Unit 1

All about You

Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce adjectives related to personalities
correctly with proper stress.

Task 1: Try to pronounce the following words correctly!

Ambitious

Gentle

Serious

Easygoing

Honest

Shy

Enthusiastic

Independent

Quiet

Funny

Romantic

Unique

Use
dictionary to
help you with
the stress.

Task 2: Fill in the table with the words on the box above.
stress in initial syllable

stress in middle syllable

stress in final syllable

Explore yourself!
Focus
Purpose

: Vocabulary
: Students understand the proper use of the words above in describing
ones personalities.

Task 3: Try to complete the following sentences with suitable words from the
box above.
1. Although I seldom talk because I am just too ________, sometimes I can be
_________ because I like to make jokes.
2. I have a strong desire to be successful in life for I am __________.
3. That is why I always feel ___________ and show passionate interest in many
things, such as arts.
4. I am always __________ in doing my tasks and try to do them with full
commitment.
5. ________ is my true characteristics because it shows respect and virtue.
Focus
Purpose

: Grammar in Use
: Students are able to distinguish the use of articles (a, an, and the)

Task 4: Fill in the blanks with correct article. Choose a, an, or the.
1. I like todays topic about promoting autonomous learner because I am ___
independent person.
2. I despise liars. I prefer ___ honest human being.
3. Among my brothers, I am ___ most quiet person. I do not really like to talk.
4. ___ romantic man is actually my nick name. I like to give my good friends
flowers to show happiness.
5. I enjoy getting to know people because I consider myself ___ easygoing
person.

Check

Comment
Signature
________________________________
Day/Date:_______________ ________________________________
________________________________
________________________________
________________________________ ______________

Self-study
Grammar: parts of a sentence: subjects and verbs
Subject
(S)

Verb (V)

Names who or what the sentence is about. Some different types of

subjects are:
a. Nouns.
i.e. Raya is a serious person.
S
b. Noun phrases.
i.e. My friend Raya is a serious person.
S
c. Subject Pronouns.
i.e. She is a serious person.
S
Expresses an action or situation as well as states something (opinion or
fact). Notice the verbs in these sentences:
a. Raya is a serious person. (states something)
V
b. Raya study Calculus seriously. (expresses situation)
V

Language tip: using adjectives

1. Before a noun (as part of a noun phrase)
i.e. A serious person always shows a full dedication in his works.
2. After a linking verb
i.e. Raya is serious.
Raya seems serious.
Explore the following expressions commonly used to describe ones
personalities! Pay attention to the patterns.
I am unique.
I am a unique person.
I consider myself unique.
I think of myself as a unique man.
One of my characteristics is being unique.

Observe the patterns

Read the text below and see how the patterns above are used.

Me, an Easygoing Person

One of my characteristics is being easygoing. I consider myself
easygoing because I like making acquaintances with many people. I
have a lot of friends across Indonesia. A way to keep in touch with
my friends is through e-mail. I like to quote Kate Griffith, one thing
for sure: life depends on having friends. That is why I value having
friends by being easygoing.

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing their
personalities.
* Students are familiar with the expressions used when describing
their personalities.
* Students are able to pronounce adjectives related to personalities
correctly with proper stress.

Task 5: Complete the passage below with proper words. You should use the
words in the box in Task 1 and articles (see Task 4)
Be a Good Person
Being (1) ___ good person is my goal this year. (2) ____ first thing I will do is
being (3) ______________ because I will dedicate my time to do all my
assignments on time. Then, I am also going to be an (4) ___________ person
for I will always try to tell the truth. Last, I will show my care for my closest
friends because one of my characteristics is being (5) ___________.

Task 6: Write a similar passage about your personality.

__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Task 7 : Perform your passage in front of your teachers and classmates.

Remember you should speak, not read.
Language tip: giving presentation to describe yourself.
Start with the expression:
I am going to describe about myself.
I would like to describe about myself.
Let me tell you about me.
Scoring Elements
Accuracy
Fluency
(pronunciation and word use)
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ __________

Unit 2
What Does It Look Like?
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce words related to forms and sizes
correctly.

Task 1: Try to pronounce the following words correctly!

Circle

Transparent

Big

Tall

Cylinder

Rectangular

Long

Thick

Diamond

Solid

Medium

Thin

Invisible

Square

Small

Tiny

Liquid

Triangle

Oval

Task 2: Fill in the table with the words on the box above.
/i/

/ai/

Long /i/

Short /i/

Use
dictionary to
help you with
the sound of
alphabet i.

