Note: The pictures are texts if they are put in the right place (field context)

  1 DISTINGUISHING TEXT AND NON TEXT (18 JP)

  2 TUJUAN PEMBELAJARAN SKENARIO PEMBELAJARAN MATERI PEMBELAJARAN PEMANTAPAN

  3 Peserta mampu memahami perbedaan teks dan non teks Peserta mampu mengungkapkan gagasan dalam kalimat dan paragraf Peserta memahami interpersonal dan transactional text Peserta memahami short functional teks Peserta memahami text types TUJUAN PEMBELAJA RAN Peserta mampu mengidentifkasi word, sentence, dan text level

PARAGRAPH DEVELOPMENT (5JP)

  4 TEXTS AND NON TEXTS (3JP) WORD, SENTENCE, TEXT LEVEL (4JP)

  5 W or

  d, S en te nc

  e, Te xt

  MATERI Short F unction al Text

  Par ag rap h D eve lop me nt

BACK TO MATERI

  6 TEXT AND NON TEXTS

  Observe the following pictures! Do you understand the meaning? TEXT AND NON TEXTS

  BACK TO MATERI WHICH SENTENCE DO YOU UNDERSTAND?

  TEKS

  a. Mengapa ketika sesuatu kemana? ???

  b. Mengapa hal ini harus berakhir? TEKS ??? c. Ani memandang dimana dia merasa

  TEKS sedih.

  ???

  d. Mereka memandang kesana

  7

BACK TO MATERI

  8 TEXT AND NON TEXTS

  Bahasa yang disampaikan baik secara lisan atau tertulis dan memiliki makna utuh

  What is text?

BACK TO MATERI

  9 TEXT AND NON TEXTS

  Language Meaningful Written Spoken

  Text TEXT AND NON TEXTS

BACK TO MATERI

  Faircloug

  Teks adalah satu “semantic

  h, 1992; dalam

  unit”atau kesatuan makna

  Emi

  baik dalam bentuk tulisan

  Emilia,

  maupun lisan

  2011

  The language people produce and Halida react to, what they say and write, and read and listen to, in the y course of daily life. … . The term dalam covers both speech and writing …

  Emi it may be language in action, conversation, telephone talk,

  Emilia debate, … public notices, ... , intimate monologue or anything else (1975: 123).

  2011)

  1 TEXT AND NON TEXTS

BACK TO MATERI

  Cultural context Context Text

  Situational Context Elemen-elemen yang menyertai teks

  1

  1 TEXT AND NON TEXTS BACK TO MATERI

SITUATIONAL

CONTEXT

   Field (topik) Tenor (pelaku) Mode/ channel

  Topik Yang Dibicarakan Channel / Sarana

  Pelaku TEXT AND NON TEXTS

BACK TO MATERI

  

Types of Text

  3

  1

2 Transactional

  Short Text Type and Functional / Genre Interpersonal

Text

Text

  1 Konfrmasi Text Text Note: The pictures are texts if they are put in the right place (feld context)

  1 TEXT AND NON TEXTS

BACK TO MATERI

  RECHECK: DECIDE WHETHER THESE PICTURE BELONGS TO TEXT OR NON TEXT!

  Jack : “What about having lunch at that restaurant?” Jill : “Yes. This is my pen.” THIS PICTURE IS IN YOUR ROOM

THIS PICTURE IS IN GAS THIS PICTURE IS IN A

STATION

PARKING LOT

  1 WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  

What do you know about the following terms?

  CLAUSE WORD PHRASE SENTENC PARAGRAPH E

  1 WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  Tabel perbedaan antara teks, kalimat, klausa, frasa dan kata yang diambil dari buku A New Grammar Companion oleh Beverly Derewianka

  Text Level Alice caught the baby with some difficulty, as it was a queer ‑shaped little creature, and held out its arms and legs in all directions, ‘just like a star ‑fish,’ ‑engine when she thought Alice. The poor little thing was snorting like a steam caught it. It kept doubling itself up and straightening itself out again, so that altogether, for the first minute or two, it was as much as she could do to hold it. Sentence Level ‑engine when she caught it.

