1

How do you do it?

A chapter of teaching materials
for grade IX junior high school
by
Teddy Fiktorius (fiktoriusteddy@yahoo.com)

2
Preface

How do you do it? is a chapter of teaching materials carefully designe

d for you, young
learners in junior high school (SMP/MTs), especially the ninth graders.
The necessity of
English as one of the foreign languages studied in Indonesian schools, brings th
is chapter of
teaching materials forward.
The writer has made an effort to develop your ability in English use
through this chapter.
The content of the chapter is integrated in the four language skills,
i.e. listening, speaking,
reading and writing in which each of the skill is completed with eig
ht activities. It aims to
build your language, discourse, sociocultural and strategic competence. All the
components
help you understand English and use it as the media of communication.
This chapter also presents theories as well as activities that are cl
osely familiar to the
students. The activities will explore your creativity and encourage you to use y
our language
skills in English.
Last but not least, the writer is very grateful to all people who have helped an
d given their
input, support, and encouragement.
Hopefully, this chapter of teaching materials will help you learn English in a c
ommunicative
way.

Pontianak, June 2013

Writer

3
Guide to read this chapter

1. Learning Essential
describes the primary subject of the chapter.
2. Chapter Title
displays the title theme of the chapter.
3. Materials you are going to learn in this chapter
mentions main subjects in the chapter.
4. Objectives
states the expected goals after learning.
5. Activity (1-8)
provides exercises in each skill.
6. Speech act
explains the useful expressions related to the discussion.
7. Important note
highlights important points of the related discussion.
8. Follow-up activity
gives you an activity to practice some materials that you have studied.
9. Log On
enriches your knowledge through the materials provided on the internet.
10. Summary
restates the major points of learning.
11. Learning Reflection
brings to you in the form of questions that remind you of some learning ma
terials.
12. Fun Page Corner
allows you to practise through a fun way.
13. Funny Stories Corner
provides amusing stories for refreshing moments.

14. UN Challenge Corner

challenges you some problems to solve that are taken from Ujian Nasional.
15. Bibliography
shows you the resources for this chapter.
16. Image Credits
shows you the resources of pictures.
17. Glossary
consists of list of words or terms to enrich your vocabulary.
18. Listening Script
displays the scripts your teacher orally reads to you in the listening section
.
19. Answer Key
consists of the answers of the exercises in the chapter.

4
Table of content

Preface ........................................................................
................................................................................
.... 2
Guide to read this chapter ....................................................
.................................................................. 3
Table of content ...............................................................
............................................................................ 4
Learning essential .............................................................
........................................................................... 6
Materials you are going to learn in this chapter ...............................
................................................ 7
Listening skill ................................................................
................................................................................
. 8
Activity 1 .....................................................................
............................................................................. 8
Speech act .....................................................................
......................................................................... 9
Activity 2 .....................................................................
............................................................................ 10
Activity 3 .....................................................................
............................................................................ 10
Activity 4 .....................................................................
............................................................................ 11
Activity 5 .....................................................................
............................................................................ 11

Important note .................................................................

.................................................................... 12
Activity 6 .....................................................................
............................................................................ 13
Activity 7 .....................................................................
............................................................................ 13
Activity 8 .....................................................................
............................................................................ 15
Speaking skill .................................................................
...............................................................................
16
Activity 1 .....................................................................
............................................................................. 1
6
Speech act .....................................................................
......................................................................... 17
Activity 2 .....................................................................
............................................................................ 17
Follow-up activity .............................................................
................................................................... 17
Activity 3 .....................................................................
............................................................................ 18
Log On .........................................................................
............................................................................ 20
Activity 4 .....................................................................
............................................................................ 20
Activity 5 .....................................................................
............................................................................ 21
Activity 6 .....................................................................
............................................................................ 21
Activity 7 .....................................................................
............................................................................ 21
Activity 8 .....................................................................
............................................................................ 22
Reading skill ..................................................................
................................................................................
23
Activity 1 .....................................................................
............................................................................. 2
3
Activity 2 .....................................................................
............................................................................ 25
Activity 3 .....................................................................
............................................................................ 25
Activity 4 .....................................................................
............................................................................ 25

Activity 5 .....................................................................
............................................................................ 26
Activity 6 .....................................................................
............................................................................ 26
Activity 7 .....................................................................
............................................................................ 28
Activity 8 .....................................................................
............................................................................ 28
Writing skill ..................................................................
................................................................................
.. 29
Activity 1 .....................................................................
............................................................................. 2
9
Follow-up activity .............................................................
................................................................... 29
Important note .................................................................
.................................................................... 30
Activity 2 .....................................................................
............................................................................ 30
Activity 3 .....................................................................
............................................................................ 31
Follow-up activity .............................................................
................................................................... 32
Activity 4 .....................................................................
............................................................................ 32
Activity 5 .....................................................................
............................................................................ 33
Log On .........................................................................
............................................................................ 35
Activity 6 .....................................................................
............................................................................ 35
5
Activity 7 .....................................................................
............................................................................ 35
Activity 8 .....................................................................
............................................................................ 36
Summary ........................................................................
...............................................................................
37
Learning reflection ............................................................
.......................................................................... 37
Fun page corner ................................................................
.......................................................................... 38
Funny stories corner ...........................................................
......................................................................... 38
UN challenge corner ............................................................