Explore yourself!
Focus
Purpose

: Grammar in use
: * Students understand the subject-verb agreement in present tense
when describing an object

Task 3: Complete the passage below with correct form of verbs.

Lightning (1) _______ (to be) a big electric spark. Sometimes the spark (2)
_________ (go) between a cloud and the ground or between two clouds. Lightning
(3) ___________ (happen) because of static electricity. Static electricity (4)
________ (come) from tiny invisible electric charges. When, negative and positive
charges (5) _________ (pull) toward each other, the jumping charges (6) ________
(make) a big electric spark. The big electric spark (7) ___________ (to be) lightning.

Focus
Purpose

: Vocabulary
: * Students are able to recognize the synonym or the definition of
words related to forms and sizes

Task 4: Complete the sentences below by choosing the proper word in the box.
Circle

Transparent

Cylinder

Rectangular

Diamond

Solid

Invisible

Square

Liquid

Triangle

Oval

Big

Tall

Long

Thick

Medium

Thin

1. The size of my house is not too big or too small. It is ________________.

2. My pencil case is _________________. Its shape is like a computer.
3. You can see through my glasses because they are ______________________.
4. I cannot see the movie from back here. I think the chair is too
_____________.
5. My friend, Tedi has an ____________ face. Its shape is like an egg.
6. When you pour water into a glass, it will look like a glass. But, when you pour
water into a bottle, it will look like a bottle. The form of water is
______________.

7. I think a rock is a ___________ matter. Unlike water, when we put a rock into
a glass, it will not shape like a glass.

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

Self-study
Grammar: parts of speech
Part of speech
Noun (N)
Verb (V)
Adjective (Adj.)
Adverb (Adv.)

Function
Names a person, place, thing, or idea
Tells what a person, place, thing, or idea does or is
Describes a noun or pronoun
Tells you how, when, or where something happens

i.e. The shell is very thin.

N V
Adj.
Lightning strikes quickly.
N
V
Adv.
Grammar: sentence order for declarative sentences
Explore the following expressions commonly used to describe physical
characteristics of an object! Pay attention to the patterns.
The book is thick.
The size of the book is thick.
The book is red.
The color of the book is red.
The book has red color.
Red is the color of the book.
Language tip: descriptive order
When describing an object, you can choose among four ways:
1. vertical order
: top to bottom or bottom to top
2. horizontal order
: left to right or right to left
3. depth order
: inside to outside or outside to inside
4. circular order
: clockwise or counterclockwise

When describing an object, you can choose between being general or specific
i.e. General : The Canon Pixma iP1200 printer is medium in size.
Specific : The Canon Pixma iP1200 printer is 20 cm in width and 55 cm in
length.

Observe the patterns

An Alarm Clock
The shape of the alarm clock is
circular. Its size is small. It has yellow
ring and red pointers.

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
objects.
* Students are familiar with the expressions or language patterns used
when describing physical characteristics of objects.
* Students are able to pronounce words related to describing physical
characteristics of objects correctly.

Task 5: Choose four objects near you and describe them.

____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

10

____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

11

Task 6 : Describe your object orally in front of your teachers and classmates and
let them try to guess what the object is.
Remember you should speak, not read.
Use the expressions:
Can you guess what it is?
I have something for you. It is

Accuracy
(pronunciation and word use)

Scoring Elements
Fluency
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

12

Unit 3
More Description
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce verbs related to describing objects
and its parts or relationship among parts of an object

Task 1: Try to pronounce the following words correctly!

Attach

Compose

Comprise

Connect

Consist

Contain

Cover

Enclose

Fasten

Hold

Make

Protect

Support

Surround

Task 2: Fill in the table with the words on the box above.

/o/

//

//
Use
dictionary to
help you with
the sound of
alphabet o.

13

Explore yourself!
Focus
Purpose

: Grammar in use
: * Students understand the subject-verb agreement as well as verb
form in active and passive voice, particularly in present tense when
describing an object with its parts or relationship among parts of an
object

Task 3 : Complete the text below with the correct form of verb.

