orang tua, dan masyarakat sangat dibutuhkan untuk pengembangan buku ini di masa yang akan datang. Pada kesempatan ini, Pusat Perbukuan menyampaikan terima kasih kepada semua pihak yang telah terlibat dalam penyusunan buku ini, mulai dari penulis, penelaah, editor, ilustrator, desainer, dan kontributor terkait lainnya. Semoga buku ini dapat bermanfaat khususnya bagi peserta didik dan guru dalam meningkatkan mutu pembelajaran.
Jakarta, Juni 2022 Kepala Pusat,
Supriyatno NIP 19680405 198812 1 001 iii
Prakata Pendidikan adalah salah satu aspek yang mendapat dampak dari pandemi Covid-19 seperti menghilangnya pengetahuan dan keterampilan (learning loss) dan kesenjangan pendidikan yang dialami peserta didik. Berdasarkan kondisi tersebut, Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi merilis Kurikulum Merdeka sebagai upaya untuk memulihkan kembali kondisi belajar peserta didik di Indonesia. Kurikulum Merdeka didesain sebagai kerangka kurikulum yang lebih leksibel. Artinya, kurikulum ini memberi ruang untuk setiap individu mengembangkan potensinya masing-masing. Buku English for Nusantara Kelas VII ini bertujuan untuk memberi kesempatan kepada peserta didik pada tingkat Sekolah Menengah Pertama, khususnya Kelas 7, untuk mengeksplorasi Bahasa Inggris pada tahap awal. Buku ini menyajikan berbagai macam kegiatan yang dapat dilakukan peserta didik untuk mengeksplorasi penggunaan Bahasa Inggris yang sesuai dengan konteks yang biasa ditemui peserta didik remaja. Di dalam buku ini, peserta didik dipajankan pada karakter dan ilustrasi yang erat dengan dunia remaja serta penggunaan sederhana Bahasa Inggris dalam berbagai konteks seperti lingkungan rumah dan sekolah. Buku English for Nusantara untuk peserta didik ini dikembangkan sesuai dengan Capaian Pembelajaran yang dimuat dalam Kurikulum Merdeka. Pendekatan yang dipakai dalam buku ini meliputi karakteristik peserta didik menengah pertama, proses pemerolehan bahasa pertama yang beranjak dari oral skills menuju ke written skills, dan Genre-Based Approach. Dengan demikian, topik, kegiatan pembelajaran, penggunaan bahasa, dan ilustrasi disesuaikan dengan karakteristik peserta didik remaja, dimulai dari bahasa lisan ke bahasa tulis, dan mengadaptasi tahapan pembelajaran menulis dari Genre-Based Approach. Adapun keterampilan yang yang difokuskan pada buku ini meliputi menyimak, berbicara, membaca, memirsa, menulis dan mempresentasikan yang disajikan secara terpadu dalam berbagai jenis teks. Selain itu, buku ini juga mengadopsi Proil Pelajar Pancasila dan Sustainable Development Goals (SDG) dari Perserikatan Bangsa-Bangsa (PBB). Pengembangan kompetensi dan karakter peserta didik menjadi sorotan utama dalam Proil Pelajar Pancasila. Buku ini memberikan kesempatan bagi peserta didik untuk mengeksplorasi pengalaman mereka yang berkaitan dengan diri sendiri, kebudayaan melalui makanan, lingkungan rumah, dan sekolah. Dan, buku ini memfasilitasi empat dari 17 isu SDG, yaitu (1) ruang lingkup
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kesadaran lingkungan (environmental awareness); (2) ruang lingkup keamanan digital (digital safety); (3) ruang lingkup nutrisi dan kebugaran (nutrition and wellness) dan; (4) ruang lingkup literasi inansial (inancial literation). Buku Siswa diharapkan dapat memberi motivasi belajar Bahasa Inggris yang ramah terhadap peserta didik melalui topik, ilustrasi, dan karakter yang ditampilkan. Melalui buku ini, peserta didik diharapkan mendapat kesempatan untuk mengeksplorasi Bahasa Inggris sehingga menumbuhkan rasa percaya diri dalam menggunakan Bahasa Inggris dalam situasi-situasi yang familiar bagi mereka. Selain itu, Buku Siswa ini juga diharapkan dapat mewujudkan implementasi Capaian Pembelajaran dalam Kurikulum Merdeka. Terima kasih kepada seluruh pihak yang telah membantu dalam penyusunan buku ini. Semoga buku ini memberi banyak manfaat dalam penguasaan Bahasa Inggris oleh peserta didik Sekolah Menengah Pertama.
Tim Penulis
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Daftar Isi Kata Pengantar ......................................................................................... iii Daftar Isi ................................................................................................... vi Daftar Gambar ....................................................................................... viii Petunjuk Penggunaan Buku .................................................................... xi Peta Pemikiran Buku .............................................................................. xv Scope and Sequence ............................................................................... xvi Tokoh dalam Buku English for Nusantara .........................................xxxi Chapter 0. The Beginning ..........................................................................1 Chapter 1. About Me ................................................................................13 Learning Objectives ...............................................................................................14 Unit 1. Galang from Kalimantan ........................................................................15 Unit 2. I Love Fishing ............................................................................................28 Unit 3. My Friends and I .......................................................................................40 Chapter 2. Culinary and Me.....................................................................57 Learning Objectives ...............................................................................................58 Unit 1. My Favorite Food ......................................................................................59 Unit 2. My Favorite Snack ....................................................................................74 Unit 3. A Secret Recipe ..........................................................................................83 Chapter 3. Home Sweet Home ............................................................... 101 Learning Objectives ............................................................................................ 102 Unit 1. My House ................................................................................................. 103 Unit 2. My House Chores .................................................................................. 117 Unit 3. Let’s Clean Up! ........................................................................................ 130 Progress Check 1..................................................................................... 148 vi
Chapter 4. My School Activities ............................................................ 153 Learning Objectives ............................................................................................ 154 Unit 1. My Class Schedule.................................................................................. 155 Unit 2. My Online Class ...................................................................................... 171 Unit 3. My Study Habits ..................................................................................... 183 Chapter 5. This is My School.................................................................. 203 Learning Objectives ............................................................................................ 204 Unit 1. School Buildings ..................................................................................... 205 Unit 2. Extracurricular Activities ................................................................... 219 Unit 3. School Festival ........................................................................................ 231
Progress Check 2..................................................................................... 244 Daftar Worksheet ................................................................................... 250 Daftar Audio ........................................................................................... 250 Daftar Pustaka ........................................................................................ 251 Proil Pelaku Perbukuan ....................................................................... 253
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Daftar Gambar Picture Picture 1.1 People’s activities in the park ........................................................28 Text 1.1 People’s Hobbies .....................................................................................33 Text 1.2 Galang’s hobby ........................................................................................35 Text 1.3 Hobbies......................................................................................................36 Picture 1.2 Galang and his friends .....................................................................40 Picture 1.3 Galang and Friends. .........................................................................43 Picture 1.4 Made .....................................................................................................45 Picture 2.1 Monita’s favorite food ......................................................................59 Picture 2.2 Kinds of Food......................................................................................68 Picture 2.3 I like it! vs I don’t like it. ..................................................................72 Picture 2.4 Nasi goreng .........................................................................................74 Picture 2.5 Monita’s shopping list. .....................................................................76 Picture 2.6 Monita’s post about her cake .........................................................77 Picture 2.7 Cooking ................................................................................................83 Picture 3.1 Galang’s house ................................................................................ 103 Picture 3.2 The rooms in Galang’s house. ..................................................... 103 Picture 3.3 In front of Galang’s house ............................................................ 104 Picture 3.5 A house tour .................................................................................... 115 Picture 3.6 Living room ..................................................................................... 117 Picture 3.7 The Rahmansyah’s family cleaning up .................................... 120 Picture 3.8 Sticker sign ....................................................................................... 124 Picture 3.9 Trash bin full of rubbish .............................................................. 130 Picture 3.10 School canteen .............................................................................. 137 Picture 3.11 Pencil case...................................................................................... 140 Picture 4.1 My desk ............................................................................................. 153 Picture 4.2 Monita’s class schedule................................................................. 161 Text 4.1 Monita describing her class schedule. ........................................... 162
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Picture 4.3 Bingo Game ...................................................................................... 165 Picture 4.4 Online class ...................................................................................... 169 Picture 4.5 Pipit and Monita chat .................................................................... 174 Picture 4.6 Galang and Andre’s infographics............................................... 179 Picture 4.7 Monita’s study room ...................................................................... 182 Picture 4.8 Andre study habits......................................................................... 186 Picture 4.9 Adverbs of frequency.................................................................... 189 Picture 4.10 Adverbs of frequency ................................................................. 190 Picture 4.11 Board game.................................................................................... 193 Picture 5.1 SMP Merdeka .................................................................................. 203 Text 5.1 Describing location ............................................................................. 210 Picture 5.2 .............................................................................................................. 213 Picture 5.3 .............................................................................................................. 213 Picture 5.4 .............................................................................................................. 213 Picture 5.5 .............................................................................................................. 213 Picture 5.6 SMP Merdeka’s map............................................................ 214 Picture 5.7 Andre and friends dancing.......................................................... 217 Picture 5.8 Andre and friends talking about Basketball ........................... 227 Picture 5.9 Chart .................................................................................................. 228 Picture 5.10 School festival ............................................................................... 229 Picture 5.11 my school garden ......................................................................... 233 Picture 5.12 School exhibition ......................................................................... 235 Comic Strip Comic strip 1.1 Galang’s introduction ...............................................................16 Comic strip 1.2 Part 1 Galang and Andre are introducing themselves to .. each other.......................................................................20 Comic strip 1.2 Part 2 Galang and Andre are introducing themselves to each other......................................................................21 Comic strip 1.3 Introduction ...............................................................................23
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Comic strip 1.4 Three students are introducing themselves .....................24 Comic strip 1.5 Greeting and introducing someone .....................................26 Comic strip 1.6 Greetings around the school ..................................................27 Comic strip 1.7 Talking about hobbies .............................................................30 Comic strip 1.8 Galang and Andre hobbies .....................................................31 Comic strip 1.9 Part 1 Pronouns .........................................................................35 Comic strip 1.9 Part 2 Pronouns .........................................................................37 Comic strip 2.1 Part 1 Monita and Galang’s favorite meals ........................61 Comic strip 2.1 Part 2 Monita and Galang’s favorite meals ........................62 Comic strip 2.2 Part 1 Monita’s family lunch ..................................................64 Comic strip 2.2 Part 2 Monita’s family lunch ..................................................66 Comic strip 2.3 Andre and Galang favorite food. ..........................................71 Comic strip 3.1 Galang shows his house to Andre and Monita ............... 106 Comic strip 3.2 Conversation between Pak Rahmansyah and Galang
..................................................................................................... 133 Comic strip 4.1 School subjects and days. ..................................................... 155 Comic strip 4.2 School subject and time........................................................ 157 Comic strip 4.3 Online Class Rule .................................................................... 172 Comic strip 5.1 At the canteen ......................................................................... 204 Comic strip 5.2 School facilities ....................................................................... 206 Comic strip 5.3 Where is the teachers’ room? ............................................. 208 Comic strip 5.4 Talking about Pencak Silat .................................................. 220
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Petunjuk Penggunaan Buku Chapter 0 Bab ini menampilkan materi yang meliputi: alphabets, numbers, days of the week, months of the year, family members, time, WHQuestions, school subjects, colours, dan simple instructions. Say What You Know
a. Say What You Know Say What You Know adalah pembuka setiap unit. Pada bagian ini kalian dharapkan mengungkapkan pengalaman dan pikiran berdasarkan pengalaman sendiri yang sesuai dengan topik yang akan dipelajari. Kosa kata kunci akan membantu kalian dalam melakukan kegiatan Say What You Know. Kalian boleh menggunakan Bahasa Inggris, Bahasa Indonesia, atau bahasa daerah. b. Listening Listening menampilkan berbagai macam teks lisan baik dalam bentuk monolog maupun dialog. Teks-teks ini dapat kalian pelajari sebagai contoh-contoh penggunaan bahasa Inggris yang berterima. Kalian juga diharapkan menguasai pemahaman terhadap teks-teks lisan yang ditampilkan. c. Speaking Speaking menampilkan berbagai teks model listening, language focus, dan kosa kata kunci. Kalian akan difasilitasi untuk mengekspresikan keterampilan berbicara secara monolog maupun dialog bersama seorang teman atau teman-teman di dalam kelas.
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d. Reading Reading menampilkan berbagai teks tulis. Dengan bantuan kosa kata kunci, kalian akan dibantu untuk mendapatkan pemahaman terhadap teks-teks yang ditampilkan. Kalian akan dilatih mengidentiikasi berbagai cara memahami teks melalui pertanyaan yang literal, inferential, dan interpretive. e. Viewing Viewing menampilkan fenomena-fenomena dalam dalam bentuk gambar, diagram, tabel, infograis, dan lain-lain. Kalian akan mendapat latihan pemahaman pembentukan makna yang mengkombinasikan bahasa verbal dan visual. f.
Writing Writing menampilkan teks-teks tulis yang dijadikan model untuk menulis. Melalui teks model yang ditampilkan, kalian dapat mengamati cara menyusun teks dalam berbagai genre (jenis teks). Setelah mengamati teks model, kalian akan dipandu untuk menulis sebuah jenis teks dengan menunjukkan struktur teks dan unsur kebahasan.
g. Presenting Presenting membantu kalian dalam memaparkan gagasan dalam Bahasa Inggris. Kalian akan dibantu dengan berbagai media visual, digital, dan audio-visual. h. Your Turn Your Turn merupakan bagian yang ditujukan untuk kalian mengekspresikan keterampilan berbahasa Inggris. Ini dijadikan penilaian bagi guru sebagai bukti hasil belajar kalian.
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i.
Fun Time Kalian akan diajak bersenang-senang dalam belajar Bahasa Inggris pada kegiatan Fun Time. Kalian dimotivasi untuk menggunakan Bahasa Inggris dalam suasana santai, tapi tetap menunjukkan keseriusan dalam menggunakan Bahasa Inggris.
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Enrichment Kalian dapat mengekspresikan kemampuan berbahasa Inggris pada lingkup yang lebih luas. Selain dengan lingkungan kelas, kalian bisa berinteraksi dengan lingkungan di luar kelas seperti sekolah dan rumah.
k. Relection Kalian menunjukkan hasil perjalanan/ pengalaman belajar. Kalian mengidentiikasi yang telah dipelajari dengan memberi penilaian pada hasil belajar diri sendiri. Did You Know? People around the world have unusual or extreme hobbies. Have you ever heard of stone skipping and Parkour? Stone skipping is the art of throwing lat rocks across the water. The goal is to see how many times a stone bounces off the surface of water before sinking (https:// www.surfertoday.com/skimboarding/ the-science-and-art-of-stone-skipping).
Progress Check
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Did You Know? Did You Know? Ditampilkan kepada kalian untuk dijadikan informasi tambahan selain materi-materi pokok yang ditampilkan pada setiap bab. Informasi yang ditampilkan berasal dari berbagai tempat baik dari Indonesia maupun luar negeri. Kalian akan mendapatkan fakta-fakta menarik terkait dengan topik-topik yang dipelajari.
m. Progress Check Progress Check ditampilkan setelah meneyelsaikan materi pada Chapters 1-3 dan Chapters 4-5. Kalian bisa melakukan asesmen secara mandiri terkait dengan materi-materi pokok pada bab-bab yang terdapat pada buku.
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n. Wordbox Wordbox berisi kumpulan kosa kata yang terdapat pada teks lisan dan tulis. Ini dapat digunakan untuk membantu kalian dalam memahami teks.
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Peta Pemikiran Buku
ENGLISH FOR NUSANTARA SMP/MTs KELAS VII
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Scope and Sequence Functions
Language Features
Listening
Speaking
Reading
Writing
Chapter 0. The Beginning Learn alphabets, numbers, time, family members, Preposition: in, colors, and on with dates simple instructions to use in context.
Listen to alphabets, numbers, time, family members, colors, and simple instructions in context
Say alphabets, numbers, time, family members, colors, and simple instructions in context
Read and spell alphabets, numbers, time, family members, colors, and simple instructions in context
Write alphabets, numbers, time, family members, colors, and simple instructions in context
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Scope and Sequence Functions
Language Features
Listening
Speaking
Reading
Writing
Chapter 0. The Beginning Learn alphabets, numbers, time, family members, Preposition: in, colors, and on with dates simple instructions to use in context.
Listen to alphabets, numbers, time, family members, colors, and simple instructions in context
Say alphabets, numbers, time, family members, colors, and simple instructions in context
Read and spell alphabets, numbers, time, family members, colors, and simple instructions in context
Write alphabets, numbers, time, family members, colors, and simple instructions in context
Chapter 1. About Me Unit 1. Galang from Kalimantan Verbs: be -airmative, Greet people negative, and say goodbye interrogative, short answers
Introduce one’s self and other people
Listen to monologues and conversations for introducing one’s self and others
Vocabulary: name, age, school, address, hobby, and sibling
Practice and demonstrate a monologue and a conversation for introducing one’s self and others
Read a text for speciic information about personal identity
Write speciic information about personal identity
Read descriptions in context
Write speciic information based on the spoken and written texts
Do a survey to ask for and give personal information
Unit 2. I Love Fishing Verbs:
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be–airmative, negative, Introduce others interrogative, short answers. use pronoun: singular and plural
Listen to monologues and dialogues about describing hobbies
Practice and demonstrate the expressions learned in context
Chapter 1. About Me Unit 1. Galang from Kalimantan Verbs: be -airmative, Greet people negative, and say goodbye interrogative, short answers
Introduce one’s self and other people
Listen to monologues and conversations for introducing one’s self and others
Vocabulary: name, age, school, address, hobby, and sibling
Practice and demonstrate a monologue and a conversation for introducing one’s self and others
Read a text for speciic information about personal identity
Write speciic information about personal identity
Read descriptions in context
Write speciic information based on the spoken and written texts
Do a survey to ask for and give personal information
Unit 2. I Love Fishing Verbs:
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be–airmative, negative, Introduce others interrogative, short answers. use pronoun: singular and plural
Listen to monologues and dialogues about describing hobbies
Practice and demonstrate the expressions learned in context
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Describe hobbies
Vocabulary: name, hobby, frequency, tools
Unit 3. My Friends and I Verbs:
Describe people
be–airmative, negative, interrogative, short answers. Use pronouns: singular and plural.
-
Identify characters
Read texts for speciic information
Match pictures and words
Introduce the structures of descriptive text Vocabulary:
Describe daily activities
name, age, characters, hobby, frequency, physical features, personality traits, job, place
Complete speciic information
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Describe hobbies
Vocabulary: name, hobby, frequency, tools
Unit 3. My Friends and I Verbs:
Describe people
be–airmative, negative, interrogative, short answers. Use pronouns: singular and plural.