  The poor little thing was snorting like a steam Clause Level The poor little thing was snorting like a steam ‑engine. Group/phrase The poor little thing was snorting like a steam ‑engine. Level Word (lexical) The poor little thing was snorting like a steam-engine Level

  1 WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  My mother and I were at the market. We went there on foot.

  It’s about 400 metres from my house. We wanted to buy some food to celebrate my father’s birthday. We went to the fruit stall to buy some oranges, melons and grapes. Then we went to the greengrocer’s to buy some potatoes, cabbages and carrots.

  We also bought some meat, fsh and lobsters. We bought a kilogram of sugar. We did not buy any BASED ON THE TEXT ABOVE, PLEASE IDENTIFY salt because we still have some. We left the

  WORDS, PHRASES, CLAUSES, AND SENTENCES market at about eight o’clock.

  1 WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  

Find out the meaning!

exaggerate amusement prosecutor endorsement capital letter

  1

  2 BACK TO MATERI WORD, SENTENCE, TEXT LEVELS PENGERTIAN

PENGERTIAN

  Kata-kata Dapat Diklasifka sikan

  Sebagai Leksikal Atau Nonlexical

  Makna leksikal adalah defnisi arti dari sebuah kata atau frase digunakan untuk berkomunika si

  Berkaitan Dengan Kata Atau Kosa Kata WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  Activity 1. Make a group of fve.

  2. Read the text below! 3. Classify the word into its group.

  4. Discuss with group what is the function of the word in the sentence.

  5. Give a presentation.

  2

  

2

OF SENTENCE?

  2 WORD, SENTENCE, TEXT LEVELS BACK TO MATERI WHAT KIND

  SIMPLE, COMPOUND, OR COMPLEX John is repairing the car. I am hungry and Shinta is thirsty. Brenda was late because she lost her way. WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  COMPLEX Brenda was late because she lost her way.

  COMPOUND I am hungry and Shinta is thirsty.

  SIMPLE John is repairing the car.

  2

BACK TO MATERI

  2 WORD, SENTENCE, TEXT LEVELS

  SIMPLE SENTENCE

  Adalah kalimat sederhana (mengungkapkan satu pikiran utama terdiri dari 1 subyek dan 1 predikat) Adalah kalimat sederhana (mengungkapkan satu pikiran utama terdiri dari 1 subyek dan 1 predikat) Contoh: 1. Danny is writing a letter.

  2. Joanna woke up early.

  

3. The bird is fying.

  Contoh: 1. Danny is writing a letter.

  2. Joanna woke up early.

  

3. The bird is fying.

BACK TO MATERI

  2 WORD, SENTENCE, TEXT LEVELS

  COMPOUND SENTENCE

  Adalah gabungan dua klausa independent atau lebih menggunakan tanda baca koma, atau dengan coordinate conjunction Adalah gabungan dua klausa independent atau lebih menggunakan tanda baca koma, atau dengan coordinate conjunction Contoh:

  

1. This house is too big

and that house is too small.

  2. I love you, but I hate you. Contoh:

  

1. This house is too big

and that house is too small.

  2. I love you, but I hate you.

BACK TO MATERI

  2 WORD, SENTENCE, TEXT LEVELS

  COMPLEX SENTENCE

  Gabungan klausa independen dan dependen menggunakan tanda baca koma, atau dengan sub coordinate conjunction Gabungan klausa independen dan dependen menggunakan tanda baca koma, atau dengan sub coordinate conjunction Contoh: Because Mary and Samantha arrived at the bus station before noon, I did not see them at the station

  Contoh: Because Mary and Samantha arrived at the bus station before noon, I did not see them at the station WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  My mother and I were at the market. We went there on foot.