Computers Hardware
There (1) _________ (to be) three types of a computers hardware:
processing units, input and output devices, and memory and storage.
The processing units (2) _________ (know) as the CPU, central processing
unit. It (3) ____________ (consist) of many elements to carry out instructions
from the programs.
Input devices usually (4) ___________ (include) a keyboard for typing
text and a mouse controlling a pointer or cursor on a monitor. The results of
processing (5) ____________ (call) output.

Output can (6) _____________

(display) on the screen of a monitor, printed on paper, (7) _________ (save)

onto a disk, or (8) ___________ (send) to another computer over a network.
For storing and finding data, a computer (9) _________ (have) memory
and disks. Memory (10) ________ (to be) fast and usually temporary. It (11)
__________ (locate) inside the computer on small electronic components (12)
___________ (call) chips.
Adapted from Grolier Student Encyclopedia (2004)

14

Focus
Purpose

: Vocabulary
: * Students are able to understand the use of proper verbs to make a
description of an object with its parts or relationship among parts of
an object

Task 4 : Make a complete sentence to describe something. You can make the
sentences in active and/or passive voice. See the example.
Example: printer/connect/computer/cable
a. A printer is connected to a computer by a cable.
b. A cable connects a printer to a computer.
1. keyboard/consists/keypads
________________________________________________________________________
________________________________________________________________________
2. plastic case/protect/chips and other components
________________________________________________________________________
________________________________________________________________________
3. memory/support/computer
________________________________________________________________________
________________________________________________________________________
4. ultra-violet screen/attach/monitor
________________________________________________________________________
________________________________________________________________________
5. CPU/comprise/soundcard, VGA card, processors, and USB connectors
________________________________________________________________________
________________________________________________________________________

15

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

Self-study
Grammar: passive voice
The purpose of passive voice is to communicate the importance of the object. Below
is the most common form in description:
Example:
Active voice

A protective case holds all components of a computer.

Subject
Verb
Object

Passive voice

All components of a computer are held by a protective case.

Object
Verb
Object

In passive voice, the verb consists of to be + past participle

Explore the following expressions commonly used to describe an object and its
parts or relationship among parts of an object! Pay attention to the patterns.
a. Language pattern to show the object and its parts
A computer

is made of
is made up of
is composed of
is comprises
contains
consists of

a CPU, a keyboard, a monitor, a mouse,

memory, discs, and many programs.

b. Language pattern to show the relationship of one part to another

A keyboard

is attached to
is connected to

a CPU.

16

You can use the following words to show spatial relationship:

Above

Beside

Inside

Example:

Apart

Between

Next to

Behind

Extend(s) from

Outside

Usually, the mouse is located next to

the keyboard.

Below

In front of

Under

Observe the patterns

A
B
A
B
A

B
A
B

A
B
A
B
A

: Hi, Fahmi! Hows your day?

: Not bad. You?
: Its alright. Hey, can you help
me with something?
: Sure, what is it?
: I have to make a description of
my computer for tomorrows
assignment. I dont know
where to start.
: Well, you can start with the
hardware, then continue to
software.
: Can you give me an example?
: Hmm, you can say that a
monitor is attached to a CPU
by a cable. Or a monitor is
composed of many
components.
: Ah, I can also say a plastic
case covers the monitor.
: There you go. Its not too
hard, right?
: Yeah, I guess so. Thanks for
your help.
: Not a problem. Take care.
: Bye!

17

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
objects and its parts or relationship among parts of an object.
* Students are familiar with the expressions or language patterns used
when describing objects and their parts or relationships among parts
of an object.
* Students are able to pronounce words related to describing objects
and its part or relationship of parts of an object correctly.

Task 5: Choose an object of your interest describe it in details. You can choose
to describe an object with its parts or a relationship of one part with
other parts of an object.

__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

18

Task 6 : Make a dialogue with a partner based on the description of your objects.
Perform the dialogue in front of your teacher and classmates.

Accuracy
(pronunciation and word use)

Scoring Elements
Fluency
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ ______________

19

Unit 4
What Does It Do?
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce verbs related to describing the
functions of an object

Task 1: Try to pronounce the following words correctly!

Carry

Perform

Save

Direct

Process

Send

Display

Responsible

Serve

Have

Retrieve

Use

Task 2: Fill in the table with the words on the box above.
stress in initial
syllable

stress in middle
syllable

stress in final
syllable
Use
dictionary to
help you with
the stress

20

Task 3 : Find the synonym and antonym of the words in the table.
Word
Attach
Carry
Cover
Process
Serve

Synonym

Antonym

Task 4 : Use the words in the box. Make simple sentences to describe one of
technological tools in your room. See Unit 3 for the example.