-
Identify characters
Read texts for speciic information
Match pictures and words
Introduce the structures of descriptive text Vocabulary:
Describe daily activities
name, age, characters, hobby, frequency, physical features, personality traits, job, place
Complete speciic information
Write a descriptive text
Chapter 2. Culinary and Me Unit 1. My Favorite Food Describe one’s favorite meal: food, drinks, snack, texture, taste
Verbs: be -airmative, negative, interrogative, short answers Use pronoun: singular and plural Vocabulary: foods, meals, speeds, eating activities, tastes, and textures
Listen to conversations for speciic information
Practice and Read a text demonstrate monologues and for speciic conversations in information context
Write speciic information in context
Share the information based on the writing section
Write speciic information in the correct category
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Write a descriptive text
Chapter 2. Culinary and Me Unit 1. My Favorite Food Describe one’s favorite meal: food, drinks, snack, texture, taste
Verbs: be -airmative, negative, interrogative, short answers Use pronoun: singular and plural Vocabulary: foods, meals, speeds, eating activities, tastes, and textures
Listen to conversations for speciic information
Practice and Read a text demonstrate monologues and for speciic conversations in information context
Write speciic information in context
Share the information based on the writing section
Write speciic information in the correct category
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Unit 2. My Favorite Snack Describe grocery shopping: grocery, foods, topping, unit/ weight/volume size, texture, taste
Verbs: be -airmative, interrogative, short answers
Use articles (a/ an)
Use pronoun: singular and plural
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Discuss a picture Read texts and a text with for speciic friends information
Write correct speciic information based on texts
Circle the right answer
Use articles: ‘a, A, an, An’ Vocabulary: grocery, foods, topping, unit/ weight/volume size, texture, taste Unit 3. A Secret Recipe Inform recipe: goal, ingredients, steps, utensils
Verbs: be -airmative, negative, interrogative, short answers
-
Discuss speciic information with friends
Read procedure texts for speciic information
Write instructions using imperative sentences in context
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Unit 2. My Favorite Snack Describe grocery shopping: grocery, foods, topping, unit/ weight/volume size, texture, taste
Verbs: be -airmative, interrogative, short answers
Use articles (a/ an)
Use pronoun: singular and plural
-
Discuss a picture Read texts and a text with for speciic friends information
Write correct speciic information based on texts
Circle the right answer
Use articles: ‘a, A, an, An’ Vocabulary: grocery, foods, topping, unit/ weight/volume size, texture, taste Unit 3. A Secret Recipe Inform recipe: goal, ingredients, steps, utensils
Verbs: be -airmative, negative, interrogative, short answers
-
Discuss speciic information with friends
Read procedure texts for speciic information
Write instructions using imperative sentences in context
Use imperative sentence (positive and negative)
Use pronoun: singular and plural Introduce the structures of procedure text: Goals, ingredients, and steps Use imperative sentence: positive and negative
Write procedure texts in context
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Use imperative sentence (positive and negative)
Use pronoun: singular and plural Introduce the structures of procedure text: Goals, ingredients, and steps Use imperative sentence: positive and negative
Write procedure texts in context
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Vocabulary: foods, cooking ingredients, utensils, and imperative verbs
Chapter 3. Home Sweet Home Unit 1. My House
Describe rooms in a house
Verbs: be -airmative, negative, interrogative, short answers
Listen to conversations for speciic information
Practice and demonstrate the expressions learned in the unit
Write correct speciic information and Read a a description monologues and based on conversations pictures, for speciic personal information information, and a conversation
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Vocabulary: foods, cooking ingredients, utensils, and imperative verbs
Chapter 3. Home Sweet Home Unit 1. My House
Describe rooms in a house
Verbs: be -airmative, negative, interrogative, short answers
Listen to conversations for speciic information
Practice and demonstrate the expressions learned in the unit
Write correct speciic information and Read a a description monologues and based on conversations pictures, for speciic personal information information, and a conversation
Practice and demonstrate monologues to describe a house and a room in context
Preposition: Describe things in the rooms
in, on, under, next to, behind, behind, in front of, above Vocabulary: rooms in a house, things in rooms, and weather
Unit 2. My House Chores Describe household activities
Verbs: be -airmative, negative, interrogative, short answers
Describe things to use to clean up
Use pronoun: singular and plural
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-
Read monologues for speciic information
Write speciic information based on pictures and personal information
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Practice and demonstrate monologues to describe a house and a room in context
Preposition: Describe things in the rooms
in, on, under, next to, behind, behind, in front of, above Vocabulary: rooms in a house, things in rooms, and weather
Unit 2. My House Chores Describe household activities
Verbs: be -airmative, negative, interrogative, short answers
Describe things to use to clean up
Use pronoun: singular and plural
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-
Read monologues for speciic information
Write speciic information based on pictures and personal information
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Use simple present tense to describe things
Vocabulary: room in a house, household activities, things to use to clean up, and things in a house
Unit 3. Let’s Clean Up! Describe cleaning up activities
Verbs: be -airmative, negative, interrogative, short answers, action verbs Conjunction: irst, second, next, then, etc. Use imperative sentences
-
Say speciic information based on a picture
Read a monologue for speciic information
Write correct speciic information based on pictures and monologue
Read a procedure text for speciic information
Write the imperative sentences based on pictures Fill in the crossword puzzle
xxiv
Use simple present tense to describe things
Vocabulary: room in a house, household activities, things to use to clean up, and things in a house
Unit 3. Let’s Clean Up! Describe cleaning up activities
Verbs: be -airmative, negative, interrogative, short answers, action verbs Conjunction: irst, second, next, then, etc. Use imperative sentences
-
Say speciic information based on a picture
Read a monologue for speciic information
Write correct speciic information based on pictures and monologue
Read a procedure text for speciic information
Write the imperative sentences based on pictures Fill in the crossword puzzle
Match the imperative sentences with pictures Chapter 4. My School Activities Unit 1. My Class Schedule
Describe a class schedule
Verbs: be -airmative, negative, interrogative, and short answers
Listen to conversations and a monologue about one’s class schedule for speciic information
Say personal information based on the picture
Practice and demonstrate monologues to describe one’s schedule with friends
-
Match pictures and words
Write scripts of a conversation about asking and giving information of one’s class schedule
xxv
Match the imperative sentences with pictures Chapter 4. My School Activities Unit 1. My Class Schedule
Describe a class schedule
Verbs: be -airmative, negative, interrogative, and short answers
Listen to conversations and a monologue about one’s class schedule for speciic information
Say personal information based on the picture
Practice and demonstrate monologues to describe one’s schedule with friends
-
Match pictures and words
Write scripts of a conversation about asking and giving information of one’s class schedule
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xxvi
Write a script of a monologue to describe a personal class schedule Unit 2. My Online Class
Talk about online class
Verbs: beairmative, negative, interrogative, short answers
Use the expressions: “could you …” and “can you …”
Using the expressions “could you …” and “can you …”
Vocabulary: activities in and features of online learning
-
Say speciic and personal information based on the picture and in context
Read a monologue and conversations about online class for speciic information
Match pictures and words
Use the expressions to ask something in context
Read infographics about learning tips for speciic information
Arrange words into correct sentences Write expressions learned in the unit, speciic information, and personal information in context
xxvi
Write a script of a monologue to describe a personal class schedule Unit 2. My Online Class
Talk about online class
Verbs: beairmative, negative, interrogative, short answers
Use the expressions: “could you …” and “can you …”
Using the expressions “could you …” and “can you …”
Vocabulary: activities in and features of online learning
-
Say speciic and personal information based on the picture and in context
Read a monologue and conversations about online class for speciic information
Match pictures and words
Use the expressions to ask something in context
Read infographics about learning tips for speciic information
Arrange words into correct sentences Write expressions learned in the unit, speciic information, and personal information in context
Write an infographic about the learning tips Unit 3. My Study Habits Verbs: be -airmative, Talk about study negative, habits interrogative, short answers
Use adverbs of frequency
Using adverbs of frequency: always, usually, normally/ generally, often/ frequently, sometimes, occasionally, seldom, hardly ever/rarely, never
-
Say wordings that describes someone based on the picture
Write speciic Read descriptive information texts for speciic based on the information picture and texts
Complete the text about study habits in context
xxvii
Write an infographic about the learning tips Unit 3. My Study Habits Verbs: be -airmative, Talk about study negative, habits interrogative, short answers
Use adverbs of frequency
Using adverbs of frequency: always, usually, normally/ generally, often/ frequently, sometimes, occasionally, seldom, hardly ever/rarely, never
-
Say wordings that describes someone based on the picture
Write speciic Read descriptive information texts for speciic based on the information picture and texts
Complete the text about study habits in context
xxvii
xxviii
Change verbs, and complete and underline adverbs in the texts Write descriptive texts about study habits in context
Chapter 5. This is My School Unit 1. School Buildings
Ask for and give directions
Verbs: be -airmative, negative, interrogative, short answers
Listen to conversations for speciic information
Say speciic and personal information based on pictures Give direction based on the picture (map)
-
Write speciic information based on the pictures, audio, and map
xxviii
Change verbs, and complete and underline adverbs in the texts Write descriptive texts about study habits in context
Chapter 5. This is My School Unit 1. School Buildings
Ask for and give directions
Verbs: be -airmative, negative, interrogative, short answers
Listen to conversations for speciic information
Say speciic and personal information based on pictures Give direction based on the picture (map)
-
Write speciic information based on the pictures, audio, and map
Describe extracurricular activities
Describe a school festival
Using preposition of place: beside, between, behind, in front of, or across from
Draw a school map
Vocabulary: rooms in a school, things in a school
Unit 2. Extracurricular Activities
Talk about extracurricular activities
Verbs: beairmative, negative, interrogative, short answers
Vocabulary: extracurricular activities, time, and place
Listen to conversations about extracurricular activities for speciic information
Say speciic and personal information about extracurricular activities based on the picture
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Practice and demonstrate a conversation about extracurricular activities with a friend in context
Read monologues about extracurricular activities for speciic information
Match pictures with words
Write correct sentences about extracurricular activities based on speciic information on the pictures
Describe extracurricular activities
Describe a school festival
Using preposition of place: beside, between, behind, in front of, or across from
Draw a school map
Vocabulary: rooms in a school, things in a school
Unit 2. Extracurricular Activities
Talk about extracurricular activities
Verbs: beairmative, negative, interrogative, short answers
Vocabulary: extracurricular activities, time, and place
Listen to conversations about extracurricular activities for speciic information
Say speciic and personal information about extracurricular activities based on the picture
xxix
Practice and demonstrate a conversation about extracurricular activities with a friend in context
Read monologues about extracurricular activities for speciic information
Match pictures with words
Write correct sentences about extracurricular activities based on speciic information on the pictures
xxx
Unit 3. School Festival
Describe a school festival
Verbs: beairmative, negative, interrogative, short answers
Describe rooms in the school
Vocabulary: features of the room like the identiication, the size, the object, and the activity
-
Say speciic and personal information based on the picture
Describe a room with friends in the chain sentences activity
Read texts about school festivals for speciic information
Write sentences based on the provided words
Practice and write descriptive texts about a room
Make a poster for a school event
xxx
Unit 3. School Festival
Describe a school festival
Verbs: beairmative, negative, interrogative, short answers
Describe rooms in the school
Vocabulary: features of the room like the identiication, the size, the object, and the activity
-
Say speciic and personal information based on the picture
Describe a room with friends in the chain sentences activity
Read texts about school festivals for speciic information
Write sentences based on the provided words
Practice and write descriptive texts about a room
Make a poster for a school event
Tokoh dalam Buku English for Nusantara Dalam buku ini terdapat karakter tetap yang akan menemani peserta didik dalam belajar Bahasa Inggris. Peserta didik akan menemukan berbagai karakter yaitu Galang, keluarga Galang (Pak Rahmansyah, Ibu Posma, Shinta, dan Tamara), teman-teman Galang (Monita, Andre, Pipit, Leni, dan Made), guru Bahasa Inggris (Ibu Ida), Kepala Sekolah (Pak Edo), guru IPA (Pak Romy) dan lain-lain. Tokoh-tokoh tersebut mewakili berbagai suku bangsa yang ada di nusantara. Galang Rahmansyah adalah seorang siswa SMP berusia 13 tahun yang bersekolah di SMP Merdeka. Ia lahir di Kalimantan. Galang tinggal bersama ayah, ibu, dan kedua saudara perempuannya. Ayah Galang yang bernama Pak Rahmansyah adalah seorang petani penggarap yang memiliki ternak ayam dan sapi. Ibu Galang yaitu Ibu Posma Hutasuhut adalah seorang yang berasal dari Medan dan berprofesi sebagai penjahit. Galang adalah anak kedua. Kakaknya bernama Sinta Rahmansyah berusia 17 tahun, sedangkan adiknya yang bernama Tamara Rahmansyah masih berusia 6 tahun. Galang memiliki beberapa sahabat, yaitu Andre Tanudjaja, seorang keturunan Tionghoa; Monita Turangan, berdarah Manado; Pipit Saitri yang berdarah Sunda; Leni Lestari yang berdarah Minang; dan Made Wirawan yang berdarah Bali. Di sekolah, Galang memiliki guru Bahasa Inggris yang berasal dari Bali, yaitu Ibu Ida Ayu Komang. Sedangkan kepala sekolahnya adalah seorang yang berasal dari Papua bernama Pak Edo Salosa.”
xxxi
Galang Rahmansyah
Pipit Saitri
Ibu Ida Ayu Komang
Ibu Posma Hutasuhut
xxxii
Monita Turangan
Leni Lestari
Andre Tanudjaja
Made Wirawan
Pak Edo Salosa
Pak Rahmansyah
Sinta Rahmansyah
Tamara Rahmansyah
KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis: Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 0
The Beginning
CHAPTER 0 Chapter ini dirancang untuk menunjang proses belajar peserta didik, khususnya yang belum memiliki pengalaman belajar Bahasa Inggris di Sekolah Dasar. Materi yang disajikan dalam Chapter ini meliputi: alphabets, numbers, time, family members, colours, dan simple instructions. Penyajian materi disertai dengan pranala sumber belajar bagi peserta didik yang memiliki akses Internet. Bila tidak, contoh pelafalan dapat ditanyakan pada guru Bahasa Inggris di sekolah.
A. Alphabets Scan Me
Let’s learn alphabets together. Sing along to this song.
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Scan Me B. Numbers Listen to the audio on how to pronounce the numbers.
`
Cardinal Numbers
Ordinal Numbers
Zero
Nol
1
One
Satu
1st
First
Pertama
2
Two
Dua
2nd
Second
Kedua
3
Three
Tiga
3rd
Third
Ketiga
4
Four
Empat
4th
Fourth
Keempat
5
Five
Lima
5th
Fifth
Kelima
6
Six
Enam
6th
Sixth
Keenam
7
Seven
Tujuh
7th
Seventh
Ketujuh
8
Eight
Delapan
8th
Eighth
Kedelapan
9
Nine
Sembilan
9th
Ninth
Kesembilan
10
Ten
Sepuluh
10th
Tenth
Kesepuluh
11
Eleven
Sebelas
11th
Eleventh
Kesebelas
12
Twelve
Dua belas
12th
Twelfth
Kedua belas
Chapter 0 - The Beginning
3
13
Thirteen
Tiga Belas
13th
Thirteenth
14
Fourteen
Empat belas
14th
Fourteenth
Keempat belas
15
Fifteen
Lima belas
15th
Fifteenth
Kelima belas
16
Sixteen
Enam belas
16th
Sixteenth
Keenam belas
17
Seventeen
Tujuh belas
17th
Seventeenth
Ketujuh belas
18
Eighteen
Delapan belas
18th
Eighteenth
Kedelapan belas
19
Nineteen
Sembilan belas
19th
Nineteenth
Kesembilan belas
20
Twenty
Dua puluh
20th
Twentieth
Kedua puluh
30
Thirty
Tiga puluh
30th
Thirtieth
Ketiga puluh
40
Fourty
Empat puluh
40th
Fourtieth
Keempat puluh
50
Fifty
Lima puluh
50th
Fiftieth
Kelima puluh
60
Sixty
Enam puluh
60th
Sixtieth
Keenam puluh
70
Seventy
Tujuh puluh
70th
Seventieth
Ketujuh puluh
80
Eighty
Delapan puluh
80th
Eightieth
Kedelapan puluh
90
Ninety
Sembilan puluh
90th
Nintieth
Kesembilan puluh
100
One hundred
Seratus
100th
One hundredth
Keseratus
500
Five hundred
Lima ratus
500th
Five hundredth
Kelima ratus
1,000
One thousand
Seribu
1,000th
One thousandth
Keseribu
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Ketiga belas
Example on a sentence: 1. Cardinal numbers “I picked twelve apples from the garden.” 2. Ordinal numbers “I got the ifth rank last semester. C. Days of the Week Listen to the audio on how to pronounce the days of the week. Scan Me
Chapter 0 - The Beginning
5
D. Months of the Year Listen to the audio on how to pronounce the months of the year.
1 Januari
2 Februari
3 Maret
January
February
March
4 April
5 Mei
6 Juni
April
May
June
7 Juli
8 Agustus
9 September
July
August
September
10 Oktober
11 November
12 Desember
October
November
December
Scan Me
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E. Family Members Listen to the audio on how to pronounce the family members.
Scan Me
Chapter 0 - The Beginning
7
F.
Telling the Time
3.00 = It’s three o’clock
3.30 = It’s half past three
8.15 = It’s quarter past eight
2.45 = It’s quarter to three
11.35 = It’s thirty ive past eleven
8
12.55 = It’s ive to one
E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
G. WH-Questions Table 3 WH-Question
What = Apa What’s = What is
“What’s your school name?” “Apa nama sekolahmu?”
Who = Siapa Who’s = Who is
Who = Siapa “Who’s that woman?” “Siapa wanita itu?”
Why = Mengapa/ Kenapa
“Why do you like it?” “Mengapa kamu menyukainya?”
Where = Dimana
“Where do you live?” “Dimana kamu tinggal?”
When
“When do you go on vacation?” “Kapan kamu pergi berlibur?”
How
“How do you turn on the washing machine?” “Bagaimana kamu menyalakan mesin cuci?”
How much
“How much does it cost?” “Berapa harganya?”
How many
“How many cats do you have?” “Berapa banyak kucing yang kamu punya?”
How often
“How often do you go swimming?” “Seberapa sering kamu pergi berenang?”
Which
“Which drink do you want?” “Minuman mana yang kamu mau?”
Chapter 0 - The Beginning
9
H. School Subjects
SCHOOL SUBJECTS ● Religion and Attitudes: Pendidikan Agama ● Civics: Pendidikan Kewarganegaraan (PKn) ● Indonesian Language: Bahasa Indonesia ● Mathematics/Math: Matematika ● Indonesian History: Sejarah ● Natural Science: Ilmu Pengetahuan Alam (IPA) ● Social Science: Ilmu Pengetahuan Sosial (IPS) ● English: Bahasa Inggris ● Art & Culture: Seni Budaya dan Prakarya ● Physical Education (PE): PJOK (Pendidikan Jasmani Olahraga dan Kesehatan)
I. Colors Listen to this audio on how to pronounce colors.
10
Red
:
Merah
Blue
:
Biru
Green
:
Hijau
Yellow
:
Kuning
Orange
:
Jingga
Purple
:
Ungu
White
:
Putih
Black
:
Hitam
Brown
:
co*kelat
Pink
:
Merah muda
Gray
:
Abu-abu
Scan Me
E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
J. Instructions • Act
:
Lakukan
“Act out the hobby.” • Answer
:
Jawab/Jawablah
“Answer the questions based on the texts.” • Ask
:
Tanya/Tanyakan
“Ask at least ive students about their identities.” • Circle
:
Lingkari
“Circle the letters that are correct based on the conversation.” • Complete
:
Lengkapi
“Complete sentences with the suitable pronouns.” • Describe
:
Jelaskan
“Describe people’s physical features and their daily activities.” • Identify
:
Identiikasi
“Identify Galang and Andre’s hobbies, tools, and frequency.” • Listen/Listen to
:
Dengar/Dengarkan
“Listen to Audio 1.1.” • Match
:
Coco*kkan
“Match the pictures and the words.” • Practice
:
Berlatih
“Practice asking for and giving information about someone’s identity.” • Present
:
Tampilkan
“Present it in front of your class.” • Read
:
Baca/Bacalah
“Read the descriptions of Monita, Andre, and Ibu Posma and Sinta.” Chapter 0 - The Beginning
11
• Say
:
Ucapkan/Katakan
“Say the expressions of greetings, introducing someone, and parting.” • Say what you know
:
Katakan apa yang kamu ketahui
“Say what you know about the people’s activities in the park.” • Show and tell
:
Tunjukkan dan beritahu
“Show and tell it to your friends in class.” • Underline
:
Garis bawahi
“Underline pronouns referring to Monita, Andre, and Ibu Posma and Sinta.” • Work with a friend
:
Kerjakan dengan teman
“Work with a friend to complete Worksheet 2.2.” • Write
:
Tulis/Tuliskan
“Write your introduction in the box below.”
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E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis: Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 1
About Me
Learning Objectives Upon completion of Chapter 1, you should be able to: 1. introduce yourself and others; 2. talk about hobbies; 3. describe people’s physical and personality traits, and 4. describe their daily activities.
Chapter 1
About Me
Galang from Kalimantan Unit 1 1. Introducing myself 2. Greetings and Saying Goodbye
I Love Fishing Unit 2 1. Introducing others 2. Describing hobbies
Galang and Friends Unit 3 1. Describing people 2. Describing daily activities
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Unit 1. Galang from Kalimantan Section 1 – Say What You Know Write what you usually say when introducing yourself in Worksheet 1.1. One box has been completed for you.
Name
Worksheet 1.1
Chapter 1 - About Me
15
Section 2 – Listening a. Listen to Audio 1.1. A boy is introducing himself.
Comic strip 1.1 Galang’s introduction 16
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b. Listen again to Audio 1.1. Practice saying Galang’s introduction. c.
Write his identity in the empty boxes in Worksheet 1.2. One box has been completed for you. See the Wordbox at the end of the chapter, to help you ind the meanings of key wordings.
Name: Galang
Origin:
Age:
School:
Sibling:
Hobby:
Address:
Worksheet 1.2
Did You Know?
Mr., Mrs., or Miss are addresses that people can use in formal situations in English. These addresses are followed by complete names or last names, for example Mr. Puji Darmawan or Mr. Darmawan, Mrs. Paula Alexander or Mrs. Alexander, and Miss Soraya Nasution or Miss Nasution. What addresses are there in your language? How are they used?
Chapter 1 - About Me
17
Section 3 – Your Turn: Speaking a. Complete the chart below with your identity. You can put or draw your picture in the box on the left.
Name:
Origin:
Age:
YOUR PHOTO
School:
Sibling:
Hobby:
Address:
Worksheet 1.3
b. Write your introduction in Worksheet 1.4. Use the information from the chart in Worksheet 1.3. See the Wordbox.
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E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
Hello. My name’s __________ I go to __________ school. I come from __________ I live on Jalan __________ I like __________ I have ______________ sister(s)/brother(s). Worksheet 1.4
c.
Practice introducing yourself.
Worksheet 1.5
d. Introduce yourself to the class.
Worksheet 1.6 Chapter 1 - About Me
19
Section 4 – Listening
Comic strip 1.2 Part 1 Galang and Andre are introducing themselves to each other.
a. Listen to Audio 1.2. Galang and Andre are introducing themselves to each other. The audio has two parts. You can listen to Part 1 and then Part 2. Or, you can listen to both Parts in one go. See the Wordbox.
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Chapter 1 - About Me 21 Comic strip 1.2 Part 2 Galang and Andre are introducing themselves to each other.
Chapter 1 - About Me 21 Comic strip 1.2 Part 2 Galang and Andre are introducing themselves to each other.
b. Complete a mind map about Andre. Name : Andre
Address:
Sibling:
Age:
Hobby:
Worksheet 1.7
Section 5 – Language Focus a. Read aloud the expressions of asking and giving information about someone’s identity. See the Wordbox. Table 1.1
Questions
Responses
Name
What’s your name?
My name’s … I’m …
Origin
Where are you from? Where do you come from?
I’m from … I come from …
Where do you live?
I live on Jalan …
How old are you?
I’m … years old.
What’s your hobby? What do you like doing in your free time?
My hobby is … I like …
Address Age Hobby
Siblings
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How many siblings do you have? How many brothers and sisters do you have?
I have … siblings. I have … brothers. I have … sisters. I’m an only child.
E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
b. Practice using the expressions in Table 1.1 with a friend.
Comic strip 1.3 Introduction
c.
