Food Production

No Topic Duration Target language Class Activities
1 Adjective of Quantity
2 Countable and Uncountable noun
3 Vegetable and Types
4 Vegetable and Spice
5 Fruits
6 Kitchen Utensils
7 Verbs in Cooking
8 Procedures and Sequence
9 Types of Meat
10 Types of Egg + Rare, Blue, well done, Medium
11 Cooking Method
12 Explaining menu
13 Translating menu Indo-English
14 Translating menu English-indo
15. Interview

WHITE BOARD CONSOLIDATION
SOME, ANY, MUCH MANY, A, AN, THE
1. Some digunakan pada kalimat positif pada benda yang bisa dihitung maupun tidak bisa dihitung. Contoh, I have some mangoes
Pengecualian: some dapat digunakan dalam kalimat Tanya jika kita ingin menawarkan sesuatu atau meminta sesuatu dari orang lain. Contoh: Would you like some tea?
Can I have some water?
2. Any digunakan dalam kalimat negative dan Tanya dan diletakkan di depan kata benda yang bisa dihitung maupun tidak bisa dihitung. Contoh: There isn’t any water in the bathroom, I don”t have any money, Do you have any money?
3. Much digunakan dalam kalimat positif, negative dan Tanya pada benda yang tidak bisa dihitung. Contoh: I don’t have much time, do You have much time? How much sand do you need?
4. Many digunakan pada kalimat positif, negative dan Tanya pada benda yang bisa dihitung. Contoh: I don’t have many friends, do ou have many friends? How many friends do you have? Many and much sebagian besar digunakan dalam kalimat negative dan Tanya tetapi mereka digunakan dalam kalimat positif dalam british English.
5. A. A digunakan didepan kata yang diawali dengan konsonan atau vocal bersuara konsonan. Contoh, a cat, a dog, a university ( a disini dibaca yu)
6. An, An digunakan di depan kata benda tunggal yang bisa dihitungyang diawali dengan vocal atau konsonan bersuara vocal. Contoh: It is an apple, an umbrella, it is an honour. A/An digunakan jika si pembicara tahu bendanya sedangkan se pendengar tidak. Contoh Yesterday I bought a bag,
7. The, the digunakkkan pada countable and uncountable noun jika
– si pembicara dan pendengar tahu benda mana yang dimaksud. Contoh, please take the book! Please close the door!
– Jika benda itu disebutkan untuk kedua kalinya, I see a cat, the cat is big.
– Untuk sesuatu yang spesifik, the music from japan is very entertaining
– Untuk benda satu-satunya, The sun, the moon
POSSESSION

I
You have got/have some, many, much
They haven’t got/don’t have any, many, much
We

He has got/has some, many, much
She hasn’t got/doesn’t have any, many, much
it

REVIEW
PLEASE FILL THE BLANK USING (AN/A/ANY/SOME/MUCH/MANY/THE)

1. SHE ………………….. ANY SALT
2. WE DON’T HAVE………SUGAR, ONLY 1 KG
3. I BOUGHT ………….APPLE,…………APPLE IS SO SWEET
4. PLEASE TAKE ……………….SUGAR THAT WE BOUGHT YESTERDAY.
5. SHE DOESN’T HAVE …………SALT. THE PLASTIC BAG IS EMPTY
6. SINTA HAS GOT………… APPLES, AROUND 2 OR 3
7. LINDA AND JOHN ………………..MUCH SAND TO BUILD THEIR FUTURE HOUSE
8. MY PARENTS ……………………MANY ORANGES TO MAKE THE SPECIAL JUICE.
9. HOW………………. WATER DO YOU NEED TO MAKE THIS CAKE?
10. HOW………………. SAPODILLA DO YOU NEED TODAY?

LESSON PLAN 1
FOOD AND BEVERAGE
MATERIAL : Adjective of Quantity
CLASS :
GENERAL AIM : Students understand the use of adjective of quantity correctly
SKILL : Writing and Speaking
SPECIAL AIM : Students are able to: 1. use the adjective of quantity in conversation
2. Differentiate their function in the sentence

TL : We need some sugar, we use much salt that’s why the taste of the food is salty. Etc

ACTIVITIES : 1. Socialization
2. Presentation (Manual) plus WBC
3. Checking comprehension. Example, when do we use some, any, etc
4. Practice ( the students should make conversation using TL and present that in front of the class)
5. Production (Teacher makes some exercises around 10-15/written)
CONCLUSION : Ask the students about the conclusion that they can make from the explanation

LESSON PLAN 2
FOOD AND BEVERAGE
MATERIAL : Countable and Uncountable noun
CLASS :
GENERAL AIM : Students understand the use of Countable and
Uncountable noun correctly
SKILL : Writing and Speaking
SPECIAL AIM : Students are able to: 1. Use the Countable noun
2. Use the Uncountable noun

TL : We need some sugar, we use much salt that’s why the taste of the food is salty. Etc

ACTIVITIES : 1. Socialization
2. Presentation (Manual) plus WBC
3. Checking comprehension. Example, when do we use some, any, etc
4. Practice ( the students should make conversation using TL and present that in front of the class)
5. Production (Teacher makes some exercises around 10-15/written)
CONCLUSION : Ask the students about the conclusion that they can make from the explanation

SUBJECT : BIP 1
LECTURER : I MADE AGUNG RAI ANTARA, S.S
CLASS : FB 2 C AND FB 2B

FINAL TEST

1. WHAT IS VEGETABLE? PLEASE MENTION ITS TYPES!
2. PLEASE MAKE ONE RECIPE THAT YOU KNOW!
3. PLEASE MENTION AND EXPLAIN THE TYPES OF EGG DISHES!
4. PLEASE MENTION AND EXPLAIN COOKING METHOD FROM MOIST HEAT OR DRY HEAT!
5. MENTION 5 KITCHEN UTENSILS AND THEIR FUNCTIONS

6. ACTIVITY
1. FB2C : Dialogue about the material, the students should make list of questioned prepared by the teacher them explain about egg.
2. FB2 B : Dialogue about the material, explain about egg.
REVIEW
1. What is countable noun?
2. What is uncountable noun?
3. Please mention the definition of vegetables and its types!
4. Please mention the types of meat and explain!
5. Please make one recipe using sequence such as first, second etc!
6. Please mention some verbs that we usually use in cooking!
7. Please make sentence using some , any, much, many a, an, the
8. Please mention the cooking method that you know! You can mention moist heat or dry heat!

TYPES OF EGG DISHES
1. BOILED EGG IS EGG WHICH IS BOILED IN BOILING WATER IN CERTAIN TIME
TYPE OF BOILED EGG
– SOFT BOILED EGG: EGG WHICH IS BOILED IN BOILING WATER MIXES WITH VINEGAR FOR 3-4 MINUTES. THE EGG WHITE WILL BE A LITTLE BIT THICK AND THE EGG YOLK IS STILL IN FORM OF LIQUID
– MEDIUM BOILED EGG: BOILED 4- 8 MINUTES. THE EGG WHITE WILL BE THICK AND THE EGG YOLK STILL IN LIQUID
– HARD BOILED EGG: BOILED FOR 8-10 MINUTES. THE EGG WHITE AND EGG YOLK ALREADY THICK
2. POACHED EGG. EGG BOILED WITHOUT EGG SHELL IN LIQUID CONTAINS VINEGAR AND SALT. SALT AND VINEGAR ARE USED TO THICKEN AND MAKE THE EGG WHITE CLEAN. THE EGG WHITE IS THICK AND THE EGGYOLK IS STILL IN LIQUID
3. FRIED EGG: EGG WHICH IS FRIED USING A LITTLE OIL/BUTTER
– SUNNY SIDE UP: IF THE EGG IS FRIED UNTIL THE EGG WHITE BECOME THICK AND SURROUND THE ROUND EGG YOLK. ONLY COOKED IN ONE SIDE OF THE EGG.
– TURN OVER: THE EGG IS COOKED LIKE SUNNY SIDE UP THEN REVERSE UNTIL BOTH SIDE WELL DONE.
4. SCRAMBLED EGG
SCRAMBLED EGG IS MADE BY SHAKING AND MIX THE EGG YOLK AND EGG WHITE ADDED WITH CREAM AND COOKED UNTIL BECOMES THICK
5. OMELETTE, OMELLETE IS MADE FROM SHAKED EGG AND CAN BE ADDED BY ANOTHER INGREDIENT SUCH AS MUSHROOM, CHEESE ETC.