_______________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ ______________

21

Self-study
Grammar: spelling verb endings: the s form
Rules

Examples

1. With most verbs, add s to the base form.

perform
performs
use
uses

2. When the base form ends in s, x, z, ch, or th,

add es.

process
processes
fix
fixes

3. When the base form ends in y preceded by a

vowel, add s.

display

4. When the base form ends in y preceded by a

consonant, change the y into ie and then add s.

carry

5. Three other verbs have irregular s forms:

do
does
go
goes
have
has

displays
carries

Explore the following expressions commonly used to describe the functions of an

object! Pay attention to the patterns.
The CPU

performs
is responsible for

the instructions calculation

calculating the instruction

using digital data.

22

Observe the patterns

People use computers in many ways. Stores use computers to keep track of
products and check you out at the cash register. Banks use computers to
send money all over the world.
Computers also help teachers keep track of lessons and grades. They help
students do research and learn. Computers let you hook up to a worldwide
network called the Internet to explore the universe.
Scientists use computers to solve research problems. Engineers use
computers to make cars, trucks, and airplanes. Architects use computers to
design houses and other buildings. The police use computers to track down
criminals. The military uses computers to make and read coded messages.
Computers are not just desktops and laptops. Computers are everywhere
around your home. There are tiny computers inside microwave ovens,
television sets, and videocassette recorders (VCRs) or digital video disc (DVD)
players. There are even tiny computers in cars to help them run better.
Computers are indeed useful not only for personal purposes, but also for
general use.
Microsoft Encarta 2006. 1993-2005 Microsoft Corporation. All rights reserved.

23

Explore yourself!
Focus
Purpose

: Grammar in use and vocabulary

: * Students understand the subject-verb agreement in passive voice,
particularly in present tense
* Students are able to recognize the use of some verbs to describe the
function of an object

Task 5 : Complete the text below with the correct verb form. Read carefully and
identify whether the verb is in passive or active voice.

The Internet is a system (1) __________ (connect) computer networks. The

Internet (2) ______ (link) millions of computers all over the world. It (3)
_______ (allow) your computer to get information (4) ________ (store) on other
computers far away. Some networks (5) ____ (have) only a few computers.
Some networks (6) ____ (have) thousands of computers. Computers (7)
__________ (connect) to the Internet through telephone and cable systems.
Many governments, big companies, and other organizations (8) _____ (have)
intranets. The computers on an intranet (9) _______ (hook) up to the Internet.
But only people (10) ______ (work) for the organization (11) _______ (own) the
intranet can use it. Other people on the Internet cannot (12) ______ (see) what
is on the intranet computers.

24

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
The functions of an object.
* Students are familiar with the expressions or language patterns used
when describing the functions of an object.
* Students are able to pronounce words related to describing the
functions of an object correctly.

Task 6 : Choose two objects near you and describe their functions.
__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

25

Task 7 : Describe your object orally in front of your teachers and classmates.
Remember you should speak, not read.
Use the expressions:
The object that Im going to describe is
Im going to describe
Scoring Elements
Accuracy
Fluency
(pronunciation and word use)
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ ______________

26

Unit 5
How We Use It?
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce words related to daily, natural
process correctly.

Task 1: Try to pronounce the following words correctly!

drain

dissolve

melt

float

leave

disperse

mix

stir

tear

apply

rinse

untie

split

pour

amount

thinner

substance

sweeter

solution

longer

solvent

clearer

molecule

lighter

crystal

stronger

Task 2: Tick in the which shows how the letter e (table A) and letter i (table
B) in the word is pronounced.
Table A

/e/

/i:/
(long)

/i/
(short)

//

/ie/

/ei/

(unpronounced)

Melt
Leave
Tear
Rinse
Dissolve
Disperse
Solvent
Substance
27

Table B

/e/

/i:/
(long)

/i/
(short)

//

/ie/

/ei/

(unpronounced)

Mix
Stir
Split
Thinner
Lighter

Explore yourself!
Focus
Purpose

: Grammar in use
: * Students understand the verb form when conducting a process.