Go around the room. Ask at least ive students about their identities. Write their responses in Worksheet 1.8. Identity
Student 1
Student 2
Student 3
Student 4
Student 5
Name Origin Address Age Hobby Siblings
Worksheet 1.8
Chapter 1 - About Me
23
Section 6 – Listening a. Listen to Audio 1.3. Three students are introducing themselves. There are two parts in the audio. You can listen to Part 1 and then Part 2. Or, you can listen to both parts in one go. See the Wordbox.
Comic strip 1.4 Three students are introducing themselves 24
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b. Listen again to Audio 1.3. Circle the letters on Worksheet 1.9 that are correct based on the conversation.
Worksheet 1.9
Chapter 1 - About Me
25
Section 7 – Your Turn: Speaking a. Say the expressions of greetings, introducing someone, and partings. See the Wordbox. Table 1.2
Greetings
Introducing Someone
Hi. Hello. Good morning. Good afternoon. Good evening. How are you? Fine, thanks. I’m OK.
This is … She’s from ... He’s from … She likes … He loves … Nice to meet you. Nice to meet you, too.
Partings
Bye. Good bye. See you later.
b. Practice the expressions in Table 1.2 with two of your friends.
Comic strip 1.5 Greeting and introducing someone
c.
Introduce a classmate to another classmate in your class.
Worksheet 1.10 26
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Enrichment: Neighborhood Walk Greet people that you meet around the school neighborhood. Use appropriate expressions of greeting and parting. You can greet your friends, teachers, janitors, and all other people at school.
Comic strip 1.6 Greetings around the school
Chapter 1 - About Me
27
Unit 2. I Love Fishing Section 1 – Say What You Know a. Look at Picture 1.1. Say what you know about the people’s activities in the park.
Picture 1.1 People’s activities in the park
b. Read the words in the bubbles. Point the relevant activities in Picture 1.1. See the Wordbox.
Cycling Fishing
28
Reading Mobile gaming Jogging
Listening Playing Badminton
E n g l i s h f o r N u s a n t a r a u n t u k S M P / M Ts K e l a s V I I
c.
Complete the sentences on Worksheet 1.11.
Worksheet 1.11
Chapter 1 - About Me
29
Section 2 – Listening a. Listen to Audio 1.4 Part 1. Andre and Monita are talking about their hobbies.
Comic strip 1.7 Talking about hobbies
b. Listen to Audio 1.4 Part 2. People are talking about their hobbies. Write their hobbies on Worksheet 1.12.
Worksheet 1.12
Section 3 – Listening a. Listen to Audio 1.5. Galang and Andre are talking about their hobbies, frequency, and tools for doing the hobbies. The audio has four parts. You may listen to each part and stop. Or, you may listen to all of the parts in one go. See the Wordbox.
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Comic strip 1.8 Galang and Andre hobbies
Chapter 1 - About Me
31
b. Identify Galang and Andre’s hobbies, tools, and frequency. Complete Worksheet 1.13 based on the conversation in Audio 1.5. One box has been done for you. Character
Hobby
Galang
Frequency (how often)
Tools
once a week
Andre Worksheet 1.13
c.
Write the letter (a, b, c, d, or e) for the relevant picture on Worksheet 1.14.
Worksheet 1.14
Did You Know? People around the world have unusual or extreme hobbies. Have you ever heard of stone skipping and Parkour? Stone skipping is the art of throwing lat rocks across the water. The goal is to see how many times a stone bounces off the surface of water before sinking (https:// www.surfertoday.com/skimboarding/ the-science-and-art-of-stone-skipping).
32
Parkour is an activity in which the goal is to move from one place to another as quickly and eiciently as possible, using the abilities of the human body. Parkour helps to overcome barriers, and is practiced in rural and urban areas (https://kids.kiddle.co/Parkour).
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Section 4 – Reading a. Read the text about people’s hobbies. See the Wordbox.
Text 1.1 People’s Hobbies
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b. Work with a classmate to complete Worksheet 1.15 based on the Text 1.1.
Name
Hobby
Frequency
Tools Needed
Worksheet 1.15
c.
Answer the questions based on Text 1.1.
1. Who loves playing badminton? _____________________________________________ 2. How often does Monita read novels? _____________________________________________ 3. What tools does Galang need to go ishing? _____________________________________________ 4. Mention the people who do their hobbies outdoors. _____________________________________________ 5. Mention the hobbies that support physical health. _____________________________________________ Worksheet 1.16
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Section 5 – Language Focus a. Read the description of Galang’s hobby in Text 1.2. Look at the highlighted words referring to Galang.
Text 1.2 Galang’s hobby
b. Read Ibu Ida’s explanations about pronouns (Part 1).
Comic strip 1.9 Part 1 Pronouns Chapter 1 - About Me
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c.
Read the Text 1.3 about hobbies. Underline pronouns referring to Monita, Andre, and Ibu Posma and Sinta. See the description of Galang’s hobby in Text 1.2 as an example.
Text 1.3 Hobbies
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d. Read Ibu Ida’s explanation about pronouns (Part 2).
Comic strip 1.9 Part 2 Pronouns
e.
Complete Worksheet 1.17 with the pronouns you identiied from the description of people’s hobbies in Text 1.3.
Pronouns
Personal
Possessive
singular
I she he
my … …
plural
…
their Worksheet 1.17
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f.
Complete the sentences with suitable pronouns.
1. Pak Edo likes cycling. (a) _____ goes cycling almost every morning. (b) _____ bicycle is very expensive. 2. Ibu Ida Ayu loves listening to music. (a) _____ likes KPop very much. (b) _____ favorite boy band is BTS. 3. Monita likes watching movies. (a) _____ loves watching KDrama. (b) _____ favorite actor is Hyun Bin. 4. Sinta and Tamara love playing badminton. (a) _____ always play badminton on Sunday morning. (b) _____ want to be a professional badminton players one day. 5. Pak Rahmansyah likes jogging. (a) _____ jogs once a week. (b) _____ jogs at the park on Sundays. 6. Ibu Komang’s husband likes photography. (a) _____ usually takes pictures using (b) _____ smartphone. 7. Monita and her father love hiking. (a) _____ like to walk in the countryside. (b) _____ preferred hiking trail is Matang Kaladan Hill. 8. Andre’s mother likes cooking. (a) _____ soto banjar is very delicious. (b) _____ wants to join the Master Chef competition one day.
Worksheet 1.18
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Section 6 – Your Turn: Reading a. Read the text about Pak Edo’s Hobby . See the Wordbox. Pak Edo’s Hobby Pak Edo’s hobby is cycling. He goes cycling every morning. Pak Edo always wears a helmet, a t-shirt, shorts, and shoes when he goes cycling. He never forgets to bring his bottle. Pak Edo sometimes goes cycling with his wife and children. They ride their bicycles together on weekends. Their favorite place for cycling is the park. They like cycling at the park because the air is very fresh. Pak Edo likes cycling because it can make him healthy. Cycling makes immune cells more active. Cycling is also good for the environment because it does not release pollution. b. Answer the questions on Worksheet 1.19 based on the texts.
1. Where are Pak Edo and his family’s favorite places for cycling? _________________________________________________ 2. What day do Pak Edo and his family go cycling? _________________________________________________ 3. They ride their bicycles together on weekends. What does the word ‘they’ refer to? _________________________________________________ 4. Do you agree with Pak Edo that cycling is useful for health and the environment? Explain. _________________________________________________ 5. Why does Pak Edo wear his helmet whenever he goes cycling? _________________________________________________ Worksheet 1.19
Enrichment: Miming and Guessing a Hobby a. Think of a hobby. Act it out. b. Let your friends guess your hobby. Chapter 1 - About Me
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Unit 3. My Friends and I Section 1 – Say What You Know
Picture 1.2 Galang and his friends
In Picture 1.2, you can see Galang and his friends. Can you identify each of them? a. Point the pictures and say their names. b. What are their physical traits?
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Section 2 – Writing a. In Section 1, you have learned a few words to describe people’s physical traits. Now, you may think about the words related to personality traits. Some words have been provided as examples in the table. See the Wordbox.
Physical Features
Short Tall
Personality Traits Friendly
Honest
Cheerful
Worksheet 1.20
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b. Now, use the words in Part a to write a description about Galang and his friends. You can also look at the picture to write about their hobbies. Look at the example. See the Wordbox.
Worksheet 1.21
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Section 3 – Reading and Viewing a. Look at Picture 1.3. Observe the physical traits of each person in the picture. You can use the words in the box to describe each person. See the Wordbox.
Picture 1.3 Galang and Friends.
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b. Complete the blanks with the correct words in the clouds.
Tall
Wavy
Chubby
Curly
Hijab
Short
Long
Skinny
Straight
Galang and Friends Galang shows a picture of his friends at home to Monita and Andre. In this picture, Galang wears a black jacket. Lenny is standing in the far left. She is (1) __________ and (2) __________. She likes sewing. Next to Lenny is Tono. He is popular because of his (3) __________, (4) __________ hair. The boy sitting in the front row is Ahmad. He is (5) __________ and (6) __________. He likes playing soccer. The other boy sitting next to Ahmad is Dani. Like Ahmad, Tono also has (7) __________ hair. He likes playing soccer. There are two other girls in the picture. They are standing next to Tono. They are Nina and Salma. Nina (8) __________, (9) __________ hair. Salma wears a (10) __________ and glasses. They like playing badminton. Finally, the boy standing on the right is Made. He uses a crutch. Made likes playing basketball.
Worksheet 1.22
c.
Read the text again. Point and say the name of the characters in Picture 1.3. 44
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Section 4 – Reading a. Read a text about Made, the Basketball Player.
Picture 1.4 Made
Made the Basketball Player Made is Galang’s friend. He is 14 years old. He is very friendly. He has a lot of friends. Made has short, black hair. He always wears a cap wherever he goes. Made is special. He uses a crutch and sometimes uses a wheelchair. He likes playing basketball. He plays for a basketball team called Kalimantan Wheelchair Basketball. He practices basketball once a week on Saturday. His teammates are proud of him. Together, they make a very good basketball team.
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b. Answer the questions based on the text. 1. Who is Made? _________________________________________________________________ 2. How old is he? _________________________________________________________________ 3. Describe Made’s physical and personality traits. _________________________________________________________________ 4. What is special about Made? _________________________________________________________________ 5. How often does he practice? _________________________________________________________________ 6. How do the teammates feel about Made? _________________________________________________________________ Worksheet 1.23
c.
Complete Worksheet 1.24 with the correct information from the text.
Regular Activities
Facts
Example: 1. He always wears wherever he goes.
Example: a
cap
1. He is 14 years old.
2. ___________________________
2. ___________________________
3. ___________________________
3. ___________________________
4. ___________________________
4. ___________________________
5. ___________________________
5. ___________________________
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Section 5 – Language Focus a. Describing people Describing people typically contains information about their physical features, personality traits, their current condition or facts; such as job, age, hobby, and regular activities; or what they usually do. Look at the following examples: 1. His name is Made. 2. He uses a crutch. 3. Made likes playing basketball. 4. They like playing badminton. When we talk about an activity that is done regularly, we can use words to show action (he wears …) or feeling (he likes …). These types of words are called verbs. The form of verbs can change depending on who is being described. In example number 3, we use likes because the subject is singular and in example 4 we use like because the subject is plural. We can use information about regular activities and facts to describe someone.
b. Now, complete the sentences with the correct form of the verbs. Number one has been done for you. 1. Galang and his friends (go) to school every day. Answer: go 2. Sinta and Tamara (play) badminton in the park every Sunday. Answer: __________ 3. Made (practice) basketball in the school basketball court. Answer: __________ 4. Tono (swim) with his friends every Sunday. Answer: __________ 5. Ahmad (bike) to the soccer ield to watch his friends play. Answer: __________ Chapter 1 - About Me
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6. Nina and Salma (walk) together to school everyday. Answer: __________ 7. They (win) the sport competition for junior high school students. Answer: __________ 8. Dani (bring) a bottle of water to prepare for his soccer training. Answer: __________ Worksheet 1.25
c.
Observe the following structure of a descriptive text about Made presented in Section 4.
Table 1.3
Structure Identiication: a general orientation to the topic. Description: Feature 1: Personality trait Extra information Feature 2: Physical trait Extra information Feature 3: Physical trait Extra information
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Text
Made is Galang’s friend. He is 14 years old.
He is very friendly. He has a lot of friends.
Made has short, black hair. He always wears a cap wherever he goes. Made is special. He uses a crutch and sometimes uses a wheelchair.
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Feature 4: Regular activities
Comment
He likes playing basketball. He plays for the basketball team, Kalimantan Wheelchair Basketball. He practices basketball once a week every Saturday.
His teammates are proud of him. Together, they make a very good basketball team.
Section 6 – Your Turn: Writing a. Planning and brainstorming. 1. Think of one friend. 2. List the words to describe your friend.
Regular Activities
Facts
1. __________________________
1. __________________________
2. __________________________
2. __________________________
3. __________________________
3. __________________________
4. __________________________
4. __________________________
5. __________________________
5. __________________________
Worksheet 1.26
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b. Outlining and drafting. Make an outline of your paragraph using the structure at Worksheet 1.27.
Structure
Text
Identiication: a general orientation to the topic. Description: Feature 1: Personality trait Extra information Feature 2: Physical trait Extra information Feature 3: Physical trait Extra information Feature 4: Regular activities
Comment
Worksheet 1.27
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c.
Writing and editing. Write your descriptive paragraph on Worksheet 1.28.
Worksheet 1.28
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Section 7 – Fun Time: Guess Who! a. When you inish, give your paragraph to a friend and let him/her read. b. Ask your friend to guess who you are describing and see if he/she has the correct guess.
Enrichment: Write Once More a. Think of the name of a popular person. It can be a singer, actor, actress, gamer, or youtuber. b. Write a descriptive paragraph about this person. c.
Ask your friend to guess who you are describing and see if he/she guessed it correctly.
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Learning Relection
Name__________________Chapter_________________Date_______________ How well did I do in Chapter 1?
A
Not So Well
OK
Very Well
Rate yourself by drawing an emoji next to each statement
I can introduce myself and others I can describe people’s physical features I can describe people’s daily activities I can Describe people’s hobbies I can ask for and give personal information I can write a simple descriptive paragraph
B
I learned these new words:
C
I liked the Neighbourhood Walk I liked the guessing game
D I shared with my family. I read a descriptive paragraph for my family. I asked them to guess the person I was describing. My Parent’s signature
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Wordbox Unit 1 - Section 3.b
Unit 1 - Section 2.c origin = asal
“I have …. sister(s)/brother(s)” =
address = alamat
“Saya mempunyai … (saudara perempuan/saudara laki-laki)”
age = umur siblings = saudara kandung
Unit 1 - Section 4.a enjoy = senang/menikmati live = tinggal irst day = hari pertama ishing = memancing mobile gaming = bermain game di ponsel by the way = omong-omong
identity = identitas
Unit 1 - Section 5.a
“Where do you come from?” = “Dari mana kamu berasal?” “What do you like doing in your free time?” = “Apa yang kamu suka lakukan di waktu luangmu?” “How many siblings do you have?” = “Berapa banyak saudara yang kamu punya?” “How many brothers and sisters do you have?” = “Berapa banyak saudara laki laki dan saudara perempuan yang kamu punya?” “I’m an only child” = “Saya anak tunggal”
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Unit 1 - Section 6.a before = sebelum classmate = teman sekelas “I also love drawing manga” = “Saya juga suka menggambar manga” “Cool! I love manga but I can’t draw” = “Hebat! Saya suka manga tetapi saya tidak bisa menggambar.” The more, the merrier = Semakin banyak, semakin meriah “I’ve got to ind my seat. See you later, Guys” = “Saya harus menemukan tempat dudukku. Sampai nanti, Teman-Teman”
Unit 1 - Section 3.b
Unit 1 - Section 2.c Good morning = Selamat pagi
cycling = bersepeda
Good afternoon = Selamat siang
playing badminton = bermain badminton
Good evening = Selamat sore
Unit 2 - Section 3.a week = minggu weekends = akhir pekan ishing rod = pancingan bucket = ember ishnet = jaring ikan often = sering once = sekali “What’s up?” = “Apa kabar?” “Do you go ishing very often? = “Wah kamu sering memancing?” “I go ishing once a week” = “Saya pergi memancing sekali dalam seminggu.” “You have a lot to bring. What do you need for ishing?” = “Kamu membawa banyak barang. Apa yang kamu butuhkan untuk memancing?” “I need to get going now” = “Saya harus pergi sekarang.”
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Unit 2 - Section 4.a Unit 2 - Section 5.a
shuttleco*ck = kok favorite = kesukaan
forget = lupa
twice = dua kali
healthy = sehat ride = mengendarai
Unit 1 - Section 3.b
sometimes = kadang-kadang helmet = helm
“I have …. (sisters/brothers)” =
never = tidak pernah lupa
“Saya mempunyai … (saudara perempuan/saudara laki- laki)”
short = celana pendek air = udara immune cells = sel imun
Unit 3 - Section 2.a physical features = ciri-ciri isik personality traits kepribadian
=
environment = lingkungan pollution = polusi
ciri-ciri
friendly = ramah
Unit 3 - Section 3.a tall = tinggi curly = keriting
cheerful = ceria
long = panjang
honest = jujur
wavy = ikal hijab = kerudung
Unit 3 - Section 3.b standing = berdiri sewing = menjahit sitting = duduk
skinny = kurus chubby = gemuk short = pendek straight = lurus
wear = menggunakan far = jauh left = kiri
Unit 3 - Section 2.b
right = kanan front row = baris depan
tanned skin = kulit sawo matang
prosthetic = organ gerak buatan because of = karena next to Lenny is Tono = setelah Lenny adalah Tono
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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis : Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 2
Culinary and Me
Learning Objectives Upon completion of Chapter 2, you should be able to: 1. describe one’s favorite meals; 2. ask and give information about food; 3. identify tools and ingredients in a recipe, and 4. make a sequence of cooking steps.
Chapter 2
Culinary and Me
Unit 1
Unit 2
My Favorite Snack Asking and giving information about food and ingredients.
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My Favorite Food Describing one’s favourite meal food, drink, snack, texture, and taste.
Secret Recipe 1. Identifying tools and ingredients 2. Making a sequence of cooking step
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Unit 1. My Favorite Food
Picture 2.1 Monita’s favorite food
Section 1 – Say What You Know a. Are you familiar with these kinds of food and drinks? Tick the kinds of food and drinks that you have ever eaten and drunk. See the Wordbox.
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Worksheet 2.1
b. Write the kinds of food and drinks in Worksheet 2.1. at the appropriate categories. See the Wordbox. Main meal Snack Drink Worksheet 2.2
c.
What are your favorite food and drink? Write your answers in Worksheet 2.3.
Main meal Snack Drink Worksheet 2.3
Did You Know? Indonesia has abundant kinds of food due to its variety of ethnic groups and cultures. This gives different lavors and tastes in different places. Some kinds of food are popular across the country such as Rendang, Satay, Nasi Goreng, Bakso, and Soto. These kinds of food are also popular around the world. Find out more in https://www.gramedia.com/best-seller/makanan-khasindonesia-yang-mendunia/
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Section 2 – Reading
Comic strip 2.1 Part 1 Monita and Galang’s favorite meals
a. Read and Listen to Monita and Galang are talking about their favorite food and drinks. See the Wordbox.
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Comic strip 2.1 Part 2 Monita and Galang’s favorite meals
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Comic strip 2.1 Part 2 Monita and Galang’s favorite meals
b. Circle the correct words to complete the sentences. Number one has been done for you.
1. Monita loves … for snacks. a. Banana Fritters b. Fried rice. 2. Galang and Monita like … a. Banana fritters b. Donuts 3. Galang is having breakfast … a. At home b. At school 4. Galang has … to drink. a. Water b. Sweet tea
Worksheet 2.4
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Section 3 – Your Turn: Listening a. Monita is having lunch with her family. Listen to their conversation in Audio 2.2. See the Wordbox.
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b. Listen again to Audio 2.2. Identify food and drinks that are not on Monita’s dining table. Circle the words on Worksheet 2.5.
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c.
Listen to the rest of the conversation in Audio 2.3. See the Wordbox.
Comic strip 2.2 Part 2 Monita’s family lunch
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d. Draw a line from each taste to the food.
Worksheet 2.6
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Section 4 – Speaking a. Here are some kinds of food with their textures and tastes. Listen to Audio 2.4 and repeat the sentences. See the Wordbox.
Picture 2.2 Kinds of Food
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b. Think of at least two kinds of food and two kinds of drinks that have the following textures and tastes. Texture
greasy salty savory
sticky crunchy crispy
Taste
sour bitter cold
spicy salty sweet plain
c.
Say the food and drinks and their descriptions of texture and taste to the class. Number one has been done for you.
1. It’s tea with sugar. It’s sweet. 2. _______________________________________________________________ 3. _______________________________________________________________ 4. _______________________________________________________________ 5. _______________________________________________________________ Worksheet 2.7
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Section 5 – Speaking a. Here are some expressions for asking and giving information about someone’s favorite food. Listen to Audio 2.5 and repeat. Table 2.1
Questions
Responses I love corn soup. It’s creamy.
What food/drink do you like?
Do you like fried ish?
I like fruit salad. It’s sour and spicy from the fruits and the sauce. Yes. I like it very much. It’s tasty. No. I don’t like it. It’s greasy.
b. Make a list of your favorite food and drinks. Ask your friend if she/ he likes the same food. Write Yes if she/he likes it and No if she/he doesn’t like it. Listen to the Audio 2.5 for example.
“Do you like cassava chips?”
No
“Yes, I like it. It’s crispy.” “No. I don’t like it. It’s salty.”
Main Meal/Snacks/Drinks
Like/Don’t Like
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Section 6 – Your Turn: Speaking a. Listen to Audio 2.6 to the conversation between Andre and Galang. See the Wordbox.
