Modul English 2

8/12/2019 Modul English 2

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Unit 1All about You

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce adjectives related to personalities

correctly with proper stress.

Task 1: Try to pronounce the following words correctly!

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

Ambitious Gentle Serious

Easygoing Honest Shy

Enthusiastic Independent Quiet

Funny Romantic Unique

Usedictionary tohelp you withthe stress.


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Explore yourself!Focus : VocabularyPurpose : 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 thebox 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 : Grammar in UsePurpose : 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:_______________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ______________


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Self-studyGrammar: parts of a sentence: subjects and verbs

Subject(S)

Names who or what the sentence is about. Some different types ofsubjects are:

a. Nouns.i.e. Raya is a serious person.

Sb. Noun phrases.

i.e. My friend Raya is a serious person.S

c. Subject Pronouns.i.e. She is a serious person.

SVerb (V) 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)

Vb. 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 verbi.e. Raya is serious .

Raya seems serious .

Explore the following expressions commonly used to describe onespersonalities! 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.


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Observe the patternsRead the text below and see how the patterns above are used.

Practice on your own!Focus : writing and speakingPurpose : * 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 thewords in the box in Task 1 and articles (see Task 4)

Me, an Easygoing PersonOne of my characteristics is being easygoing. I consider myselfeasygoing because I like making acquaintances with many people. Ihave a lot of friends across Indonesia. A way to keep in touch withmy friends is through e-mail. I like to quote Kate Griffith, one thingfor sure: life depends on having friends. That is why I value havingfriends by being easygoing.

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) ___________ personfor 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) ___________.


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Task 6: Write a similar passage about your personality.

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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 ElementsAccuracy

(pronunciation and word use)Fluency

(cohesive and coherence)Total


Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ __________


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Unit 2What Does It Look Like?

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce words related to forms and sizes

correctly.



/i/ /ai/

Long /i/

Short /i/

Circle Transparent

Cylinder Rectangular

Diamond Solid

Invisible Square

Liquid Triangle

Oval

Big Tall

Long Thick

Medium Thin

Small Tiny

Usedictionary tohelp you withthe sound ofalphabet i.


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Explore yourself!Focus : Grammar in usePurpose : * 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 : VocabularyPurpose : * 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.

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

______________.

Circle Transparent Cylinder Rectangular Diamond

Solid Invisible Square Liquid Triangle

Oval Big Tall Long Thick

Medium Thin


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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.


Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _______________

Self-studyGrammar: parts of speech

Part of speech FunctionNoun (N) Names a person, place, thing, or ideaVerb (V) Tells what a person, place, thing, or idea does or isAdjective (Adj.) Describes a noun or pronounAdverb (Adv.) 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 sentencesExplore the following expressions commonly used to describe physicalcharacteristics 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 orderWhen describing an object, you can choose among four ways:

1. vertical order : top to bottom or bottom to top2. horizontal order : left to right or right to left3. depth order : inside to outside or outside to inside4. circular order : clockwise or counterclockwise


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When describing an object, you can choose between being general or specifici.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 inlength.

Observe the patterns

Practice on your own!Focus : writing and speakingPurpose : * 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.

An Alarm Clock

The shape of the alarm clock iscircular. Its size is small. It has yellowring and red pointers.

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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





Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _______________


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Unit 3More Description

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce verbs related to describing objects

and its parts or relationship among parts of an object



/o/ / / / /

Attach Compose Comprise

Connect Consist Contain

Cover Enclose Fasten

Hold Make Protect

Support Surround

Usedictionary tohelp you withthe sound ofalphabet o.


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Explore yourself!Focus : Grammar in usePurpose : * Students understand the subject-verb agreement as well as verb

form in active and passive voice, particularly in present tense whendescribing an object with its parts or relationship among parts of anobject

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)


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Focus : VocabularyPurpose : * Students are able to understand the use of proper verbs to make a

description of an object with its parts or relationship among parts ofan 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/cablea. A printer is connected to a computer by a cable.b. A cable connects a printer to a computer.

1. keyboard/consists/keypads

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2. plastic case/protect/chips and other components

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3. memory/support/computer

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4. ultra-violet screen/attach/monitor

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5. CPU/comprise/soundcard, VGA card, processors, and USB connectors

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Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _______________

Self-studyGrammar: passive voiceThe purpose of passive voice is to communicate the importance of the object. Belowis 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

Explore the following expressions commonly used to describe an object and itsparts 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 a CPU, a keyboard, a monitor, a mouse,is made up of memory, discs, and many programs.is composed ofis comprisescontainsconsists of

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

A keyboard is attached to a CPU.is connected to

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


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You can use the following words to show spatial relationship:


Above Beside Inside

Apart Between Next to

Behind Extend(s) from Outside

Below In front of Under

Example:

Usually, the mouse is located next to

the keyboard.

A : Hi, Fahmi! Hows your day?B : Not bad. You?A : Its alright. Hey, can you help

me with something?B : Sure, what is it?A : I have to make a description of

my computer for tomorrowsassignment. I dont knowwhere to start.

B : Well, you can start with thehardware, then continue tosoftware.

A : Can you give me an example?B : Hmm, you can say that a

monitor is attached to a CPUby a cable. Or a monitor iscomposed of manycomponents.

A : Ah, I can also say a plasticcase covers the monitor.

B : There you go. Its not toohard, right?