1. PLEASE PARAPHRASE THE EGG ABOVE!
2. ASK YOUR FRIENDS ABOUT THE TPPIC THAT HAVE YOU LEARNT

Checking Comprehension
Countable noun : singular :
Plural :
Irregular noun :
How we can see that the noun is countable or not?

Uncountable noun :
How we know that the noun is uncountable or not?

Mention some characteristic of the noun which belongs to uncountable noun?

Please make a dialogue using the following topic
1. Vegetable
2. Meat
3. Kitchen utensils
4. Countable and countable noun

Kitchen utensils ( in the kitchen)
A: what are you doing mike?
B: I am making grilled fish with honey
A: that sounds delicious! What kitchen utensil will you use?
B: I will use carving pork, bowl to mix the spice etc
……………………………………………………………………….

Meat ( talking about favorite food)
A: Hi Andre, do you know what steak is?
B: Well steak is a flat, piece of meat or fish. Usually meat from cow
A: where can I buy it?
B: you can buy it in steak Obong

Vegetable ( talking about disease)
A: you look so pale.
B: yes, I think I need to eat a lot of vegetable! I never eat vegetable
B: yes, I usually eat a lot of vegetables. Vegetable contains a lot of vitamin and mineral.
B: really? I just know that.
A: I learnt some types of vegetables at school so I know little bit
Countable and uncountable noun ( kitchen)
A: Do you have any butter?
B: yes I have… how much do you need?
A: …………………………………………

5. PRETEST
6. She will buy…………………………………………….furniture/furnitures
7. The students are good at………………………mathematic/
mathematics
8. You must eat……………………………………….meat/meats
9. I bought……………………………………………..clothe/clothes
10. Do you play………………………………………… bowling/bowlings
11. India is rich in…………………………………….iron/irons
12. She is…………………………………………………a widow/widows
13. She has much……………………………………… rice/apples
14. We have many………………………………………apples/iron
15. They speak ……………………………………..Indonesians/Indonesia

16. COUNTABLE AND UNCOUNTABLE NOUN
Countable noun is a noun which can be counted. It can be divided into 2 forms, they are singular and plural.
1. Singular form, example
a.One month h. a ring
b.a river i. a well
c.a chair j. a table
d.a letter k. a book
e. a pen l. an apple
f.a pen m. an apple
g.a girl

2. Plural form, example
a. two rings
b.three stones
c.six tables
d. nine pens
g. ten apples
h.many girls
i. eight books
j. seven letters

3. Irregular nouns
Singular nouns plural nouns
Man men
Policeman policemen
Foot feet
Tooth teeth
Mouse mice
Child children
Sheep sheep
Deer deer
Datum data
Criterion criteria
Crisis crises
Fish fish
Series series
Means means

3. The signs of countable nouns are:
1. Can be changed into plural
2. We can use many, several and some
3. If it is singular, we use is and was for third person singular. If the subjects are plural we have to use are for present tense or were for past tense.
4. We can add s/es.

UNCOUNTABLE NOUN
Is a noun that cannot be counted, If we want to count it we must use certain measurement. In uncountable noun we cannot put a/an, many and s/es.
Example:
1. Butter 11. Sugar 21.pepper
2. Coffee 12.ink 22.cheese
3. Tea 13.water 23.wood
4. Flour 14. Air 24.Gold
5. Food 15. Gasoline 25. Tin
6. Meat 16. Oil 26. iron
7. Chalk 17.petroleum
8. Milk 18.paper
9. Rice 19. money
10.salt 20. Bread

A cup of tea/secangkir kopi a pile of file/setumpuk file
A piece of cake/sepotong kue a strand of hair/sehelai rambut
A bottle of water/sebotol air a grain of rice/sebutir beras
A loaf of bread/sebalok a sheet of paper/sehelai kertas

The characteristic of uncountable nouns
1. The form is liquid such as: beer, blood, coffee, gasoline, ink, juice, ketchup, liquor, milk, oil, petrol, rain, saliva, shampoo, soup, syrup, tea, urine, water, wine.
2. Something that really much. E.g. chalk, corn, dirt, dust, flour, grass, pepper, rice, salt, sand, spaghetti, sugar, talc, wheat
3. Something which becomes one and inseparable. E.g. bread, butter, cheese, chocolate, cloth, cotton, glass, gold, hair, honey, ice, iron, leather, meat, metal,mud, paper, silver, soap, soil, time, toothpaste, wood, wool.
4. The form is gas. E.g air,fog,nitrogen, oxygen, pollution, smog/kabut campur asap, smoke, steam.
5. Abstract nouns e.g. comfort, depth, faith, gratitude, greed, joy, kindness, luck, music, news, patience, richness, space, time, trust, width.
6. Language. E.g Arabic, Chinese, Danish, English, Dutch, French, German, Greek, Indonesian, Javanese, Italian, Japanese, Russian, Spanish, Spanish
7. Branch of sports. E.g Athletics, Badminton, baseball, basketball, bowling, chess, football, table tennis, tennis, volleyball, soccer.
8. Names of science. E.g anthropology, architecture, biology, chemistry, engineering, ethics, gynecology, history, literature, mathematics, medicine, pharmacy, phonology, physics, politics, psychology.
9. Noun which has relation with nature. E.g. electricity, dew/embun, fire, gravity/daya tarik bumi, hail/hujan es, heat, light, lightning, sleet/hujan es dan salju. Snow, storm, sunshine, thunder, weather.
10. Nouns from ing form example: camping, climbing, dancing, diving, hiking, rowing, running, swimming, walking.
11. A group of nouns in form of one unity which is inseparable. e. g
Equipment, food, fruit, furniture, garbage, jewelry, money.

1. lMIDDLE TEST FOR STIPAR FB 2B/C

2. WHAT IS VEGETABLE?
3. WHAT ARE THE TYPES OF VEGETABLE AND GIVE EXAMPLE?
4. BASED ON YOUR OPINION IN WHAT TYPE OF VEGETABLE PAPAYA BELONGS TO?
5. MENTION 10 KITCHEN UTENSILS THAT YOU KNOW AND MENTION THEIR FUNCTIONS!
6. PLEASE MAKE SENTENCES USING A, AN, THE,MANY,MUCH

7. REVIEW ALL LESSON
PLEASE ANSWER THE FOLLOWING QUESTION
A.
1. WE USE IT TO GRATE SOMETHING, WHAT IS IT?
2. WE USUALLY USE IT TO CUT PIZZA, WHAT IS IT?
3. WE USE IT TO DRAIN OR EMPTY FOOD FROM WATER, WHAT IS IT?
4. FATHER NEEDS SOMETHING TO CHANNEL THE OIL FROM THE BOTTLE TO THE STOVE. WHAT HE SHOULD HE USE TO DO IT?
5. WE USE IT TO TAKE GRILLED MEAT/FISH IF WE DON’T WANT TO TAKE IT USING OUR HAND BECAUSE IT IS VERY HOT.
6. WE KNOW SOME TYPES OF VEGETABLES, IN WHAT TYPES DOES CASSAVA BELONG TO?
7. PLEASE MENTION THE CONTENTS OF VEGETABLE?
8. WHAT IS VEGETABLE?
9. PLEASE MENTION THE TYPES OF VEGETABLES AND THEIR USE.
10. PLEASE MENTION THE EXAMPLE OF LEGUME!

B. PLEASE COMPLETE THE FOLLOWING SENTENCES USING THE APPROPRIATE ANSWER
1. SHE ……… ANY SALT (-)
2. MARIO AND INTAN………… SOME CHEESE (+)
3. JANE HASN’T GOT………….TEA, THE TEAPOT IS EMPTY
4. LUI HASN’T GOT……………BREAD. ONLY ONE LOAF
5. PLEASE TAKE…………….BUTTER THAT WE BOUGHT YESTERDAY
6. I ATE…………..FISH,…………..FISH IS VERY BIG.
7. WE HAVE………..CHICKENS, AROUND 100.
8. YOU PUT TOO…………..SUGAR IN MY COFFEE. IT IS TOO SWEET.

