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Step 1 (Spoken)Listening and speaking

A. Building knowledge of field

1. Showing attention

Activity 1

Look at the picture, then answer the questions

Picture 3.1. James Beard : Master Chef in actionSource : Microsoft Encarta reference library 2005

Questions:

1. Where does the situation probably take place?

2. Who is the man?

3. Who is he talking to?

4. What is he doing?

5. What did he say to get his student’s attention?

Activity 2

Listen to your teacher .Repeat after him/her.Read the expression aloud

Asking for attention (informal)

� Look here.

� Look!

� Look at me!

� Hey !

� Attention please!

� Look what it is.

Look here, students. This is the way how to mixa batter well. Have you got a clear

understanding about it? …good!.. practice it !

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Asking for attention (formal)

� May I have your attention please?

� Sorry to trouble you. Can I …

� Sorry to trouble you but ….

� Excuse me, …

Showing attention

� Mmm …

� Aha …

� Oh, yes

� Really

� Indeed?

� Oh, oh !

� I see

� I know what you mean

� Is that all?

� And what’s next?

Activity 3

Complete the following conversation using the expression of asking/showing attention above.

1. Andi : ______________. There’s a falling star in the north sky. Let’s make a wish.

Dina : Do you believe such kind of superstition?

2. Marry : _______________. Can I borrow your pen, please?

Linda : Here it is.

3. Budi : I’ll give a new toy if you want to help me packing my clothes.

Dinda : _______________? I’ll help you then.

4. Keisha : I’ll tell you what… yesterday, a car almost hit me when I crossed the street in front

of our school.

Maisa : ____________________! Tell me more about it.

Keisha : Fortunately. Somebody pushed me off the street. I just got a little scratch in my leg.

5. Teacher : ______________! I will read an important announcement

Students : All right, sir.

Activity 4

Make a dialogue using the expression of asking/showing attention based on the situation.

1. You and your friends are browsing internet to find the latest information about your favourite

singers. You got the information. You want your friends to know about it. Ask for their attention.

2. You are in the music class. The teacher hasn’t come yet. You and all of your friends just play the

music instruments playfully. Suddenly your teacher comes in and asks for your attention.

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3. You are in the way home with your friends driving a bus. You see an accident and some

wounded men lying on the sidewalk.

2. Expression of offering

Activity 5

Look at the picture, then answer the questions.

Picture . 3.2. Dinning coupleSource : www.hastingshouse.comimagesdining_couple.jpg

Activity 6

Listen to your teacher .Repeat after him/her.Read the expression aloud

Offering to friends

� Hamburger?

� Pepsi Cola?

� Want some?

� Cup of tea?

� Take it?

Would you like to havemore wine, Mr. Smith?

Yes, of course. French’s wineis the best. I’m glad you like it.Thank you.

Yes, please. Thank you.Hmmm…this wine tastesgood. It’s French, isn’t it?

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Formal offering

� What can I do for you?

� What can I get for you?

� Would you like to have a sandwich?

� What will you have?

Offering to elder persons

� Would you like a cup of tea, Mr. Smith?

� Could I offer you some cakes, Mr. Josh?

� Should I get you some dessert?

Accepting an offer

� I’d like to

� I’d like it very much

� That would be very nice

� Yes, please

� Thank you

Declining an offer

� No. thanks.

� I am full, thank you.

� I have just eaten, thank you

� Not for me, thanks

� No, thanks. I really won’t

Activity 7

Complete the following conversation using the expression of offering something, accept or decline

an offer.

1. Majida : ___________________a glass of mango juice. I have just picked the mangoes

up.

Leyna : Yes, please. I am very thirsty.

2. Budiman : Would you like to have hot dogs?

Karen : ________________________. I have just had my breakfast.

3. Mr. John : Would you like to add your coffee, Mr. Brian?

Mr. Brian : ________________. This coffee tastes good.

4. Anita : ___________________________, grandma?

Grandma : That would be nice, my dear.

5. Andy : What will you have for dinner?

Anita : _______________________. How do you think?