....................................................................... 39
Acknowledgments ................................................................
...................................................................... 42
Bibliography....................................................................
..............................................................................
43
Image credits ..................................................................
..............................................................................
44
Glossary .......................................................................
................................................................................
.... 44
Listening script ...............................................................
...............................................................................
45
Answer key .....................................................................
...............................................................................
47

6
Learning Essential

Language Function
Asking for certainty
- Are you certain?
- Are you sure?
Responses for certainty
- I am quite sure.
- I have no doubt about it.
Responses for uncertainty
- I am not sure.
- I doubt it.
Asking for repetition
- Sorry, I can't hear you!
- I'm sorry. I didn't catch what you said.
Genre of text:
Procedure
Social function:
To describe how something is acomplished through a
sequence of actions or steps
Generic
- The
- The
- The

structure:
goal
materials
steps

Grammar :
Imperatives in procedural texts
For example:
- Slice the watermelon.
- Heat the oil in the pan.

How do you do it?

Materials you are going to learn in this chapter:

Skills

Listening

listen
listen
listen
listen

to
to
to
to

the expressions of certainty in the form of procedural texts

the expressions of uncertainty in the form of procedural texts
a monologue in the form of procedure
a dialogue in the form of procedure

Speaking
express correctly to spoken act of repetition;
respond to a monologue discourse in the form of procedural text.
respond to a dialogue discourse in the form of procedural text.
Reading
identify a procedural text by looking through pictures;
read aloud a procedure correctly.
comprehend a procedure correctly.
Writing
write your own procedural text

8
LISTENING SKILL
MATERIALS In this section, students will learn how to:

listen to the expressions of certainty in the form of procedural texts

listen to the expressions of uncertainty in the form of procedural texts

listen to a monologue in the form of procedure

listen to a dialogue in the form of procedure

OBJECTIVES By the end of the learning, students are expected to be able to:

listen to the expressions of certainty in the form of procedural texts

listen to the expressions of uncertainty in the form of procedural texts

listen to a monologue in the form of procedure

listen to a dialogue in the form of procedure

Activity 1
Answer the questions orally in a class discussion as a brainstorming phase!
Teacher:
Have you ever given helpful hints or tips of making or doing things to someone?
Students:
__________
Teacher:
Could you give an example of hints or tips you have ever given to someone?
Students:
__________
Teacher:
Have you ever received any useful hints or tips from another person?
Students:
__________
9
Teacher:
What kind of hints or tips were they?
Students:
__________
Teacher:
Do you always feel certain about the hints or tips that you hear or see?
Students:
__________

SPEECH ACT

The expressions of certainty and uncertainty

Certainty is the state of being completely confident or having no doubt about so
mething.
However, uncertainty is when nothing is ever decided or sure.
Expressing certainty
When you are sure that something will or will not happen in the future, use thes
e
expressions.
For example to the question: "Will Sumanto pass the final exam?"
You may respond as follows:
Yes,
I'm
absolutely sure
quite sure
certain
positive

he will.
definitely.
certainly.
of course.
Or
No,
I'm
absolutely sure
quite sure
certain
positive
he wont.
Definitely not.
certainly not.
of course not.
10
Expressing uncertainty
When you are not sure whether something will or will not happen or someone will
or will
not do, use the following expressions.
For example, to the question: "Will Maimunah become the class captain?"
You may respond as follows:
Well,
it's possible,
it's impossible,
it might be,
it might not be,
it could happen,
I suppose, but
I wouldn't like to say for certain.
I'm not sure.
I doubt it.
I have my own doubts.
it's doubtful.
It's highly/very unlikely.
you never know, of course.
no one can know for certain.
I can't tell you for sure.
Activity 2

Listen to your teacher carefully and fill in the blanks!

1. Expression(s) of certainty in the dialogue : __________
2. Expression(s) of uncertainty in the dialogue : __________
Activity 3

Listen to your teacher attentively and write down the missing expressions.

1.
.

Inem

I am losing my concentration in the class. I think I lack sleep

Temon :
Well, I suggest that you try these useful tips . First,
dont think too much.
Then, drink a glass of hot milk before sleeping. You will sleep really well.
Inem :
__________?
Temon :
__________
11
2.

Parto : Do you know how to get rid of a headache easily and quickly?
Iyem : When I get a headache, my mom always says that I should
do these. First,
take medicine. Next, go to sleep. Finally, when I get up, I feel fr
esh again.
You may give it a try.
Parto : __________?
Iyem :
__________
Activity 4

Role play: Practise the two dialogues in activity 3 with your partner!
Activity 5

Listen to your teacher about the way to cook rice.

Then, write down all the cooking steps. Discuss it with your partner.
How to cook rice:
Steps:
1. __________
2. __________
3. __________
4. __________
5. __________

12
Important note

What is a procedural text?

Basically, procedural texts are part of our daily life. They tell us

how
something is done through steps or actions. We often use procedural t
exts,
even though we rarely realise it. The examples are when we follow th
e
instructions of a recipe on television, read a manual on, how to turn on a CD
player, do a simple scientif c experiment, etc.
Types of procedural texts
There are different procedural texts for different purposes:
Texts that explain how something works or how to use
instruction/operation manuals.
For example, how to use the video, the computer, the tape recorder,
the photocopier, the fax, etc.
Texts that instruct how to do a particular activity.
For example, recipes, rules for games, science experiments, road safety
rules, etc.
Texts that deal with human behavior.
For example, how to live happily, how to succeed, etc.
The structure of a procedural text:
Goal/purpose
Example: Lets Make Your Own Aquarium Ecosystem
Materials (precise information, how long, how many, what type).
Example: sand, water plants, a bucket, etc

Steps: What to do
Example: Spread the sand over the tank base.
The covering (where, action verbs).
Example: Place the tank in bright light

13
Activity 6

Listen to your teacher. Write down each ingredient to make tomato soap!
To make a bowl of tomato soup, you must prepare all ingredients below:
1. __________
2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
8. __________
9. __________
10. __________

Activity 7

Listen to your teacher carefully. Put a tick () next to the pictures of the
ingredients we need to make a sandwich!