Comic strip 2.3 Andre and Galang favorite food.
b. Practice the conversation with your friend.
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c.
Write the food and drinks you like and you don’t like in the table below.
Food and Drink I like
Don’t Like
Main Meal Snacks Drinks Worksheet 2.9
d. Talk about some food and drinks you like and don’t like with your friend. You can use the expressions in Section 3 and Section 4.
Picture 2.3 I like it! vs I don’t like it.
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Section 7 – Speaking a. Ask your family members about their favorite food and drinks. Ask them about the food and drinks’ texture and tastes.
No.
Family Member
Favorite Food:
Drink:
Texture/Taste:
Texture/Taste:
Food:
Drink:
Texture/Taste:
Texture/Taste:
Food:
Drink:
Texture/Taste:
Texture/Taste:
Texture/Taste:
Texture/Taste:
1.
2.
3.
Worksheet 2.10
b. Share your indings with your friends.
1. My father likes ________________________________________________ 2. My mother likes ______________________________________________ 3. My sister doesn’t like _________________________________________ 4. My sister likes ________________________________________________ 5.
_______________________________________________________________ Worksheet 2.11 Chapter 2 - Culinary and Me
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Enrichment: Show and Tell Choose your favorite food or drink. Take a picture of the food or drink. Show and tell about it to your friends in the class. “My favorite meal is Nasi Goreng. It’s savory. It’s a bit greasy.”
Picture 2.4 Nasi goreng
Unit 2. My Favorite Snack Section 1 – Say What You Know a. What is your favorite snack? b. Do you make your own favorite snack?
Section 2 – Reading a. Look at the picture of banana fritters. What do you think of their texture, taste, color, and decoration? Texture :
Color:
Taste:
Decoration:
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b. Read a text about Galang’s favorite snack. See the Wordbox.
Galang’s Favorite Snack My favorite snack is banana fritters. My mom makes them almost every afternoon. She fries them in hot oil until they look golden brown. I like them because they are crispy and crunchy outside, but sweet and soft inside. Sometimes, I add sprinkles, grated cheese, or palm sugar on top of them. Can you imagine how delicious they are? It’s inger-licking good!
c.
Write true or false for each statement based on the text.
1. Banana fritters taste savory. (____) 2. Banana fritters are very soft outside. (____) 3. Galang loves grated cheese for topping. (____) 4. Galang’s mom makes banana fritters for breakfast. (____) 5. Galang’s mom uses a frying pan to make banana fritters. (____)
Worksheet 2.13
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Section 3 – Reading a. Discuss with a friend. Read the shopping list. Guess what kind of cake Monita is making.
Picture 2.5 Monita’s shopping list.
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b. Read the text about Monita’s cake. See the Wordbox.
Picture 2.6 Monita’s post about her cake
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c.
Fill in the blanks in the mind map based on the text in Picture 2.6.
Taste
Texture
Colors
Toppings
Worksheet 2.14
d. Answer the questions based on the text in Picture 2.6.
1. How many layers does Monita’s cake have? _____________________________________________ 2. What are the toppings? _____________________________________________ 3. How does the cake taste? _____________________________________________ 4. What kind of drinks does she have when she eats the cake? _____________________________________________ 5. Where can we get the recipe? _____________________________________________ Worksheet 2.15 78
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Section 4 – Your Turn: Reading Work with a classmate. Mind map the texts below. See the Wordbox.
My favorite food is Pecel. Pecel is a traditional Javanese salad. It consists of various boiled vegetables. It uses peanut sauce as a dressing. The taste is a combination of sweet and spicy.
Origin: Java
Dressing: Peanut Sauce
Ingredients: various boiled vegetables
Taste: a Combination of sweet and spicy
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My Mom loves Rujak. Rujak is a well-known dish in Indonesia. It is a mixture of various sliced fruits. It uses spicy palm sugar as a dressing. The taste is sweet, hot, and spicy.
Origin:
Dressing:
Ingredients:
Taste:
Worksheet 2.16
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Section 5 – Language Focus We use a and an with singular nouns. We use a before a consonant sound and an before a vowel sound. •
Monita is going to make a cake.
•
Galang’s mom asked him to buy a bottle of cooking oil.
•
I have a glass of milk and an omelet for breakfast.
•
Monita’s father uses an apron when he cooks.
A and an are called articles. We don’t usually use articles for: 1. People’s names: My best friend is called Nuno. 2. Countries: Is he from Malaysia? 3. Meals: I have breakfast at 7 o’clock.
a. Circle the article in the brackets (a/an) that completes each sentence correctly. See the Wordbox.
1. Monita needs (a/an) oven to bake the cake. 2. It takes (a/an) month for Monita to learn to make a black forest. 3. Would you like (a/an) pack of cassava chips? 4. There is (a/an) orange in the fridge. 5. Can I have (a/an) bowl of soup, please? 6. There is (a/an) egg in the basket. 7. Monita’s father makes (a/an) plate of fried rice for breakfast. 8. Monita is reading (a/an) recipe. Worksheet 2.17
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Did You Know? Tea Time Every country has a tea culture. It’s more than just a beverage. It’s all about culture and the people. In Great Britain, for example, tea time is a light meal in the afternoon. British tea is usually served with both sweet and savory snacks. Tea is the drink for any emotional situation. People drink it in hot and cold weather. In Turkey, people start their day with a cup of tea and drink it throughout the day. Tea is the drink of choice for breakfast, snacks, and meetup with friends. If you visit a Turkish household, your host will irst offer you a cup of tea to welcome you.
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It is an Indonesian traditional dessert. It is made of banana, brown sugar, coconut milk, and pandanus leaf. It is very popular in the holy month of Ramadan.
It is an Indonesian traditional snack. It is made of banana. It is deep fried in hot oil. Some people add chocolate sprinkles on top of it.
It is one of the very popular chocolate cakes. It is made of layered sponge cakes. Usually, it is covered with whipped cream and topped with some cherries.
It is an Indonesian traditional iced dessert. It contains rice lour jelly, coconut milk, and palm sugar syrup. It tastes creamy and sweet.
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Unit 3. A Secret Recipe Section 1 – Say What You Know
Picture 2.7 Cooking
a. Do you help your parents in the kitchen? b. Name three cooking utensils you can ind in the kitchen. c.
Name three cooking ingredients you can ind in the kitchen
Section 2 – Language Focus a. Look at the Picture 2.7 again. Label the picture with the correct number based on the list of utensil names in Table 2.2. See the Wordbox. Table 2.2
1. ladle
4. wok
7. stove
10. knife
2. spoon
5. saucepan
8. pan
11. napkin
3. fork
6. spatula
9. tongs
12. chopstick
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b. Work with a friend and discuss the following questions
1. What do you do with the utensils in the kitchen? I use the ladle to __________ I use the spoon to __________ I use a napkin to __________ 2. What do you do with the ingredients in the kitchen? I __________ the vegetable into small pieces. I __________ the stove to start cooking. I __________ the oil into the pan. Worksheet 2.18
c.
Now, match the action verbs on the left column and the suitable description on the right column. See the Wordbox.
1. heat
a. the carrot and the potato
2. cut
b. the vegetable into small pieces
3. stir
c. the oil in the pan
4. mix
d. the water into the pan
5. turn on
e. the salt into the fried rice for seasoning
6. pour
f. the rice and the egg in the pan
7. put in
g. the stove
8. peel
h. the butter and lour mixture well Worksheet 2.19
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Section 3 – Reading a. Learn the words in the box. Then, label Worksheet 2.20 with the correct words from the box. utensils
ingredients
cooking steps
Worksheet 2.20
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b. Work with a friend and answer the following questions.
1. What are the contents of the Instant Bubur pack? _________________________________________________________________ 2. How many steps are there to make the Instant Bubur? _________________________________________________________________ 3. What utensils do you need to make the Instant Bubur pack? _________________________________________________________________
Worksheet 2.21
c.
Discuss with your friend to write the cooking steps.
Step 1: _________________________________________________________ Step 2: _________________________________________________________ Step 3: _________________________________________________________ Step 4: _________________________________________________________ Step 5: _________________________________________________________
Worksheet 2.22
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Section 4 – Reading a. Read the text. See the Wordbox. Galang wants to try to cook dinner tonight. He prepares the cooking utensils. His mom writes a fried rice recipe for him. He looks up the recipe before he cooks.
Recipe for Traditional Fried Rice Cooking utensils: 1. a wok 2. a spatula 3. a knife 4. a chopping board
Ingredients: 1. Cooked rice 2. Cooking oil 3. Eggs 4. Garlic 5. A pinch of salt
Steps: 1. Beat the egg. 7. When the garlic smells nice, put 2. Crush the garlic and cut it the cooked rice into the pan. into smaller pieces. 8. Put a pinch of salt for seasoning. 3. Heat some cooking oil in the 9. Mix the rice and the salt evenly. pan. 4. Put the eggs into the pan. 5. Stir the egg and scramble it. 6. Put in the garlic. Now, the special fried rice is ready to eat.
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b. Number the order of the cooking steps based on the text.
Worksheet 2.23
c.
Let’s learn the structure of Procedural text. Procedural texts can be used to describe activities that include several steps to achieve the goal, such as cooking, making origami, and ordering online food. In the text, we have learned the steps of making fried rice. The table shows the structure of a procedural text. Table 2.3
Structure
Description
The goal of the activity
Say what you are trying to do or make
Materials
List ingredients or tools
Steps
List steps of the activity. In a procedural text, the order of the steps is indicated using conjunctions such as irst, second, then, next, and inally.
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d. Observe the structure of a procedure text. Table 2.4
Structure
Text
The goal of the activity (Say what you are trying to do or make)
Cooking fried rice.
Cooking utensils: 1. 2. 3. 4. Materials (List ingredients or tools)
a wok a spatula a knife a chopping board
Ingredients: 1.
Cooked rice
2.
Cooking oil
3.
Eggs
4.
Garlic
5.
A pinch of salt
Steps:
Steps (List steps of the activity)
1.
Beat the egg.
2.
Crush the garlic and cut it into smaller pieces.
3.
Heat some cooking oil in the pan.
4.
Put the eggs into the pan.
5.
Stir the egg and scramble it.
6.
Put in the garlic.
7.
When the garlic smells nice, put the
8.
cooked rice into the pan.
9.
Put a pinch of salt for seasoning.
10. Mix the rice and the salt evenly.
Comment
Now, the special fried rice is ready to eat. Chapter 2 - Culinary and Me
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Section 5 – Language Focus Giving instructions. Function: Giving a command or instruction is to tell us to do something Form: The form of an English imperative sentence uses the base verb with no subject. It may end with a full-stop/period ( . ) or an exclamation mark/point ( ! ). Imperative sentences can be in positive or negative form, and can refer to present or future time. Look at these examples: Positive imperative Heat the oil in the pan. Cut the garlic into small pieces.
Negative imperative Don’t forget to put in some salt. Don’t put chili in the fried rice.
Write an instruction for the following situations. See the Wordbox.
1. Situation: Monita’s mom wants her to help by taking some eggs from the fridge. Answer: Take some eggs from the fridge. 2. Situation: Monita and her mom are in the kitchen. She wants Monita to peel and cut the carrot to make vegetable soup. Answer: ______________________________________________________________ 3. Situation: Ibu Posma asks Sinta to buy cooking oil. Answer: ______________________________________________________________
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4. Situation: Ibu Posma asks Galang to prepare some plates for dinner. Answer: ______________________________________________________________ 5. Situation: Sinta asks Ara to wash her hands. Answer: ______________________________________________________________ Worksheet 2.24
Section 6 – Writing a. Put the following process into the correct order.
Worksheet 2.25
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b. Write the process of making banana fritters. You can use first, second, then, next, and inally to indicate the order. Structure The goal of the activity (Say what you are trying to do or make)
Text ...................................................................... ...................................................................... ...................................................................... ...................................................................... Cooking utensils: ...................................................................... ...................................................................... ...................................................................... ......................................................................
Materials (List ingredients or tools)
Steps (List steps of the activity)
Ingredients: ...................................................................... ...................................................................... ...................................................................... ......................................................................
..................................................................... ..................................................................... ...................................................................... ...................................................................... ......................................................................
Comment
...................................................................... ...................................................................... ...................................................................... ...................................................................... ...................................................................... ......................................................................
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Section 7 – Your Turn: Writing a. You are going to write a recipe for making sweet potato fritters. Put a tick on the picture of the ingredients and tools that you need.
Worksheet 2.27
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b. Underline the suitable action words/verbs that you need to write your procedural steps. See the Wordbox.
mix boil pour put into
break stir spread prepare
fry take out clean wash
Worksheet 2.28
c.
Now, complete the recipe for making sweet potato fritters
Sweet potato fritters recipe Cooking utensils: _________________ _________________ _________________ Ingredients: _________________ _________________ _________________ Cooking steps: _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
Worksheet 2.29
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Enrichment: Writing a. Planning and brainstorming.
1. Think about the vegetables that you want to cook and other ingredients that you may need. 2. Think about the utensils that you need. 3. Think about the steps of making it.
Worksheet 2.30
b. Outlining and drafting.
The goal of the activity (The type of cooking you want to make)
Materials (A list of ingredients and utensils that you need)
Steps (The steps of making it)
....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... ................................................... ....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... ......................................................... ....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... ....................................................................................... ...................................................
Comment Worksheet 2.31 Chapter 2 - Culinary and Me
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c.
Writing and editing. Now, write your procedural text here.
Worksheet 2.32
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Learning Relection
Name__________________Chapter_________________Date_______________ How well did I do in Chapter 2?
A
Not So Well
OK
Very Well
Rate yourself by drawing an emoji next to each statement
I can describe people’s favorite meal. I can ask and give information about people’s favorite meal. I can use the correct article before a word. I can write a description text. I can describe how foods are cooked. I can use imperative sentences. I can write a procedure text.
B
I learned these new words:
C
I liked the Neighbourhood Walk I liked the guessing game
D I share with my friends. I tell them my family’s favorite food and drinks. My Parent’s signature
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Wordbox
Unit 1 - Section 1.a
Unit 1 - Section 1.b
fried rice = nasi goreng
main meal = makanan utama
chips = keripik
breakfast = sarapan
fried ish = ikan goreng
lunch = makan siang
sweet tea = teh manis
dinner = makan malam
Unit 1 - Section 3.a
banana fritters = pisang goreng hurry = buru-buru chew = kunyah
“What are you having, Monita?” = “Apa yang kamu punya, Monita?” “I woke up late” = “Aku bangun kesiangan.” “I hurried to school so that I didn’t have time for having breakfast at home” = “Aku buru-buru ke sekolah jadi aku tidak punya waktu untuk sarapan.” “Chew your food slowly” = “Kunyah makanan mu pelan-pelan.”
Unit 1 - Section 2.a promotion = promosi delicious = enak “I have cooked special food for our lunch” = “Saya sudah memasak makanan spesial untuk makan siang kita.” “What are we celebrating?” = “Apa yang kita rayakan?”
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Unit 1 - Section 3.c taste = rasa plain = hambar spicy = pedas savory = gurih sour = kecut soft = lembut “What does the rica-rica chicken taste like?” = “Bagaimana rasa ayam rica-rica?” Unit 1 - Section 4.a crunchy = garing sticky = lengket greasy = berminyak bitter = pahit salty = asin
Unit 1 - Section 6.a “What do you like having for your main meal?” = “Apa makanan utama yang kamu suka?”
Unit 2 - Section 2.b golden brown = co*klat keemasan
wink = mengedipkan sebelah mata
almost = hampir
layers = lapisan
grated cheese = keju parut
several = beberapa
palm sugar = gula aren
spongy = kenyal
Unit 2 - Section 4 various = beragam/ beraneka macam boiled = direbus
Unit 2 - Section 3.b
luffy = empuk
Unit 2 - Section 5
dressing = saus (untuk salad)
bake = memanggang
combination = kombinasi
fridge = kulkas
well-known = terkenal mixture = campuran sliced = potongan/irisan
basket = keranjang recipe = resep
ingredient = bahan origin = asal (dari)
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Unit 3 - Section 2.a ladle = sendok besar spoon = sendok fork = garpu wok = wajan saucepan = panci stove = kompor
Unit 3 - Section 2.c
pan = wajan datar tongs = penjepit knife = pisau napkin = serbe chopstick = sumpit utensils = peralatan ingredients = bahan-bahan Unit 3 - Section 7.b
heat = panaskan
boil = mendidihkan
stir = aduk
spread = sebarkan
pour = tuang
prepare = siapkan
peel = kupas
fry = menggoreng take out = mengeluarkan Unit 3 - Section 4.a
beats = mengaduk (misalnya telur)
cooked rice = nasi matang
crushes = menghancurkan
a pinch of salt = sejumput garam
smaller = lebih kecil scrambles = mengorak-arik ingredients = bahan-bahan
cooking oil = minyak
ready to eat = siap untuk disantap/dimakan
evenly = merata
Unit 3 - Section 5 “Monita’s mom wants Monita to help her take some eggs from the fridge.” = “Ibunya Monita ingin Monita untuk membantunya mengambil beberapa telur dari kulkas.” “She wants Monita to peel and cut the carrot to make vegetable soup.” = “Dia ingin Monita untuk mengupas dan memotong wortel untuk membuat sayur sop.”
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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis : Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 3
Home Sweet Home
Learning Objectives Upon completion of Chapter 3, you should be able to: 1. describe rooms in a house and things in the rooms; 2. talk about what people do and use to clean up a house; and 3. give instructions on how to do something.
Chapter 3
Home Sweet Home
Unit 1
Unit 2
My House Chores Talking about what people doand use to clean up a house.
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Galang’s House Talking about rooms in a house and things in the rooms.
Let’s Clean UP! Giving instructions how to do something.
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Unit 1. My House
Picture 3.1 Galang’s house
Section 1 – Say What You Know a. Look at Picture 3.2. Say the rooms of the house.
Picture 3.2 The rooms in Galang’s house.
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b. Mention rooms in your house. Circle the words in Worksheet 3.1. You can add more rooms. See the Wordbox. living room
kitchen
bathroom
stairs
dining room
porch
attic
garage
garden
bedroom
Worksheet 3.1
Section 2 – Listening a. Listen to Audio 3.1. Galang is welcoming Andre and Monita to his house. See the Wordbox.
Picture 3.3 In front of Galang’s house
Did You Know? Indonesia consists of about 17,000 islands with different kinds of cultures.
One of the cultural images can be seen from the creation of traditional houses. Wonderful traditional houses can be found in different parts of the country such as Bolon in North Sumatera, Joglo in Central Java, Gadang in West Sumatera, Bale Sakenem in Bali, and many more. Find out more in https:// www.indonesia.travel/us/en/trip-ideas/9-iconic-traditional-houses-to-explorein-indonesia
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b. Read the sentences on Worksheet 3.2. Say the words for each picture in the sentences. You can use the words from Section 1b to ill in the blank space.
Galang’s mother plants lowers in the._______________________
There’s no _____________ in front of Galang’s house.
The __________ protects Galang and his friends from the hot weather.
Galang and his friends take the ________ to get to the __________ The ________ are not irm.
Worksheet 3.2
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Section 3 – Listening a. Listen to Audio 3.2. Galang is inviting Andre and Monita to go inside his house. See the Wordbox.
Comic strip 3.1 Galang shows his house to Andre and Monita 106
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b. Here are the other rooms in Galang’s house. Put the furniture in the right rooms. Write the words of furniture in the rooms.
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c.
Discuss with a friend to answer these questions. 1. Who has the old radio? 2. What does Monita like about Galang’s house? 3. What do you like about Galang’s house?
d. Odd one out. Circle one object that does not belong to the group in each categories. 1
2
3
4
bathroom
frying pan
sofa
dressing table
dining room
stove
desk
desk
living room
sofa
dining chair
chair
garden
spatula
armchair
bed
Worksheet 3.4
Section 4 – Speaking a. Listen again to Audio 3.3. Say the sentences. There’s an old radio in the living room. There are two armchairs, a sofa, a coffee table, and a television in the living room. b. Complete the sentences with there is or there are. Number one has been done for you.
1. There is a television in the living room. 2. __________ a pan and a frying pan in the kitchen. 3. __________ a dipper in the living room. 4. __________ a desk and a chair in Galang’s bedroom. 5. __________ a bed and a dressing table in Galang’s sisters’ bedroom. Worksheet 3.5 108
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c.
Look at each picture. Describe each room. Number one has been done for you.
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d. Look at the pictures and words. Say the sentences. in front of
above
on
between
behind
under
in
next to
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e.
Some objects are misplaced. Find them, and say where they are. Do as in the example.
Worksheet 3.8
Section 5 – Fun Time: What’s Missing? Work with your friend to complete each other’s pictures. Ask and give information about the objects in the rooms, and draw the objects that you don’t see in your pictures. Number one has been done for you. Example: Student A and Student B take turns to describe each other’s pictures. Student A and Student B should not see each other’s pictures. While listening, Student A/Student B draws the objects that are missing. Student A: This is a living room. There is a cabinet in the living room. There is a television on the cabinet. There is a lower vase next to the television. There are two armchairs. There is a picture on the wall above the television.
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Student B: This is a living room. There is a cabinet in the living room. There is a television on the cabinet. There is a sofa in front of the table. There are two armchairs. There is a table in front of the sofa.
Worksheet 3.9
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Section 6 – Your Turn: Speaking Tell me about your favorite room. Draw things in your favorite room. Describe it to your friend. Your friend has to draw the things in your favorite room. See the examples in Section 4c. Now take turn.
My Favorite Room
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Enrichment: Show and Tell
Picture 3.5 A house tour
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Take a picture of a room in your house. Describe the room to the class. You can describe the objects and their positions in the room.
