English For Nusantara SMP/MTs KELAS VIII KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI 2022

ii Hak Cipta pada Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia Dilindungi Undang-Undang Penaian: Buku ini disiapkan oleh Pemerintah dalam rangka pemenuhan kebutuhan buku pendidikan yang bermutu, murah, dan merata sesuai dengan amanat dalam UU No. 3 Tahun 2017. Buku ini disusun dan ditelaah oleh berbagai pihak di bawah koordinasi Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. Buku ini merupakan dokumen hidup yang senantiasa diperbaiki, diperbarui, dan dimutakhirkan sesuai dengan dinamika kebutuhan dan perubahan zaman. Masukan dari berbagai kalangan yang dialamatkan kepada penulis atau melalui alamat surel buku@kemdikbud.go.id diharapkan dapat meningkatkan kualitas buku ini. English for Nusantara untuk SMP/MTs Kelas VIII Penulis Ika Lestari Damayanti Iyen Nurlaelawati Mahmud Layan Hutasuhut Yusnita Febrianti Raymon Rahmadhani Gilang Asri Devianty Penelaah Raden Safrina Noorman Eva Leiliyanti Penyelia/Penyelaras Supriyatno Lenny Puspita Ekawaty Awaliyah Nurina Utami Umri Ervina Kontributor Armiati Muhammad Fathulloh Hasan Ilustrator Okky Bagus Wahyudi Febrylia Sasmita Fernando Ghazalba Zainul Rozikin Editor Kristine Ann Manreal Capa Desainer Dannireza Ghiffari Penerbit Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Dikeluarkan oleh: Pusat Perbukuan Kompleks Kemdikbudristek Jalan RS. Fatmawati, Cipete, Jakarta Selatan https://buku.kemdikbud.go.id Cetakan Pertama, 2022 ISBN 978-602-244-884-6 (no.jil.lengkap) ISBN 978-602-427-941-7 (jil.2) Isi buku ini menggunakan huruf Noto Serif 10/12 pt, Steve Matteson. xxiv, 312 hlm.: 17,6 x 25 cm.

iii Pusat Perbukuan; Badan Standar, Kurikulum, dan Asesmen Pendidikan; Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi memiliki tugas dan fungsi mengembangkan buku pendidikan pada satuan Pendidikan Anak Usia Dini, Pendidikan Dasar, dan Pendidikan Menengah, termasuk Pendidikan Khusus. Buku yang dikembangkan saat ini mengacu pada Kurikulum Merdeka. Kurikulum ini memberikan keleluasaan bagi satuan/program pendidikan dalam mengimplementasikan kurikulum dengan prinsip diversiikasi sesuai dengan kondisi satuan pendidikan, potensi daerah, dan peserta didik. Pemerintah dalam hal ini Pusat Perbukuan mendukung implementasi Kurikulum Merdeka di satuan pendidikan dengan mengembangkan buku siswa dan buku panduan guru sebagai buku teks utama. Buku ini dapat menjadi salah satu referensi atau inspirasi sumber belajar yang dapat dimodiikasi, dijadikan contoh, atau rujukan dalam merancang dan mengembangkan pembelajaran sesuai karakteristik, potensi, dan kebutuhan peserta didik. Adapun acuan penyusunan buku teks utama adalah Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran yang ditetapkan melalui Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi No. 262/M/2022 Tentang Perubahan atas Keputusan Mendikbudristek No. 56/M/2022 Tentang Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran, serta Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Nomor 033/H/KR/2022 tentang Perubahan Atas Keputusan Kepala Badan Standar, Kurikulum, dan Asesmen Pendidikan Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 008/H/KR/2022 tentang Capaian Pembelajaran pada Pendidikan Anak Usia Dini, Jenjang Pendidikan Dasar, dan Jenjang Pendidikan Menengah pada Kurikulum Merdeka. Sebagai dokumen hidup, buku ini tentu dapat diperbaiki dan disesuaikan dengan kebutuhan dan perkembangan keilmuan dan teknologi. Oleh karena itu, saran dan masukan dari para guru, peserta didik, orang tua, dan masyarakat sangat dibutuhkan untuk pengembangan buku ini di masa yang akan datang. Pada kesempatan ini, Pusat Perbukuan menyampaikan terima kasih kepada semua pihak yang telah terlibat dalam penyusunan buku ini, mulai dari penulis, penelaah, editor, ilustrator, desainer, dan kontributor terkait lainnya. Semoga buku ini dapat bermanfaat khususnya bagi peserta didik dan guru dalam meningkatkan mutu pembelajaran. Jakarta, Desember 2022 Kepala Pusat, Supriyatno NIP 196804051988121001 Kata Pengantar