14
How to make a sandwich
Ingredients:
1. (____)

4. (____)
2. (____)

5. (____)
3. (____)

6. (____)

15
Activity 8

Now, your teacher will read a procedural text. Fill in the missing words!
How to make milkshake
The (1)__________ that you need to make milkshake are:
4 cups of vanilla ice cream
2 cups milk
4 (2)__________ of chocolate sauce
1 cup of fresh or frozen strawberries
Now, follow these (3)__________ to make a milkshake.
1. Place milkshake glasses into the (4)__________. Using cold glasses will help
the shake
stay cool to give you time to enjoy. Leave for up to an hour if (5)__________.
2. Soften ice cream. It is easier to make a shake when the ice cre
am is slightly soft.
Take the ice cream out of the freezer a few minutes before (6)______
____ your
shake.
3. Place the ingredients into a blender. Mix the ice cream, milk and
added flavours
into the (7)__________. Blend in high speed for one minute. Dont leave
in the
blender for longer or the shake will melt quickly.
4. Pour shakes into frosty glasses. Take the glasses out of the free
zer as soon as the
blending is (8)__________. Then, pour the shake (9)__________ in.
5. Drop a straw into the shake, then enjoy. You can sip a shake right from the
glass but
somehow the straw adds to the flavour and the (10)__________.

16
SPEAKING SKILL

MATERIALS In this section, students will learn how to:

express correctly to spoken act of repetition;

respond to a monologue discourse in the form of procedural text.

respond to a dialogue discourse in the form of procedural text.

OBJECTIVES By the end of the learning, students are expected to be able to:

show expressions for asking repetition;

do a monologue discourse in the form of procedural text.

do a dialogue discourse in the form of procedural text.

Activity 1
Answer the questions orally in a class discussion as a brainstorming phase!
Teacher:
Have you ever asked someone to repeat what he/she says?
Students:
__________
Teacher:
What will you say if you want someone to repeat what he/she says?
Students:
__________

17
Speech Act

Expressions of asking for repetition

The following are some expressions that you can use to ask someone to repeat wha

t is said
but unclearly understood or heard by you:
I am sorry. Would you repeat what you just said?
I am sorry. Would you mind repeating what you just said?
What? Could you repeat what you just said?
Sorry, I cant hear you!
I'm sorry, I didn't get that...
Im sorry. I didnt catch what you said.
Would you be louder, please?
Sorry, what did you say?
Would you be louder, please?
Sorry, I was not paying attention.
Activity 2
Practise the following dialogue with your partner!
Minah :
Pleased to see you again, Maimun. Look at my new handbag. It is nice
, isnt it?
Maimun :
Glad to meet you, too, Kesya. What a shining handbag it is. But, i
snt that the
one that you got as your birthday present two years ago?
Minah : Yes, you are definitely right.
Maimun : How did you make it look so different and brandnew?
Minah :
Sorry. Could you repeat what you just said?
Maimun : How did you make the handbag look so different and brandnew, Minah?
Minah : Oh, that is so easy. Check this out. First, I just added
some golden buttons.
Then, some glittery beads were pasted. Finally, I put a silver chain round it.
Follow-up activity:
Identify the expression used to ask for repetition in the dialogue above!
18
Activity 3

Class Project.
Your teacher will read the procedure of how to make a kite.
Listen to her/him carefully and follow the instructions.
Preparation of how to make a kite.
Materials Needed:
1. A2 paper
2. String (thick)
3. Pipe cleaners/ sticks
4. Scissors
5. Coloured pencils (optional)
6. Tape (optional)
How to make a kite

Step 1:
Get a piece of paper (any colour) and
cut a diamond shape from it.
19
Step 2:
To cut a diamond shape on the paper,
cut the 4 corners off. It should be in the
shape of a square.
Step 3:
Tie the two sticks or pipe cleaners
together. Make it as tight as possible.
Step 4:
Pierce 2 holes in the diamond-shaped
paper. On the inside corner where the
two sticks cross, thread a thick string.
Step 5:
Using the other end of the thick string,
do the same. Then tie the string when
both of the ends of the string are
threaded through.
Step 6:
Tie a long and strong string onto the
sticks or pipe cleaners to form the tail.
You can add small strips of paper to the
end of this tail string for added
buoyancy and weighting. It also looks
more complete.
Modified from: http://www.wikihow.com
20
Note:
Dont forget to practise the expressions of asking for repetition while doing the
experiment
following your teachers verbal instruction.
Log On

Making papercraft is really fun. We can make many forms from a piece
of
paper. To make a papercraft you can click on:
www.cp.cp-ij.com
www.papercraftworld.blogspot.com.
There you can download free papercraft models. Try these as well:
http://pinterest.com/zessie87/things-to-make-and-do/
http://makethingsdostuff.co.uk/
http://www.howtomakeanything.com/
http://gomakesomething.com/category/ht/
http://www.makesomething.ca/
Activity 4

Now, make your own dialogue with the expressions for asking repetition.
Act it out in front of the class!