Worksheet 3.11
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Unit 2. My House Chores Section 1 – Say What You Know a. Look at the picture. What do you think about this room? Give a check to the sentence that describe the room. See the Wordbox.
Picture 3.6 Living room
Give a check
□ It is tidy □ It is clean □ It is neat
□ It is messy □ It is dirty
b. Is your house tidy and clean?
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c.
Look at Worksheet 3.12. Choose cleaning activities you do at home.
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Worksheet 3.12
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Section 2 – Reading a. Look at Picture 3.7 and answer the following questions.
Picture 3.7 The Rahmansyah’s family cleaning up
1. Who takes out the trash? 2. Who cleans the window? 3. Who mops the loor? 4. Who puts the toys away? b. Read the text about house chores. See the Wordbox. Let’s Clean Up! The Rahmansyahs work together to keep the house clean. In the morning, everyone in the family makes the bed. Every day, Sinta sweeps and mops the loor and Galang takes out the trash. Each of them take turns to wash the dishes every night. Ibu Posma cooks everyday. While she cooks, Ara usually plays with her toys. When she inishes playing, she puts away the toys. Pak Rahmansyah does the laundry every other day. He cleans the windows and the furniture every Saturday. The Rahmansyahs are busy every day. 120
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c.
Complete the sentences based on the text.
1. Galang __________ the trash every day. 2. Sinta __________ the loor every day. 3. Sinta and Galang take turns to __________ the dishes. 4. Ara __________ away her toys every other day. 5. Pak Rahmansyah __________ the windows twice a week Worksheet 3.13
d. Work with your friend. Put a check mark in the table below based on the text above
Chores
On Duty
Let’s Clean Up Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Make the bed
Sweep and mop the floor Take out the trash Wash the Dishes
Cook Put away the toys Do The Laundry
Clean The Windows
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Section 3 – Language Focus Describing household activities When we talk about activities we do regularly, we use the present simple. •
I clean my house everyday.
•
You make the bed every morning.
•
We do the laundry twice a day.
•
They tidy up the room every afternoon.
Add -s or -es after the verb for he, she, and it. •
She cleans the windows.
•
He irons the clothes.
•
Sinta mops the loor.
•
Galang washes the dishes every other day.
For the negative, use don’t for I, you, we, and they. Use doesn’t for he, she, and it. •
I make the bed every morning. I don’t dust the furniture on Wednesday.
•
Galang takes out the trash every afternoon. He doesn’t water the plants every day.
For the present simple questions, use do for I, you, we, and they and does for he, she, and it. •
When do you do the laundry?
•
Does he make the bed every day?
•
Does Ara put away her toys after playing with them?
•
Does Pak Rahmansyah do the laundry everyday?
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a. Arrange the words to make sentences.
1. they – the – clean – windows _____________________________________________ 2. plants – waters – the – she _____________________________________________ 3. We – do – every – the – laundry – day _____________________________________________ 4. dust – twice – furniture – the – I – a – day _____________________________________________ 5. iron – the – you – don’t – clothes – morning – every _____________________________________________ Worksheet 3.15
b. Circle the correct word to complete the sentences. 1. I iron/irons the clothes every Saturday. 2. She clean/cleans the windows every weekend. 3. We wash/washes the dishes every afternoon. 4. He sweep/sweeps the loor every day. 5. My sister do/does the laundry twice a week. 6. My father make/makes the bed every morning. 7. They don’t/doesn’t water the plants every day. 8. My brother don’t/doesn’t take out the trash on Monday. 9. You don’t/doesn’t tidy up the room every day. 10. When do/does you clean your house? Worksheet 3.16
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Section 4 – Your Turn: Reading a. Read the text. See the Wordbox.
Picture 3.8 Sticker sign
Making Sticker Signs Sinta wants her family house to look neat and clean every day. She then has an idea. She thinks that it is a good idea to put a label or a sticker sign on every part of her house. Those sticker signs will remind her family about what to do to keep the house clean. She asks Galang and Ara to help her out. They decided to write eight signs for the sticker. For example, Sinta made ‘Please do not leave dirty dishes in the sink’ sticker sign. Galang made ‘Please lush the toilet after using’ sticker sign. Ara made ‘Please take off your shoes’ sticker sign. Galang drew pictures for the stickers. Finally, they inished all the sticker signs. They put them anywhere in the house, such as on the toilet door or on the bedroom wall.
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b. Choose the correct answer by giving a check mark ( √ ). 1. Why does Sinta want to make sticker signs? □ to make her family house look big □ to make her family house look tidy 2. Who does not help Sinta to make sticker signs? □ Ara □ Ibu Posma 3. How many sticker signs did they make? □ three □ eight 4. Who made ‘Please do not leave dirty dishes in the sink’ sticker sign? □ Sinta □ Galang 5. Who drew the pictures for the sticker signs? □ Ara □ Galang Worksheet 3.17
Did You Know? “No Shoes in the House” Culture In most Asian countries, people remove their shoes as a sign of respect and for cleanliness. On the other hand, people in Britain, the United States, or in Mexico do wear shoes inside the house. If we ask a British person to take off their shoes at our front door, it may be a bit strange and a bit rude for him or her. In countries especially with cold temperatures, it is a good idea for people to wear slippers or house shoes indoors.
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c.
Here are the sticker signs that Sinta, Galang, and Ara make. Can you help them match the signs and the pictures? Write the number under each picture.
Worksheet 3.18
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d. Look at Worksheet 3.18 again. Can you guess in which room the sticker sign should be placed? Write the number of the sticker sign next to each picture below.
Worksheet 3.19
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Section 5 – Fun Time: The Opposite Look at the sticker signs in Worksheet 3.18 to complete the table below. You can also use your own words to ill in the table. Number one has been done for you
No
1
Put dirty clothing in a basket
Do not put dirty clothing on the bed Do not leave the toilet unlushed
2 3
Use the trash can
4
Throw trash in the toilet container
5
Do not let your mother clean up after meals
6
Do not wear your shoes indoors
7
Wash your dishes after use
8
Eat food or snacks in the dining room or in the kitchen
Worksheet 3.20
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Enrichment: Sticker Signs Read the following situations. Then, draw a picture for each of the situations.
You want your family members to put the book back on the bookshelf after reading.
You want your brother or sister to not put a wet towel on the bed.
Worksheet 3.21
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Unit 3. Let’s Clean Up! Section 1 – Say What You Know
Picture 3.9 Trash bin full of rubbish
a. What can you see in the picture? b. What is in the organic bin? c.
What is in the non-organic bin?
d. Do you separate rubbish at home?
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Section 2 – Reading a. Read the text. See the Wordbox..
Tips to Separate Rubbish There are some tips on how to separate rubbish at home. The most simple way to separate your rubbish is by categorizing them into two types. First, you can collect organic rubbish. Examples of organic rubbish are food scrap, leaves, plants and soil. They can go into the composter. They are good to use as fertilizer. Second, you should collect non-organic rubbish. The materials that belong in this category are paper, plastic, cardboard, metal and fabric. Before we throw them into the recycle bin, we should clean them. Then, they can be recycled into new products. Separating rubbish is very useful to keep our environment clean.Read the text again and have a look at the rubbish collection. Can you separate them based on the categories?
b. Read the text again and have a look at the rubbish below. Can you separate them based on the categories?
Worksheet 3.22
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c.
Look at the pictures below and identify the words for the pictures.
Worksheet 3.23
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d. Fill in the following crossword puzzle with the answer words from Worksheet 3.23. Number 6 and 9 have been done for you.
Worksheet 3.24
Section 3: Reading a. Read the conversation between Pak Rahmansyah and Galang below.
Comic strip 3.2 Conversation between Pak Rahmansyah and Galang Chapter 3 - Home Sweet Home
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Let’s Clean Up the Yard Equipment: 1. Two big plastic bags 2. Two pairs of gloves Steps: 1. Prepare the equipment to separate the rubbish. 2. Wear the gloves. 3. Put the irst plastic bag for organic rubbish 4. Put another plastic bag for non-organic rubbish 5. Separate the rubbish based on the categories, for example food scraps and vegetables go into the irst plastic bag. Then, plastic, glass, paper, and wood go into the other bag. 6. Finally, put the bags into the correct rubbish bin.
b. Fill in Worksheet 3.25 using the statements from the text. Structure
Text
...................................................................... The goal of the activity ...................................................................... (Say what you are trying to do ) ...................................................................... .............................................. Equipment (List of tools )
Steps (List steps of the activity)
...................................................................... ...................................................................... ...................................................................... .............................................. ...................................................................... ...................................................................... ...................................................................... .............................................. Worksheet 3.25
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Section 4 – Language Focus a. Imperative sentences Imperative sentence is a sentence that expresses instruction, warning, command, request, or invitation. There are two main categories: positive and negative imperative sentences.
In positive imperative, we use the base verb. Example: “Collect the organic rubbish!” It means we want someone to collect the rubbish.
The negative imperative sentences tell someone not to do something. Example: “ Do not forget to wash your hands!” or “Don’t forget to wash your hands!”
It means we want someone to not forget to wash their hands. In this sentence, we want someone to not forget to wash their hands.
b. Read the text in Section 3 again, and underline the imperative expressions.
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c.
Match the imperative sentence with each picture.
Worksheet 3.26
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d. Now write some imperative about the following situation
Picture 3.10 School canteen
1. …………………………………………………………………………………….................. 2. …………………………………………………………………………………….................. 3. …………………………………………………………………………………….................. 4. …………………………………………………………………………………….................. 5. …………………………………………………………………………………….................. Worksheet 3.27
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Section 5 – Viewing and Writing a. Look at the process of recycling tissue paper. Draw an arrow from one picture to another to show the correct order.
Worksheet 3.28
b. What materials or equipment do you need to recycle tissue paper? Write them in the list. See the Wordbox.
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c.
Underline the action words from the list that you need to talk about the process. ill tear use cut
drop decorate lift stick
wait put beat pour
d. Procedure text Procedure text can be used to describe activities that include several steps to achieve the goal of doing a simple DIY or do-it-yourself project. The structure of the text is in the table. Tabel 3.1
e.
The goal of the activity
An indication of what you are trying to do or make
Materials
A list of materials or equipment needed to achieve the goal
Steps
The sequence of steps that need to be followed
Look at the process of recycling tissue paper again and answer the questions.
1. What is the goal of the activity? ________________________________________________________________ 2. What are the materials or equipment needed in the process? ________________________________________________________________ ________________________________________________________________ 3. What are the steps in making recycled tissue paper? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ Worksheet 3.30 Chapter 3 - Home Sweet Home
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Section 6 – Your Turn: Writing Let’s do a ‘Do-It-Yourself’ (DIY) project. a. You are going to make a pencil case using a used plastic bottle. Look at the pictures. What do you need to make the pencil case?
Picture 3.11 Pencil case
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Worksheet 3.31
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b. Complete the sentences with the correct action words/verbs to describe the steps. Look at the pictures to help you.
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c.
Answer the questions. See the Wordbox.
1. How many plastic bottles do we need to make a pencil holder? _________________________________________________ 2. What do we use to cut the bottles into a half? _________________________________________________ 3. What is the glue for? _________________________________________________ 4. When should we stick the zipper to the bottle? _________________________________________________ 5. What do we use to make the pencil case more beautiful? _________________________________________________
Worksheet 3.33
Enrichment: Infographic of Recycling a.
Read the text ‘Tips to Separate Recycling Items’.
Tips to Separate Recycling Items There are many types of items that we can recycle, for example, paper, glass, and styrofoam. Before we put them into the recycle bin, we can think about some tips. Check the tips here. 1. Don’t crumple paper Papers should be put in the recycling bin neatly. If we crumple papers, it is diicult to process them. If the paper is dirty or oily, we can cut them in pieces and put them in the composter.
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2. Wash and separate bottles Plastic and glass bottles should be separated in the recycle bin. Glass bottles can be reused before we throw them in the recycle bin. If we want to throw them away, we can wash them irst. Clean bottles will be easy to recycle. 3. Clean styrofoam packaging When we buy food, sometimes they are packed with styrofoam. Before we put them in the recycle bin, we should clean it from the food scraps. We can collect styrofoam in a big group before we throw them away.
b. Complete the infographic with the correct tips for separating recycling items from the text.
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Learning Relection
Name__________________Chapter_________________Date_______________ How well did I do in Chapter 3?
A
Not So Well
OK
Very Well
Rate yourself by drawing an emoji next to each statement
I can describe rooms in a house. I can describe things in the room. I can describe household activities. I can describe things to use to clean up. I can separate rubbish based on categories. I can give advice using do not. I can write a procedural text that involves protocol.
B
I learned these new words:
C
I liked the Let’s Do a DIY project. I liked the crossword puzzle.
D I share with my friends. I tell them my favorite room. My Parent’s signature
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Wordbox
Unit 1 - Section 2.a
welcome = selamat datang planting lowers= menanam bunga let’s go = mari be careful = hati-hati the weather = cuaca beautiful = indah/cantik very hot = sangat panas wobbly = goyang/tidak kokoh cool = sejuk irm = kuat/kokoh
Section 3
come in = masuklah sit down = duduklah made of wood = terbuat dari kayu belongs to = milik/kepunyaan a house tour = tur rumah nice = bagus/indah cool = sejuk irm = kuat/kokoh old = tua
Unit 2 - Section 1
tidy = rapi, teratur messy = berantakan clean = bersih dirty = kotor neat = rapi
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Unit 2 - Section 4
Unit 2 - Section 2.b
to remind about = mengingatkan to help out = membantu to guess = menebak sticker sign = stiker peringatan
inish = selesai take turn = bergantian chore = pekerjaan rumah
Unit 3 - Section 5.a
Unit 3 - Section 2.a
separating = memisahkan can be recycled = bisa didaur ulang rubbish = sampah
tear = sobek pour = tuangkan wire mesh = jaring kawat solid = padat
Unit 3 - Section 6.b
stick = tempelkan zipper = resleting beads = manik-manik
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Progress Check 1 Text 1 Sinta is Galang’s sister. She is 16 years old. She is tall and has straight black hair. She likes to wear a ribbon in her hair. Her hobby is playing badminton. She often plays badminton with Ibu Posma in a park near her house every weekend. When playing badminton, they bring their own rackets and shuttleco*cks. After playing badminton, Sinta and Ibu Posma go to a restaurant near the park. They usually have rica-rica chicken with rice. It is Sinta’s favorite food because it is spicy and greasy. She likes to have it with orange juice. It is sour but very fresh. For numbers 1-5, choose the best answers. 1. What is Sinta’s favorite accessory? a. A necklace b. A bracelet c.
A watch
d. A ribbon 2. What is Sinta’s favorite meal? a. Rica-rica chicken with rice and orange juice. b. Spicy chicken with rice and orange juice. c.
Rica-rica chicken with rice and lemon juice.
d. Spicy chicken with rice and lemon juice. 3. What is a type of sports that is similar to Sinta’s hobby? a. Tennis. b. Volleyball. c.
Basketball.
d. Archery.
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4. What things do Sinta and Ibu Posma always bring to play badminton? a. Balls and rackets. b. Shuttleco*cks and boards. c.
Shuttleco*cks and rackets.
d. Balls and boards. 5. How many times do Sinta and Ibu Posma play badminton? a. Three times a week. b. Two times a week. c.
Five times a week.
d. Four times a week.
Text 2 Andre is going to make a pancake for the irst time. He needs to follow the recipe to make it but the steps are in the wrong order. Help Andre arrange the steps in the correct order. How to Make a Pancake 1. Next, put two cups of lour and two tablespoons of butter into the bowl along with the wet ingredients and mix them together. 2. Then, heat a pan with a low-medium heat with cooking oil and ⅓ cup of batter. 3. First, add two eggs and two cups of milk to the bowl as the wet ingredients. Whisk it together until it is smooth and lump-free. 4. Finally, put the pancake on a plate and serve it with toppings you like. 5. Cook the pancake for one to two minutes until the bottom of the pancake is golden brown. Flip and cook until the pancake turns golden.
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Arrange the text numbers to make the correct step to make a pancake. 6. _____) − (_____) − (_____) − (_____) − (_____) 7. Think about your hobby. Describe what you need for your hobby, how many times you do your hobby, and the reason why you like to do your hobby. To describe your hobby, you may use the sentences below. My hobby is __________ I like __________ To do __________ I need __________ I often play __________ I usually play __________ I like to __________ because __________
Text 3 Monita’s bedroom is very spacious. She loves to hang out in her bedroom. When we go inside, there is one large bed. If we look closely, we can see a drawer under her bed. There are many dolls inside the drawer. Next to the bed, there is a side table with a lamp above it. She has a big white cupboard which is full of colorful clothes. She likes Justin Bieber so she sticks some posters of him on the wall. Between the posters, she hangs a picture of her and her best friends. In front of her bed, there is a cabinet with a television above it. She tidies up her bedroom every day. No wonder her room is very neat and clean. For numbers 1-5, choose the best answers. 8. What can we ind in Tamara’s bedroom? a. A drawer, a bed, dolls, a side table, and a cupboard. b. A bed, a side table, a radio, and a lamp. c.
A bed, a side table, books, and a television.
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9. What does Monita do to make her bedroom neat and clean? a. Wipes the dust. b. Puts the trash away. c.
Tidies up the room.
d. Mops the loor. 10. Where does Tamara keep her dolls? a. She keeps her dolls under the cabinet. b. She keeps her dolls between the posters. c.
She keeps her dolls above the side table.
d. She keeps her dolls inside the drawer. 11. What does Tamara hang between the posters? a. A picture of beautiful lamps. b. Colorful clothes. c.
A picture of her and her best friends.
d. A television. 12. Where does Tamara place her lamp? a. She places her lamp above the drawer next to the large bed. b. She places her lamp inside the cupboard in front of the bed. c.
She places her lamp above the side table next to the large bed.
d. She places her lamp under the side table next to the large bed.
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Conversation For numbers 13-17, complete the dialogue with appropriate words. Galang
: Come in, Andre.
Andre
: Wow. Is this your bedroom? It is so (13) __________.
Galang
: Well, I don’t think it is that tidy. I feel like it’s still (14) __________.
Andre
: Why do you think so?
Galang
: I have too many books and I don’t know where to store them. My drawers are full. That is why I put some of them (15) __________ my bed.
Andre
: Don’t you think it is too dusty to put your books there? There is usually a lot of (16) __________ under the bed.
Galang
: Yeah … but I don’t know where else I should put them.
Andre
: Why don’t you donate the books you don’t read anymore? I know a place to donate books.
Galang
: That’s a great idea! Will you help me sort the books?
Andre
: Sure! Let’s start by putting the books out. Then, we can (17) __________ them from the dust together.
Galang
: Okay. Thank you, Andre.
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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis : Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 4
My School Activities
Learning Objectives Upon completion of Chapter 4, you should be able to: 1. talk about class schedules and school subjects; 2. talk about online learning tips; and 3. describe one’s study habits.
Chapter 4
My School Activities
Unit 1
Unit 2
My Online Class Talking about online learning tip.
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My Class Schedule Talking about class schedules and school subjects.
My Study Habits Describing one’s study habits.
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Unit 1. My Class Schedule Section 1 – Say What You Know
Picture 4.1 My desk
a. Answer the questions. Do you make a class schedule? Do you hang it on your bedroom wall? What subjects do you have on Monday? b. Draw a line to match the category with the examples.
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c.
Listen to Audio 4.1. Write down the names of class subjects under each picture. Number one has been done for you.
Worksheet 4.2
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Section 2 – Listening a. Listen to Audio 4.2. Some students are talking about school subjects and days.
Comic strip 4.1 School subjects and days. Chapter 4 - My School Activities
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b. Listen again to Audio 4.1. Based on the dialogue, draw a line to match the names of the day and the school subjects.
Worksheet 4.3
c.
Listen to Audio 4.3. Galang wants to borrow his sister’s dictionary for studying English at school. See the word box at the end of the chapter, to help you ind the meanings of key wordings.
Galang
: Kak Sinta, do you have English on Tuesday?
Sinta
: No, I don’t. Why are you asking?
Galang
: I just want to borrow your dictionary. I have English on that day.
Sinta
: Sure, go ahead. Anyway, I have English on Monday and Wednesday.
Galang
: Oh, great! My English class is on Tuesday and Thursday.
Sinta
: All right then. You can use my dictionary on Tuesday or Thursday.
Galang
: Thanks, Kak Sinta.
Sinta
: Anytime.
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d. Based on the dialog above, put a check ( √ ) if the information is correct or put a cross ( X ) if the information is incorrect. Number one has been done for you. 1. Sinta wants to borrow Galang’s dictionary. 2. Galang has English on Tuesday. 3. Sinta has English once a week. 4. Galang has English twice a week. 5. Galang can use the dictionary only on Tuesday. Worksheet 4.4
Section 3 – Listening a. Listen to Audio 4.4. Some students are talking about school subjects and time.
Comic strip 4.2 School subject and time. Chapter 4 - My School Activities
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b. Listen again to Audio 4.4. Write the number to match the times and the pictures.
Worksheet 4.5
c.
Listen to Audio 4.5. Repeat after your teacher.
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Section 4 – Language Focus a. Listen to Audio 4.6. Learn how to ask for and give information about one’s class schedule. Table 4.1 Asking and giving information about one’s class schedule.
Question
Responses WHAT
What do you have on Monday?
I have PE, English, and Maths on Monday.
What time do you have Social I have Social Sciences on Thursday Sciences? at 10.20. What time does she have English?
She has English on Wednesday at 01:30.
What time does he have Maths?
He has Maths on Thursday at 08:40.
WHEN When do you have Indonesian I have Indonesian Language on Tuesday and Wednesday. Language? When does she have Art and She has Art and Culture on Friday. Culture? When does he have ICT?
He has ICT on Tuesday.
Tips: You can add time after day, if necessary. Example: “When does he have ICT?” “He has ICT on Tuesday at 11 o’clock.” b. Listen to Audio 4.6 again. Practice asking and giving information about the class schedule.