iv Prakata Selamat, peserta didik Kelas VIII. Kalian telah menapaki tahap lebih tinggi lagi sehingga ruang pengembangan kemampuan Bahasa Inggris kalian lebih terbuka lagi karena Kurikulum Merdeka yang dirilis oleh Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi memberikan kesempatan luas untuk pengembangan potensi seorang pembelajar. Terkait dengan pengembangan kemampuan Bahasa Inggris inilah, English for Nusantara Kelas VIII diterbitkan untuk memberikan arahan dalam mengeksplorasi penggunaan Bahasa Inggris di berbagai lingkungan dalam kehidupan seorang remaja. Lingkungan itu dapat berupa lingkungan sekolah, rumah, ataupun masyarakat sekitar. Keberagamanpun tampak pada topik yang dibahas. Penggunaan bahasa, ilustrasi, dan kegiatan pembelajaran di dalam buku ini disesuaikan dengan karakteristik peserta didik sebagai remaja dengan materi kebahasaan yang dikemas melalui interaksi kehidupan tokoh-tokoh utama buku ini; Galang, Monita, dan Andre. Tokoh-tokoh ini merepresentasikan remaja Indonesia dalam konteks lingkungan rumah dan sekolah. Untuk membantu pemerolehan kemampuan Bahasa Inggris kalian, Buku Peserta didik English for Nusantara menggunakan pendekatan Genre- Based Approach yang dikombinasikan dengan proses pemerolehan bahasa pertama dan bahasa tambahan yang beranjak dari keterampilan berbahasa lisan menuju bahasa tulis. Keterampilan berbahasa yang difokuskan pada buku ini meliputi menyimak, berbicara, membaca, memirsa, menulis dan merepresentasikan yang disajikan secara terpadu dalam berbagai jenis teks. Isi materi buku ini dikembangkan berdasarkan Capaian Pembelajaran yang dimuat dalam Kurikulum Merdeka dengan memperhatikan keterkaitan dari setiap tingkat. Contoh nyata keterkaitan itu adalah jenis teks yang digunakan dalam buku seri English for Nusantara ini. Buku Kelas VIII ini terkait dengan teks recount, narrative, descriptive, dan procedure. Teks recount dan narrative merupakan teks yang baru dipelajari di Kelas VIII sedangkan descriptive dan procedure merupakan jenis teks yang sudah pernah diajarkan di Kelas VII namun dikemas dengan topik yang baru. Selain jenis-jenis teks yang sudah disebutkan, English for Nusantara mendukung pengembangan keterampilan berbahasa pada fase ini dengan mengintegrasikan penggunaan Bahasa Inggris untuk berdiskusi dan menyampaikan keinginan atau perasaan dalam dialog- dialog yang menunjang topik utama dalam setiap babnya.