21
Activity 5
Practise the following dialogue with your partner!
Suprapto
Suminah
uction.
Suprapto
Suminah
Suprapto
Suminah

: I have no idea how to run this application on my computer.

: You can log in the blog. Just state your name and wait for the instr
: Sorry, I was not paying attention. Which service again?
: The available blog is in the internet service.
: Okay. Thanks, Minah.
: Youre welcome. Let me know if I you need my help.

Activity 6

Retell only the procedure in activity 5 in your own words!

Activity 7
Take turn to tell the following first-aid instructions

What should you do to stop nose bleeding?

Here is some good information you should keep in mind:
First, loosen the clothing around your neck. Next, put a cotton pad in the ble
eding nostril.
Then, sit down with your head leaning forward. After that, squeeze your nose unt
il it stops
bleeding. Eventually, if your nose continues to bleed, call a doctor.
22
Activity 8
Work in pair to create your own advice or instruction as shown in activity 7
and share it with the class!

23
READING SKILL
MATERIALS In this section, students will learn how to:

identify a procedural text by looking through pictures;

read aloud a procedure correctly.
comprehend a procedure correctly.

OBJECTIVES By the

understand a

read aloud a

identify both

end of the learning, students are expected to be able to:

procedural text in the form of pictures;
procedural text correctly
general and specific information in a procedure correctly.

Activity 1

Observe the following pictures carefully. Then, rearrange the instructions!

1. Step (___)
Slice down from the top to
the rind in even slices.
2. Step (___)
Try arranging them on top
of a fruit platter for a
refreshing and healthy
treat.
24
3. Step (___)
Stand the melon on end
and slowly slice down
through the centre.
4. Step (___)
Place each section into a
bowl.
5. Step (_1_)
Wash the rind of a
watermelon with regular
soap or with a fruit wash.
6. Step (___)
Hold the section in one
hand while you slowly
remove the melon from its
rind.
7. Step (___)
Use a sharp knife to
carefully slice off the top
and the bottom.

25
8. Step (___)
Cut each half into sections.
Modified from: http://www.wikihow.com
Activity 2
Your teacher will read aloud the text in activity 1. Repeat after him/her!

Activity 3
Now, it is your turn to read it aloud before the class!

Activity 4
In pairs, match each word in column A with its meaning in column B!

26
No. A B
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
(___) to slice
(___) platter
(___) even
(___) treat
(___) end
(___) bowl
(___) regular
(___) to remove
(___) sharp
(___) half
a. normal or usual
b. something special or enjoyable that you pay for
c. to take somebody/something off or away
d. the furthest or last part of sth
e. a deep round dish without a lid that is used for holding food
f. one of two equal parts of sth
g. big plate
h. equal, with one side being as good as the other:
i. to cut into thin flat pieces

j.

having a very thin but strong edge or point

Activity 5
Answer the following questions based on the text in activity 1!
1. What is needed to do the instruction?
2. Why do you think you need to wash the rind of the watermelon with regular so
ap?
3. What is the next step after you slowly slice down through the centre of the
watermelon?
4. What should you do before slicing down the watermelon from the top to the ri
nd in even
slices?
5. Where is the sliced watermelon put in the end?
Activity 6

Read the following procedure carefully and answer the questions that follow!

27
Golden Potato
Ingredients
4 red potatoes
1 onion, chopped
1 green bell pepper, seeded and chopped
2 tablespoons of olive oil
1 teaspoon of salt
3/4 teaspoon of paprika
1/4 teaspoon of ground black pepper
1/4 cup ofchopped fresh parsley
Equipment
Large skillet
Plate
Pot
Steps
1. Bring a large pot of salted water to boil. Add
potatoes and cook until tender but still firm about
15 minutes.
2. Drain the potatoes and cut them into 1/2 inch cubes
when they are already cool.
3. In a large skillet, heat 1 tablespoon of olive oil over
medium-high heat. Add onion and green pepper.
Cook about 5 minutes until soft. Transfer to a plate.
4. Pour remaining 2 tablespoons of oil into the skillet
and turn heat to medium-high.
5. Add potato cubes, salt, paprika and black pepper.

Cook, stirring occasionally, until potatoes are

browned about 10 minutes.
6. Stir in the onions, green peppers, and parsley and
cook for another minute. Serve hot.

PREP TIME: 20 Min

COOK TIME: 25 Min
1.
A.
B.
C.
D.

The text above tells you about.

the potatoes and their use
how to make fried potatoes
boiling potatoes in good ways
someones experience in cooking

2.
A.
B.
C.
D.

The following sentence that is wrong according to the text above is.
it takes 25 minutes to cook the food well
you need 3 kinds of equipment to cook the meal
you are supposed to serve the meal when it is hot
the potatoes must be cut before they are getting cool

3.
A.
B.
C.
D.

It takes you minutes to try the recipe until it is ready to be served.

forty five
forty
twenty five
twenty

28
4.

Transfer to a plate and set aside.

The word transfer in the sentence nearly means
A. bring
B. move
C. drain
D. take
5.

Drain the potatoes and cut when they are already cool.
The word they in the sentence refers to.
A. the utensils
B. the cubes
C. the potatoes
D. the ingredients
Activity 7
Identify the structure of the text in activity 5!
1.
2.
3.
4.
5.