C. PLEASE TRANSLATE THE WORDS BELOW INTO ENGLISH THEN MAKE SENTENCES USING THEM.
1. GILING
2. PANASKAN
3. ADUK
4. PARUT
5. SIAPKAN
6. SAJIKAN
7. CAMPUR
8. 1 SENDOK MAKAN
9. 1 SENDOK TEH
10. MENUSUK
11. MEREBUS
12. MENGGORENG
13. MENUMIS
14. MENGUKUS
15.TUANG
16.MENIRISKAN

REKAP NILAI KELAS FB2C

NO NAME SPEAKING PARTICIPN MID TEST FINAL TEST AVG
1 ADI ADNYANA G 80
2 ADI NAROTAMA G
3 AGUS PURNAJAYA A 80
4 AGUS WIDYATMIKA BA
5 ANDI PUTRA A
6 ANDREANA G
7 ANGGA MAHENDRA A 80
8 ARIA JUNAEDI A 75
9 ARIS SHINTIAWATI A 70
10 AYU ANDIKA SARI G 80
11 AYU SUPARTINI G 80
12 DEPI ADNYANI G 80
13 DWI ARTHA BA
14 DWI PAYANA ADI.P BA
15 DWI SENTANA A
16 DWI SUKIARI UTAMA G
17 FADLY FAUZY BA
18 HENRY DWIYANA G 80
19 KRISNA PUTRA BA 70
20 LANUS BA 72
21 LINDYANI G 80
22 MAITRI OKTAVIANI G 80
23 MARHENDRA JAYA A
24 MIRAADI PURWANTO BA
25 PANDE APRIANTO BA 70
26 SABDA RUDITA A
27 SATRYA KUMALA G
28 SRI SINTIA WARDANI G 80
29 SUARDANA G
30 SETYADI BA
31 SUKAYASA G
32 SWABAWA PUTRA BA
33 BUDI SATRIA BA 80
34 EDI ARSYANA A
35 ANGGA PUTRA W BA
36 YUDIASA A 80
37 CINTYA DEWI A 80

REKAP NILAI KELAS FB2B

NO NAME SPEAKING PARTICIPN and ASGN MID TEST FINAL TEST AVG
1 ADI ARIMBAWA A 73
2 ADI PRADANA G 80
3 ADI NATAL G 80
4 AG.EDI ARIAWAN A
5 AG. INDRA JAYA G 72
6 ANDI WIRAWAN A 70
7 ANGGARA KRISNA A 70
8 ANGRENI PRADNYA A 70
9 ALIT ARIATI A 75
10 CAHYANI G 80
11 AG.OKA DARMAJA A 70
12 DESI YULIARTINI A 70
13 DEWI KUSUMA VG 80
14 DONI SEDANA A 70
15 DWI ADNYANA YASA G 72
16 DWI HINDRA W G 80
17 EDI ASTRAWAN A 72
18 ERI ARYANA A
19 GALUNG ASTIKA A
20 GITA PERMANA A 75
21 GRIYA SUARSANA A
22 HERMA RISWANTO G
23 LURAH PRAYOGA A
24 PATMAYANTI G 80
25 MAHARDIKA BA 70
26 SUSI HANDAYANI G 80
27 SUANI G 80
28 TIKA HAYATI G 80
29 WEWAKANANDA G
30 WIDIARSANA G 80
31 WINDA ARSANI A 80
32 YULYA G 80
33 YUSA A 72
34 EKA WAHYU G 80
35 ARINATA G
36 SUKADANA BA
37 SATRIAWAN G 72
38 RAKA SWARYNA BA
39 ARIS TAYADI A
40 ANOM WEKANANDA 70
41 SURYANA 75

VOCABULARIES
1. Sweet soysauce : kecap manis
2. Soysauce : kecap asin
3. Msg : vetsin
4. Starch :kanji
5. Cornstarch :maizena
6. Tapioca flour :tepung tapioka
7. Bread flour :tepung roti
8. Oyster sauce :saus tiram
9. Vegetable oil :minyak sayur
10. Olive oil :minyak zaitun
11. Sesame oil :minyak wijen
12. Carp : gurami
13. Snapper : kakap
14. Catfish : lele
15. Prawn : udang
16. Pomfret : bawal
17. Salted fish : ikan asin
18. Barracuda fish : ikan barakuda
19. Anchovy : ikan teri
20. Janki fish : ikan janki
21. Grouper : ikan kerapu

NAMES POINTS
Procedures and Sequences
1. 1st = first
2. 2nd = second
3. 3rd = third
Then, after that, the last one
TENSES
PRESENT CONTINUOUS TENSE
SUBJECT+ TOBE/IS, AM, ARE + VERB ING
FUNCTION:
a. Expressing activity in progress, not finish yet.
Example what are you doing now? I am cooking some food
b. Expressing activity that will be done after having preparation.
I am going to take some salt from the market, I have prepared the money.

VERBS

1. GILING : GRIND
2. PANASKAN : HEAT
3. ADUK : STIR
4. PARUT : GRATE
5. SIAPKAN : PREPARE
6. SAJIKAN : SERVE
7. CAMPUR : MIX
8. 1 SENDOK MKN : ONE TABLE SPOON
9. 1 SENDOK TEH : ONE TEA SPOON
10. MENUSUK : SPEAR
11. MEREBUS : BOIL
12. MENGGORENG : FRY
13. MENUMIS : SAUTE
14. MENGUKUS : STEAM
15.TUANG : POUR
16.MENIRISKAN : DRAIN
17. SECUKUPNYA : AS MUCH AS NEEDED
18. GULUNG : ROLL

4.
LESSON PLAN 1
FB2B AND FB2C
MATERIAL : SOME, ANY, MUCH, MANY, A, AN, THE, HAVE GOT, HAS GOT
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESARRY
3. PRESENTATION AND WHITE BOARD CONSOLIDATION
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

11. LESSON PLAN 2
FB2B AND FB2C
MATERIAL : KITCHEN EQUIPMENT
REFERENCE : KITCHEN THEORI
GENERAL AIM : Students know the name of kitchen utensils
SKILL : writing and speaking
SPECIAL AIM : students are able to: 1. Mention the names of kitchen utensils.
2. mention the functions

TL : the function of pan is………….., the function of plate is……………, the function of stock pot is………………. etc.

ACTIVITIES : Group Discussion

TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. Divide the students into 4 groups and give them the names of kitchen utensils
3. Discussion
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE: SPEAKING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