  It’s about 400 metres from my house. We wanted to buy some food to celebrate my father’s birthday. We went to the fruit stall to buy some oranges, melons and grapes. Then we went to the greengrocer’s to buy some potatoes, cabbages and carrots.

  We also bought some meat, fsh and lobsters. We bought a kilogram of sugar. We did not buy any BASED ON THE TEXT ABOVE, PLEASE IDENTIFY salt because we still have some. We left the

  

SIMPLE, COMPOUND, AND COMPLEX SENTENCES!

market at about eight o’clock.

  2 WORD, SENTENCE, TEXT LEVELS

BACK TO MATERI

  Identify these sentences whether these sentences belong to Simple, Compound or Complex!

  1. The training rooms of these college athletes smell of grease and gasoline.

  2. Their practice feld is a stretch of asphalt, and their heroes make a living driving cars.

  3. Their tools are screwdrivers and spanners rather than basketballs and footballs.

  2

  PARAGRAPH DEVELOPMENT

  BACK TO MATERI

What is in your mind?

  

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

____________________________________

  3

  PARAGRAPH DEVELOPMENT

BACK TO MATERI

  What is a paragraph? main idea united ideas sentence sentence sentence sentence sentence sentence sentence sentence sentence sentence sentence sentence topic sentence

  3 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  Identify the topic sentence of the paragraph!

I hate lie. I always try not to tell lies and I want that from

my friends, too. I think it is the most important behavior. I

can believe everything my friends say. In addition, a good

friend must say his ideas to me frstly. I mean, he shouldn't

talk about me with other people. Especially about the bad

thing, he doesn't have to talk because it might be wrong.

  

Secondly, a good friend must help me. He must do his

best. He should ask help from me, too. If we solve

problems together, our friendship will be better and it will

become stronger. Thirdly, the talking time is important. I

can talk with my friends for a long time, and during that

time I must be happy. That's why we should like the same

things. In conclusion, trust is the basic of a friendship.

  3 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  Identify the topic sentence of the paragraph!

I hate lie. I always try not to tell lies and I want that from

my friends, too. I think it is the most important behavior. I

can believe everything my friends say. In addition, a good

friend must say his ideas to me frstly. I mean, he shouldn't

talk about me with other people. Especially about the bad

thing, he doesn't have to talk because it might be wrong.

  

Secondly, a good friend must help me. He must do his

best. He should ask help from me, too. If we solve

problems together, our friendship will be better and it will

become stronger. Thirdly, the talking time is important. I

can talk with my friends for a long time, and during that

time I must be happy. That's why we should like the same

things. In conclusion, trust is the basic of a friendship.

  3 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  united ideas sentence sentence sentence sentence sentence sentence cohesion sentence sentence sentence sentence sentence sentence coherence

  3

BACK TO MATERI

  3 PARAGRAPH DEVELOPMENT

  COHERENCE ??? defnition

  Situational / registerial coherence kind s

  Keterpaduan hubungan makna antara bagian – bagian dalam wacana Generic coherence PARAGRAPH DEVELOPMENT

  BACK TO MATERI FIELD GENRE

  

COHERENCE

MODE

LANGUAGE TENOR

FEATURES SITUATIONAL SITUATIONAL

  3

BACK TO MATERI

  3 PARAGRAPH DEVELOPMENT

  COHESION ???

  defnito n

  Grammatical Cohesion kind s

  Keterkaitan setiap bagian wacana / teks Lexical Cohesion PARAGRAPH DEVELOPMENT

  BACK TO MATERI REFERENCE REITERATION

  

COHESION

SUBSTITUTION

COLLOCATION CONJUNCTION GRAMMATICAL GRAMMATICAL

  3 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  Reiterasi substitusi Referens i o

  ti Yesterday, My mother and I went to the market. ta n e

  We went there on foot. It’s about 400 metres from t ri n o n my house. We wanted to buy some food to celebrate u co my father’s birthday. ts e n R e