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c.
Look at the class schedule below. Work with your classmate. Take turns to ask for and give information about the class schedule. Use expressions from Table 4.1.
Example: A: What do you have on Tuesday? B:
I have Indonesian Language and Maths.
A:
What time do you have ICT?
B:
I have ICT on Monday at 10 o’clock.
A:
When do you have Maths?
B:
I have Maths on Tuesday and Friday.
A:
When do you have Art and Culture?
B:
I have Art and Culture on Friday at 10 o’clock.
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Section 5 – Listening a. Listen to Audio 4.7. Monita is describing her class schedule.
Picture 4.2 Monita’s class schedule
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Text 4.1 Monita describing her class schedule.
b. Listen again to Audio 4.7. Answer the following questions. Number one has been done for you. 1. When does Monita have a Flag Ceremony? She has a Flag Ceremony on Monday. 2. What time does she usually go home from school? ___________________________________________________ 3. When does Monita have English? ___________________________________________________ 4. When does Monita have Natural Sciences? ___________________________________________________ 5. When does Monita have Art and Culture? ___________________________________________________ Worksheet 4.7
c.
Based on Monita’s class schedule above, complete thefollowing sentences. 1. She has Natural Sciences on Monday and ________. 2. She has PE on _________ at _________. 3. She has English on __________ and _________. 164
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4. She doesn’t have Indonesian Language on ___________ and ________. 5. Does she have Religious Education on Wednesday? 6. Yes, she ________. She has ___________ on Wednesday at _________. 7. Does she have Civic Education on Thursday? 8. No, she doesn’t. She has ___________ on __________. Worksheet 4.8
Section 6 – Language Focus a. Look at Table 4.2 below. Practice saying a class schedule.
Table 4.2 Asking and giving information about one’s class schedule.
Have/Don’t Have
School Subjects
Day(s)
I
have
PE, Maths, and English
on Monday
I
don’t have
Civic Education
on Tuesday
You can add time after day, if necessary. Example: I have Maths on Monday at 8:40; I don’t have English on Tuesday at 8 o’clock, but I have it at 11:40.
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b. Work with a classmate. Take turns to describe the class schedule based on the following situations:
Situation 1
The school subjects you have on Wednesday are Religious Education, Indonesian Language, and Social Sciences.
Situation 2
The school subjects you have on Friday are ICT and Civic Education.
Situation 3
You don’t have Maths on Thursday at 8 o’clock. You have it at 10:20.
Situation 4
You don’t have Social Sciences on Monday at 12:50. You have it at 01:30. Worksheet 4.9
c.
Work in a group of four. Practice describing your class schedule based on the following situations. 1. Every week you have Maths on Monday and Wednesday. 2. You have English on Tuesday at 10:20 and on Thursday at 08:40. 3. You don’t have Guidance and Counselling on Thursday. You have it on Friday. Worksheet 4.10
Did You Know? There are a total number of 17, 508 islands in Indonesia and the people speak different languages. There are over 700 local languages spoken in our country. At school, we learn local languages besides Indonesian
Language
and
English.
Students from South Kalimantan, for example, learn Bahasa Banjar at primary school as a local content subject. What local language do you learn at school?
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Section 7 – Fun Time: Bingo Listen to your teacher. She or he will tell the time. Put a cross (X) on the picture when you hear the time. If you have three crosses (XXX) either horizontally, vertically, or diagonally, you tell the whole class: BINGO! The center part of the card, Free Space, is a bonus for you.
Picture 4.3 Bingo Game
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Section 8 – Your Turn: Speaking a. Work with a classmate. Make a dialogue based on the following class schedules.
Table 4.3 Class Schedule A Time
Monday
07:30 - 08:30
Tuesday
Indonesian
Maths
Language
Wednesday
English
08:30 - 09:30 09:30 - 10:00
Break
Break
10:00 - 11: 00
Local content subject
11:00 - 12:00
Religious Education
Natural Sciences
Break Social Sciences Art and Culture
Thursday
Friday
Natural Sciences
Maths
ICT
Civic Education
Break
Break
Social Sciences
PE
Table 4.4 Class Schedule B Time
Monday
Religious Education
07:30 - 08:30 English 08:30 - 09:30 09:30 - 10:00
Break
10:00 - 11: 00
ICT
11:00 - 12:00
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Tuesday
PE
Local content subject Break
Social Sciences
Wednesday
Thursday
Friday Maths
Natural Sciences
Indonesian Language
Break
Break
Natural Sciences Art and Culture
Social Sciences Break PE
Maths
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YOUR D I A L O G
Worksheet 4.11
b. Complete the template. Write the times on the left and the days at the top. Write the subjects in the spaces under each day. Remember to use capital letters for languages (e.g. English) and abbreviations (e.g. PE).
MY CLASS
Name : Class
S C H E D U L E
TIME
MONDAY
TUESDAY
WEDNESDAY
THURSDAY
FRIDAY
SATURDAY
NOTE
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c.
Describe the class schedule you make in front of the class. Or, record yourself while describing the class schedule. Use the sentences you have learned in Section 4.
Enrichment: Presenting Your Class Schedule Describe your class schedule to your friends from other classes or schools.
YOUR S C R I P T
Worksheet 4.13
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Unit 2. My Online Class Section 1 – Say What You Know
Picture 4.4 Online class
Look at the Picture 4.4. What are they doing? Do you have online classes? If you do, does your online class have learning rules? Chapter 4 - My School Activities
171
Section 2 – Reading and Viewing a. Match the pictures with suitable activities.
Worksheet 4.14
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b. Read a text about Ibu Ayu’s Online Classroom. See the Wordbox. Ibu Ayu’s Online Class Ibu Ayu teaches English every Tuesday and Thursday. During the pandemic, Ibu Ayu taught English online. She used a video conferencing application. Ibu Ayu met and talked with her students virtually. She also explained the materials and has a discussion with her students. The students felt very happy and excited to learn English online. Sometimes the students spoke at the same time. In a video conferencing application, speaking at the same time makes the class noisy. Ibu Ayu thought about making rules for online learning.
c.
Answer the following questions based on the text above. 1. Why does Ibu Ayu teach English online? ____________________________________________________ 2. How many times does Ibu Ayu teach English in a week? ____________________________________________________ 3. What type of application does Ibu Ayu use in teaching online? ___________________________________________________ 4. What activities does Ibu Ayu do in online learning? ____________________________________________________ 5. Do you think Ibu Ayu needs to make online learning rules? Explain. ____________________________________________________ Worksheet 4.15
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d. Read Ibu Ayu’s rules for an online classroom. See the Wordbox.
Comic strip 4.3 Online Class Rule 174
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e.
Choose the best answer for the following questions based on Ibu Ayu’s rules for online class. Number one has been done for you. 1. How many rules does Ibu Ayu have for her online class? a.
5 rules
b.
6 rules
c.
7 rules
2. When the students are not asking questions, they … a.
use the ‘raise hand’ button
b.
turn on the mic
c.
turn off the mic
3. Andre wants to ask a question. He … a.
uses the ‘raise hand’ button
b.
turns on the camera
c.
turns off the mic
4. Galang wears … to study English online. a.
a formal dress
b.
a casual outit
c.
a school uniform
5. Which one is NOT an example of respecting others in online class? a.
unmuting the microphone and speaking loudly.
b.
chatting with other students online.
c.
using the ‘raise hand’ button to ask a question. Worksheet 4.16
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To know more about Netiquette, go to this link:
Did You Know? Netiquette Do you know the word “Netiquette”? Netiquette is Network Etiquette. It is related to anything that we can do and don’t do in online interactions. As in our real-world or oline interactions, cyberspace or online has certain rules to follow depending on the situation or the context
Section 3 – Reading and Viewing a. Read an online chat between Pipit and Monita. They talk about some tips to stay focused during online learning. See the Wordbox.
Picture 4.5 Pipit and Monita chat 176
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b. Answer the following questions based on Pipit and Monita’s chat. 1. Why does Pipit ask for some tips from Monita? ______________________________________________________________ 2. Does Monita explain the tips on the chat? ______________________________________________________________ 3. Mention the tips from the infographic that you want to do. ______________________________________________________________ 4. What activities does Ibu Ayu do in online learning? ______________________________________________________________ 5. Do you ind similarities between Monita’s tips and Ibu Ayu’s online rules? What are they? ______________________________________________________________ Worksheet 4.17
c.
Based on the infographic above, give a cross on thumbs up sign for the statement that is suitable with the tips or give a cross on a for the statement that isn’t suitable with the tips. thumbs down Number one has been done for you. 1. Create a schedule to remind you to join the class on time.
2. You can wear pyjamas or any clothes that you want.
3. Do not discuss or talk about things not related to the lessons in online class.
4. You don’t have to take notes in online class. 5. Online class is the same as the oline class.
Worksheet 4.18 Chapter 4 - My School Activities
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Section 4 – Language Focus In online learning, sometimes our teacher requests us to do something. For example, “turn off the microphone”, “switch on the camera”, or “be quiet”. The teacher might say: “Could you …” or “Could you please …” at the beginning of his/her request. Sometimes, you will hear another expression that is “Can you …” or “Can you please …”
Read the table below to know more about the expression. Table 4.5
Expressions
Functions
“Could you …” It expresses politeness in a formal situation, “Could you please like in the classroom …” situation. or
Examples • Could you turn off the microphone? • Could you switch on the camera? • Could you be quiet, please? • Can you give me some tips?
“Can you …” or “Can you please …”
178
The expression is usually used in informal situations or more casual interactions with friends.
• Can you call me back later? • Can you tell me again about our online learning schedule tomorrow?
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a. Put the words in each number into the correct order to make requests. Number one has been done for you. 1. send - link - can - the - you - ? Can you send the link? 2. turn - microphone - could - the - you - ? - on _______________________________________________________________ 3. ? - can - read - I - your - text _______________________________________________________________ 4. could - write - answer - you - your - in - box - chat - the - ? _______________________________________________________________ 5. you - the - picture - ? - in - group - our - share - can _______________________________________________________________ Worksheet 4.19
b. Write a request for each situation. Use the underlined phrases. Change the pronouns if necessary. Number one has been done for you. 1. You ask your friend to send an infographic ile. Your request: Can you send an infographic ile? 2. You request your classmate to send a copy of the class schedule to you. Your request: ________________________________________________ 3. You ask a friend to unmute his microphone. Your request: ________________________________________________ 4. You request your teacher to help you how to do the homework. Your request: ________________________________________________ 5. You ask your classmate to reply to your chat quickly. Your request: ________________________________________________ Worksheet 4.20 Chapter 4 - My School Activities
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Section 5 – Fun Time: Spin the Wheel Play with a classmate. Use a pencil and spin it to get to an online learning situation written on the wheel. Make a request by using ‘Could you …’ or ‘Can you …’. Example: When a pencil points to ‘mute the microphone’ on the wheel. You ask, “Could you mute the microphone, please?”
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Section 6 – Your Turn: Reading and Viewing a. Ibu Ayu asks her students to make an infographic to show their learning tips. Here are the infographics made by Galang and Andre. Read their infographics. See the Wordbox.
Picture 4.6 Galang and Andre’s infographics Chapter 4 - My School Activities
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b. Based on Galang and Andre’s infographics at Picture 4.5, answer the following questions.
1. What is Galang’s tip to make your study time more effective? ______________________________________________________________ 2. Why does Andre suggest making an online class schedule? ______________________________________________________________ 3. Do you agree with Andre to be active in a class discussion? Why? ______________________________________________________________ 4. Do you think ‘break-time’ is important? Why? ______________________________________________________________ 5. Do you ind similarities between Galang’s and Andre’s Infographics? What are they? ______________________________________________________________ Worksheet 4.21
Enrichment: Presenting Your Online Learning Tips Think of three learning tips to keep yourself focused online. Then, make an infographic about the tips. Present it to your friends in the class.
Worksheet 4.22 182
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Unit 3. My Study Habits Section 1 – Say What You Know Rate yourself by coloring the stars. See the Wordbox.
1. Do you read every day?
2. Do you take notes every day?
3. Do you make a schedule?
4. Do you review lessons at home?
5. Do you do homework every day?
Worksheet 4.23
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Section 2 – Reading See the Wordbox. a. Look at the picture below. Write down words for the things you can see at Monita’s study area. Number one has been done for you.
Picture 4.7 Monita’s study room
Worksheet 4.24
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b. Look at each picture and write a relevant activity under each picture. Number one has been done for you.
Worksheet 4.25 Chapter 4 - My School Activities
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c.
Complete the text about Monita’s study habits. Use the activities in the Worksheet 4.25. See the Wordbox.
Worksheet 4.26
d. Read the text again on Worksheet 4.26. Write T if the statement about Monita is True or F if the statement is False. Number one has been done for you. 1. She is not an organized student.
F
2. She has notebooks 3. She does not have any mind map 4. She has vocabulary lashcards. 5. Her study buddy is a good student. Worksheet 4.27
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e.
Read the text on Worksheet 4.26 again. Complete the following sentences. Number one has been done for you. 1. Monita’s study area is in the corner of her bedroom. 2. She has a ______, a _______, a _______and a ________ at her study area. 3. She usually takes note of a new word and its __________ on ________. 4. Monita and her study buddy always ________ each _____. 5. She always gives herself some __________ such as chocolate or ice cream. Worksheet 4.28
f.
Observe the following structure of a descriptive text about Monita’s study habits. Table 4.6
Structure
Text
Identiication: Example: a general orientation to I am a very organized person. the topic Description:
Feature 1: Study area
First, I have a place to study. It doesn’t have to be big. I use a corner of my bedroom for my study area. I have a desk, a chair, a bookshelf, and a desk lamp there. Second, I always keep everything organized. My desk is neat. I put the books away when I don’t read them.
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Third, When I study, I review my lesson. I usually take notes on important points. Sometimes I make a mind map for my notes. Fourth, I also make lashcards to memorize new vocabulary. I use colorful paper and a ring to make it
Feature 2: Lesson review
Finally, I also have a study buddy to help each other. He is my classmate and he is good at studying, too.
Feature 3 Study buddy
I am happy with my study. I sometimes give myself some rewards.
Comment
Section 3 – Reading a. Read the following text about Andre.
Picture 4.8 Andre’s study habits 188
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b. Complete the text on Worksheet 4.29 by changing the verbs in the brackets.
Worksheet 4.29
c.
Read the questions on Worksheet 4.30, then write down your answers. 1. Does Andre love studying? Yes, he does. 2. When does Andre do his homework? _______________________________________________________________ 3. What does he do to keep on track? _______________________________________________________________ 4. What does he use to set the reminders? _______________________________________________________________ 5. Does he like wasting time? _______________________________________________________________ Worksheet 4.30 Chapter 4 - My School Activities
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d. Write down Andre’s study habits into the following categories.
Study Goals He sets study goals
Time Management ................................................................
................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ ................................................................ Worksheet 4.31
e.
Observe the following structure of a descriptive text about Andre’s study habits. Complete the text.
Structure
Text
Identiication: Example: a general orientation to Andre’s loves studying. the topic
Description: Feature 1: Study goals
190
For his study success, irst, he ______ study goals. He often ______ a study plan. He regularly _______ down homework assignments and _______ down the assignment into smaller tasks. He always _____ homework right after school. He believes he can achieve his goals by doing these small steps.
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Feature 2: Time management
Comment:
Second, he manages his time well. He usually _______ a schedule and _______ a weekly to-do list to keep him on track. He also ______speciic time for studying. He frequently ______ reminders on his cellphone or on sticky notes. He doesn’t like wasting time so he _______ his screen time, too. Although he is busy studying, he always has enough sleep and free time. Worksheet 4.32
Section 4 – Language Focus a. When we talk about our activity, we sometimes talk about the frequency. For example: always, often, sometimes. They are called adverbs of frequency. Let’s learn more about it. Underline the adverbs of frequency in the following sentences.
Picture 4.9 Adverbs of frequency Chapter 4 - My School Activities
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We can also use other adverbs of frequency.
Picture 4.10 Adverbs of frequency
b. Complete the following sentences by circling the most suitable adverbs of frequency.
1. Andre regularly checks his class schedule. 2. He frequently sets reminders for learning. 3. I usually do my homework right after school. 4. Monita often takes notes while studying. 5. She always writes down homework assignments. 6. I always do my homework. 7. I plan my weekly schedule. Worksheet 4.33 192
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c.
Complete the following sentences by circling the most suitable adverbs of frequency. 1. Monita (never/always) does homework after school. Every day! 2. Andre (usually/never) wastes his time. He uses it effectively! 3. He (sometimes/seldom) asks his study buddy about a task. They work together! 4. She (rarely/never) misses any assignment deadline. She doesn’t like it! 5. I (usually/seldom) memorize new vocabulary. I do it on a daily basis! Worksheet 4.34
Did You Know? Time lies is an idiom. If you say time lies, it means that time seems to pass very quickly. It doesn’t mean that time can ly. People usually say Time lies when you’re having fun. Do you agree with that? Take a look at more examples: I can’t believe my holiday is already over. Time lies! Time lies when I go to play with my friends. I am not in elementary school anymore. How time lies! Can you make a sentence using time lies?
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Section 5 – Fun Time: Board game
1. Play with one to three of your classmates. Prepare a board game, one or two dice and three counters. You can use anything for a counter, such as an eraser. 2. Play this game as you play Snake and Ladder. 3. Decide the irst player. 4. Roll the dice and say the complete sentence using an adverb of frequency. For example: Your dice shows So, your counter goes to number 4. It says “I _____ plan my weekly schedule”. You say: “I often plan my weekly schedule”. 5. Put the counter on a certain box (e.g. Number 4) if you successfully say the sentence. 6. Follow the instructions or arrows on the board. 7. You win the game if you reach the “YOU ARE THE WINNER” box. 194
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Picture 4.11 Board game Chapter 4 - My School Activities
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Section 6 – Your Turn: Writing a. Planning and brainstorming. Think about the study habits you have learned in Section 2 and Section 3. Think also about your favorite subject. You can ask yourself: What subject do I like most? What makes me like it? How do I enjoy the subject? Then, list the study habits that are relevant to you. You can write down habits that you do or don’t do.
No.
My Study Habbits
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Worksheet 4.35
b. Write down any relevant adverbs of frequency you will use in your paragraph.
Adverbs of frequency
Worksheet 4.36
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c.
Outlining and drafting. Make an outline of your paragraph using the following structure:
Structure
Short sentences
Identiication: a general orientation to the topic
Description: Feature 1: Feature 2: Feature 3: Feature 4: Feature 5: Worksheet 4.37
d. Writing and editing. Write your descriptive paragraph on Worksheet 4.38.
Worksheet 4.38 Chapter 4 - My School Activities
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Enrichment: Write Once More a. Choose a friend who is good at studying. You can ask him/her these questions: What subject do you like most? , or What is your favourite subject? What makes you like it? How do you enjoy it?, or What do you do to study the subject? b. Identify his or her study habits. You can ask him/her about his/her study habits using the following examples: Do you have a place to study? Do you keep everything organized? Do you make a schedule? You can also use “How often do you …?” e.g. How often do you do homework after school? c.
Use the following checklist.
Study Habits
Checklist (√ or X)
Adverbs of Frequency
have a place to study keep everything organized make a schedule take notes make lashcards keep a learning diary have a study buddy
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set study goals limit screen time do homework after school Other: ………………………………......... Worksheet 4.39
d. Make an outline of your paragraph using the following structure. You can also use doesn’t when describing your friend’s study habits. For example: Andre doesn’t like wasting time so he limits his screen time.
Structure
Short Sentences
Identiication: a general orientation to the topic
Description: Feature 1:
Feature 2:
Feature 3: Worksheet 4.40
e.
Writing and editing. Write your descriptive paragraph here.
Worksheet 4.41 Chapter 4 - My School Activities
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Learning Relection
Name__________________Chapter_________________Date_______________ How well did I do in Chapter 4?
A
Not So Well
OK
Very Well
Rate yourself by drawing an emoji next to each statement
I can tell the time. I can ask and give information about one’s class schedule. I can describe my own class schedule. I can talk about online class activities. I can write a description about my study habits.
B
I learned these new words:
C
I liked the Board Game. I liked writing my study habits.
D I shared with my family. I read a descriptive text about my study habits for them. I asked them to add one stdy tip for me. My Parent’s signature
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Wordbox Unit 2 - Section 2.b Unit 1 - Section 2.c
go ahead = silakan anytime = sama-sama
Unit 2 - Section 2.d
rules = aturan; tata tertib unmute (the microphone) = nyalakan/aktifkan (mikrofon) respect = hormat; menghargai
Unit 2 - Section 6
stick to = konsisten revisit = mengunjungi/mengulangi (kembali) previous = sebelumnya effective = efektif/tidak siasia wisely = secara bijaksana
during = selama/dalam masa (berlangsungnya) video conferencing = pertemuan melalui video virtual = maya application = aplikasi (software/perangkat lunak) excited = bersemangat
Unit 2 - Section 3.a
“What’s new?” = “Ada apa?” stay focused = tetap konsentrasi easily distracted = mudah terganggu/teralihkan (perhatian) show up = hadir
Unit 3 - Section 1
take notes = mencatat review lessons at home = mengulang kembali pelajaran di rumah do homework = mengerjakan PR
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Unit 3 - Section 2.c Unit 3 - Section 2
study area = tempat belajar learning diary = diary belajar lashcards = kartu kilas untuk menghafal
study desk = meja belajar important points = hal-hal penting mind map = peta pikiran colorful papers = kertas berwarna rewards = hadiah
Unit 3 - Section 3.a
keep on track = tetap berada di jalur yang baik believe = yakin achieve = mencapai
Unit 1 - Section 3.a
keep on track = tetap berada di jalur yang baik believe = yakin achieve = mencapai reminder = pengingat study goals = target belajar sticky notes = notes/kertas tempel time management = pengelolaan waktu screen time = waktu yang digunakan untuk menggunakan komputer, menonton TV, atau bermain video games. homework = PR assignment = tugas small steps = langkah kecil enough = cukup smaller = lebih kecil
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KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VII Penulis : Ika Lestari Damayanti, dkk. ISBN 978-602-244-885-3 (jil.1)
Chapter 5
This is My School
Learning Objectives Upon completion of Chapter 5, you should be able to: 1. ask for and give directions; 2. talk about extracurricular activities; and 3. describe a school festival.