1. BOILER PAN/ PANCI PEREBUS , THE FUNCTION OF BOILER PAN IS TO BOIL FOOD

2. FRYING PAN, THE FUNCTION OF FRING PAN IS TO FRY EGG, MEAT ETC

3. MIXER/ALAT PENCAMPUR . THE FUNCTION OF MIXER IS TO MIX FOOD INGREDIENTS

BLENDER/BLEND. THE FUNCTION OF BLENDER IS TO BLEND OR CRUSH FOOD INGREDIENTS

4. BOWL. THE FUNCTION OF BOWL IS TO SERVE FOOD

5. KNIFE/PISAU. THE FUNCTION OF KNIFE IS TO CUT FOOD INGREDIENTS

6. GAS STOVE/KOMPOR GAS. THE FUNCTION OF GAS STOVE IS TO HEAT SOME FOOD

6. CUTTING BOARD/TELENAN. THE FUNCTION OF CUTTING BOARD IS AS A PLACE TO CUT,CHO AND SLICE FOOD INGREDIENTS.

7. MICROWAVE OVEN. THE FUNCTION OF MICROWAVE OVEN IS TO ROAST FOOD

8. GRATER/PARUTAN. THE FUNCTION OF GRATER IS TO GRATE COCONUT, CHEESE ETC.

9. COLANDER/SARINGAN. THE FUNCTION OF COLANDER IS TO EMPTY OR DRAIN THE FOOD FROM WATER

10. CHOPSTICK IS COOKING UTENSILS THAT USUALLY USE BY CHINESE OR JAPANESE TO TAKE RICE, NOODLE ETC

11. PLATE/PIRING. WE USE PLATE TO SERVE FOOD

12. FORK/GARPU. WE USE FORK TO SPEAR FOODSUCH AS PORK, BEEF ETC

13. SPOON/SENDOK. WE USE SPOON TO STIR AND TAKE SOME FOOD FROM THE PLATE

14. FUNNEL/CORONG. WE USE FUNNEL TO CHANNEL OIL FROM THE BOTTLE TO THE STOVE

15. MEZZALUNA/PEMOTONG PIZZA. WE USE MEZZALUNA TO CUT PIZZA INTO SEVERAL PIECES

16. MORTAR AND PESTLE/PENGULEKAN. WE USE MORTAR AND PESTLE TO GRIND OR CRUSH FOOD INGREDIENTS.

17. OVEN GLOVES/SARUNG TANGAN. WE USE OVEN GLOVE TO TAKE HOT FOOD FROM THE OVEN

18. LADLE/SENDOK SAYUR. WE USE THIS UTENSILS TO TAKE OR STIR VEGETABLE

19. WOODEN SPATULA/SUDIP KAYU. WE USE THIS UTENSILS TO LIFT FOOD OUT OF THE PAN

20. TRAY/BAKI. WE USE TRAY TO CARRY FOOD AND DRINKS

21. MIXING BOWL/MANGKOK. WE USE IT AS A PLACE TO MIX FOOD INGREDIENTS

22. STOCK POT/PANCI KALDU. THE FUNCTION OF STOCK POT IS TO BOIL STOCK, VEGETABLE, MEAT POULTRY AND SOUP.

23. SAUCE POT/PANCI PEREBUS SAUS. WE USE IT TO BOIL SAUCE, VEGETABLE, MEAT, POULTRY AND SOUP

24. SAUCE PAN/PANCI PEREBUS SAUS. THE FUNCTION OF SAUCE PAN IS TO COOK SAUCE AND FOOD IN SMALLER AMOUNT THAN SAUCE POT.

25. WHISKING BOWL. WE USE IT TO SHAKE EGG,CREAM , MAKE MAYONNAISE AND HOLLANDAISE SAUCE.

26. PEELER/PENGUPAS. WE USE IT TO PEEL FOOD INGREDIENTS SUCH AS CARROT, POTATO ETC

27. SHARPENER/PENGASAH. WE USE IT TO SHARPEN KNIFE, CLEAVER ETC

28. CLEAVER/PISAU BESAR. WE USE IT TO CHOP AND CUT FOOD INGREDIENTS

29. CARVING FORK/GARPU PEMANGGANG. WE USE IT TO TAKE THE HOT GRILLED MEAT OR FISH

30. ROLLING PIN/PENGGILAS ADONAN. WE USE IT TO MAKE PASTRY FLAT AND THIN BEFORE WE COOK IT.

31. DOUGH MIXER. WE USE IT TO MIX DOUGH BEFORE WE COOK IT.

32. MEAT TENDERIZER. WE USE IT TO TENDERIZE MEAT.

33. REFRIGERATOR/KULKAS. WE USE IT TO PRESERVE FOOD IN COLD TEMPERATURE.

LESSON PLAN 3
FB2B AND FB2C
MATERIAL : VEGETABLE, FRUITS AND SPICE
REFERENCE : KITCHEN BOOK
GENERAL AIM : STUDENTS CAN COMPREHEND VEGETABLE, FRUITS AND SPICE.
SKILL : READING AND SPEAKING
SPECIAL AIM : students are able to: 1. MENTION EACH TYPES OF ITEMS CORRECTLY
2. ANSWER THE READING TEXT CORRECTLY

TL :
ACTIVITIES : PAIRING THE STUDENTS INTO TWO THEN ASK THEM TO ANSWER/DISCUSS THE QUESTION.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESSARY
3. CLASSROOM DISCUSSION
4. WBC
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

VEGETABLES
VEGETABLE IS ALL KINDS OF PLANT OR PART OF PLANT WHICH CAN BE PROCESSED INTO FOOD. SOME VEGETABLES CAN BE EATEN IN RAW CONDITION AND SOME CAN BE EATEN AFTER BEING COOKED. VEGETABLES CONTAIN PROTEIN, MINERAL, FAT, SALT AND CARBOHYDRATE. VEGETABLES CAN BE CLASSSIFIED INTO 9. TYPES KINDS BASED ON PART OF PLANT USED AS VEGETABLE. BUT WE WILL ONLY DISCUSSED 6 TYPES OF THEM. THEY ARE FLOWER VEGETABLES, FRUIT VEGETABLES, LEGUME VEGETABLES, LEAF VEGETABLES, STEM/SHOOT VEGETABLES, ROOT VEGETABLES.
FLOWER VEGETABLE. THIS VEGETABLE IS CONSIDERED HAS GOOD QUALITY IF FLOWER ORGANIZED NICELY, THE COLOUR IS FRESH AND THERE IS NO DAMAGE IN PART OF THE FLOWER. THE EXAMPLE OF FOWER VEGETABLES IS CAULIFLOWER AND BROCOLI. THE USE OF THESE VEGETABLES IS FOR APPETIZER, AND SOUP.
FRUIT VEGETABLES. THESE VEGETABLES CONSIDERED HAS GOOD QUALITY IF THE AGE IS OLD ENOUGH, THE COLOUR IS BRIGHT, BIG SIZE AND THERE IS NO DAMAGE IN SOME PART OF IT. EXAMPLES OF FRUIT VEGETABLE ARE TOMATO, EGGPLANT, AND CUCUMBER. WE USE IT TO MAKE APPETIZER, SOUP AND SALAD.
LEGUMES. IT HAS GOOD QUALITY IF THE VEGETABLE IS NOT OLD, THE FORM OF FRUIT IS BIG AND STRAIGT. THE COLOUR OF FRUIT LOOKS FRESH. EXAMPLES OF THIS VEGETABLE ARE GREEN BEANS, GREEN PEAS, LONG BEAN AND KIDNEY BEAN. WE USUALLY USE THEM TO MAKE SALAD, VEGETABLES AND SOUP.
LEAF VEGETABLES. IT HAS GOOD QUALITY IF IT DOESN’T HAVE HOLE WHICH IS CAUSED BY INSECT, LEAF AND TRUNK STILL YOUNG AND FRESH. LEAF IS WIDE. EXAMPLES OF THIS VEGETABLE ARE CABBAGE, MUSTARD GREEN, LETTUCE, SPINACH AND WILD EATERCRESS. PEOPLE USUALLY USE IT TO MAKE SOUP, VEGETABLE AND SALAD.
STEM VEGETABLES. IT HAS GOOD QUALITY IF THE TRUNK’S AGE STILL YOUNG, THE COLOUR IS BRIGHT AND CLEAN. EXAMPLES OF THIS VEGETABLE ARE ASPARAGUS, BAMBOO SHOOT, BEANSPROUT, AND CELERY STALK. WE USUALLY USE THEM TO MAKE APPETIZER, SOUP, GARNISH AND VEGETABLES.
ROOT VEGETABLES. IT HAS GOOD QUALITY IF IT HAS BEEN ALREADY OLD ENOUGH; THE SIZE IS BIG, DOESN’T HAVE SPROUT AND ISN’T ROTTEN. EXAMPLES OF THIS VEGETABLE ARE POTATO, SWEET POTATO, CASSAVA, CARROT, AND TURNIP. WE USUALLY USE THEM TO MAKE SALAD AND APPTETIZER, SOUP AND DESSERT.

1. WHAT IS MEANT BY VEGETABLE?
2. PLEASE MENTION THE KINDS OF VEGETABLE THAT YOU KNOW!
3. WHAT IS THE CONTENT OF VEGETABLES?
4. WHAT IS THE CRITERIA IF FLOWER VEGETABLE CONSIDERED HAS GOOD QUALITY?
5. PLEASE MENTION THE EXAMPLE OF FLOWER VEGETABLE!
6. PLEASE MENTION WHEN WE USE FLOWER VEGETABLE!
7. PLEASE MENTION THE EXAMPLE OF FRUIT VEGETABLE!
8. WHEN WE USE FRUIT VEGETABLE!
9. PLEASE MENTION THE EXAMPLE OF LEGUME VEGETABLES!
10. WHEN DO WE USUALLY USE IT?
11. PLEASE GIVE THE EXAMPLE OF LEAF VEGETABLE!
12. WHEN WE USE IT!
13. PLEASE MENTION THE EXAMPLE OF STEM VEGETABLE!
14. WHEN WE USE IT?
15. PLEASE MENTION THE EXAMPLE OF ROOT VEGETABLE!
16. WHEN WE USE IT?

1. SAYURAN BUNGA/FLOWER VEGETABLE
2. SAURAN BUIAH/FRUIT VEGETABLES
3. SAYURAN POLONG/LEGUME
4. SAYURAN DAUN/LEAF VEGETABLE
5. SAYURAN BATANG/STEM/SHOOT VEGETABLES
6. SAYURAN UMBI/ROOT VEGETABLES.
7. GREEN BEANS/BUNCIS
8. GREEN PEAS/KAPRI
9. LONG BEAN /KACANG PANJANG
10. KIDNEY BEAN/KACANG MERAH
11. WILD EATERCRESS/KANGKUNG
12. SPROUT/TUNAS

1.