v Fakta-fakta ini memastikan benang merah kompetensi bahasa Inggris kalian sebagai peserta didik Kelas VIII akan memiliki keterhubungan dengan materi lanjutan di Kelas IX dan sesuai dengan Capaian Pembelajaran pada fase D. Poin penting lain dari buku ini adalah unsur terkait dengan Profil Pelajar Pancasila dan Sustainable Development Goals (SDG) dari Perserikatan Bangsa-Bangsa (PBB) yang ditampilkan secara terpadu dengan pembelajaran Bahasa Inggris. Kedua poin ini memberikan memberikan kesempatan kalian untuk mengeksplorasi pengalaman mereka melalui topik terkait kesadaran lingkungan, kebugaran, dan kesehatan mental. Belajar dengan menggunakan English for Nusantara Kelas VIII dapat memotivasi dan memberi dukungan dalam menguasai Bahasa Inggris sebagaimana diamanatkan dalam Capaian Pembelajaran Kurikulum Merdeka. Melalui topik, ilustrasi, dan karakter yang ditampilkan, kalian dapat mengeksplorasi Bahasa Inggris sehingga kalian dapat menumbuhkan rasa percaya diri dalam menggunakan Bahasa Inggris dalam situasi-situasi yang dekat dengan kehidupan kalian. Akhir kata, Tim Penulis English for Nusantara berterima kasih kepada seluruh pihak yang telah membantu dalam penyusunan buku ini. Semoga buku ini dapat memberi banyak manfaat. Tim Penulis

vi Daftar Isi Kata Pengantar..........................................................................................iii Prakata.......................................................................................................iv Daftar Isi....................................................................................................vi Daftar Gambar........................................................................................viii Petunjuk Penggunaan Buku.....................................................................x Mind Map.................................................................................................xiv Scope and Sequence................................................................................xvi Tokoh dalam Buku English for Nusantara.........................................xxii Chapter 0 The Beginning ........................................................1 Chapter 1 Celebrating Independence Day...........................19 Unit 1. The Champion of Panjat Pinang.......................................22 Unit 2. Going to a Parade.................................................................37 Unit 3. Independence Day at SMP Merdeka...............................52 Chapter 2 Kindness Begins with Me....................................67 Progress Check 1....................................................................123 Unit 1. Kindness towards Differences.........................................70 Unit 2. Kindness and Happiness....................................................86 Unit 3. Kindness and Friendship...................................................103

vii Chapter 3 Love Our World..................................................127 Unit 1. Look Around You................................................................130 Unit 2. This is the Way.....................................................................148 Unit 3. Act Now..................................................................................162 Chapter 4 No Littering.........................................................179 Unit 1. Did it Rain Last Night.........................................................182 Unit 2. What Happened to the Sea Animals..............................203 Unit 3. You Can Help........................................................................219 Chapter 5 Embrace Yourself...............................................233 Progress Check 2....................................................................282 Unit 1. Be Yourself...........................................................................236 Unit 2. I Know I Can Do It..............................................................253 Unit 3. Practice Makes Perfect......................................................271 Indeks.......................................................................................................286 Glosarium................................................................................................289 Daftar Pustaka.........................................................................................295 Daftar Sumber Gambar..........................................................................297 Proil Pelaku Perbukuan........................................................................298

viii Comic Strip 1.1........................................................................................................................................................26 Comic Strip 1.2..........................................................................................................................................................29 Comic Strip 1.3.........................................................................................................................................................33 Comic Strip 1.4..........................................................................................................................................................39 Comic Strip 2.1.........................................................................................................................................................88 Comic Strip 2.2 ........................................................................................................................................................97 Comic Strip 2.3.........................................................................................................................................................98 Comic Strip 3.1........................................................................................................................................................122 Comic Strip 3.2........................................................................................................................................................134 Comic strip 3.3........................................................................................................................................................137 Comic Strip 3.4.......................................................................................................................................................143 Comic strip 4.1.......................................................................................................................................................206 Comic Strip 4.2.......................................................................................................................................................226 Comic Strip 5.1.......................................................................................................................................................240 Picture 1.1. Panjat pinang.........................................................................................................................................23 Picture 1.2. Independence Day’s events...........................................................................................................38 Picture 1.3. The krupuk race.................................................................................................................................45 Picture 1.4. Independence Day Celebration.....................................................................................................49 Picture 1.5 Sack race..............................................................................................................................................56 Picture 2.1. Stories from around the world.......................................................................................................65 Picture 2.2. Talking about a story........................................................................................................................66 Picture 2.3. Retelling the story...............................................................................................................................77 Picture 2.4 Telling the story...................................................................................................................................79 Picture 2.5. Part of The Ugly Duckling story......................................................................................................80 Picture 2.6 The sad ugly duckling......................................................................................................................84 Picture 2.7. Animals...............................................................................................................................................96 Picture 2.8. Animals and their activities................................................................................................................97 Picture 2.9. An elephant and his friends..........................................................................................................100 Picture 3.1 Social media......................................................................................................................................136 Daftar Gambar 134 137 143 150 206 226 240 23 38 48 53 60 71 72 83 85 87 91 105 106 109 149