Andy : I think the food is too heavy. How about the lighter one, Bakso ?

Anita : ______________________. I just ate bakso this afternoon.

Andy : All right. Whatever you want.

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Activity 8

Work in pairs. Practice offering the things. Accept or decline the offer.

1 2 3

Offer it to your sister offer it to your brother offer it to your classmate

4 5 6

Offer it to your mother offer it to your father offer it to your uncle

3. Giving directions

Activity 9

Look at the pictures. What do they do?

All right. Follow myinstructions. Firstly …

Can you tell me howto make omelet?

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Activity 10

In pairs. Read the dialogue aloud.

Todd : Oh, hey, Keri! You cook, right? You're a pretty good cook.

Keri : I'm OK.

Todd : OK. I want to make an omelet, so actually this is really silly, I've never made

one before. Can you show me how to make an omelet?

Keri: : OK, Well, I can teach you how I make them. Follow my directions!

Todd: : OK. Yeah! Yeah! Lets do it.

Keri : First, take some eggs and crack them in a bowl, and whisk them up, so they're

quite high and fluffy.

Todd : Oh, OK. Crack and whisk ….. Wow! It’s fluffy eh. What’s next?

Keri : Prepare the pan. Put some oil and heat it up,

Todd : Yes. Oh…it’s hot!. Next?

Keri : Take your whipped up eggs, and pour them into the pan. Take a spatula, and

push the bottom layer of the egg, to the side, to the sides, and then to the

middle, so the uncooked egg gets to the bottom of the pan.

Todd : Ok, to the sides ….to the middle ..good. Then?

Keri : OK. And keep doing that until most of the egg is cooked so you should have a

nice thick omelet and then flip it over, you'll only have to cook that side lightly.

Put your fillings on the top and fold it over and let it sit just long enough to melt

the cheese.

Todd : Wow. What fillings do you recommend?

Keri : Um, well, Lets see what I have here. Ok, put pre-made salsa and cheese,.

Then add some onions, tomatoes, mushrooms, anything that you like.

Todd : Okay. Here they are. …Uhm…..it smells good. Can I lift it up now?

Keri : OK. Sure. It has been well cooked. How it tastes?

Todd : Terrific!. Thanks for your directions. I’ll try it at home.

Keri : Wonderful. You have proved yourself to be a good cook.

Todd : Thanks .

(Adapted from : Djatmiko: 2007: 2)

Answer the questions orally!

1. Where does the conversation probably take place?

2. What does Todd ask Keri to do?

3. Observe the underlined verbs on the dialogue, what verbs are used by Keri?

4. What do you call the verbs?

Activity 11

Choose one of the following tasks.

Act out in front of the class.

Independently, give the directions how to :

1. Making an ice tea

2. Making a coffee

3. Making instant noodle

4. Making an avocado juice

5. Making

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Grammar Focus

1. Actions verbs

Activity 12

These are action verbs which are commonly used in cooking or a recipe. Find out the Indonesian

meanings of the following verbs.

No. Verbs Meanings No. Verbs Meanings

1. Fry

2. Boil

3. Cook

4. Pour

5. Mix

6. Heat

7. Stir

8. Smoke

9. Roast

10. simmer

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

Mash

Roll

Slice

Chop

Grind

Beat

Crush

Garnish

Melt

Wrap

Activity 13

What do you usually do to these things when you cook.Then make a direction/instruction using the word. Number 1 has been done for you.

No. Things What you do Sentences

1. Green beans slice Slice the green beans.

2. Fish

3. Coriander

4. Flour, sugar

5. Cucumber

6. Water

7. Batter

8 Onion

9 Egg

10. cheese

2. Past participle

Activity 14

Past participle (the third form of verbs) are used in a recipe, especially in the ingredients to express

a passive form.