  We went to the fruit stall to buy some oranges, v E melons and grapes. Then we went to the greengrocer’s to buy some potatoes, cabbages and n o carrots. We also bought some meat, fsh and lobsters. ti ta

  We bought a kilogram of sugar. We did not buy any n e salt because we still had some. We left the market at ri o e about eight o’clock. We were very happy because we

  Kolokasi

  R got all we needed for celebrating my father’s

  Konjungsi

  birthday

  3

BACK TO MATERI

  4 PARAGRAPH DEVELOPMENT

  

WHETHER THEY BELONG TO A PARAGRAPH OR

NOT! PLEASE IDENTIFY THE COHERENCE AND

COHESION POINTS! a. Up road runs they. I’ve been learning English for two years.

  Three children Shirley have: boy two, girl (Eggins, 1994: 86)

b. I’ve been learning English for two years. He’s been playing the guitar for six months. They’ve been living in Sydney for one month. We’ve been working here for years. She’s

been studying French for two weeks. (Eggins, 1994: 86)

c. I have a cat. Its name is Aden. He is very cute because he has fluffy, fur; fat body, and flat nose. Although he is cute, he is so lazy. He doesn’t want to catch mice. His hobby is sleeping all the day. PARAGRAPH DEVELOPMENT

  BACK TO MATERI TRANSITIONAL EXPRESSION A transitional expression is a that shows how the meaning of one s related to the meaning of the preceding sentence. Also called a transition, transitional word, or signal word.

  4 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  To To give

To show time To compare summarize

examples or conclude:

  again, and, also, for example, for also, in the all in all, in besides, equally instance, in same manner, conclusion, in important, frst fact, likewise, other words, in (second, etc.), specifcally, that similarly short, in further, is, to illustrate summary, on furthermore, in the whole, that addition, in the is, therefore, to frst place, sum up moreover, next, too

  4 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  To show To indicate To show time place or To contrast: logical direction: relationship:

  

: after, above, below, although, and accordingly, as

  afterward, as, beyond, close, yet, at the same a result, as long as, as elsewhere, time, but, because, soon as, at last, farther on, here, despite, even consequently, before, during, nearby, though, for this reason, earlier, fnally, opposite, to the however, in hence, if, formerly, left (north, etc.) contrast, in otherwise, immediately, spite of, since, so, then, later, nevertheless, therefore, meanwhile, on the contrary, next, since, on the other shortly, hand, still, subsequently, though, yet then, thereafter, until, when, while

  4 PARAGRAPH DEVELOPMENT

BACK TO MATERI

  1. Read again the material about how to make sentence and paragraph. Make an outline for the following topic:

  a. my students

  b. teacher quality

  c. green school

  2. Based on the outline in number 1, please develop a paragraph from each outline!

  4 TYPES OF TEXT

BACK TO MATERI

  

Types of Text

  3

  1

2 Transactional

  Short Text Type and Functional / Genre Interpersonal

Text

Text

  4 INTERPERSONAL AND TRANSACTIONAL TEXT BACK TO MATERI

  

Pay attention to the expressions in the video

  4

  4 BACK TO MATERI

  INTERPERSONAL AND TRANSACTIONAL TEXT

INTERPERSONAL TEXT

  The expressions used for the sake of psychologica lly convenience Example: Tim: Hi, Maya. How are you? Maya: Hi Tim. I’m fne thank you INTERPERSONAL AND TRANSACTIONAL TEXT BACK TO MATERI

TRANSACTIONAL TEXT

  Example: The Tim: May I expression borrow your pen? s used to Maya: Sure, get things here you are. done Tim: Thanks

  4 INTERPERSONAL AND TRANSACTIONAL TEXT BACK TO MATERI

  Watch th List the expressions of interpersonal and transactional text used in the video!