2. LESSON PLAN 3
FB2B AND FB2C
MATERIAL : Cooking Method
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
8. SOCIALISATION AND REVIEW
9. GAME IF NECESARRY
10. PRESENTATION AND WHITE BOARD CONSOLIDATION
11. CHECKING STUDENT’S COMPREHENSION
12. PRACTISE/SPEAKING/READING/LISTENING /WRITING
13. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
14. CONCLUSION.

LESSON PLAN 4
FB2B AND FB2C
MATERIAL : Types of Meat and Egg
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESARRY
3. PRESENTATION AND WHITE BOARD CONSOLIDATION
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

LESSON PLAN 5
FB2B AND FB2C
MATERIAL : verbs and recipe
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : Present Continuous Tense and procedure (sequences), verbs. What are you doing? I am making fried noodle. How do you make it? Could you tell me? I can’t cook at all. Sure, first……………….., second………………, third etc
ACTIVITIES : Pairing the student then ask them to make a dialogue about recipe!
TEACHER’S STEPS IN DOING THE LESSON
Time: 100 minutes
1. SOCIALISATION AND REVIEW
2. Explaining about present continuous tense and verbs.( 20 minutes)
3. Pairing the students then ask them to make a dialogue ( 30 minutes)
4. Presentation ( 20 minutes)
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

LESSON PLAN 6
FB2B AND FB2C
MATERIAL : Recipe translation. Indo English, English indo
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESARRY
3. PRESENTATION AND WHITE BOARD CONSOLIDATION
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

LESSON PLAN 7
FB2B AND FB2C
MATERIAL : Review all Material
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESARRY
3. PRESENTATION AND WHITE BOARD CONSOLIDATION
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

LESSON PLAN 8
FB2B AND FB2C
MATERIAL : Types of breakfast, lunch, supper and Dinner
REFERENCE : Grammar books
GENERAL AIM : Students can comprehend the use of determiner
SKILL : Speaking and Listening
SPECIAL AIM : students are able to: 1. Apply their comprehension in form of dialogue
2. Listen to their friend’s dialogue and answer the question.

TL : I have some mangoes, I don’t have any money, have you got any money? She has got much salt, we have many oranges. That is a pen, this is an orange. The big chicken is really big.
ACTIVITIES : Pairing the students to make a dialogue and students make question based on their dialogue, the other students must listen and answer the question. Teacher gives example of dialogue and question. To limit the time the teacher should limit the question.
TEACHER’S STEPS IN DOING THE LESSON
1. SOCIALISATION AND REVIEW
2. GAME IF NECESARRY
3. PRESENTATION AND WHITE BOARD CONSOLIDATION
4. CHECKING STUDENT’S COMPREHENSION
5. PRACTISE/SPEAKING/READING/LISTENING /WRITING
6. PRODUCTION/WRITING /READING/LISTENING /SPEAKING OR CHOOSE ONE DEPEND ON THE TIME
7. CONCLUSION.

COOKING METHOD
1. COOKING BY MOIST HEAT
– BOILING is cooking the food in the boiling water in which the volume of the water is more than the food itself. The bubble breaks on the surface
– SIMMERING is cooking the food in the boiling water in which the volume of the water is more than the food but the bubble of the water doesn’t break in the surface.
– STEWING is cooking the food in the boiling water in which the volume of water is almost the same with the amount of food.
– BRAISING is cooking the food in liquid in which the volume of the liquid is less than the food. The liquid used is stock or sauce.
– STEAMING is cooking food using steam.
– BLANCHING is dyeing the food into the boiling water/oil for a few minutes then takes it again. The food is not well done
2. COOKING BY DRY HEAT
– GRILLING is cooking the food using direct heat. The source of heat comes from the fire which is put under the food
– BAKING is cooking the food in the oven without being sprayed by oil during the cooking process.
– ROASTING is dry cooking method using strong heat from all of the direction usually in the oven and sometimes the food is sprayed by hot oil to return the density of the food.
– DEEP FRYING is frying the food in which the volume of oil is more than the food.
– SHALLOW FRYING is also called pan frying or sautéing is frying the food in which the volume of oil is less than the food

– POT ROASTING is the combination of braising and roasting. The steps in this cooking methods are: The food is given a spice then prepare the roasting pan with butter and put some bones on it, then cooked the food in the open roasting pan(roasting) then close the pan to reduce evaporating and the steam fall into the meat .( braising)

TYPES OF MEAT
1. BEEF/SAPI/MEAT WHICH COMES FROM COW
2. VEAL/SAPI MUDA/ MEAT WHICH COMES FROM CALF
3. LAMB/DOMBA KAMBING/MEAT WHICH COMES FROM GOAT/
4. MUTTON/DOMBA/MEAT WHICH COMES FROM SHEEP
5. PORK/BACCON (THIN SLICE OF MEAT)/MEAT WHICH COMES FROM PIG
6. CHICKEN/AYAM
7. GAME / BINATANG BURUAN
8. POULTRY/ DAGING UNGGAS/ MEAT WHICH COMES FROM BIRDS

READING
MY MOTHER IS A CHEF, SHE COOKS EVERYDAY. SHE LIKES TO COOK CHICKEN, PORK, MUTTON, BEEF, POULTRY AND GAME. PORK IS MEAT WHICH COMES FROM PIG, MUTTON FROM SHEEP, BEEF FROM COW, VEAL FROM YOUNG COW, LAMB FROM GOAT, POULTRY COMES FROM FOWL AND GAME FROM HAUNTED ANIMAL. MY MOTHER DOESN’T LIKE TO COOK VEGETABLE BECAUSE THE TASTE OF VEGETABLE IS NOT AS DELICIOUS AS MEAT. MY MOTHER ALWAYS COOKS DELICIOUS MEAT FOR OUR FAMILY, BECAUSE MY MOTHER NEVER COOKS VEGETABLE, I USUALLY BUY IT BY MYSELF. I USUALLY BUY SPINACH, PAPRIKA AND CAULIFLOWER. IF WE ARE BORED WITH MY MOTHER’S COOKING, WE USUALLY HANG OUT AND EAT TOGETHER IN SOME RESTAURANT SUCH AS WARUNG SUBAK, MAK ENGKING OR CIANJUR. OUR FAVOURITE MENU IN MAK ENGKING IS GRILLED PRAWN WITH HONEY, IN CIANJUR WE LIKE ROASTED CARP AND IN WARUNG SUBAK WE LIKE TO ORDER OYSTER WITH SPECIAL SAUCE.
PLEASE ANSWER THE FOLLOWING QUESTION BASED ON THE TEXT ABOVE
1. WHAT IS MEANT BY BEEF?
2. WHAT IS MEANT BY MUTTON?
3. WHAT IS MEANT BY VEAL?
4. WHAT IS MEANT BY POULTRY?
5. WHAT IS MEANT BY GAME?
6. WHAT IS MEANT BY LAMB?
7. WHY MOTHER DOESN’T LIKE TO COOK VEGETABLE?
8. WHERE THE FAMILY USUALLY GO IF THE THEY ARE BORED WITH THEIR MOTHER’S COOKING?
9. WHAT DO THEY LIKE IN MAK ENGKING?
10. WHAT DO THEY LIKE IN WARUNG SUBAK?
11. WHAT DO THEY LIKE IN CIANJUR RESYTAURANT?
12. WHAT VEGETABLE DO I LIKE?

Use of Any and Some
Read the conversation below:
Barbara: Is there any milk left?
Katherine: Yes, there is some in the bottle on the table.
Barbara: Would you like some milk?
Katherine: No, thank you. I don’t think I’ll drink any tonight. Could I have some water, please?
Barbara: Sure. There is some in the fridge.
Barbara: Do you know anybody who comes from China?
Katherine: Yes, I think there is someone who is Chinese in my English class.
Barbara: Great, could you ask him some questions for me?
Katherine: No problem. Is there anything special you want me to ask?
Barbara: No, I don’t have anything in particular in mind. Maybe you could ask him some questions about life in China. Is that OK?
Katherine: I would be happy to do that for you.Look at the chart below.
SOME We use “some” in positive sentences. We use some for both countable and uncountable nouns.Example: I have some friends.
ANY We use “any” in negative sentences or questions. We use any for both countable and uncountable nouns.Example: Do you have any cheese? – He doesn’t have any friends in Chicago.
EXCEPTION! We use “some” in questions when offering or requesting something that is there.Example: Would you like some bread? (offer) – Could I have some water? (request)
ANY We use “any” in negative sentences or questions. We use any for both countable and uncountable nouns.Example: Do you have any cheese? – He doesn’t have any friends in Chicago.
SOMEBODY, SOMEWHERE, SOMETHING We use “some” words – somebody, someone, somewhere and something – in positive sentences. Example: He lives somewhere near here.
ANYBODY, ANYWHERE, ANYTHING We use “any” words – anybody, anyone, anywhere and anything – in negative sentences or questions. Example: Do you know anything about that boy? – She doesn’t have anywhere to go.