ix Picture 3.2 Features of social media..................................................................................................................139 Picture 3.3 How to make appropriate comments...............................................................................................142 Picture 3.4 Poster about saving water..............................................................................................................149 Picture 3.5 Poster about donating old books...................................................................................................150 Picture 3.6 Poster about washing hands .........................................................................................................152 Picture 3.7 Posting poster on social media, text messenger status, wall magazine.....................................162 Picture 4.1 Flood....................................................................................................................................................167 Picture 4.2 Past Incidences....................................................................................................................................167 Picture 4.3 Plastic waste in the river.................................................................................................................169 Picture 4.4 Plastic waste in the sidewalk..............................................................................................................179 Picture 4.5 Recycling...........................................................................................................................................179 Picture 4.6 Unfortunate incidents....................................................................................................................185 Picture 4.7 Animals and waste............................................................................................................................186 Picture 4.8 Galang and his friends......................................................................................................................189 Picture 4.9 Plastic items that troubled the sea turtles.................................................................................189 Picture 4.10 No more plastic..................................................................................................................................190 Picture 4.11 Plastic in the ocean.........................................................................................................................192 Picture 4.12 Don’t litter.........................................................................................................................................196 Picture 4.13 Public service posters..................................................................................................................199 Picture 4.14 The danger of plastic....................................................................................................................201 Picture 5.1 Daily products......................................................................................................................................215 Picture 5.2 The positions of the soccer players............................................................................................232 Picture 5.3 Peter and the Drum Band..............................................................................................................272 Picture 5.4 Pathway of plastic entering the world's oceans......................................................................282 152 155 163 164 166 176 183 183 185 195 195 202 204 207 208 209 211 215 218 221 237 256

x Petunjuk Penggunaan Buku Chapter 0 Chapter ini melampirkan materi yang meliputi: Classroom language, exclamation, measurement, expressing surprise and disbelief, agreement, question tag, expression of wish, adjective, sympathy, degree verb, transition signals, disappointment, comparative, superlative, phrasal verb, dan attracting someone’s attention. Chapter ini dirancang untuk menunjang proses belajar peserta didik, dengan materi yang akan dipelajari pada chapter-chapter berikutnya. Say What You Know Say What You Know adalah pembuka setiap unit. Pada bagian ini, peserta didik diperkenalkan ke topik yang akan dipelajari pada setiap unit. Terdapat gambar dan pertanyaan yang dapat membantu peserta didik mengungkapkan pengalaman dan pikiran berdasarkan pengalaman sendiri yang sesuai dengan topik yang akan dipelajari. Peserta didik boleh menggunakan Bahasa Inggris, Bahasa Indonesia, atau bahasa daerah dalam berinteraksi dengan gambar dan pertanyaan yang disajikan. Buku ini terdiri dari enam chapter; Chapter 0, Chapter 1, Chapter 2, Chapter 3, Chapter 4, dan Chapter 5. Chapter 1 - Chapter 5 Chapter ini merupakan bagian utama yang berisikan materi Bahasa Inggris yang akan dipelajari pada buku ini. Dalam setiap chapter terdapat tiga unit. Dalam setiap unit, terdapat beberapa section sebagai berikut:

xi Reading Reading menampilkan berbagai teks tulis. Dengan bantuan kosa kata kunci, peserta didik akan dibantu untuk mendapatkan pemahaman terhadap teks-teks yang ditampilkan. Peserta didik akan dilatih mengidentiikasi berbagai cara memahami teks melalui pertanyaan literal, inferential, dan interpretive. Viewing Viewing menampilkan fenomena-fenomena dalam bentuk gambar, diagram, tabel, infograis, dan lain-lain. Peserta didik akan mendapat latihan pemahaman pembentukan makna yang mengkombinasikan bahasa verbal dan visual. Speaking Speaking menampilkan berbagai teks model listening, language focus, dan kosa kata kunci. Peserta didik akan difasilitasi untuk mengekspresikan keterampilan berbicara secara monolog maupun dialog bersama seorang teman atau teman-teman di dalam kelas. Listening Listening menampilkan berbagai macam teks lisan baik dalam bentuk monolog maupun dialog. Teks-teks ini dapat peserta didik pelajari sebagai contoh-contoh penggunaan Bahasa Inggris yang berterima. Selain itu, teks lisan yang diperdengarkan digunakan pula untuk memeriksa pemahaman peserta didik melalui pertanyaan yang disajikan.

xii Your Turn Your Turn merupakan bagian yang ditujukan untuk kalian mengekspresikan keterampilan berbahasa Inggris. Ini dijadikan penilaian bagi guru sebagai bukti hasil belajar kalian. Representing Representing membantu peserta didik dalam memaparkan gagasan dalam Bahasa Inggris. Peserta didik akan dibantu dengan berbagai media visual, digital, dan audio-visual. Writing Writing menampilkan teks-teks tulis yang dijadikan model untuk menulis. Melalui teks model yang ditampilkan, peserta didik dapat mengamati cara menyusun teks dalam berbagai genre (jenis teks). Setelah mengamati teks model, peserta didik akan dipandu untuk menulis sebuah jenis teks dengan menunjukkan struktur teks dan unsur kebahasan. Did You Know? Did You Know? ditampilkan kepada peserta didik untuk dijadikan informasi tambahan selain materi-materi pokok yang ditampilkan pada setiap bab. Informasi yang ditampilkan berasal dari berbagai tempat baik dari Indonesia maupun luar negeri. Peserta didik akan mendapatkan fakta-fakta menarik terkait dengan topik- topik yang dipelajari. Did you know?

xiii Fun Time Peserta didik akan diajak bersenang-senang dalam belajar Bahasa Inggris pada kegiatan Fun Time. Peserta didik dimotivasi untuk menggunakan Bahasa Inggris dalam suasana santai, tapi tetap menunjukkan keseriusan dalam menggunakan Bahasa Inggris. Enrichment Peserta didik dapat mengekspresikan kemampuan berbahasa Inggris pada lingkup yang lebih luas. Selain dengan lingkungan kelas, peserta didik bisa berinteraksi dengan lingkungan di luar kelas seperti sekolah dan rumah. Selain section yang telah disebutkan, buku ini juga menyajikan bagian- bagian khusus yang dapat menunjang pembelajaran peserta didik seperti: Relection Peserta didik menunjukkan hasil perjalanan/pengalaman belajar. Peserta didik mengidentiikasi yang telah dipelajari dengan memberi penilaian pada hasil belajar diri sendiri. LEARNING REFLECTION Name: What I liked doing most: ………………………………………………………………………………………………………………………………………… ………………………………………………………………………… What I didn’t like or found diicult: ………………………………………………………………………………………………………………………………………… ………………………………………………………………………… How I worked: • on my own • with the help of the teacher • with the help of the other student • with commitment • without much commitment • with diiculty • without diiculty NOW I CAN identify the characteristics of Indonesian wildlife describe the characteristics of Indonesian wildlife identify the features of Indonesian wildlife describe the features of Indonesian wildlife write a simple report text I shared with my family: I read a monolog script about an Indonesian animal for my family. I asked them to rate my performance by using an emoji. My Parent’s Signature ..................................... If you ticked or you need to revise these parts. Progress Check Progress Check ditampilkan setelah menyelesaikan materi pada Chapters 1-2 dan Chapters 3-5. Peserta didik bisa melakukan asesmen secara mandiri terkait dengan materi-materi pokok pada bab-bab yang terdapat pada buku. Word Box Word Box berisi kumpulan kosa kata yang terdapat pada teks lisan dan tulis. Ini dapat digunakan untuk membantu peserta didik dalam memahami teks.