  4 INTERPERSONAL AND TRANSACTIONAL TEXT BACK TO MATERI Work in a group of four.

  Make a dialogue of:

  1. Interpersonal text

  2. Transactional text Demonstrate your dialogue.

  5 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

What is in your

mind?

  5 SHORT FUNCTIONAL TEXT

  BACK TO MATERI

NOTICE

FUNGS

  I SOSIA L STRUKT UR TEKS UNSUR KEBAHASAA N

  5 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  attentio n getter informati on

  5 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  imperati ves

  5 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  What is on your mind?

  5 SHORT FUNCTIONAL TEXT

  BACK TO MATERI

ANNOUNCEMENT

UNSUR KEBAHASAAN FUNGSI SOSIAL STRUKTUR TEKS UNSUR KEBAHASAAN FUNGSI SOSIAL STRUKTUR TEKS

  1. Attentio

  1. Attentio Memberikan

  1. Future

  1. Future n Getter n Getter informasi Tenses Tenses kepada

  2. Target

  2. Target publik

  2. Modali

  3. Informat

  2. Modali

  3. Informat (orang ion ion ty ty banyak)

  4. Getter

  4. Getter

  5 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

ATTENTION!

To: All Students of SMP Pemuda Bangsa In the coming end of semester vacation, we are th going to go camping at Cibodas from December 30 to st January 1 . The contribution is Rp. 150.000, for each participant. If you are interested to join the activity please contact Miss Erda at 081316633595. Registration will be opened starting from December 1 until 20.

  

For further information, please contact the committee.

  Chairperson of the Student Union

  5 Rangga SHORT FUNCTIONAL TEXT

BACK TO MATERI

  attention

ATTENTION!

getter To: All Students of SMP Pemuda Bangsa In the coming end of semester vacation, we are th going to go camping at Cibodas from December 30 to st January 1 . The contribution is Rp. 150.000, for each participant. If you are interested to join the activity please contact Miss Erda at 081316633595. Registration will be opened starting from December 1 until 20. target

For further information, please contact the committee.

information Chairperson of the Student Union

  5 Rangga SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

What comes up on your mind when you see this image?

  5 SHORT FUNCTIONAL TEXT

  BACK TO MATERI

PERSONAL LETTER

• FUNGSI

  untuk menyampaikan informasi

• untuk menceritakan pengalaman

  SOSIAL

• lain

  untuk meminta maaf, dan lain-

  STRUKT

  (1) Heading (2) Greeting (3) Body (4)

  UR

  Closing (5) Signature

  TEKS UNSUR • Present tenses BAHAS

• Past tenses

  A

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  th heading June 8 , 2016

    greeting

  Dear Ali, Ali how are you today? I hope you’re okay. I want to tell you about my birthday. At that point I got really good shoes gift from my father. And when the evening, I wear shoes and bring sleep. The shoes I wear to the school directly. Beacuse the shoes are so beautiful, I always want to wear it. I hope you will also get a gift you want on your birthday later. Maybe that’s all I can tell you. I’ll see you again my friend. closing Your Best Friend, body

    signature Aldy

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  What do you have in mind seeing these pictures?

  6

• untuk menawarkan atau mempromosikan suatu produk atau jasa
• untuk membujuk orang supaya membeli ataumenggunakan suatu produk atau jasa
• untuk memberikan informasi tentang produk atau
• Gaya Bahasa Persuasif • Modality

  6 BACK TO MATERI SHORT FUNCTIONAL TEXT FUNGSI SOSIAL

  1. Attention Getter

  2. Information/product

  3. Advertiser

  UNSUR BAHAS A

ADVERTISEMENT STRUKT UR TEKS SHORT FUNCTIONAL TEXT

BACK TO MATERI

  attention getter information advertiser

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

LET’S PRACTICE! WHAT TEXT ARE

THESE?

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

LET’S PRACTICE!

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  

LET’S PRACTICE!