Lesson
There are two ways to understand the difference between the meanings of those words. We can separate them into two groups:

– used with count/ non-count words (showing a number or a quantity)
– used with a positive or a negative idea;

Generally, few and a few are used with count nouns, therefore describing how big or small the number of things is.

For example:
Few people came to the party. (talking about the number of people)
I have already talked to a few people. (talking about the number of people, again)

On the other hand, little and a little are used with non-count nouns, that is, such that we can’t express in number but in quantity, as an amount.

For example:
I have little milk in the fridge. It’s almost finished. (talking about the amount of something, as milk is measured in some quantity, not in number)
I ate just a little. I don’t eat much in the evening. (talking about the quantity of food, food is not measured in numbers, neither)

Got it?

Well, this is one way to look at them. Another way is, the connotation they bear. In general, they all mean a small number (few, a few) or a small amount (little, a little).
But in the case of

a few
a little

we have a positive idea. That is, we mean the number or amount of something is satisfactory. Maybe not so many or not so much, but enough.

Consider these examples:

She has been here only two weeks, but she has already made a few friends.
(Positive idea: She has made some friends already.)

I’m very pleased. I’ve been able to save a little money this month. (Positive idea: I have saved some money instead of spending all of it.)

A few/ a little give a positive idea; they indicate that something exists, is present, as in the examples above.

In comparison,

few
little

are used to express a negative idea. We mean unsatisfactory number or amount of something, not enough

Consider the examples:

I feel sorry for her. She has (very) few friends.
(Negative idea: She does not have many friends; she has almost no friends.)

I have (very) little money. I don’t even have enough money to buy food for dinner.
(Negative idea: I do not have much money; I have almost no money.)

Note: the use of very (+few/little) makes the negative stronger, the number/amount smaller.

ANY KIND OF EGG DISHES
1. BOILED EGG IS EGG WHICH IS BOILED IN BOILING WATER IN CERTAIN TIME
TYPE OF BOILED EGG
– SOFT BOILED EGG: EGG WHICH IS BOILED IN BOILING WATER MIXES WITH VINEGAR FOR 3-4 MINUTES. THE EGG WHITE WILL BE A LITTLE BIT THICK AND THE EGG YOLK IS STILL IN FORM OF LIQUID
– MEDIUM BOILED EGG: BOILED 4- 8 MINUTES. THE EGG WHITE WILL BE THICK AND THE EGG YOLK STILL IN LIQUID
– HARD BOILED EGG: BOILED FOR 8-10 MINUTES. THE EGG WHITE AND EGG YOLK ALREADY THICK
2. POACHED EGG. EGG BOILED WITHOUT EGG SHELL IN LIQUID CONTAINS VINEGAR AND SALT. SALT AND VINEGAR ARE USED TO THICKEN AND MAKE THE EGG WHITE CLEAN. THE EGG YOLK IS THICK AND THE EGGYOLK IS STILL IN LIQUID
3. FRIED EGG: EGG WHICH IS FRIED USING A LITTLE OIL/BUTTER
– SUNNY SIDE UP: IF THE EGG IS FRIED UNTIL THE EGG WHITE BECOME THICK AND SURROUND THE ROUND EGG YOLK. ONLY COOKED IN ONE SIDE OF THE EGG.
– TURN OVER: THE EGG IS COOKED LIKE SUNNY SIDE UP THEN REVERSE UNTIL BOTH SIDE WELL DONE.
4. SCRAMBLED EGG
SCRAMBLED EGG IS MADE BY SHAKING AND MIX THE EGG YOLK AND EGG WHITE ADD WITH CREAM AND COOKED UNTIL BECOMES THICK
5. OMELETTE,OMELLETE IS MADE FROM SHAKED EGG AND CAN ADDED BY ANOTHER INGREDIENT SUCH AS MUSHROOM, CHEESE ETC.

MENU
1. APPETIZER
2. MAIN COURSE
3. DESSERT

NO CLASS/SEMESTER MATERIAL TL AND VOCABULARIES STANDARD COMPETENT INDICATOR CLASS ACTIVITIES
1 KITCHEN STAFF/1 VEGETABLES AND SPICE I COOK SOME RADISHES , CARROTS ETC STUDENTS UNDERSTAND BETWEEN SPICE AND VEGETABLES STUDENTS ARE ABLE TO MENTION SOME VEGETABLES AND SPICE TEACHER EXPLAINS THE MATERIAL AND THEN ASK THE STUDENT TO MEMORIZE ONE BY ONE
2 COOKING UTENSILS WE USE A PEEL TO PUT AND TAKE PIZZA FROM THE OVEN STUDENT KNOW THE COOING UTENSILS THAT USUALLY USE IN THE KITCHEN STUDENTS ARE ABLE TO MENTION AND DESCRIBE THE FUNCTION OFCOOKING UTENSILS THAT THEY KNOW
3 COOKING METHOD BOILING, SIMMERING, STEWING ETC STUDENTS KNOW AND FAMILIAR WITH THE METHOD STUDENTS ARE ABLE TO MENTION THE TYPES AND THE WAY THEY COOK USING THAT TEHNIQUE
 4 VERBS BOIL, STIR, MIX ETC STUDENTS KNOW ABOUT THE VOCABULARY THAT USUALLY USE IN THE KITCHEN STUDENTS ARE ABLE TO USE THE VOCABULARY IN WRITING RECIPE
5 TYPE OF MEAT AND EGG POULTRY, BEEF, VEAL ETC STUDENTS KNOW THE TYPE OF MEAT AND EGG STUDENTS ARE ABLE TO DESCRIBE THE ITEM GIVEN
6 WRITING RECIPES FIRST SLICE SOME SHALLOTS, TURN ON THE STOVE, HEAT THE OIL ETC. STUDENT KNOW AND FAMILIAR WITH RECIPE STUDENTS ARE ABLE TO TRANSLATE THE INDONESIAN RECIPE INTO ENGLISH
7 MENU APPETIZER, MAIN COURSE, DESSERT, BREAKFAST, LUNCH, DINNER, SUPPER, STUDENTS KNOW ABOUT THE TYPE OF MENU STUDENTS ARE ABLE TO MENTION THE MENU AND DESCRIBE THEM
8 ADJECTIVE OF QUANTITY A FEW, FEW, A LITTLE, A LITTLE, A LOT OF, SOME ANY STUDENTS KNOW HOW TTO USE ADJECTIVE OF QUANTITY APPROPRIATELY STUDENTS CAPABLE TO USE THE ADJECTIVE OF QUANTITY THEIR DAILY LIFE
8 ANYTHING, SOMETHING, ANYBODY, SOMEBODY SAME LIKE ABOVE SAME LIKE ABOVE
9 STOCK BEEF STOCK, VEAL STOCK, LAMB STOCK, FISH STOCK, CHICKEN STOCK STUDENTS KNOW THE TYPE OF STOCK STUDENTS ARE ABLE TO MENTION THE TYPES OF STOCK
10

10 KITCHEN’S SECTION
PANTRY, SAUCE, ROAST AND GRILL, FISH, VEGETABLES, SOUP, GARDEMANGER, BUTCHER, PASTRY, BAKERY
11 PRESENT CONTINUOUS TENSE
I AM COOKING AT THE MOMENT
12 PRESENT PERFECT CONTINUOUS TENSE
HOW LONG HAVE YOU BEEN COOKING?
13 PRESENT TENSE I WORK AT LAGUNA RESORT AND SPA. I AM A C OOK
14 INTERVIEW WHAT IS YOUR HOBBY? WHY DO YOU LIKE COOKING?

SOME, ANY, MUCH, MANY
SOCIALISATION: ASK ABOUT THE MIDDLE TEST, ANS DISCUSS MOST MISTAKES.
PRESENTATION: ASK THE MATERIAL TO STUDENTS! WHETHER THEY KNOW IT OR NOT. PRESENTATION: SOME (+) ANY(-) (?)
MANY FOR COUNTABLE AND MUCH FOR UNCOUNTABLE NOUN
I HAVE MANY EGGS
I HAVE MUCH WATER
EXPLAIN ABOUT COUNTABLE AND UNCOUNTABLE NOUN
EGG WATER
ORANGE SAND
CLASS SALT
WIFE SUGAR
KNIFE PEPPER
BRUSH OIL
VEGETABLE JUICE
A/AN/ THE
A for A I U E O
AN for consonant ( the speaker know, the listener doesn’t)
The use for specific things.