xiv Mind Map

xv Chapter 1: Celebrating Independence Day Chapter 2: Kindness Begins with Me xv Chapter 3: Love Our World xv Chapter 4: No Littering xv Chapter 5: Embrace Yourself xv Chapter 1 Celebrating Independence Day Chapter 2 Kindness Begins with Me Chapter 3 Love our World Chapter 4 No Littering Chapter 5 Embrace Yourself

xvi Chapter 1: Celebrating Independence Day Scope and Sequence Function: Talk about personal experiences in the past Language features: Past tense, regular and irregular past verbs Listening and Viewing: Listen to conversations of experiences of independence day celebration Speaking: Ask and give information about experiences of independence day celebration Unit 1. The Champion of Panjat Pinang Chapter 1 - Celebrating Independence Day 1 Chapter 1 Celebrating Independence Day

xvii Function: Identify speciic information about personal experiences Language features: Past tense, the use of time connectives Listening and Viewing: Listen to conversations of experiences of independence day celebration Reading: Read recount texts for speciic information Unit 2. Going to a Parade Chapter 1 - Celebrating Independence Day Function: Sequence main events of personal experiences Write a congratulation card for one’s achievement Language features: Formal and informal expressions to congratulate others Reading: Read a dialogue and a congratulations card Writing: Write a congratulations card Unit 3. Congratulations! You Won the Game Chapter 1 - Celebrating Independence Day 2 3

xviii Function: Connect and sequence events in an imaginative story Language features: Past tense (positive sentences) Listening and viewing: Listen to dialogues about a story Listen to a story of The Ugly Duckling Speaking: Retell a story of The Ugly Duckling Unit 1. Kindness Towards Differences Chapter 2 - Kindness begins with me 1 Function: Interpret characters’ action, feelings, and behavior in an imaginative story Language features: Vocabularies of feelings The yellow ducklings were not happy to see the Ugly Duckling. Quotation marks (“___”) “Can I please stay here?” asked the Ugly Duckling politely. Reading and viewing: Read dialogues about a story for speciic information Read the last part of The Ugly Duckling for speciic information Function: Retell and rewrite an imaginative story Language features: Past tense Adjectives related to characters’ traits and behavior Reading: Read a story entitled Elephant and Friends for speciic information Writing: Write a similar story with the story of Elephant and friends Write a short poem Unit 2. Kindness and Happiness Chapter 2 - Kindness begins with me 2 Unit 3. Kindness and Friendship Chapter 2 - Kindness begins with me 3 Chapter 2: Kindness Begins with Me xviii Chapter 2 Kindness Begins with Me