What is the purpose of the text?

Mention the things you will need as stated in the text?
What ingredientsare needed?
How many steps are there?
Write down eleven action words from the text?

Activity 8

Decide whether the following statement is true (T) or false (F) based on the
text in activity 5. Correct the false one!
1. (___) You need to spend more time preparing the cooking.
2. (___) It is suggested that you cut the potatoes into 1/2 inch cubes when the
y are hot.
3. (___) Medium-high heat is recommended for the cooking process.
4. (___) Potatoes will turn brown after 25 minutes of cooking in the skillet.
5. (___) You might find this text in a health magazine.
29
WRITING SKILL
MATERIALS In this section, students will learn how to:

write a procedural text.

OBJECTIVES By the end of the learning, students are expected to be able to:

write a procedural text correctly

Activity 1
Read the following explanation carefully.
When you want to tell someone how to do something in a written form
, what is so-called
procedural writing, a very important thing you need to do is write d
own the steps of the
process. Then, you should arrange the steps according to time order. When you
write your
paragraph, you should use signal words to guide your reader from one step to the
next.
Follow-up activity
When you want to tell someone how to cook something, you cannot miss
important
information in a procedural text. Tick () from the following list of
the things that you
have to mention when you tell someone how to cook something.
1. (
) The ingredients
2. (
) The prices of the ingredients
3. (
) The utensils
4. (
) The benefits of cooking
5. (
) The steps of cooking
6. (
) The taste of the food
7. (
) The ways to serve the food
8. (
) The trademark of the utensils
9. (
) The nutrition fact
10. (
) The place to buy the ingredients

30
IMPORTANT NOTE

Success criteria for procedural writing

I will state my goal in the beginning.
(What the procedure is for making or doing something.)
I will include materials (how much or how many) needed.
I will include step by step instructions.
I will make sure my step by step instructions follow a sequence.
I will use the present tense.
I will use time-order/signal words (if needed).
Time-order (signal words):
First, second, third, first of all, next, then, after that,
before that, now, finally, lastly, eventually
Activity 2
Read the following procedure carefully.

31
Making coloured and scented candles is really quick and simple. What's more,
you'll save
so much money. If making candle is easy, why do you ever buy one f
rom a shop? What
you need in making candle are wax, moulds, wick, dye discs, essential
oils, and a double
boiler. All these materials are available from craft shops. Or, if yo
u do not want to buy
them, you can improvise with an old saucepan, Pyrex jug, or even a sturdy can, i
n a pot of
water. After providing the materials, follow this procedure or instruct
ion in making
candles!
First of all, melt the wax. All wax has a flash point, so to preve
nt it bursting into flames;
you must melt it in a double boiler, with water in the bottom of the pan.
Then, prepare the mould with the wick. Thread the wick through the m
ould and make
sure that you leave a good few centimeters sticking out of the hole in the botto
m.
After that, add the scent. If you want a scented candle, add a few drops of esse
ntial oil to
the melted wax. You can use any essential oil you like, as long as it doesn't co
ntain water.

Next, pour the wax into the mould. Try and tip the wax into the mould quickly, a
ll in one
go, to minimize spillage and air bubbles.
Then, release the bubbles and top it up. Releasing the air bubbles w
ill eventually make
the candle sink, so you will need to top it up with more melted wax.
Finally, remove it from the mould. After four or five hours, the candle can be t
aken out of
its mould.
Your candle is now ready for display. Remember, you must always leave
it for a day
before lighting it.
Activity 3

Identify the time order (signal words) in activity 2!

Time
1.
2.
3.
4.
5.

order (signal words):

___________
___________
___________
___________
___________

32
Follow-up activity
Find a simple recipe from the internet, a magazine, or a recipe book. Make dishe
s from it.
Then, surprise a family member. Ask them to taste it. They will be happy beca
use of your
attention!
Activity 4

Rewrite the steps in the following recipe using the correct time signal words

Crisp Roast Duck

Ingredients:
1 long island duck
2 cups of boiling-hot water
1 tablespoon of salt
1 teaspoon of black pepper
Steps:
Put oven rack in the middle position and preheat oven to 200 C.
Rinse the duck inside and out. Prick skin all over with a sharp
fork.
Pour boiling-hot water over the duck (to tighten skin). Cool the
duck.
Rub the duck inside and out with salt and pepper.
Roast the duck, breast side up, until the skin is brown and crispy,
and remove it from the oven.

33
Activity 5

Work in pairs. Write down the procedure for each picture below!
Ingredients
Makes 2 servings.
90ml vanilla vodka
60ml chocolate syrup

236ml whole milk

226g vanilla ice cream
8 Oreo cookies (minus the cream filling)
Things You'll Need
2 cold glasses
Blender
Measuring cup
Jigger
Rolling pin
Preparing the Oreo Cookies
1. Step 1
______________________________ .
2. Step 2
______________________________ .
34
3. Step 3
______________________________ .
Preparing the shake
4. Step 1
______________________________ .
5. Step 2
______________________________ .
Serving the shake
6.
__________________________________________ .

35
Log On

To have a good guidance in writing a good procedural writing, you can click on:
http://www.youtube.com/watch?v=9raR-Xv75rI

Activity 6
Look at the sequence of pictures below and write a procedural text!

Activity 7

In groups of three, make a procedural text!

You can choose one of the following topics.
36
1.
2.
3.
4.