Practice:
Production: each student should make oral sentences using the topic given (a/an/the/many/much/some/any)

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Four Competencies

Four competencies that must be owned by a teacher are:
a. Pedagogic competence is the ability of teachers in managing learning, for example a teacher should have an understanding or insight into the educational foundation and understanding of learners to the development of curriculum / syllabus and learning design so as to carry out an educational and dialogical learning. Besides, teachers should also be able to make use of learning technologies appropriately so as to evaluate the process and learning outcomes and developing students to actualize their potential range is able to ensure an optimal.
b. Competence personality where a teacher is obliged to have a noble character, capable of being wise and prudent, steady, dignified, stable, mature, and honest. It also could be a role model for students and the community and can develop themselves independently and sustainable which can objectively evaluate their own performance.
c. Social competence is the ability of teachers as part of the community, such as teachers must have the ability to communicate both verbally, written, and / or signal by using information and communication technologies are functional. Also a teacher must also interact effectively with students, fellow educators, staff, leadership education units, parents / guardians of students, which mingle with the surrounding community in a dignified manner with due regard for the norms and value systems that apply, and apply the principles principles of brotherhood and the spirit of togetherness.
d. Professional competence is the ability to master knowledge of teachers in science, technology, and / or mastery of the art as a teacher in the subject matter is broad and deep program content according to standard education units and control concepts and methods of scientific disciplines, technologies, or the art relevant that is conceptually coherent with shade or educational unit courses, subjects, and / or groups of subjects taught.

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Cooperative learning : Jigsaw

COOPERATIVE LEARNING (JIGSAW) TO LEARN READING AND SPEAKING SKILL

Cooperative Learning is part of a group of teaching/learning techniques where students interact with each other to acquire and practise the elements of a subject matter and to meet common learning goals. It is much more than just putting students into groups and hoping for the best. Cooperative Learning is a very formal way of structuring activities in a learning environment that includes specific elements intended to increase the potential for rich and deep learning by the participants. One technique of cooperative learning is a jigsaw. Jigsaw was first developed and tested by Elliot Aronson and friends at the University of Texas, and later adapted by Slavin and friends at the Johns Hopkins University (Arends, 2001). Jigsaw teaching technique developed by Aronson as a method of Cooperative Learning. This technique can be used in teaching reading, writing, listening, or speaking. In this technique, the teacher noticed schemata or background experience of students and help students to activate schemata is that the material becomes more meaningful lessons. In addition, students work together with fellow students in an atmosphere of mutual help and have many opportunities to process information and improve communication skills. Jigsaw cooperative learning type is a type of cooperative learning that consists of several members in one group responsible for the mastery of the learning materials and be able to teach the material to other members in his group (Arends, 1997). Jigsaw cooperative learning model type is a model of cooperative learning where students learn in small groups consisting of 4-6 people work together in heterogeneous and positive interdependence, and responsible for the completeness of the subject matter must be studied and deliver such materials to members of the group Other (Arends, 1997). Jigsaw is designed to enhance students’ sense of responsibility towards their own learning and the learning of others. Students not only learn the assigned material, but they also must be ready to give and teach the material in the other group members. Thus, students are dependent on each other and must work together cooperatively to learn the material assigned.
The members of different teams with the same topic meet for discussions (expert team) help each other about the learning topic assigned to them. Then the students return to the team / group home to explain to other group members about what they have learned earlier in the meeting of the expert team. In type Jigsaw cooperative learning model, there are groups of origin and expert groups. Group of students from the stem group consisting of students with the ability, origin, and family backgrounds are diverse. Home group is a combination of several experts. The expert group is a group of students consisting of members from different groups are assigned to study and explore specific topics and completing tasks associated with the topic for later explained to members of the group home.
1. The steps in the application of the Jigsaw technique in learn reading skill is as follows:
a. The teacher divides a class into several groups, with each group consisting of 4-6 students with different abilities. This group is called the origin. Number of members in a home group match the amount of the subject matter will be studied students according to learning objectives to be achieved. In this type of Jigsaw, each student was given the task of studying one part of the learning materials. All students with the same learning materials learn together in groups called expert groups (Counterpart Group / CG). In expert groups, students discuss the same learning materials, such as retelling a story with its own language and to develop a plan of how to convey to his friend when returning to the home group. Origin of this group by Aronson called the Jigsaw (sawtooth). Suppose a class by the number of 40 students and learning materials that will be achieved in accordance with the purpose of learning consists of 5 parts of learning material, then from the 40 students there will be a five-member expert group 8 students and 8 home group consisting of 5 students. Each member of the expert group will return to the home group to provide information that has been acquired or learned in the expert group. The teacher facilitates discussion groups that exist both in the expert group or home group.
b. After the students discuss in groups of experts or a group home, then made a presentation of each group or do draw one group to present the results of group discussions that have been done so that teachers can make the perception of the learning materials that have been discussed.
c. The teacher gives a quiz for students on an individual basis related to the discourse that has been given previously.
d. The teacher gave the award to the group through the award scores based on the acquisition value of the increase results from the scores of individual learning base to score the next quiz.
e. Note that if using a jigsaw to learn new material it is necessary to prepare a guide and fill material and coherent enough so that learning objectives can be achieved.

2. The steps in the application of the Jigsaw technique in speaking skill are as follows:
a. Classes are divided into four large groups (80-10 students per group).
b. Each member of the group at the request forward to the front of the class.
c. Students are given a sheet containing the drawings, and given a few questions:
Teacher : OK, what can you see on your worksheet?
Student : Pictures
Teacher : How many pictures are there?
Student: Four
Teacher: What is picture number one?
Student: A bread shop.
d. Students are required to register anything that can be bought from shops in the picture. Teachers provide the name of the goods that may be sold in the stores. Students are asked to add their own.
e. Presentation by some students.
Student 1: In a bread shop We can buy hamburgers, bread rolls, ….
Student 2: In a chemist We Can Buy Toothpaste, headache tablets, …
f. After the presentation, the authors invite one student to be invited to dialogue:
Teacher: Hello Aldi!
Student: Hello Mr. Bambang!
Teacher: Aldi, do you know a bread shop?
Student: Yes, I know.
Teacher: What can you buy in a bread shop?
Student: I can buy .. uh .. humburgers, bread rolls, sliced bread, etc.
Teacher: OK, thank you Aldi.
Student: You’re welcome.
g. Invite one group to make the same dialogue, as a model. After seeing these examples, students are asked to make the dialogue as an example by making use of pictures and a list of items can be purchased.
h. Students demonstrate the dialogue with the group practice.
i. The author traveled to ensure that students betulbetul dialogue in English practice.
j. Students who appear first select the group that finished berikutnya.Setiap couples be given credit in the form of applause.

The strength of cooperative learning to learn speaking skill in jigsaw technique is the wide range of positive outcomes that have been found in the research. The research demonstrates that when the classroom is structured in a way that allows students to work cooperatively on learning tasks, students benefit academically as well as socially and easy to implement. Teachers need minimal training to use these techniques. The widespread and growing use of cooperative learning techniques demonstrates that, in addition to their effectiveness, they are practical and attractive to teachers. While a weakness of Cooperative Learning in jigsaw technique to learn speaking skill is that students do not learn equally. Many believe that combining gifted students with lower achievers does not sufficiently challenge gifted students. When a teacher implements it in an ineffective manner. Despite the strong interest in cooperative learning, many practitioners are not implementing the concept effectively. So they just use it from time to time. It’s not seen as a big-deal innovation anymore. In some ways that undermines both the quality of implementation and the likelihood that people really understand what they’re doing.
The strength of cooperative learning to learn reading skill in jigsaw technique Helps foster mutual responsibility. Supported by research as an effective technique. Students learn to be patient, less critical and more compassionate. While a weakness of Cooperative Learning in jigsaw technique to learn reading skill ome students don’t work well this way. Loners find it hard to share answers. Aggressive students try to take over. Bright students tend to act superior.