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  LET’S PRACTICE! (2)

  6 SHORT FUNCTIONAL TEXT

BACK TO MATERI

  LET’S PRACTICE! (2)

  6

  7 BACK TO MATERI SHORT FUNCTIONAL TEXT LET’S PRACTICE! (2) SHORT FUNCTIONAL TEXT

BACK TO MATERI

  LET’S PRACTICE!

  Heading

  (2)

  Greeting Body

  Closing Signature and Name

  7 TEXT TYPES (PROCEDURE)

BACK TO MATERI

  

What do you have in mind seeing

this picture?

  7 TEXT TYPES (PROCEDURE)

  BACK TO MATERI

PROCEDURE

• Untuk membantu seseorang dalam

  FUNGSI

  melakukan sesuatu

  SOSIAL

• Untuk menginformasikan cara melakukan sesuatu

  1. Goal

  STRUKT

  2. Materials

  UR

  3. Steps

  TEKS

• Penggunaan imperatives
• UNSUR

  Penggunaan action verbs

  BAHAS

• A

  Penggunaan connectives

• Penggunaan adverbial phrases

  7

  7

  Language Features

• Simple present tense
• Use of imperatives (e.g.: cut, don’t mix)
• Use of action verbs (e.g.: turn, put, mix)
• Use of connectives (e.g.: frst, then, fnally,)) 
• Use of adverbial phrases (e.g. : for fve minutes, 2 centimeters from the

TEXT TYPES (PROCEDURE)

BACK TO MATERI

  l The Basic Operation of a Digital Camera Goal a You will need: ri • a digital camera

• • an object ( a friend/classmate or something interesting, you can

  s te fnd around the classroom, school or school yard) a

  Follow the ways of taking pictures below: 1. Hold the camera and center the object in the LCD well.

  M

  2. Move the object closer or use the zoom control for the result you want

  Steps 3. When you are ready to take the picture, hold the shutter halfway.

  It is very important, so the camera sets the focus, shutter speed and various other calculations

  

4. A light should appear that let you know the camera is set to go

5. Then, press the shutter all the way down.  

It may necessary to turn off the LCD and use the viewfnder when

there is more extreme sunlight or to conserve battery life. The glare from the LCD does not work well with more bright light

  7

  7

  Watch the

• Write things and steps you hear from the video.
• Analyze them and classify to the procedure’s generic structure.

  SHORT FUNCTIONAL TEXT Menentukan Cara Pengajaran Procedure text Pola pendekatan Scientifc Approach

  1. Mengamati

  2. Menanya

  3. Mengumpulkan Data

  4. Mengasosiasikan

  5. Mengomunikasikan

  Cara Pengajaran Teks SHORT Procedure FUNCTIONAL TEXT Tahapan Uraian Kegiatan

• meminta peserta didik untuk membaca teks Mengamati procedure, atau mendengarkan teks procedure lisan, atau melihat tayangan pendek tentang procedure text, misal resep.
• peserta didik lebih terarah pada tahap mengamati ini.

  membuat pertanyaan tentang isi teks, agar kegiatan

• Menanya sosial, unsur kebahasaan, dan ciri-ciri kebahasaan yang digunakan dalam teks procedure
• mendorong peserta didik untuk menanyakan tentang perbedaan antara teks procedure dan lainnya, dan juga penggunaan kalimat berpola present tense dan kalimat dalam menyusun teks procedure.
• peserta didik untuk bekerja dalam kelompok kecil Mengumpulk (misal 4 orang) lalu meminta mereka menyiapkan an data masing-masing 2 teks procedure yang berbeda.

  merangsang peserta didik untuk menanyakan fungsi

• dalam kelompoknya, sementara anggota lain dalam kelompok mencatat hal-hal penting seperti fungsi sosial, tenses yang digunakan

  peserta didik untuk membacakan teks procedure

  Cara Pengajaran Teks SHORT Procedure FUNCTIONAL TEXT Tahapan Uraian Kegiatan

  Mengasosiasi Pada tahap ini Saudara bisa meminta peserta didik untuk membandingkan dan mengelompokkan fungsi sosial, tenses yang digunakan dalam teks procedure. Selanjutnya siswa dapat berlatih untuk menggunakan kalimat dengan pola imperative.

