Chapter

8 How to Make

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Setelah mempelajari Bab 8, siswa diharapkan mampu
melakukan hal-hal sebagai berikut:

3.6 Membedakan fungsi sosial, struktur teks, dan unsur

kebahasaan beberapa teks prosedur lisan dan tulis
dengan memberi dan meminta informasi terkait manual
penggunaan teknologi dan kiat-kiat (tips), pendek dan
sederhana, sesuai dengan konteks penggunaannya.
4.6.1
Menangkap makna secara kontekstual terkait fungsi
sosial, struktur teks, dan unsur kebahasaan teks
prosedur lisan dan tulis, dalam bentuk manual terkait
penggunaan teknologi dan kiat-kiat (tips).
4.6.2
Menyusun teks prosedur, lisan dan tulis, dalam bentuk
manual terkait penggunaan teknologi dan kiat-kiat (tips),
dengan memerhatikan fungsi sosial, struktur teks, dan
unsur kebahasaan, secara benar, dan sesuai konteks.

Halaman Apersepsi 109

A. WARMER: BOARD RACE

Your teacher will divide the students into four groups.

Every student in each group will race to the board and write
a noun or a verb related to cooking in turns. The group that
writes most nouns/verbs is the winner.
See the example.

Group 1 Group 2 Group 3 Group 4

bake banana sugar mix

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 • Share your note with your friend next to you. Discuss
any difficult words that you find.
• Listen again to your teacher reading the recipe and
complete your note.

C. VOCABULARY BUILDER

Task: Find the synonyms.

Observe the recipe above, and write down the
synonyms of the following words.

1. dip :
7. stir :
2. ingredient :
8. cool :
3. chop :
9. excess :
4. dash :
10. drip off :
5. combine :
11. set :
6. melt :

D. PRONUNCIATION PRACTICE

Task 1: Listen and repeat after your teacher.

Listen to your teacher reading these words. Repeat
after him/her.

dip(v) : / dɪp /
ingredient (n) : / ɪnˈ gridiənt
/ chop (v) : / ʧɑp /
dash (n) : / dæʃ /
combine (v) : /ˈkɑmbaɪn
/ melt (v) : / mɛlt /

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stir (v) : / stɜr /
cool (v) : / kul /
excess (n) : / ˈɛkˌ sɛs /
drip off (v) : / drɪp ɔf /
set (adj) : / sɛt /

Task 2: Follow the instructions.

Again, listen to your teachers’ instructions to make
Chocolate Dipped Strawberries. Follow the instruction
by doing some actions as if you really make the
Chocolate Dipped Strawberries.

E. TEXT STRUCTURE

Task 1: Observe the text structure.

Read the explanation about procedure text below
carefully. Note the parts of its text structure.

The text about chocolate dipped strawberries above is called

a procedure. A procedure text aims at describing how something is
done or made through a sequence of actions or steps.
How are procedures written? In the model text, the title shows the
goal that is the name of the procedure to be carried out (i.e., how to
make chocolate dipped strawberries). This is followed with a list of
materials that is a list of things, which are needed in making the
chocolate dipped strawberries. The next part refers to the
procedure that is the steps to be followed in making the
chocolate dipped strawberries.
A procedure text contains a lot of commands (imperative
sentences) such as combine, dip, etc. and time sequencers such as
first, second, etc.

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 Task 2: Complete the dialog.
Still related to the recipe above, play the roles of the
speakers in the dialogs. Complete the blanks with
suitable expressions.

A: Which one do you like, the semisweet or the

bittersweet one?
B: I like the bittersweet one.
A: chocolate dipped
strawberries?
B: Sure, first prepare the ingredients.
A: ?
B: 2 squares semisweet or bittersweet chocolate,
½ tablespoon whipping cream, dash almond extract
and 8 strawberries.
A: What’s the next step?
B: Mix chocolate
Then,
A: Why should it be cooled slightly?
B:
A: ?
B: Dip each strawberry into the melted chocolate.
A: ?
B: About 15 minutes.

A: Do you know what text structure is used in the text about

how to make chocolate dipped strawberries above?
B: It’s a sequential text structure.
A: ?
B: The author puts steps in making the chocolate
dipped strawberries.
A: What’s ?
B: The author would like to inform the readers about the
way to make chocolate dipped strawberries.

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Task 3: Identify the text structure.
Now, bring a recipe from home. Read the recipe that you
have brought from home, and fill in the blanks below.

TITLE:

Ingredients:

The 1st step:

The 2nd step:

The 3rd step:

The 4th step:

The 5th step:

The last step:

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F. SPEAKING

Task 1: What steps to take?

Listen to your teacher reading these words. Repeat
after him/her.

- Give your recipe to your friend.

- By referring to the note that you have just made, tell
your friend about the steps he/she needs to do to
make the food mentioned in your recipe.
- Ask your friend to check whether the steps you
mentioned are the same with those in the recipe.
- Ask your friend to give you feedback.
- Exchange roles: your friend will tell you his/her recipe
and you will listen to him/her and do the above steps.

Task 2: Have a discussion.

Discuss with your friend about the similarities and
differences between your recipe and his/her recipe.

Task 3: Complete the description.

Fill in the blanks with the appropriate words.

Crab soup might become one of the favorite foods for many
families. These are the steps to make crab soup.
1. Place whole tomatoes, water, lima beans, corn,
carrots, chopped onion, Old Bay
seasoning, and beef broth, in a 4 quart

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.

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 Heat to simmer, cover, and for 5
minutes.
2. Bring water to . Add crab claws and boil
6 minutes. Drain and set aside.
3. Stir crabmeat (and crabs claws, if desired) into tomato
and vegetable . Cover and simmer 10-
15
minutes longer. hot.

Task 4: Practice giving instructions.

In groups, practice giving and following instructions. In
turns, give instructions to your friends to make food/
cakes in your recipe and ask your friend to do the
actions.

Task 5: Let's have a group discussion.

Discuss with your friends in your groups about four
difficulties that you have in giving instructions and in
following instructions, and how to overcome them.

Complete the following table

first before having discussion
with your group.

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 Difficulties in giving Difficulties in following
Name
instructions instructions

You

Your friend

Your friend

Your friend

G.REFLECTION

At the end of this chapter, ask yourself the following questions

to know your learning progress.

1. Do you have the goal to accomplish?

2. Do you have the materials/things/
ingredients?
3. Do you know the steps?
4. Do you use commands?
5. Do you use time sequencers?
6. Do you pay attention to spelling,
punctuation, capitalization, and
formatting?
7. Do you use references?

If your answer is "no" to one of these

questions, see your teacher and discuss with
him/her on how to make you understand and be
able to write or talk about yourself better.

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