Task 3: Write the steps for making solution as contained in the following text.
Stir sugar grains into a glass of clear, clean water. They swirl around for a while,
then they seem to fade away. Finally they disappear. But if you sip the water,
you can still taste the sugar. It has not disappeared; it has dissolved. Its crystals
have become smaller. They have gradually broken up into their individual
molecules or atoms. These are too small to see, but they are present. The
substance that dissolves (in this case: sugar) is called the solute. The substance in
which something dissolves (in this case: water) is known as the solvent. The two
together, the solute in the solvent, make up a solution.
Use the keyword to make your sentence.
1. Step one: glass/water
______________________________________________________________________
2. Step two: sugar/stir
______________________________________________________________________
3. Step three: see/disappear
______________________________________________________________________
4. Step four: taste/sweet
______________________________________________________________________

28

Focus
Purpose

: Vocabulary
: * Students are able to recognize the words related to description of
process

Task 4: Complete the words below by replacing each dash with a letter. Refer to
the words you have previously learnt in this unit.
Usually oil does not (1)d_ _ _ _ _ _e in or (2)m_ _ with water. The (3)m_ _ _ _ _ _ _s
of oil clump together into drops and (4)f_ _ _t about on the water. But a detergent
alters the features of water and make it more powerful (5)s_ _ _ _ _t. It makes the
oil drops break up into smaller and (6)sm _ _ _ _r clumps, which is called dispersing
the oil. We use different types of detergent to wash our clothes, cooking out pots
and pans, our eating utensils, and also (in the form of soaps, foams, and gels) our
own bodies. (7)S__ _ _ _ _r detergents can even (8)d_ _ _ _ _ _e polluting oil slicks.

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

Self-study
Grammar: sentence order for imperative sentences
Explore the following expressions commonly used to conduct a process! Pay
attention to the patterns.
Tear the seal.
Open the cap.
Pour the content.
Store in refrigerator.
Do not freeze.
The subject in imperative sentence is (hidden) you.
(You) Keep it out of childrens reach.
(You) Do not refill.

29

Grammar: to + V, for + N (and Gerund)

Untie the string to open the box.
Stir well to avoid burning.
Drain the container for reuse.
Melt dark chocolate for decorating the cake.

Observe the patterns

Open the cap to see the inner plug. Cut the end tip of the plug carefully to
avoid spilling. Apply the substance to a wet cloth and apply directly to the
stains. For heavier stains, spray the substance on the surface. Leave it for a
few minutes. Brush the stains off then rinse with water.

What do you think the substance is?

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
objects.
* Students are familiar with the expressions or language patterns used
when describing physical characteristics of objects.
* Students are able to pronounce words related to describing physical
characteristics of objects correctly.

Task 5: Choose one of the following daily activities and explain the process.
- Preparing simple food or beverage
- Doing daily cleaning
____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

30

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Task 6 : Describe the process orally in front of your teachers and classmates.
Remember you should speak, not read.
Use the expressions:
Let me tell you how to make/use....
To make is quite easy.
Do you want to know how to make a delicious ?
I have some useful tips to clean

Scoring Elements
Accuracy
Fluency
(pronunciation and word use)
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

31

Unit 6
What Can You Do with It?
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce words related to measurement
needed in conducting a procedure

Task 1: Try to pronounce the following words correctly!

fifty

a half

kilos

degree

fifteen

a quarter

feet

meter

fifty-five

an hour

cubic

second

one-fifth

a foot

minutes

hectare

three-fifth

an inch

square

liter

Task 2: Fill in the table with the words on the box above.
stress in initial
syllable

stress in middle
syllable

stress in final
syllable

32

Explore yourself!
Task 3 : Pronounce the following measurements.
33oC
cup

11 ft
5 sec

0.3 inch
2.5 ha

12m
0.7ml

9 cm2
80mins

Task 4 : Study the context of following statements and fill in the blanks with
appropriate measurements from the box in Task 3.
1. Pour ________ of flour into the bowl and add two spoonful of sugar.
2. Cut the ___________ string into three equal parts; each is four meters long.
3. Add some ice and let the solution cool to ________
4. Lower the underwater camera to the depth of _________
5. Hold the push button still for ______ until the light indicator turns red.