How
How
How
How

to
to
to
to

operate a computer.
design a mindmap.
make orange juice.
bake a pancake.

Activity 8

In your exercise book draw a form like the example below. Then, write your
own procedural text. You are free to have your own topic.

(names of your procedural text)

Materials/ingredients : __________
Things needed
Steps

: __________
: __________

37
Summary

You have learnt in this unit how to tell about steps or procedures of
ng things. There
are things to remember:
1.
Generally text of procedure has the following parts:
a.
The title
b.
List of materials needed
c.
Sequence of steps, in order, to complete the procedure
d.
Numbers showing the order to do the steps (optional).
2.
The structure above is usually found in recipes or manuals.
3.
You mostly use imperative sentences (verb + noun/noun phrase + .
tell
about steps or procedures of doing something.
4. The verbs that are used in telling about steps or procedures
doing things are action
verbs, those that express actions.
5. To clearly show the order or sequence of the steps, you use adverbs of
ence, such as
rst, second, after that, nally, etc.

maki

) when you
of
sequ

Learning Reflection

After completing all materials in this chapter, answer the following questions.
1. What have you learnt in this chapter?
2. What should be written in a well-designed procedural text?
3. What do you say to ask for certainty?
4. What do you say if you cannot hear what someone says to you?
If you find some difficulties answering the questions above, you can learn the s
ubjects once
more or consult your English teacher.

38
Fun Page Corner
Yellow butter, purple jelly, red jam, black bread
Spread it quick, say it quick
Yellow butter, purple jelly, red jam, black bread

Spread it quick, say it quick

Yellow butter, purple jelly, red jam, black bread
Now repeat it while you eat it
Yellow butter, purple jelly, red jam, black bread
Dont talk with your mouth full!
(Mary Ann Hoberman)
Funny Stories Corner

Enjoy the following short stories!

(Act 1)
Paijo to
Paijo
erth?
Operator
Paijo

a long-distance telephone operator:

: Could you please tell me the time difference between Indonesia and P
:
:

Just a minute
Thank you and puts down the phone.

(Act 2)
At a bar in Bali, the man to Paijos left tells the bartender, Johnnie Walker, sing
le. And his
companion says Jack Daniels, single. The bartender approaches Paijo and asks,And yo
u,
sir? Paijo replies Paijo Maimin, married.
(Act 3)
After completing a jigsaw puzzle hed been working on for quite sometim
e, Paijo proudly
shows off the finished puzzle to a friend. It took me only 5 months
to do it, Paijo brags.
Five months? Thats too long. The friend exclaims. You are a fool, Paijo replies,See th
is
box, it is written for 4-7 years.
39
(Act 4)
Paijo had just bought a new computer and was using it when he encou
ntered some
problems. He decided to use the HELP command after some tries. Soon after, he beca
me
very irritated and called the computer retailer for support.
Paijo : I pressed the F1 key for help But it has been over half an
hour & still nobody
has come to help me
UN Challenge Corner

Text for questions 1-2

How to paint a wall

Steps:
Initially, remove dust, dirt, and any old paint on the wall surface.
Next, wash any mildew from the wall using detergent water and a wire brush.
After that, prepare the paint mix and a dry painting spatula.
Later, apply the first coat of paint thoroughly using the spatula.
Eventually, cover the base paint with additional coats and let them dry complete
ly.
1.
a.
b.
c.
d.

After mixing the paint thoroughly, we should ....

wash the brush or roller
clean any dust on the wall
apply the base paint
let the base paint dry

2.
a.
b.
c.
d.

The suitable sentence connector that can be used to replace initially is .

firstly
lastly
in the end
the next step

Text for
Suprapto
Suminah
uction.
Suprapto
Suminah
Suprapto
Suminah
3.
a.
b.
c.
40

questions 3-4
: I have no idea how to run this application on my computer.
: You can log in the blog. Just state your name and wait for the instr
: Sorry, I was not paying attention. Which service again?
: The available blog is in the internet service.
: Okay. Thanks, Minah.
: Youre welcome. Let me know if I you need my help.

The conversation above is about how to .

run a computer application
log in an internet blog
follow the instruction service

d. apply the internet service

4.

...wait for the instruction. (line 2)

The synonym of the underlined word is ....
a. service
b. command
c. application
d. satisfaction
Text for questions 5-6

5.
a.
b.
c.

The text above is about ....

frying oil
fresh garlic
fried crackers

d. various dishes
6.
The
a.
b.
c.
d.

... after a while turn them over until they fully expand.
word them refers to ....
oil
pans
crackers
paper

Text for questions 7-9

Paper Plate Butterfly Puppet Craft
Supplies needed:
two paper plates
scissors
tape (coloured tape looks really nice but is not necessary)
paint, markers or crayons
pipe cleaner
hole punch
(optional) googly eyes
glue
How to make:
- Fold a paper plate in half (fold it so that the back side of the plate is tou
ching itself).
- Using another paper plate, cut out a strip of the plate from the middle (disc
ard the
middle strip).
Easy to fry, quickly expand and save the oil usage. Easy to serve, sun-drying is
not needed.
Fried crackers can be stored in a jar. Can be served as a snack an
d topping of various
dishes.
Ingredients:
Fresh garlic, selected tapioca flour, fresh vegetables, sugar, egg, and salt.
First, pour enough frying oil into a pan and wait until the oil is sufficiently
hot. Then, drop
the crackers in, after a while turn them over until they fully expan
d. Finally, take them
out from the pan and lay them on absorbent paper.
41
- Tape each of the half-round pieces you just cut onto the folded p
late (or you can
staple them together). Position them so that the eating surfaces of t
he plates are
facing each other-tape along the round edges only.
- This will form two pockets where you will later put your fingers
and control the
puppet.
- Draw a butterfly on your puppet. Punch two holes towards the top
for the
antennae, and loop a pipe cleaner through the holes (to be the antennae).
- Optional: Glue on googly eyes.
- You now have a great butterfly puppet that flaps its wings (with a little
help from
your hand)
7. Before the sixth step, we should ....
a. fold a paper plate in half

b. tape each of the half-round piece

c. draw a butterfly on the puppet
d. glue on googly eyes
8.
a.
b.
c.
d.