� 2 onions , sliced

� 5 carrots , diced

� meat , cut

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Activity 15

Change the verb into past participles

No. Verbs Past participles No. verbs Past participles

1. Crush 9. Melt

2. Quarter 10. Grate

3. Seed 11. Mash

4. Shell 12. Dry

5. Remove 13. Boil

6. Beat 14. Drain

7. Shred 15. Chop

8. peel 16. slice

Activity 16

Complete the phrases below with the suitable words from the tables above.1. 5 eggs, ___________________________________________________

2. 4 big coconut, ______________________________________________

3. a kilo of prawn, _____________________________________________

4. 30 gram of margarine, ________________________________________

5. 5 cloves of onions, ___________________________________________

6. 5 potatoes, _________________________________________________

7. 5 oz of cow meat, ____________________________________________

8. 5 small chilies, _______________________________________________

9. 1 bowl of corn, _______________________________________________

10. 2 large carrots, _______________________________________________

3. Sentence connectors

Activity 17

Pay attention to this text.

The bold words above are called sentence connectors. They are used to tell the order of

instructions. Here are the other examples:

Well, hamburgers are very simple. I am going to tell you how to makethem.

Firstly, mix a pound of minced beef with salt, pepper, paprika, ateaspoon of mustard. Now break the egg in a bowl and mix all the thingstogether with a fork. When it’s smooth and well-mixed, make round hamburgersfrom the mixture, and roll them in some flour. Then we need a frying pan andsome oil. Fry the hamburgers on both sides for about 15 minutes, until they arereally brown. When they are ready, get some soft bread rolls and cut them inhalf. Put the hamburgers inside them. Finally eat them as soon as possible. It’seasy, isn’t it?

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First ______________ The next step is ____________Firstly _____________ Don’t forget to ______________First of all __________ Remember to ______________Now ______________ Make sure to ______________Then ______________ Besides ___________________Next ______________ Before you do that ___________After that ___________ Meanwhile _________________Finally______________ While _____________________

Activity 18

Complete this paragraph using the sentence connectors above.Text 1.

For three people, we take six eggs, (1) __________break them into a bowl. (2) ________season them with salt and freshly ground pepper, and add a good teaspoonful of water. (3)__________ beat this lightly with a fork until large bubbles form on the top. This takes half aminute, it is fatal to beat too long. (4) _________, our frying pan is getting hot, not too hot, andwe drop in an ounce and a half of butter over a quick flame for a minute. (5) ________ giveegg-mixture another stir and pour them into the fat, letting it spread evenly over the frying- pan.

Text 2.

Sri Lankan Egg CurryThis curry borrows the Sri Lankan idea of using coconut to thicken and flavour it. You

need to use creamed coconut, which is unsweetened an contains all natural coconut oil. It’savailable at most supermarket.

The eggs need to be hardboiled, so cover them with cold water in a small saucepan,(1) _______ bring them up to the boil and give them 7 minutes from then. (2) ________ takethem off the heat and run them under the cold water to cool them.

(3) ___________, heat the butter and oil in a small frying pan with a lid, (4) ________ addthe prepared onion, carrot, pepper and celery and stir them around to get them nicely coated.Cook for 5 minutes before adding the garlic and ginger and continue to cook for another coupleof minutes. (5) ___________ stir in a turmeric , curry powder and flour and stir to soak up thejuice. Now, gradually add the hot water, stirring after each addition to make a smooth sauce.Season with salt and pepper, then stir in the creamed coconut. Cover the pan and simmer thevegetables gently for 20 minutes or until they are all tender. (6) ___________ taste to check theseasoning and add a tiny bit of lemon juice to sharpen it.

(7) ___________, peel the hard boiled eggs, slice them in a half lengthways, thenarrange them in the curry making sure they are covered by sauce. Simmer for just a minutemore to heat them trough, then serve with rice and chutney.

(Taken from : Teaching Factual Writing : A Genre Based Approach page : 12)

B. Modeling of Text

Activity 19

What do you usually have for breakfast? Do you like fried rice?Listen to your teacher reading the recipe. Pay attention to the generic structure of the text and itslanguage feature

Goal How to Make Fried Rice

Ingredients/equipment

Fried rice is an easy and filling dish - great for a bachelor gentleman. You justhave to remember to cook the rice the night before.Ingredients:

• 4 c. cooked ?ice

• oil

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Activity 20

Have you eaten brownish. This is a popular cake nowadays.