A : Yeah, I guess so. Thanks foryour help.

B : Not a problem. Take care.A : Bye!


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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 partsof an object.

* Students are able to pronounce words related to describing objectsand its part or relationship of parts of an object correctly.

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

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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.





Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ ______________


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Unit 4What Does It Do?

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce verbs related to describing the

functions of an object



stress in initialsyllable

stress in middlesyllable

stress in finalsyllable

Usedictionary tohelp you withthe stress

Carry Perform Save Direct Process Send

Display Responsible Serve Have Retrieve Use


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Task 3 : Find the synonym and antonym of the words in the table.

Word Synonym AntonymAttachCarryCoverProcessServe

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


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Self-studyGrammar: spelling verb endings: the s form

Rules Examples

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

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

process processesfix fixes

3. When the base form ends in y preceded by avowel, add s.

display displays

4. When the base form ends in y preceded by aconsonant, change the y into ie and then add s.

carry carries

5. Three other verbs have irregular s forms: do doesgo goeshave has

Explore the following expressions commonly used to describe the functions of anobject! Pay attention to the patterns.

The CPU performs the instructions calculation using digital data.is responsible for calculating the instruction


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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.


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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.

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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 isIm going to describe





Day/Date:________________

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Unit 5How We Use It?

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce words related to daily, natural

process correctly.


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

Table A /e/ /i:/

(long)

/i/

(short)

/ / /ie/ /ei/

(unpronounced)MeltLeaveTearRinseDissolveDisperseSolventSubstance

drain dissolve

melt float

leave disperse

mix stir

tear apply

rinse untie

s lit our

amount thinner

substance sweeter

solution longer

solvent clearer

molecule lighter

crystal stronger


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Table B /e/ /i:/(long)

/i/(short)

/ / /ie/ /ei/ (unpronounced)

MixStirSplitThinnerLighter

Explore yourself!Focus : Grammar in usePurpose : * Students understand the verb form when conducting a process.

Task 3: Write the steps for making solution as contained in the following text.

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 ______________________________________________________________________

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.


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Focus : VocabularyPurpose : * 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.


Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _______________

Self-studyGrammar: sentence order for imperative sentencesExplore the following expressions commonly used to conduct a process! Payattention 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.


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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.


What do you think the substance is?


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

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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.


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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





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Unit 6What Can You Do with It?

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce words related to measurement

needed in conducting a procedure



stress in initialsyllable

stress in middlesyllable

stress in finalsyllable

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


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Explore yourself!

Task 3 : Pronounce the following measurements.

33oC 11 ft 0.3 inch 12m 9 cm 2 cup 5 sec 2.5 ha 0.7ml 80mins

Task 4 : Study the context of following statements and fill in the blanks withappropriate 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.


Day/Date:________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _______________

Self-study

Grammar: Countable and uncountable determinerDeterminer can give hints whether a certain noun is countable or uncountable. Inother words, uncountable and countable nouns should each go with properdeterminer.

Countable Det. Uncountable Det Countable N Uncountable Nmany much glass waterfew little gas aira number of a small amount of color rednesssome some sugars sugar


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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.


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 steelIron 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!


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Focus : Grammar in usePurpose : * 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 themeasurements you can find from the text.

1. There are many chemical elements that we know.

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2. Most of the chemical elements are metal.

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3. We use metal in a lot of ways in our life.

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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 intosomething usable. Then fill in the blank with definite determiners from the box.

one 15 cm a piece of three someeach two an other 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.


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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 yourteacher and classmates.





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Unit 7How Does It Happen?

Practice on your own!Focus : Speaking : PronunciationPurpose : Students are able to pronounce words related to general, natural

process correctly.


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

Table A /e/ /i:/

(long)

/i/

(short)

/ / /ie/ /ei/

(unpronounced)MeltLeaveTearRinseDissolveDisperseSolventSubstance

Heat hot


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Table B /e/ /i:/(long)

/i/(short)

/ / /ie/ /ei/ (unpronounced)

MixStirSplitThinnerLighter

Explore yourself!Focus : Grammar in usePurpose : * Students understand the verb form when conducting a process.

Task 3: Write the steps for making solution as contained in the following text.

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 ______________________________________________________________________

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.


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Focus : VocabularyPurpose : * 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 ofskin cancer.

2.

Self-studyGrammar: word formSome 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; oneVexample is the flow of heat energy from electric iron to cloth in a process

Ncalled conduction.

2. When you heat an oven, the heat will circulate inside the oven through aV N

process called convection.

3. The transfer of heat without any contact is called radiation, such as in theN

process when Sun transfers its heat energy to Earth.V

Electric heater boilbetween them that the transfer is call from fire to

FlowRaiseRiseDropChangeIncreaseSpreadProgressSurface

Open the cap.


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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.



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

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.


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process correctly.

Task 5 : Combine and rewrite the sentences logically using the help-words inbrackets. Avoid any unnecessary repetition.

1. sun heats the roadsun 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 processdescribed in the picture. You can refer to Task 5 as an example. Use theavailable keywords for help.


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Task 7: Explain the stages of process that you have written in front of yourteacher and classmates. Remember, you should perform the explanation, notread from your text.

6.

7. 8.

Task 6 : Study the following picture about how we can recycle old cans intosomething 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

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Date post:	03-Jun-2018
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Modul English 2

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