The purpose of the text is to ....

show how to make something orderly
describe a particular person, thing, and place
tell past experience in making something
amuse or entertain the readers

9.
The
a.
b.
c.
d.

fold it so that the back side of the plate is touching itself. (Step 1)
underlined word refers to ....
a paper plate
butterflies
half-round pieces
googly eyes

10.
1.
2.
3.
4.
5.
6.
7.

Arrange the following sentences to make a good paragraph!

Natures recycling programme for water is called the water cycle.
Rain or snow eventually finds their way back to the ocean.
Water falls from the air as rain or snow.
Water goes from the ocean, lakes, and rivers into the air.
One of the things nature recycles is water.
Did you know that nature recycles, too?
Maybe you recycle cans, glass, and paper.

a.
b.
c.
d.

7
1
5
2

6
2
6
1

5
3
3
4

4
4
4
3

3
5
7
6

2
6
1
7

1
7
2
5

42
Acknowledgments

It would not have been possible to complete this teaching material without the s
upport of
many people. To acknowledge some runs the risk of omitting others. The writers ap
ologies
are in advance to those he has left out. His first acknowledgment mu
st go to Dr.
Ikhsanudin, a lecturer of Postgraduate Study of English Language Educati
on Teacher
Training and Education Faculty University of Tanjungpura Pontianak, Indo
nesia, for his
continued support and challenge throughout the process. Indeed, the cou
rage of the
Postgraduate Study of English Language Education Teacher Training and Ed
ucation
Faculty University of Tanjungpura to embark on this whole programme mu

st be
acknowledged.
The writer has also had the ongoing support of Marnangkok Pakpahan, S
. Pd. who has
acted as a critical friend throughout various stages of the chapter writing. Sc
hool teachers,
Windy, S. Pd. and Erwi Eka Asmara, S. Pd. have also provided extensi
ve and helpful
comments throughout the process.

43
Bibliography

Badan Standar Nasional Pendidikan. (2006).

temen
Pendidikan Nasional.

Standar Isi. Jakarta: Depar

Hornby, A.S. (2002). Oxford advanced learners dictionary. Oxford: Oxford Universi
ty Press.
http://teacherresourcesgalore.com/literacy_procedural_texts.htm
Huddleston, R. & Pullum, G. K. (2005). A student's introduction to En

glish grammar.
Cambridge: Cambridge University Press.
Leech, G. (2006). A glossary of English grammar. Edinburgh: Edinburgh University
Press.
Luama, S. (2004). Assessing speaking. Cambridge: Cambridge University Press.
Rozakis, L. (2003). English grammar for the utterly confused. USA: The
McGraw-Hill
Companies, Inc.
Peter, W. J. (2001). Vocabulary 1: Games and Activities (New Edition).
London: Pearson
Education Limited.

44
Image Credits
All the images used in this chapter are taken form
https://www.google.com/imghp?hl=en&tab=ii
Glossary
dialogue :
people

a conversation, a communicative event involving two or more

discourse :
produce

the use of language in speech and writing in order to

meaning; language that is studied, usually in order to see how the

different parts of a text are connected
grammar
: the rules of a language, for example for forming words
or joining
words together in sentences
hint

monologue

a piece of advice or information

:

a speech by one person

procedure
:
a text that functions to tell the reader how to do or make s
omething.
The information is presented in a logical sequence of events which is
broken up into small sequenced steps. These texts are usually written
in the present tense. The most common example of a procedural text
is a recipe. There are different procedural texts for different purposes:
Texts that explain how something works or how to use
instruction/operation manuals eg: how to use the video, the
computer, the tape recorder, the photocopier, the fax; Texts that
instruct how to do a particular activity eg: recipes, rules for games
,
science experiments, road safety rules; Texts that deal with human
behaviour eg: how to live happily, how to succeed, etc.

45
Listening Script

Activity 2
Tejo
:
It is not my lucky day today. My white towel is stained. I think its
better to use
it for a cloth or something.
Surti
:
No! Dont do that. Try my hints. First, put a paper towel under the
stain. Then,
spray the stain with hair spray. After that, rub the stain gently wi
th a clean
cloth. Continue rubbing until the stain is completely gone.

Tejo :
Are you sure?
Surti
:
Yes, definitely! My friends and I have already tried thes
e helpful tips several
times and it does work for us.
Tejo : OK, Ill try it. Thanks a bunch, Surti.

Activity 3
1.
.

Inem

Temon :
dont think
Then, drink a
Inem :
Temon :

I am losing my concentration in the class. I think I lack sleep

Well, I suggest that you try these useful tips. First,
too much.
glass of hot milk before sleeping. You will sleep really well.
Are you certain about it?
Yes, I am positive.