Work in pairs. Create a monolog about how to make brownish. You can use the following

ingredients and action verbs to help you.

Picture 3.3. BrownishSource : www.bbc.co.uk

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Goal Making Brownish

Ingredients/equipment

100gm butter30gm cocoa powder2 eggs225gm caster sugar1 teaspoon vanilla essence50gm self raising flour50g chopped walnuts50g raisins (optional)

Steps 1. _________________________________________________

2. __________________________________________________

3. __________________________________________________

4. __________________________________________________

5. __________________________________________________

6. __________________________________________________

7. __________________________________________________

8. __________________________________________________

9. __________________________________________________

10. __________________________________________________

D. Independent Construction of Text

Activity 21

Find out a recipe of your favourite food or drinks. You can find it out in the newspapers,magazines, book of recipes or internet. Tell how to make it in front of your class.

Example of recipe from the internet source:

Picture 3.4. RecipeSource : http/www.bbc.co.uk/skillswise

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Use the guideline below.

Opening 1. Greet your friends

2. Introduce yourself

3. Tell your purpose of the monolog

Giving instructions 1. State the materials and or equipments you need

2. Give the instruction step by step, clearly. Repeat the

instructions if necessary.

Closing 1. Encourage your friends to tell the other recipes.

2. Give compliment.

3. Say thanks or appreciation

A. Building Knowledge of field

1. Understanding students’ slogans

Activity 1

Read the following poster and answer the questions

Picture.3.5. Class Posters

Source: www.2b1charity.org

Step 2 (Written)Reading and writing

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Questions:

1. Where can you find this type of poster?

2. What does the poster tell you about?

3. Whom is the poster for?

2. Filling a form.

Activity 2

You want to register to “Class Brain “ School Fundraising. Fill in the form below.

Picture.3.6. Admission form

Source: www. classbrain.com

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Activity 3

Discuss with your friends about the pamphlet below. Then answer the questions

Picture . 3.7. Strength test

Source: Writer’s files

1. Where can you find this type of pamphlet ?

2. What does the pamphlet tell you about?

3. Whom is the pamphlet for?

4. What lesson teaches you about the instruction?

4. Can you easily follow the instruction? Why/Why not?

5. How long does the strength test take time?

6. Pay attention to the following verbs: lie on, curl to, return to. Why does the pamphlet use these

verbs?

Grammar Focus

1. Imperative (Command and prohibition)

Read the information

In procedure/instructional text, it is common to use imperative sentences . The

sentences are used to give instruction/directions or to tell people how to do things. The

imperative use “the infinitive “ to start .

e.g. Open …

Close .. .

Cut …

Sit …

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Study this patterns

Simple Command Polite command Negative command

Sweep the floor

Wash my clothes

Heat the meal

Boil the water

Write the letter quickly

Sweep the floor, please.

Wash my clothes, please.

Heat the meal, please.

Boil the water, please.

Write the letter quickly, please

Don’t sweep the floor.

Don’t wash my clothes.

Don’t heat the meal.

Don’t boil the water.

Don’t write the letter.

Activity 4

Fill in the blank spaces with suitable imperatives. Pay attention whether it is a positive command or

negative command.

1. _________________ me with this luggage. It is very heavy.

2. _________________ your car in front of my house. I can’t go in and out.

3. _________________the application form, please.

4. _________________ the calculator please. It is prohibited

5. _________________ that radio here. It is noisy. I am reading. Don’t you know?

6. _________________ in the lesson. It’s disturbing the other students.

7. _________________ out, a truck is coming.

8. _________________ a “Time ” magazine on your way home. I want to improve my English.

9. _________________ too loud. They will hear us.

10. _________________ here until I come back.

Activity 5

Where would you find these signs?

What do these mean?