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

Self-study
Grammar: Countable and uncountable determiner
Determiner can give hints whether a certain noun is countable or uncountable. In
other words, uncountable and countable nouns should each go with proper
determiner.
Countable Det.
many
few
a number of
some

Uncountable Det
much
little
a small amount of
some

Countable N
glass
gas
color
sugars

Uncountable N
water
air
redness
sugar

33

Compare the following examples:

The decoration uses many colors.
The washing process needs much water.
We need some tools to do the experiments.
The train usually comes a little late.
The decoration uses ten colors.
The washing process needs thirty liters of water.
We need four tools to do the experiments.
The train usually comes three to five minutes late.

Observe the patterns

Metals
There are about 112 known chemical elements. More than three-quarters are
metals. A typical metal is hard and shiny, tough and strong, and it conducts or
carries electricity and heat well. Metals have thousands of uses in daily life. Often
they are mixed or combined with other metals or substances, to form alloys. Almost
any machine or device has at least one metal in it. The most widely used metal is
iron, but not in its pure form. It is combined with small amounts of non-metal
carbon, to form group of alloys known as steels.
Making steel
Iron is extracted from iron-rich rocks, or iron ores in a blast furnace. The result is
pig-iron, which contains various impurities. These are removed by blowing oxygen
through the pig iron, a method known as the basic oxygen process. The steel is so
hot that it is in melted or molten form, as a liquid.
Recycling metal
Most metals occur combined with minerals and other substances, spread through
rocks known as ores. It takes huge amount of time and energy to dig or mine the
ores, and then extract and purify the metals from them. Recycling helps to reduce
these problems. For example, recycled aluminum uses only one-twentieth of the
energy which is needed to produce aluminum from its ore. Many other metals can
also be recycled, including iron and steel, and even the silver and gold used in
electrical circuits, and false teeth!

34

Focus
Purpose

: Grammar in use
: * Students understand the application of definite and indefinite
determiner to describe a process more specifically.

Task 5 : Change the indefinite determiners into more definite ones. Use the
measurements you can find from the text.
1. There are many chemical elements that we know.
______________________________________________________________________
2. Most of the chemical elements are metal.
______________________________________________________________________
3. We use metal in a lot of ways in our life.
______________________________________________________________________
4. We need much less energy to recycle aluminum than to produce it.
______________________________________________________________________

Task 6 : Study the following picture about how we can recycle old cans into
something usable. Then fill in the blank with definite determiners from the box.

one
each

15 cm
two

a piece of
an

three
other

some
two

1. We can recycle old cans into making ______ umbrella stand or a spaghetti
holder.
2. To make it, we need _________ tin cans with a diameter not less than
________ .
3. To work with the cans, we need ___________ tools: a tin cutter, _________
strong glue, a heavy stone, and ____________ decorative paper.
4. First, cut the tops from _____________ tins and cut the bottom from
_____________ of them.
35

5. Next, glue them on top of the ______________ to make __________ tall tube.
6. Later, wrap the tube with some decorative papers that we like.
7. Then put a heavy stone in the bottom of the tube.
8. Finally, we can put our umbrella or spaghetti in it.

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
procedure and its apparatus.
* Students are familiar with the expressions or language patterns used
when describing procedure.
* Students are able to pronounce words related to describing
procedure and its steps correctly.

Task 7: Study one of the following pictures about how to recycle old cans. Then
write the procedure of making one of those objects on the box below. You can
use the pattern in task 6 or you can develop your own way of description.

36

37

Write your description of procedure below.

Remember to use definite determiner or measurement.
__________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

Task 8 : Make a presentation of the procedure you have written in front of your
teacher and classmates.
Accuracy
(pronunciation and word use)

Scoring Elements
Fluency
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ ______________

38

Unit 7
How Does It Happen?
Practice on your own!
Focus
Purpose

: Speaking : Pronunciation
: Students are able to pronounce words related to general, natural
process correctly.

Task 1: Try to pronounce the following words correctly!

Heat

hot

Task 2: Tick in the which shows how the letter e (table A) and letter i (table
B) in the word is pronounced.
Table A

/e/

/i:/
(long)

/i/
(short)

//

/ie/

/ei/

(unpronounced)

Melt
Leave
Tear
Rinse
Dissolve
Disperse
Solvent
Substance
39

Table B

/e/

/i:/
(long)

/i/
(short)

//

/ie/

/ei/

(unpronounced)

Mix
Stir
Split
Thinner
Lighter

Explore yourself!
Focus
Purpose

: Grammar in use
: * Students understand the verb form when conducting a process.