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Keuntungan penggunaan media pembelajaran

Mengemukakan keuntungan penggunaan media dalam pembelajaran adalah:
1) Membangkitakan ide-ide atau gagasan-gagasan yang bersifat konseptual, sehingga mengurang kesalahpahaman siswa dalam mempelajarinya.
2) Meningkatkan minat siswa untuk materi pelajaran.
3) Memberikan pengalaman-pengalaman nyata yang merangsang aktivitas diri sendiri untuk belajar.
4) Dapat mengembangkan jalan pikiran yang berkelanjutan.
5) Menyediakan pengalaman-pengalaman yang tidak mudah didapat melalui materi-materi yang lain dan menjadikan proses belajar mendalam dan beragam.Sehingga pembuatan media pembelajaran diperlukan untuk proses pelaksanaan pembelajaran dan proses berpikir siswa.

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Choosing a Suitable Text

How to Choose a Suitable Text/Book

• The topic is interesting

• A text that you can read and understand on your own

• A text that you can read with a partner

• A text that someone older can read to you so that you can understand it.

• A text you are interested in reading

• A text you are reading for a specific purpose

• A text by an author you like

• It’s part of a series

• It’s a book that the teacher has read during read aloud or shared reading

• It’s a text where you can get information from the pictures

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example of lesson plan

LESSON PLAN

School : SMA NGURAH RAI
Subject : English
Class/Semester : X/II
Skill : Listening
Standard Competence : Understand the meaning in transactional and interpersonal conversation in the context of everyday life.
Basic Competence : Responding meaning in conversational and interpersonal transactional official and unofficial accurately, smoothly and appreciate the use of simple spoken language diversity in the various contexts of everyday life; praised and congratulated.
Indicators : – Respond the meaning of speech act praised.
– Respond the meaning of speech act congratulate
Time Allotment : : 2 x 40 minute

A. Learning Objective :
1. Students can respond to the meaning, praised the speech act.
2. Students can respond to the meaning, speech act congratulate
B. Learning Material :
1. Complementing Response:
 I (really) like your… – Thanks
 That’s a nice jacket! – Thank you
 You’re great! – Thanks for saying that
 I think you’re very talented! – Really!
 You’re wonderful on…
 Nice work!
 You are great!

2. Congratulating Response:
 Congratulations! – Thanks
 Congratulations on your success! – Thank you
 Happy birth day! – Thank for saying that
 Happy Lebaran Day/Happy Ied! – The same to you
 Merry Christmas!
 Happy New Year!
 Happy Valentine!
C. Learning Method/Technique :
1. Questioning and dialogue.
2. Cooperative Learning
D. Learning Steps/Procedure :
1. Meeting1
Introduction:
 Teacher attendance learners to get to know more.
 Teachers explained speech acts in discourse transactional / interpersonal praise.
 Teachers expressed SK, SD and indicators to be achieved at this meeting
Core Activities
 Teacher divides students into several groups
 Learners listen to a dialogue from a radio tape containing the speech act praise.
 Explaining the words used to praise the speech act “you look slimmer.”
 Learners respond dialogue conversation tape is heard while the teacher directed.
End Activity
 Students conclude the learning materials with teacher guidance
 Teachers give homework to students (follow up)
2. Meeting 2
Introduction
 Teacher attendance Learners to get to know more.
 Teachers explained speech acts in discourse transasional / interpersonal congratulated.
 Teachers expressed SK, SD and indicators to be achieved at this meeting
Core Activities
 Teacher divides students into several groups
 Learners listen to a dialogue from a radio tape containing the speech act congratulate
 Explaining the words used in speech act congratulated.
 Learners respond dialogue conversation tape is heard while the teacher directed.
End activity
 Students conclude the learning materials with teacher guidance
 Teachers give homework to students (follow up)
E. Learning Source, Media :
1. Modul bahasa Inggris by: Andrian
2. Kaset dan buku pegangan guru Kelas X Platinum page 195
3. Link to the world kelas X, Yudistira, F.A Suprapto dkk, Hal 20
F. Evaluation/Asessment :
– Evaluation Technique : Responding to the expression/statement orally
– Instrument Form : Oral question
– Instruments Items :
1. Listen the dialogue carefully from the tape recorder, and then answer the questions!
Elizabeth : Good morning, sir. I am sorry, perhaps I’m late. I’ve caught the traffic jam.
Interviewer : Good morning, that’s all right. I’ll start asking you why do you want to work with us at Camp Elizabeth?
Elizabeth : I love working with children and I’d like to get some experience.
Interviewer : What experience do you have?
Elizabeth : I help with youth club at school. I’ve organized sports.
Interviewer : I see. It’s shown in your resume. You’re great!
Elizabeth : Oh, thank you. I think my qualification is still limited. But
I’ll try to do best if I join at camp.
Interviewer : Well, I am going to recommend you to an art program at the camp. Congratulations.
Elizabeth : I can’t believe this. Thanks, Sir! You just made my day.
Question :
1. What was the first interviewer’s questions?
2. How will Elizabeth do, if she gets the job?
3. Why did Elizabeth feel sorry?
4. Find the Expression of compliment in the dialogue?
5. Find the Expression of congratulation in the dialogue?

2. Listen the dialogue carefully from the tape recorder, and then answer the questions below!

Rony: “Hi, Irfan, how are you?”
Irfan: “I’m fine, thanks. How’s your final exam?”
Rony: “It’s great! I got the best score in every lesson at school”
Irfan: Wow, Nice work! Congratulations on your success!
Rony: “Thank you very much”
Irfan: “You’re welcome. You deserved to get that because you are the diligent boy.

Answer the questions.
1. What do the students talk about?
2. Who does get the best score?
3. Find the Expression of gratitude in the dialogue?
4. Find the Expression of congratulation in the dialogue?
5. Find the Expression of congratulation in the dialogue?

– Assessment guidelines
1. For question no. 1 each correct answer, score 2 x 5 = 10
2. For question no. 2 each correct answer, score 2 x 5 = 10
Score =10 x 10 = 100

Approved by Denpasar,………….
Head Master Subject Teacher

_______________ _________________
NIP/NPK NIP/NPM

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TPR – “Total Physical Response”

Have you ever seen students who can’t respond to English when it is spoken at normal speed? TPR trains students to respond quickly and naturally while also teaching vocabulary in a fun, lively lesson. Most often, TPR is used with basic commands. The teacher tells the students to stand up, put their hands in the air, pick up something and give it to another student, sit down, etc. The teacher should say these naturally to see how students respond. By modelling the action and repeating as many times as necessary, the students learn the meaning of the commands.

To make this basic TPR more interesting, Teacher Joe uses some rather funny commands. For example, after telling students to put their left hand in the air, he has them put both hands in the air, then follows up by asking students to put both FEET in the air. The whole sequence is below:

– put your left hand in the air
– put it down
– put your right hand in the air
– put it down
– put both hands in the air
– put them down
– put your left foot in the air
– put it down
– put your right foot in the air
– put it down
– put both feet in the air!

Students try jumping in the air or attempt a handstand on their desks! Another funny sequence of basic TPR is this:

– clap your hands
– clap your hands three times
– clap them five times
– clap your hands 800 times!
– turn around
– turn around twice then clap once
– jump once
– jump seven times
– turn around, jump once and clap twice
– turn three times, jump five times and clap twice!

Students really struggle hard to remember this last one, but if you do it step by step and repeat often, they can do it eventually.

When students have mastered these verbs, you can turn (800 times!) to classroom TPR. Use any verbs that could be used while teaching. Combine the verbs with nouns in lots of interesting ways. Some combinations include “come to the blackboard”, “pick up a piece of chalk”, “give the chalk to me”, “go back to your chair”, “everyone open your books to page 37”, “take out a piece of paper”, “write your name at the top”, “fold your paper”, etc. You can add any verb you want, including some funny once. Ask students to put their paper on their heads or to eat their pens and see how they respond!

When students come to the blackboard, you can have them write all kinds of useful things. They can write words, making this a kind of dictation. You can have them write numbers and let the following students do arithmetic using those numbers. This is a good way to teach “add”, “subtract”, etc. You can even ask them to draw pictures of any vocabulary you want to teach. To add some fun, divide the board into five or six sections so that one student from each row can come to the board. The person who can write or draw the fastest earns one point for his or her row. If you want the entire class to practice, you can have them take out a piece of paper and write with their pens.

When students successfully follow your commands at the blackboard, they are ready for Drawing TPR which Teacher Joe has used successfully with students of all ages and all levels.

Now, when students can easily do basic TPR, classroom TPR, written TPR, and drawing TPR, they are ready for advanced TPR. You can use any process or sequence of events for advanced TPR.

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