  Mengomunikasika Saudara dapat meminta peserta didik untuk n menampilkan teks procedure secara lisan/ mempresentasikan teks procedure yang telah dibuat.

  How to Make an Omelet You Will Need:

• A mixing bowl
• A nonstick skillet
• A pinch of salt
• A spatula
• A pinch of black pepper
• The fllings of your choice (example: beef, cheese, paprika)
• 2 or 3 large eggs
• 1.0 tbsp olive oil or butter
• 1.0 tbsp water

  8

• Cooking Instructions:
• First, choose your omelet fllings. Chopped

  

vegetable and cheese is the classic combination, use

your imagination; such as, using shrimp, beef,

paprika, or anything! Then, beat eggs and add salt

and pepper. Third, crack the eggs into the mixing

bowl and use the fork to beat them until the whites

and yolks are well-blended. Don’t forget to add a

pinch of salt and a pinch of black pepper.

• Next step, place the skillet on your stove and

  

turn the burner to medium. Add one tablespoon olive

oil or butter, and then add all your fllings to the

skillet. Allow them to sizzle just for a bit, then

remove them from the skillet and set them aside for

a moment.

• When the edges are turning crisp and pulling away

  from the skillet, add your fllings and cheese down

  After that, pour in egg mixture to the skillet.

  8

the center of the omelet. Then, use the spatula to

  Activity 1

• Answer the questions based on the above text.

  1. Why do we need a nonstick skillet?

  2. What can be the fllings of the omelet?

3. )use the fork to beat them) (line 4)What

is the closest meaning with the underlined word?

  4. When we have to pour the fllings?

  5. Based on the procedure above, do you

think it is easy or not in making omelet?

  8

  Activity 2

• Have you ever made this food?
• What things do you need?
• Make a group and discuss steps in making the food.
• Share and compare the different steps and things needed to make the food.

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  Activity 3

• In group, choose 5 things from the pictures on the next slide to make certain food/drink! • Present it in from of the class.

  Activity 3 (cont..)

  

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  Diskusi

• Bagaimana cara pengajaran Bapak/Ibu dalam mengajarkan Procedure Text?

SHORT FUNCTIONAL TEXT

  BACK TO MATERI PEMANTAPAN Which of the following pictures is considered as text?

  An Apple a day makes the doctor away PEMANTAPAN SHORT FUNCTIONAL TEXT BACK TO MATERI What is the purpose of the text? a. to promote the car

  b. to inform the car

  c. to retell the story about the car d. to give detail information about the car PEMANTAPAN SHORT FUNCTIONAL TEXT BACK TO MATERI Who are the most suitable people to drive the car?

  a. young people

  b. old people

  c. children

  d. kids PEMANTAPAN SHORT FUNCTIONAL TEXT BACK TO MATERI Another fame of winning your heart. The word "your" refers to)

  a. the readers

  b. the citizen

  c. the driver

  d. the youngsters PEMANTAPAN SHORT FUNCTIONAL TEXT BACK TO MATERI Which is not considered as a text?

  a. Man : Thank You Woman : Hello b. Man : Where do you live? Woman : I live in Miami c. Man : Excuse me Ma’am, how much does it cost?

  Woman : It is Rp.185.0000

  d. Man : It’s already midnight my dear! Woman : Of course!

  PEMANTAPAN SHORT FUNCTIONAL TEXT BACK TO MATERI Which of the following is NOT a text?

  a. Musical notation in the parking area b. The ”P" symbol in ofce area.

  c. The word “Men” on entrance door.

  d. A notice in school board

  

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