Chapter 5
This is My School
Unit 1
Unit 2
Extracurricular Activities Talking about extracurricular activities.
Unit 3
204
School Building Asking for and giving directions at school.
A School Festival Describing a school festival.
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Unit 1. School Buildings
Picture 5.1 SMP Merdeka
Section 1 – Say What You Know a. What can you see in the Picture 5.1? b. Give a check to the facilities that you can see in the picture.
Flag
Garden
Classroom
Library
School yard Worksheet 5.1
c.
What other facilities do you usually ind at school?
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Section 2 – Listening a. Listen to Audio 5.1. Galang and a new student, Pipit, meet Monita at the canteen during break time. See the Wordbox at the end of the chapter, to help you ind the meanings of key wordings.
Comic strip 5.1 At the canteen 206
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b. Circle T if the statement is True and F if the statement is False.
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c.
Listen to Audio 5.2. Monita, Galang, and Pipit are talking about the location of school facilities.
Comic strip 5.2 School facilities 208
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d. Which picture is correct based on the dialogue? Give a check beside the correct picture, and an X beside the wrong picture. See the Wordbox.
Worksheet 5.3 Chapter 5 - This is My School
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e.
Listen again to Audio 5.2 and answer the questions. 1. Where is the clinic? _____________________________________________ 2. Where is the art room? _____________________________________________ 3. Where is the principal’s oice? _____________________________________________ 4. Where is the third graders’ classroom? _____________________________________________ 5. Where is the irst graders’ classroom? _____________________________________________
Section 3 – Listening
Worksheet 5.4
a. Listen to Audio 5.3. Pipit and Monita talk about directions to the teacher’s room.
Comic strip 5.3 Where is the teachers’ room? 210
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b. Listen again to Audio 5.3 about giving directions. Fill in the blanks to complete the paragraph. Use turn left, turn right, or go straight.
Pipit is in the garden. She must go to the teachers’ room to meet Ibu Ayu. She should (1) __________ After she walks past the library, she should (2) __________ The teachers’ room is beside the canteen. Before she meets Ibu Ayu, Pipit needs to go to the toilet. She should walk past the laboratory and the library. After that she should (3) __________ The girls’ toilet is on her left.
Worksheet 5.5 Chapter 5 - This is My School
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Section 4 – Language Focus Describing location. Look at the pictures in Text 5.1. The text under the picture gives example on how to describing location.
Text 5.1 Describing location 212
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a. Now, complete the sentence using beside, between, behind, in front of, or across from.
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b. Giving directions. There are some expressions we can use to ask and give directions. Listen to Audio 5.3 about the expressions of asking and giving directions. Table 5.1 Ask & Give Directions
Ask directions
Give directions
Can you tell me where the teachers’ room is?
Go straight forward until you ind the library. Turn left. Go straight forward. The teachers’ room is beside the canteen.
Where is the toilet?
Go straight forward until you ind the library. Turn right. The toilet is on your left.
Can you show me the way to the clinic?
Go straight forward in the corridor until you ind the ninth graders’ room. Turn right. The clinic is beside the principal’s oice.
c.
Listen to the Audio 5.3 again. Practice with a classmate to ask and give the directions.
Section 5 – Fun Time: Speaking Treasure Hunt Now, let’s play treasure hunt. Make a team of ive or six.
Tools: a. Paper b. A pencil or a pen c.
A book or a pencil case (for the treasure)
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How to play the game: 1. Put something (a pencil case or a book) as the treasure. Choose any room in school and you can put it in front of that door. You can also stick your treasure on the door of a room that you chose or you can also put your treasure in a lower pot in front of the room that you chose. Picture 5.2
2. After that, direction.
write
two
clues
using
For example: 3. This is your irst clue. To ind the second clue, go outside the classroom. Go straight ahead until you walk past the library. Turn right. The second clue is in front of the teachers’ room. Picture 5.3
Write each clue on a piece of paper. 4. Put the second clue at the place based on the irst clue. 5. Give the irst clue to your opponent’s team.
Picture 5.4
6. our opponent must ind the second clue using the directions from the irst clue. 7. After they ind the second clue, they must ind the treasure using directions from the second clue. 8. If the opponent can ind the treasure in ten minutes, they win. If they cannot ind the treasure, they lose.
Picture 5.5
9. After that, the opponent will ask you to ind their treasure using their clues.
Note: You can also use QR code to make the clue. Chapter 5 - This is My School
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Did You Know?
The oldest school in the world The oldest school in the world is Shishi high school. It is located in Chengdu, China. The school was built in 143-141 BC. It means that the school has existed for about 2100 years. People also call the school “Stone House” because the buildings mostly are made from stone. Now, Shishi high school is one of the top ranked schools in China. The school selects highly qualiied students who want to study there. There are more than 3,000 students who study there. Its library has a lot of books. The book collection helps the students to learn many things. Adapted from: https://www.oldest.org/culture/schools/ and https:www.tsubomihouse. com/amp/shishi-high-school-sekolah-tertua-di-dunia-yang-masih-aktif-hingga-sekarang
Section 6 – Your Turn: Speaking Asking for and Giving Directions a. Look at a school map at Picture 5.6.
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b. Work with a classmate. Use the school map to ask and give directions of the school buildings. Your position is at the school gate. Number one has been done for you. 1. The library Turn right. Can you show me the way to Go straight forward. The library is bethe library? side the science laboratory.
2. The clinic
3. The boys’ toilet
4. The musalla
5. The science laboratory
Worksheet 5.7
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Enrichment: Speaking a. Draw your school’s map. Label the name of each room in your school.
Worksheet 5.8
b. What is your favorite room/facility in your school? Where is the room? Tell your friends how to go to your favorite room/facility from the school gate.
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Unit 2. Extracurricular Activities Section 1 – Say What You Know
Picture 5.7 Andre and friends dancing
a. What are they doing? b. Mention after school activities in your school. c.
Discuss what students do in extracurricular activities?
d. Where in the school do the students do the extracurricular activities?
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Section 2 – Viewing and Speaking a. Look at the following pictures. Label the pictures with the correct names of the activities. See the Wordbox.
Worksheet 5.9
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b. Think about what students do in extracurricular activities. Match the verbs in the left column with the corresponding extracurricular activities on the right column. •
camp
•
explore
•
track
•
read
•
speak
•
present
•
dribble
•
pass
•
shoot
•
kick
•
punch
•
block
•
move
•
wave
•
step
•
draw
•
color
•
sketch
•
sing
•
listen
•
rehearse
•
experiment
•
try
•
compare
English club
Pencak silat
Basketball
Scout
Choir
Science club
Dancing
painting
Worksheet 5.10 Chapter 5 - This is My School
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c.
Pay attention to the dialogue.
Comic strip 5.4 Talking about Pencak Silat
d. Practice the dialogue with a classmate.
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Section 3 – Language Focus a. Regular activities When we talk about regular activities, we can use Simple Present Tense. In the expression, we can include information about time and place. Look at the examples: •
Students attend scout activities every Thursday.
•
Students in the dancing club practice in the art room.
•
Pencak silat students practice in the school yard every Tuesday.
In example 1, ‘every Thursday’ is used as information about time. In example 2, ‘in the art room’ is used as information about a place. Then, example 3 has information about both time and place: ‘in the school yard every Tuesday’. b. Now, look at the pictures in Section 2a again. Using the verbs that you have listed in Section 2b, write what students do in each extracurricular activity. Number one has been done as an example for you. Add information about time and place too.
1.
In an English club, students read books in English every week. They also practice speaking in English.
2. 3. 4. 5. 6. 7. 8. 9. Worksheet 5.11 Chapter 5 - This is My School
223
Section 4 – Listening a. Listen to Audio 5.4. b.
Monita:
Hey, look at this extracurricular schedule. It says the English Club is on Monday in the library.
Pipit:
Oh, and Science Club is also on Monday. It is in the Science Laboratory. But I’m not interested.
Monita:
What do you join?
Pipit:
I join Pencak Silat. It is in the school yard every Tuesday.
Monita:
Oh, okay. I think Galang joins the basketball club. It is every Wednesday from 3 pm to 5 pm.
Pipit:
You’re right. He loves basketball.
Monita:
Yes. Also, all students must join the scout every Thursday.
Pipit:
Hmm. What about the choir? Where is it?
Monita:
It is in the art room. Painting is also in the art room on the same day.
Pipit:
What do you think about Andre? What extracurricular activity does he join?
Monita:
I think he joins dancing every saturday.
b. Listen again to Audio 5.4. Complete number 1 to 8 in the schedule. Number one has been done for you. 224
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Extracurricular Activities at SMP Merdeka Day and time
Extracurricular activity
Venue
(1) English Club
Library
Science Club
(2) ________________
Tuesday, 3 PM to 5 PM
Pencak silat
(3) ________________
Wednesday, (4)__________
Basketball
School Yard
Volleyball
School Yard
(5)____________, 3 PM to 5 PM
Scout
School Yard
Friday, 1 PM to 3 PM
Choir
(6) ________________
Monday, 3 PM to 5 PM
(7) ____________________ Art Room (8) ________, 2 PM to 4 PM Dancing
Art Room
Worksheet 5.12
Section 5 – Reading a. Read the text ‘SMP Merdeka Basketball Club’. SMP Merdeka Basketball Club Galang joins an extracurricular activity this semester. He is in SMP Merdeka basketball club. The name of the club is Eagle Merdeka Basketball. Their irst uniform is red and their second uniform is white. The mascot of the team is an eagle. More than 30 students are in the club. The members of the club always practice once a week with their coach. The coach calls the members of the club as eagles. The eagles always practice on Wednesdays at 3 PM at the school yard. Eagle Merdeka Basketball club will join a tournament next month in Banjarbaru. They are looking for new players to join the tournament from seventh grader students. The selection for the new players is next week. Chapter 5 - This is My School
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b. Choose the correct answer based on the text ‘SMP Merdeka Basketball Club’ 1. What kind of extracurricular activity does Galang join? a. sport b. art c. music 2. What is the mascot of SMP Merdeka basketball club? It is a/an … a. lower b. animal c. fruit 3. How many days do SMP Merdeka basketball club members practice in a week? a. one b. two c. three 4. When will SMP Merdeka basketball club join the basketball tournament in Banjarbaru? a. next week b. next month c. next year 5. Who will join the selection for new players? a. seventh grader students b. eighth grader students c. ninth grader students
Worksheet 5.13 226
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Section 6 – Your Turn: Reading a. Read the text ‘Pipit Likes Pencak Silat’. See the Wordbox. Pipit Likes Pencak Silat Pipit likes pencak silat because it makes her move a lot. The practice is every Tuesday from 3 pm to 5 pm in the school yard. Before practicing, Pipit and all other students in pencak silat have some warming up activities. They have a coach called Pak Amin. In the practice, Pak Amin teaches the students to kick and punch. He also teaches how to block an opponent in a pencak silat match. Pipit joins pencak silat as an extracurricular activity in SMP Merdeka. b. Look at the following personal schedules from Monita, Galang, Andre, and Pipit. Monita’s Daily Schedule Day
Activity
Time
Monday
3 - 5 PM
English club
Thursday
3 - 5 PM
Scout
Friday
1 - 3 PM
Choir
Galang’s Daily Schedule Day
Activity
Time
Monday
3 - 5 PM
Science club
Wednesday
3 - 5 PM
Basketball
Thursday
3 - 5 PM
Scout
Andre’s Daily Schedule Day
Activity
Time
Thursday
3 - 5 PM
Scout
Friday
1 - 3 PM
Choir
Saturday
2 - 4 PM
Dancing
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Pipit’s Daily Schedule Day
Activity
Time
Monday
3 - 5 PM
Science club
Tuesday
3 - 5 PM
Pencak silat
Thursday
3 - 5 PM
Scout
c.
Circle T (True) or F (False) based on the text in Section 6a and schedule in Section 6b. If the statement is incorrect, make the correction in the space provided.
Worksheet 5.14 228
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Section 7 – Fun Time: Pictionary
Picture 5.8 Andre and friends talking about Basketball
How to play the game 1. Make a group of ive or six. 2. Choose a member from your group to be the leader. 3. Your teacher will give the leader a word related to extracurricular activities, for example: basketball. 4. Your group leader will draw something related to the word on the white board in 30 seconds. 5. When drawing the picture, the group leader may not give clues using gestures, sounds, or signs. 6. The members of the team will try to guess the drawing. 7. If your group can guess the drawing in 30 seconds or less, your group will get 10 points. Chapter 5 - This is My School
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8. If your group fails to guess whenthe time is up, your group will get no points. 9. The winner is the group that can get the most points. (Note: You can change your group leader after every round.)
Enrichment: Favorite Extracurricular a. Divide the class into 4 big groups. b. In the group, talk about the extracurricular activity that they joined in. c.
Find out what is the most favorite extracurricular activity in the groups.
d. Rank the next favorite activity. Then, present the complete result in the class.
Picture 5.9 Chart
Note: You can make a survey using electronic survey or survey application. 230
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Unit 3. School Festival Section 1 – Say What You Know
Picture 5.10 School festival
a. What event do you see in the picture? b. What are people doing in the event? c.
Do you have a similar event in your school? Chapter 5 - This is My School
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Section 2 – Reading a. Read the text about a school festival. See the Wordbox.
School Festival at SMP Merdeka SMP Merdeka holds an annual festival. It usually happens in June. It takes place in some school facilities. At this festival, students participate in many activities, such as art exhibitions and competitions. Art exhibition is usually located in the art room. It shows students’ artwork like paintings, statues, and crafts. A group of students also sell crafts in the stalls. Students usually enjoy the art exhibition and buy interesting crafts. There are two kinds of competitions. They are sports and art competitions. The sports competition is held in the school yard. Class teams compete in soccer, basketball and badminton. Art competition is performed on stage in the school garden. Some students perform singing and dancing. Other students present poetry reading and storytelling. Students who like reading can join a storytelling activity. Before the school festival, students practice sports and arts for competition. Some students help prepare the decorations for the stage. Everyone is happy participating in the school festival.
b. Put a tick in the map based on text ‘School Festival at SMP Merdeka for: •
The location for art exhibition.
•
The location for the sports competition.
•
The location for the art competition.
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Worksheet 5.15
c.
Read the ‘School Festival at SMP Merdeka. Then, answer the questions.
1. School festival in SMP Merdeka happens in __________ 2. In the school festival, students participate in activities such as __________ 3. Arts exhibition shows students’ artwork such as __________ 4. Some students are in the stalls to sell __________ 5. The sports competitions are __________, __________ and __________ 6. Some students perform __________ and __________ 7. Students who like reading can join __________ 8. Students prepare __________ for the stage before the school festival. Worksheet 5.16 Chapter 5 - This is My School
233
Section 3 – Language Focus a. Describing a room When we describe a room, we can focus on the features of the room, for example: 1) The identiication, we can mention the name of the room. Example: This is the school garden. My classroom is a comfortable place to study. 2) The size, we can describe if a room is large or small. Example: It is large. It is a big room. 3) The object, we can describe the things that we can see in the room. We can use the expression there is and there are for this description. Example: There are chairs and desks for students to sit in groups. There is a whiteboard in front of the class. 4) The activity, we can describe what people do in the room. Example: We study all subjects in this room. The teacher walks around the room to help us learn.
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b. Write sentences for the following place. Use the words to help you. The words can be used in some sentences. You can also use your own words
Picture 5.11 my school garden
1. my school garden _______________________________________________________________ 2. small _______________________________________________________________ 3. lowers − big trees − two benches _______________________________________________________________ 4. sit around − talk/have a chat − read – water _______________________________________________________________ Worksheet 5.17 Chapter 5 - This is My School
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c.
Read the example text of describing a room. My Classroom
This is our classroom. It is big. There are thirty tables and chairs for the students. There is also a desk for the teacher. A blackboard is in front of the class. The windows are on the right side of the room. We study subjects like Math, Bahasa Indonesia and Social Sciences in this room. Sometimes, our teacher tells us to present our work or play games in the classroom.
As a descriptive text, the structure of the sample text is: Table 5.2
Structure Identiication: The name of the room Description: Feature 1: The size
Feature 2: The object
Feature 3: The activity
236
Text This is our classroom
It is big.
There are thirty tables and chairs for the students. There is also a desk for the teacher. A blackboard is put in front of the class. The windows are on the right side of the room. We study subjects like Math, Bahasa Indonesia and Social Sciences in this room. Sometimes, our teacher tells us to present our work or play games in the classroom.
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Section 4 – Viewing and Writing a. Look at the Picture 5.12
Picture 5.12 School exhibition
b. Complete the chart based on the picture
Worksheet 5.18 Chapter 5 - This is My School
237
c.
Write the details about the room in Worksheet 5.19.
Structure
Text
Identiication: The name of the room Description: Feature 1: The size
Feature 2: The object
Feature 3: The activity
Worksheet 5.19
Section 5 – Your Turn: Writing a. Planning and brainstorming 1) Think of one room in your school. 2) List the words to describe the room. 1. The name of the room 2. The size 3. The object 4. The activity Worksheet 5.20 238
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b. Outlining and drafting Make an outline of your paragraph using the following structure:
Structure
Text
Identiication: The name of the room Description: Feature 1: The size
Feature 2: The object
Feature 3: The activity
Worksheet 5.21
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c.
Writing and editing Write your descriptive paragraph here.
Worksheet 5.22 240
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Section 6 – Fun Time: Chain Sentences a. Divide the class in groups. b. Discuss in your group what room you want to describe. c.
Each member of the group should write three words related to the description of a room on a piece of small paper. One word is written on one piece of paper.
d. When everyone is inished writing, roll the small papers and collect them in a cup. e.
The irst person in the group will take a piece of rolled paper and see the word inside. He or she should make the irst sentence to describe the room using the word from the rolled paper. For example, if the word in the rolled paper is ‘science laboratory’, he or she can say: This is our science laboratory.
f.
The second person in the group will take another piece of rolled paper, see the word and continue with the next description.
g.
Continue the chain until all the members make a description of the room.
h. Write the chain sentences on a piece of paper. i.
Check if the chain sentences that you make make a good descriptive text.
j.
If it does not make a good descriptive text, can you reorder the sentences to make it better? Name of the room:
Worksheet 5.23 Chapter 5 - This is My School
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Enrichment: Making Poster for School Event Work with a classmate to make a poster for an event at school. Think about the following: a. What event are you planning? b. Is there a competition in the event? c.
Is it an art competition?
d. Who are the participants? e.
Where is the event?
f.
When is the event?
Worksheet 5.24 242
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Learning Relection
Name__________________Chapter_________________Date_______________ How well did I do in Chapter 5?
A
Not So Well
OK
Very Well
Rate yourself by drawing an emoji next to each statement
I can ask and give directions at school. I cantalk about extracurricular activities. I can describe a school festival. I can write a descriptive text
B
I learned these new words:
C
I liked treasure hunting. I liked the Pictionary game.
D I shared with my family. I read a descriptive paragraph about my school for my family. I ask them to tell the direction to place. My Parent’s signature
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Progress Check 2 Text 1 Today, there is a school event in SMP Merdeka. There are many competitions to join in. There is a basketball competition in the school ield. There are also other competitions that are held in some classes. Galang and his friends want to join the basketball competitions. They will compete against another class. Sinta likes to sing. She wants to join the singing competition. Her voice is so beautiful. Monita wants to join the storytelling competition. She is registering for it in the library. There is also an art exhibition. There are many handicrafts like keyrings and paintings to sell. Andre wants to buy a painting. He is going to the art exhibition now.For numbers 1-5, choose the best answer for each question. For numbers 1-5, choose the best answers. 1. These are some competitions in SMP Merdeka’s school event, except … a. A basketball competition. b. A storytelling competition. c. A painting competition. d. A singing competition. 2. What competition do Galang and his friends want to join? a. A soccer competition. b. A basketball competition. c. A volleyball competition. d. A badminton competition. 3. Why does Sinta want to join the singing competition? a. Singing is her hobby. b. The competition is held in the class. c. The competition is held in the ield. d. Sinta is registering for it in the library. 244
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4. What is Andre going to do? a. Watch the basketball competition. b. Register for the art exhibition. c. Buy a handicraft. d. Join the painting competition. 5. Where do competitions take place? a. In some classes, art exhibition, and library. b. In the library, the school ield, and art exhibition. c. In the art exhibition, some classes, and school ield. d. In the school ield, some classes, and library. For numbers 6-10, complete the dialogue with appropriate words. Use the school layout to help you complete the dialogue.
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Andre :
How’s your irst day at school?
Pipit
It’s fun, but I want to go around the school. There are many school areas that I want to know more about.
:
Andre :
I can show you some.
Pipit
Thank you.
:
Andre :
You’re welcome. Well, where should we start?
Pipit
There! What room is that?
:
Andre :
That is the principal’s oice. It is (6) __________ to the clinic.
Pipit
How about that room (7) __________ the library?
:
Andre :
That is the science laboratory. We always go there on Thursday for science class.
Pipit
:
That’s interesting. By the way, (8) __________ the canteen?
Andre :
The canteen is (9) __________ the musalla and the teachers’ room. There is also a school yard (10) __________ of it. Many students play basketball there after school.
Pipit
Well, I’m quite hungry now. Should we grab something at the canteen before going home?