Task 3: Write the steps for making solution as contained in the following text.
Stir sugar grains into a glass of clear, clean water. They swirl around for a while,
then they seem to fade away. Finally they disappear. But if you sip the water,
you can still taste the sugar. It has not disappeared; it has dissolved. Its crystals
have become smaller. They have gradually broken up into their individual
molecules or atoms. These are too small to see, but they are present. The
substance that dissolves (in this case: sugar) is called the solute. The substance in
which something dissolves (in this case: water) is known as the solvent. The two
together, the solute in the solvent, make up a solution.
Use the keyword to make your sentence.
5. Step one: glass/water
______________________________________________________________________
6. Step two: sugar/stir
______________________________________________________________________
7. Step three: see/disappear
______________________________________________________________________
8. Step four: taste/sweet
______________________________________________________________________

40

Focus
Purpose

: Vocabulary
: * Students are able to recognize the N and V forms related to
description of process

Task 4: Fill in the blank using the appropriate word from task 1.
1. The raise of earth temperature has raised deeper concern about the risk of
skin cancer.
2.

Self-study
Grammar: word form
Some nouns have same form with their verbs. Pay attention to the patterns.
1. Heat energy always flows from the hotter body to the colder one; one
V
example is the flow of heat energy from electric iron to cloth in a process
N
called conduction.
2. When you heat an oven, the heat will circulate inside the oven through a
V
N
process called convection.
3. The transfer of heat without any contact is called radiation, such as in the
N
process when Sun transfers its heat energy to Earth.
V
Electric heater boil
between them that the transfer is call from fire to
Flow
Raise
Rise
Drop
Change
Increase
Spread
Progress
Surface
Open the cap.

41

Pour the content.

Store in refrigerator.
Do not freeze.
The subject in imperative sentence is (hidden) you.
(You) Keep it out of childrens reach.
(You) Do not refill.

Grammar: to + V, for + N (and Gerund)

Untie the string to open the box.
Stir well to avoid burning.
Drain the container for reuse.
Melt dark chocolate for decorating the cake.

Observe the patterns

One type of wind is caused by differences in air temperatures. These differences

occur because different materials absorb heat energy at different rates. For
example, a concrete road absorbs heat energy from the sun much more quickly than
the field on either side of the road does. Consequently, on the sunny day, the
temperature of the road is usually higher than that of the nearby fields. As a result,
heat energy is transferred to the air much more quickly than it is to the air above
the fields. The warmed air above the road rises. Then the cooler air above the
fields flows in to replace it. This produces gentle wind called a breeze.

Practice on your own!

Focus
Purpose

: writing and speaking

: * Students are able to use the words properly when describing
natural process .
* Students are familiar with the expressions or language patterns used
when describing natural process.
* Students are able to pronounce words related to describing natural

42

process correctly.
Task 5 : Combine and rewrite the sentences logically using the help-words in
brackets. Avoid any unnecessary repetition.
1. sun heats the road
sun heats the roads neighboring fields (and/its)

2. concrete road absorbs heat energy more quickly than nearby fields
concrete road becomes hotter than nearby fields (because/it/the)

3. the concrete road transfers its heat to the air above

the air above concrete road becomes warmer (thus/it)

4. the warmed air above the concrete road rises

the cooler air from the neighboring fields flows in to replace the warmed air
above the concrete road (then/it)

5. the flow of air from the fields to the road is sensed as gentle wind
gentle wind is also known as breeze (which)

Task 6 : Study one of the following pictures and write the stages of process
described in the picture. You can refer to Task 5 as an example. Use the
available keywords for help.

43

Task 7: Explain the stages of process that you have written in front of your
teacher and classmates. Remember, you should perform the explanation, not
read from your text.
6.
7.
8.

Task 6 : Study the following picture about how we can recycle old cans into
something usable. Then fill in the blank with definite determiners from the box.
Task 5: Choose one of the following daily activities and explain the process.
- Preparing simple food or beverage
- Doing daily cleaning
____________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

44

Task 6 : Describe the process orally in front of your teachers and classmates.
Remember you should speak, not read.
Use the expressions:
Let me tell you how to make/use....
To make is quite easy.
Do you want to know how to make a delicious ?
I have some useful tips to clean

Accuracy
(pronunciation and word use)

Scoring Elements
Fluency
(cohesive and coherence)

Total

Check

Comment
Signature
_________________________________
Day/Date:________________ _________________________________
_________________________________
_________________________________
_________________________________ _______________

45