2.

Parto : Do you know how to get rid of a headache easily and quickly?
Iyem : When I get a headache, my mom always says that I should
do these. First,
take medicine. Next, go to sleep. Finally, when I get up, I feel fr
esh again.
You may give it a try.
Parto : Are you sure?
Iyem :
Yes, absolutely.

Activity 5
You will need two cups of water, a cup of rice, salt and a pan with a lid. First
, wash the rice
in cold water. Then, put the rice in the pan and add the water. Ne
xt, you heat the pan
without the lid on until the water boils. When it has boiled, turn down the heat
. Finally, put
the lid on and cook it for about fifteen minutes.

Activity 6
Here are the steps to make a bowl of tomato soup:
46
Initially, cut tomatoes, onions, and garlic into small pieces. Next, f
ry them in a pan with
butter for five minutes. Then, add water, spices, sugar, ketchup, salt and peppe
r. After that,
heat until the water boils. Finally, turn down the heat and cover wi
th lid. Cook gently for
one hour.
Activity 7

These are the steps to make a sandwich:

First, place a slice of bread on the plate.
Second, put the tomato sauce.
Third, add sliced tomatoes, cheddar cheese, and mayonnaise.
Then, put another slice of bread on the top.
Finally, serve it!
Activity 8
How to make milkshake
The ingredients that you need to make milkshake are:
4 cups of vanilla ice cream
2 cups milk
4 teaspoons of chocolate sauce
1 cup of fresh or frozen strawberries
Now, follow these steps to make a milkshake.
1. Place milkshake glasses into the freezer. Using cold glasses will help the s
hake stay
cool to give you time to enjoy. Leave for up to an hour if possible.
2. Soften ice cream. It is easier to make a shake when the ice cream is slightl
y soft.
Take the ice cream out of the freezer a few minutes before making your shake.
3. Place the ingredients into a blender. Mix the ice cream, milk and added flav
ours
into the blender. Blend in high speed for one minute. Dont leave in the blender f
or
longer or the shake will melt quickly.
4. Pour shakes into frosty glasses. Take the glasses out of the freezer as soon
as the
blending is complete. Then, pour the shake mixture in.
5. Drop a straw into the shake, then enjoy. You can sip a shake right from the
glass but
somehow the straw adds to the flavour and the experience.

47
Answer Key
LISTENING SKILL

Activity 2
1. Yes, definitely!
2. Activity 3
1. Are you certain about it?
Yes, I am positive.
2. Are you sure?
Yes, absolutely.
NB: There are some possible answers. Consult your teacher.
Activity 5
1. First, wash the rice in cold water.
2. Then, put the rice in the pan and add the water.
3. Next, you heat the pan without the lid on until the water boils.
4. When it has boiled, turn down the heat.
5. Finally, put the lid on and cook it for about fifteen minutes.
Activity 6
1.
2.
3.
4.
5.
6.
7.
8.
48

tomatoes
onions
garlic
butter
water
spices
sugar
ketchup

9. salt
10. pepper
Activity 7
1.
2.
3.
4.
5.
6.

()
()
()
()
(__)
()

Activity 8
1.
2.
3.
4.
5.
6.
7.

ingredients
teaspoons
steps
freezer
possible
making
blender

8. complete
9. mixture
10. experience
READING SKILL

Activity 1
1.
2.
3.
4.
5.
6.
7.
8.

Step
Step
Step
Step
Step
Step
Step
Step

6
8
3
7
1
5
2
4

49
Activity 4
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

i
g
f
b
d
e
a
c
j
h

Activity 5
1.
2.
3.
4.

A knife.
In order not to let the dirt on the rind get into the watermelon flesh.
Cut each half into sections.
Hold the section in one hand while slowly removing the melon from its rind.

5.

A fruit platter.

Activity 6
1.
2.
3.
4.
5.

B
D
A
B
C

Activity 7

1. To show the readers how to make fried potatoes.

2. A large skillet, a plate, and a pot.
3. Red potatoes, olive oil, onion, green bell pepper, salt, paprika,
black pepper, and
parsley.
4. Six steps.
5. Bring, add, cook, drain, cut, heat, transfer, pour, turn, stir, and serve.
Activity 8
1.
2.
3.
4.
5.
50

(_F_) You need to spend less time preparing the cooking.

(_T_)
(_T_)
(_F_) Potatoes will turn brown after 10 minutes of cooking in the skillet.
(_T_)

WRITING SKILL

Activity 1
Follow-up
1. (
2. (
3. (
4. (
5. (
6. (
7. (
8. (
9. (
10. (

activity
) The ingredients
) The prices of the ingredients
) The utensils
) The benefits of cooking
) The steps of cooking
) The taste of the food
) The ways to serve the food
) The trademark of the utensils
) The nutrition fact
) The place to buy the ingredients

Activity 3
1.
2.
3.
4.
5.

First of all
After that
Then
Next
Finally

Activity 5
Possible answer: (answer may vary; consult your teacher)
1. Place the cookies in a large zipped bag and use a rolling pin or your hands
to crush the
cookies into good sized chunks.
2. Add the ice cream to a blender.
3. Add the crushed cookies to the blender.
4. Measure and pour the rest of the ingredients.
5. Blend the ingredients. Pulse the blender a few times on high until all ingr
edients are
thoroughly mixed well.

6. Serve the shake. Top two cold glasses with the mixture and add an extra Ore
o cookie
on top for a garnish.