:
Andre :
Okay, let’s go!
Text 2 Monita is going to make her own class schedule. She tries to remember the class subjects, the day, and the time she does it. However, she remembers it in the wrong order. Help Monita arrange the schedule in the correct order. Monita’s Class Schedule 1. On Wednesday, she has English to learn. 2. Monita studies at school from Monday to Friday. Her school usually starts at 7 o’clock in the morning. 3. She usually goes home by 3 o’clock. It is different on Friday because she only has two classes. On Friday, she goes back home before noon.
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4. On Monday, she usually has Maths, Bahasa Indonesia, and Natural Science. The three subjects are also learned on Thursday. 5. On Tuesday, she learned Religious Education, Social Sciences, and a local language. While on Friday, she learned Arts and Sports. She has a really nice weekend on Saturday and Sunday. Write the numbers to arrange Monita’s Class Schedule. 11. (__) - (__) - (__) - (__) - (__) Complete the table with Monita’s school subjects. Monita’s Schedule Monday
Tuesday
Wednesday
Thursday
Friday
Text 3 Galang attends an online class this afternoon. Before joining the online class, he prepares a book and a pen to write the learning material. He also wears a school uniform. He joins the online class on time. He turns on his camera and turns off his microphone. One of Galang’s friends, Andre, forgets to turn off his microphone. He speaks very loudly and it is very noisy. Then, the teacher tells him to turn off his microphone when it is not used. After he turns it off and the class begins. The students are enjoying the lesson. However, Galang has a question to ask. He clicks the raise hand button and the teacher allows him to speak. The class goes well and Galang is happy with it.
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For numbers 16-20, choose the best answers. 12. What do Galang prepare before joining the online class? a. A book, a pen, and an eraser. b. A book, a pen, and a learning material. c. A school uniform, a book, and a pen. d. A pen, a book, and a microphone. 13. What does Andre forget to do? a. Turn on his camera. b. Turn off his computer. c. Turn off his microphone. d. Turn on the raise hand button. 14. Which activity is NOT right when joining an online class? a. Prepare a book. b. Click the raise hand button before speaking. c. Wear a school uniform. d. Turn on the microphone when it is not used. 15. What does Galang do when he wants to ask a question? a. Turn on his microphone and ask the question. b. Click the raise hand button and ask the question . c. Ask the question and turn on his camera. d. Turn on his camera and his microphone. 16. How does Galang feel about today’s online class? a. The online class is fun. Galang is happy with it. b. The online class is not well. Galang is happy with it. c. The online class goes fast. Galang is not happy with it. d. The online class goes slow. Galang is not happy with it.
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17. Think about your study habits. Describe what you usually do when you study, what you need to prepare before studying, who your study buddy is, and how often you do your study habits. To describe your study habits, you may use the sentences below.
I like ____________________________To do ____________________________I need____________________________ My study buddy is__________ __________________ I often ____________________________I usually ____________________________
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Daftar Worksheet
Daftar Audio
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Daftar Pustaka Copland, Fiona, Sue Garton, and Anne Burns. “Challenges in Teaching English to Young Learners: Global Perspectives and Local Realities. Tesol Quarterly Vol. 48, No. 4 (2014): 738-762. Derewianka, Beverly. Exploring How Texts Work. Heinemann Educational Books, 1990. Derewianka, Beverly and Pauline T. Jones. Teaching Language in Context. Oxford University Press, 2016. Eggins, Suzanne. Introduction to Systemic Functional Linguistics. A&C Black, 2004. Feez, Susan. “Text-Based Syllabus Design”. Interchange No. 34 (1999): 5-11. Freeman, Donald, et al. “English-for-Teaching: Rethinking Teacher Proiciency in the Classroom”. ELT Journal Vol. 69, No. 2 (2015): 129139. Gerngross, Günter, Herbert Puchta, and Scott Thornbury. “Teaching Grammar Creatively”. ELT Journal Vol. 62, No. 4 (2008): 424-427. Gibbons, P. (2009). Scaffolding Language, Scaffolding Learning. Portsmouth, NH: Heinemann. Halliday, M.A.K. and Christian M.I.M. Matthiessen. Halliday’s Introduction to Functional Grammar. Routledge, 2013. Cambridge Assessment English. About the Common European Framework of Reference for Languages (CEFR). https://www.cambridgeenglish. org/exams-and-tests/cefr/#:~:text=The%20Common%20European%20 Framework%20of%20Reference%20for%20Languages%20 (CEFR)%20is,who%20have%20mastered%20a%20language. Humphrey, Sally, Louise Droga, and Susan Feez. Grammar and Meaning. Primary English Teaching Association Australia, 2012. Jewitt, Carey. The Routledge Handbook of Multimodal Analysis. Routledge, 2011.
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Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Kurikulum Merdeka sebagai Opsi Satuan Pendidikan dalam rangka Pemulihan Pembelajaran Tahun 2022 s.d. 2024. https://kurikulum.gtk. kemdikbud.go.id/detail-ikm/ Linse, Caroline T. and David Nunan. Practical English Language Teaching. Young Learners. New York: McGraw-Hill/Contemporary, 2005. Ninio, Anat and Jerome Bruner. “The Achievement and Antecedents of Labeling”. Journal of Child Language Vol. 5, No. 1 (1978): 1-15. Pinter, Annamaria. Teaching Young Language Learners. Oxford University Press, 2017. Rahmadhani, Raymon. “Alur Tujuan Pembelajaran SMP Kelas 7”. Workshop Finalisasi Alur dan Tujuan Pembelajaran serta Modul Ajar Tahap I dalam Rangka Finalisasi Perangkat Ajar Tahun 2020. Badan Penelitian dan Pengembangan Dan Perbukuan, Pusat Asesmen dan Pembelajaran, Kementerian Pendidikan dan Kebudayaan, Jakarta, 23-26 Maret 2021. Tyler, Ralph W. and Peter S. Hlebowitsh. Basic Principles of Curriculum and Instruction. University of Chicago Press, 1949. United Nations. The 17 Goals. https://sdgs.un.org/goals
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Proil Pelaku Perbukuan
Proil Penulis Nama Lengkap
:
Ika Lestari Damayanti, Ph.D.
:
[emailprotected]
Instansi
:
Universitas Pendidikan Indonesia, Bandung
Alamat Instansi
:
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Bidang Keahlian
:
EFL Methodology, Genre Pedagogy, Literacy and Storytelling, and Teaching English to Young Learners
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Universitas Pendidikan Indonesia, Bandung. Dosen Pendidikan Bahasa Inggris, 2001 s.d. sekarang. 2. University of Wollongong. Tutor for Literacy Courses, 2018 s.d. 2019. Riwayat Pendidikan dan Tahun Belajar 1. University of Wollongong, Australia. S3 English Language Teaching and Literacy, 2020. 2. University of Warwick, Inggris. S2 English Language Teaching for Young Learners, 2006. 3. Universias Pendidikan Indonesia, Bandung. S1 Pendidikan Bahasa Inggris, 2001. Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. “Multimodal Literacy: Unfolding Reading Path in Children’s Picture Book and its Potential for EFL Classrooms” in Indonesian Journal of Applied Linguistics, Vol. 9, No. 3 (2020): 616-627. 2. From Storytelling to Story Writing: The Implementation of Reading to Learn (R2L) Pedagogy to Teach English as a Foreign Language in Indonesia” in Indonesian Journal of Applied Linguistics, Vol. 6, No. 2 (2017): 232-245. 3. “Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context” in Educare: International Journal for Educational Studies, Vol. 1, No. 1 (2008): 31-38.
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Proil Penulis Nama Lengkap
:
Yusnita Febrianti, S.Pd., M.A., Ph.D.
:
[emailprotected]
Instansi
:
Universitas Negeri Malang
Alamat Instansi
:
Jalan Semarang 5, Malang
Bidang Keahlian
:
Multimodality in pedagogy
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Universitas Negeri Malang, Dosen Jurusan Sastra Inggris, 2015 s.d. sekarang. 2. Universitas Negeri Malang, Koordinator Academic Writing Center, 2021 s.d. sekarang. 3. School of Linguistics, The University of Adelaide, Field Linguistics Tutor, 2017. Riwayat Pendidikan dan Tahun Belajar 1. The University of Adelaide. S3 Applied Linguistics, 2020. 2. The University of Adelaide. S2 Applied Linguistics, 2011. 3. Universitas Negeri Malang. S1 Pendidikan Bahasa Inggris, 2004. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. Using Student-Selected Texts in Speaking Classes. London: Palgrave Macmillan (2016). 2. The Teaching of Grammar. Universitas Terbuka (2015). 3. The Teaching of Speaking. Universitas Terbuka (2015). 4. The Teaching of Vocabulary. Universitas Terbuka (2015). 5. Experiencing English 1 (School Textbook for Junior High School Year 7, 8 and 9). Masmedia Publisher (2013). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. “Multimodal Literacy: Unfolding Reading Path in Children’s Picture Book and Its Potential for EFL Classrooms” in Indonesian Journal of Applied Linguistics, Vol. 9, No. 3, 2020. 2. “The Selection of Learning Materials from Youtube Resources for a Maritime English Course” in Indonesian Journal of Applied Linguistics, Vol. 10, No. 2, 2020. 3. “Teacher’s Relection on the Visual Resources in English Textbooks for Vietnamese Lower Secondary Schools” in Proceedings of the TEFLIN Journal, Vol. 29, No. 2, 2018.
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Proil Penulis Nama Lengkap
:
Iyen Nurlaelawati, M.Pd.
:
[emailprotected]
Instansi
:
Universitas Pendidikan Indonesia, Bandung
Alamat Instansi
:
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Bidang Keahlian
:
Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Universitas Pendidikan Indonesia, Bandung. Dosen Pendidikan Bahasa inggris. Riwayat Pendidikan dan Tahun Belajar 1. Universitas Pendidikan Indonesia, Bandung. S1 Pendidikan Bahasa Inggris, 1996. 2. Universitas Pendidikan Indonesia, Bandung. S2 Pendidikan Bahasa Inggris, 2004. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. My Next Words Grade 1 – Student’s Book for Elementary School, 2021. 2. My Next Words Grade 1 – Teacher’s Book for Elementary School, 2021. 3. My Next Words Grade 2 – Student’s Book for Elementary School, 2021. 4. My Next Words Grade 2 – Teacher’s Book for Elementary School, 2021. 5. Buku Ajar Bahasa Indonesia bagi Penutur Asing, Sahabatku Indonesia, Tingkat A1. Pusat Pengembangan Strategi dan Diplomasi Kebahasaan, Badan Pengembangan dan Pembinaan Bahasa, Kementerian Pendidikan dan Kebudayaan (2016).
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Proil Penulis Nama Lengkap
:
Pipit Prihartanti Suharto, M.A.
:
[emailprotected]
Instansi
:
Universitas Perjuangan Tasikmalaya
Alamat Instansi
:
Jl. Peta No.177, Kahuripan, Kec. Tawang, Kota Tasikmalaya, Jawa Barat 46115
Bidang Keahlian
:
Teaching English to Young Learners
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Universitas Perjuangan Tasikmalaya, Dosen Pendidikan Bahasa Inggris, 2007 s.d. sekarang. Riwayat Pendidikan dan Tahun Belajar 1. Universitas Pendidikan Indonesia, Bandung. S3 Pendidikan Bahasa Inggris, 2021 s.d. sekarang. 2. University of Warwick, Inggris. S2 English Language Teaching, 2015 s.d. 2016. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. “‘Si’ Empat Mantra di Masa PJJ: Diskusi, Interaksi, Kolaborasi, Releksi.” dalam Antologi Semangat Berbagi, Semangat Menginspirasi: 65 Tulisan Releksi Pendidik Mengajar selama Masa Pandemi (2021). 2. “Padlet within Padlet” dalam Antologi Kelas Kreatif dengan Smartphone!: 107 Strategi Pembelajaran Jarak Jauh yang Kreatif dan Interaktif Menggunakan Gawai Pintar (2020). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. “Exploring Learning to Learn: Metacognitive Strategies Covered in the Indonesian EFL Textbooks” dalam Proceedings of the 13th Conference on Applied Linguistics (2021). 2. “Analisis Kebutuhan Siswa SD terhadap Bahan Ajar Bahasa Inggris Berbasis Budaya Lokal” dalam Jurnal Metodik Didaktik, Bandung (2020). 3. “Effective INSET: A Relection of a Former Primary School EFL Teacher” dalam Jurnal Forum Didaktik, Tasikmalaya (2018). 4. “The Hornby Scholars’ Panel Presentation: Teaching Practice: Some Local Perspectives on a Global Practice” dalam Proceedings of the IATEFL 2016 Birmingham Conference Selections, Birmingham (2016). 256
Proil Penulis Nama Lengkap
:
Aji Jehan Fellani
:
[emailprotected]
Instansi
:
SMP Negeri 1 Batujajar
Alamat Instansi
:
Jalan SMP Kec. Batujajar Kab. Bandung Barat
Bidang Keahlian
:
Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. SMP Negeri 1 Batujajar, Guru Bahasa Inggris, 2019 s.d. sekarang. 2. SMP Negeri 1 Saguling, Guru Bahasa Inggris, 2009 s.d. 2019. Riwayat Pendidikan dan Tahun Belajar Universitas Pendidikan Indonesia. S1 Pendidikan Bahasa Inggris, 2000 s.d. 2005 Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. Love, Life, and Lies (2021). 2. Menolak Menyerah: Kisah Kami di Masa Pandemi (2021). 3. 105 Digital Tools for Interactive Learning (2020). 4. 30 Digital Tools For Assessments (2020). 5. Sukses UN SMP/MTs 2019 (2019 Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) “Peningkatan Kemampuan Berbicara Menggunakan Kalimat Perintah Pada Materi Procedure Text Melalui Metode TPR” Prosiding Seminar Nasional Guru Dikdas Berprestasi, Kementerian Pendidikan dan Kebudayaan (2018). Pelatihan yang pernah diikuti (10 Tahun Terakhir) 1. Pengembangan Metode Pengajaran Berbasis Teks (2021). 2. Inovasi Pembelajaran Bahasa P4TK Bahasa Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (2021). 3. Instruktur Nasional Guru Pembelajar Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi (2016).
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Proil Penulis Nama Lengkap
:
Raymon Rahmadhani, M.Pd.
:
[emailprotected]
Instansi
:
SMP Negeri 3 Banjarbaru
Alamat Instansi
:
Jl. H. M. co*krokusomo No. 21 Cempaka, Banjarbaru. Kalimantan Selatan
Bidang Keahlian
:
Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. SMP Negeri 3 Banjarbaru, Wakil Kepala Sekolah Bidang Kurikulum, 2021 s.d. sekarang. 2. SMP Negeri 3 Banjarbaru, Guru Bahasa Inggris, 2013 s.d. sekarang. Riwayat Pendidikan dan Tahun Belajar 1. Universitas Negeri Yogyakarta. S2 Linguistik Terapan, 2013. 2. Universitas Muhammadiyah Malang. S1 Pendidikan Bahasa Inggris, 2007. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. Integrasi Teknologi Dalam Pembelajaran Daring Guru-Guru Di Indonesia (2022) 2. Rangkaian Cerita dari Ruang-Ruang Kelas di Tanah Borneo (2019). 3. Getting Closer with LibreOice Writer (2016). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) “Fostering Students’ 4Cs in Asynchronous Learning” in Proceeding of the 12th Annual International Symposium of Foreign Language Learning. SEAMEO QITEP in Language (2021).
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Proil Penelaah Nama Lengkap
:
Prof. Emi Emilia, M.Ed., Ph.D.
:
[emailprotected]
Instansi
:
Universitas Pendidikan Indonesia, Bandung
Alamat Instansi
:
Jl. Dr. Setiabudi No.229, Isola, Kec. Sukasari, Kota Bandung, Jawa Barat 40154
Bidang Keahlian
:
Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Universitas Pendidikan Indonesia, Bandung. Dosen Pendidikan Bahasa Inggris, 1989 s.d. sekarang. 2. Universitas Pendidikan Indonesia, Bandung. Ketua Program Studi Pendidikan Bahasa Inggris S1, 2021 s.d. sekarang. 3. Kementerian Pendidikan dan Kebudayaan. Kepala Pusat Pengembangan Strategi dan Diplomasi Kebahasaan, 2015 s.d. 2019. 4. Universitas Pendidikan Indonesia, Bandung. Ketua Program Studi Pendidikan Bahasa Inggris terintegrasi (S1/S2/S3), 2011 s.d. 2015. Riwayat Pendidikan dan Tahun Belajar 1. Sydney University. Postdoctoral Study in Language and Literacy Education, 2009 s.d 2010. 2. Australian Catholic University. Postdoctoral Study in Language and Literacy Education, 2007. 3. University of Melbourne. S3 Language and Literacy Education, 2002 s.d. 2005. 4. Deakin University, Australia. S2 Language and Literacy Education, 1995 s.d. 1996. 5. Deakin University, Australia. Graduate Diploma of Arts in Translating and Interpteing, 1992. 6. Universitas Pendidikan Indonesia, Bandung. S1 Pendidikan Bahasa Inggris, 1985 s.d. 1989. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. Aplikasi Pengajaran Berbasis Teks (2018). 2. Introducing Functional Grammar (2014).
259
3. 4. 5.
Factual Genres. Learning to Read, to Write, and to Talk about Factual Information (2013). Teaching Academic Writing: A Critical Genre-Based Approach in an EFL Context (2011). Pendekatan Genre-Based dalam Pengajaran Bahasa Inggris (2011).
Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. Pengembangan Model Pelatihan Mengajar Membaca Setara PISA untuk Guru (2021). 2. The Asia TEFL Curriculum Research Project (2021). 3. Sinkronisasi Teori dan Praktek Pengajaran Bahasa Inggris Berbasis Teks: Suatu Upaya Pemberdayaan Guru dalam Merespons Dinamika Konteks Pembelajar (2021). 4. Kemampuan Literasi Membaca Siswa SMA Kelas X di Sekolah Sasaran NonPISA di 34 Provinsi di Indonesia (2018). 5. Implementasi dan Pengembangan Pengajaran Berbasis Teks dan Pemberdayaan Anak Bangsa (2015). 6. Implementasi dan Pengembangan Pengajaran Berbasis Teks dalam Pengajaran Keterampilan Berbahasa dan Berpikir Kritis di Tingkat Universitas (2014). 7. Penelitian Kerja Sama dengan School of Management Konan University, Jepang mengenai Implementasi Pengajaran Berbasis Teks di Jepang dan Indonesia (2015). 8. “Kemampuan Note-Taking dan Interpreting Mahasiswa Indonesia”. Studi Kasus di Jurusan Pendidikan Bahasa Inggris di Sebuah Universitas Negeri Di Bandung (2011). 9. Kualitas Disertasi Mahasiswa Sekolah Pascasarjana Universitas Pendidikan Indonesia dari Tahun 2000-2010 (2011).
260
Proil Ilustrator Nama Lengkap
:
Okky Bagus Wahyudi, S.Ds.
:
[emailprotected]
Instansi
:
-
Alamat Instansi
:
-
Bidang Keahlian
:
Ilustrasi
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Freelance. Ilustrator, 2016 s.d. sekarang. 2. Freelance. Desainer Baju, 2016 s.d. sekarang. Riwayat Pendidikan dan Tahun Belajar 1. Universitas Negeri Malang. S1 Desain Komunikasi Visual, 2017. 2. SMK Negeri 4 Graika Malang, 2013.
261
Proil Editor Nama Lengkap
:
Kristine Ann M. Capa
:
[emailprotected]
Instansi
:
Mentari Intercultural School
Alamat Instansi
:
Jl. Perigi Baru No. 7A, Parigi Baru, Kec. Pd. Aren, Kota Tangerang Selatan, Banten
Bidang Keahlian
:
Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Mentari Intercultural School. English Teacher, 2020 s.d. sekarang. 2. Stamford School Bandung. Teacher, 2010 s.d. 2020. Riwayat Pendidikan dan Tahun Belajar 1. St. Theresa’s College, Cebu. S1 Secondary Education and Teaching, 2003. 2. St. Theresa’s College, Cebu. S1 Administration and Management, 2002.
262
Proil Editor Nama Lengkap
: Made Ayu Utami Chandra Dewina, S.S.
: [emailprotected]
Instansi
: -
Alamat Instansi
: -
Bidang Keahlian : Bahasa Inggris
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) Freelance. Editor, 2018 s.d. sekarang. Riwayat Pendidikan dan Tahun Belajar Universitas Negeri Jakarta. S1 Sastra Inggris, 2018. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. Buku Siswa Bahasa Inggris SMA Kelas XI Tingkat Lanjut (2021). 2. Buku Guru Bahasa Inggris SMA Kelas XI Tingkat Lanjut (2021).
263
Proil Desainer Nama Lengkap
:
Rinaldi
:
[emailprotected]
Instansi
:
Batang Industrial Corp
Alamat Instansi
:
Jl. Martadinata 520, Batang, Jawa Tengah
Bidang Keahlian
:
Graphic Design, UI/UX, Motion Graphic
Riwayat Pekerjaan/Profesi (10 Tahun Terakhir) 1. Batang Industrial Corporation. Product and Design Manager, 2015 s.d. sekarang. 2. Perfect.co, ltd. Head of Media and Design Department, 2011 s.d. 2013. 3. Apple Inc. Authorized Accessories Designer, 2013 s.d. 2015. 4. Sanrio Japan. Hello Kitty Designer for South East Asian, 2014. 5. Easton Kaleris Indonesia. Graphic Designer, 2012. Riwayat Pendidikan dan Tahun Belajar 1. Institute of Science and Education Center. S1 Ilmu Administrasi Negara, 2021 s.d. sekarang. 2. Universitas Bina Sarana Informatika. D3 Manajemen Informatika, 2009.
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