xix Function: Ask and give opinion about familiar topics around the school Language features: Expressions used in a presentation Listening: Listen to dialogues about actions in saving the environment Listen to a monologue about washing hands Speaking: Presenting a procedure of saving water Unit 1. Look Around You Chapter 3 - Love our world 1 Function: Categorize based on the given situation Language features: Ways to make appropriate comments Listening: Listen to a dialogue about saving the earth Reading and Viewing: Read posts and comments Function: Write instructions in posters Language features: Colors and illustrations to make posters Viewing: Read posters about how to donate books and how to wash hands Writing and Representing: Create a poster about ways to save the earth Unit 2. This is the Way Chapter 3 - Love our world 2 Unit 3. Act Now Chapter 3 - Love our world 3 Chapter 3: Love Our World xix Chapter 3 Love Our World

xx Function: Talk about past incidents or events Language features: Past tense (interrogative questions) Did you swim in the river? Listening: Listen to conversations of recounting past events/incidents Speaking: Recount a friend’s past incident Unit 1. Did It Rain Last Night? Chapter 4 - No littering 1 Function: Make questions for a short interview about past incidents or events Language features: Past tense (Wh- Questions) What did the plastic trash do to the sea animals? Reading and viewing: Read a conversation for speciic information Read the story of the scientists rescuing the sea turtle for speciic information Read a story about anti littering campaigns in Australia for speciic information Function: Identify the main idea and detailed information on a series of past incidents or events Write a series of past events Language features: Connector ‘when’ A team of scientists from Texas University helped an injured sea turtle when they sailed in the ocean near Costa Rica. Reading: Read a story of two teenagers who fought to clean up Bali from plastic trash for speciic information Writing: Recount the Bye Bye Plastic Bags movement Unit 2. What Happened to the Sea Animals? Chapter 4 - No littering 2 Unit 3. You Can Help Chapter 4 - No littering 3 xx Chapter 4 No Littering Chapter 4: No Littering

xxi Function: Ask for and give opinions Language features: Expressions to express opinion (e.g., I think that…) Listening and Viewing: Listen to conversations about beauty advertisement and a podcast about makeup Listen to a story about makeup Speaking: Retell conversations about beauty advertisement Unit 1. Be Yourself Chapter 5 - Embrace Yourself 1 Function: Identify sequences of main events in a story Language features: Adverb of manners (e.g., Clumsy and Hesitantly) Listening: Listen to a conversation about playing football Reading: Read a story about Mirza for speciic information Read a story about cheating for a speciic information Function: Write the main events of a story Reading: Read the story entitled Getting into the Band for a speciic information Writing: Write a similar story with the story entitled Getting into the Band Unit 2. I Know You Can Do It Chapter 5 - Embrace Yourself 2 Unit 3. Practice Makes Perfect Chapter 5 - Embrace Yourself 3 Chapter 5 Embrace Yourself Chapter 5: Embrace Yourself

xxii Meet Your Characters! PIPITPIPIT SAFITRISAFITRI ANDREANDRE TANUDJAJA TANUDJAJA PAKPAK RAHMANSYAH RAHMANSYAH LENI LESTARI LENI LESTARI GALANGGALANG RAHMANSYAH RAHMANSYAH MONITAMONITA TURANGAN TURANGAN SINTASINTA RAHMANSYAH RAHMANSYAH MADEMADE WIRAWANWIRAWAN

xxiii PAKPAK EDOEDO SALOSASALOSA IBUIBU IDA AYUIDA AYU KOMANGKOMANG IBUIBU POSMAPOSMA HUTASUHUT HUTASUHUT TAMARATAMARA RAHMANSYAH RAHMANSYAH LENI LESTARI LENI LESTARI ONITAONITA RANGANRANGAN SINTASINTA RAHMANSYAH RAHMANSYAH

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Chapter 0: The Beginning 1 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VIII Penulis: Ika Lestari Damayanti, dkk. ISBN: 978-602-427-941-7 (jil.2)

2 English for Nusantara | untuk SMP/MTs Kelas VIII Mari belajar cara menyampaikan berbagai ungkapan yang diperlukan di dalam kelas. Kalian mungkin pernah mendengar atau menggunakan ungkapan tersebut. Dalam beberapa kesempatan, guru di kelas akan menggunakan ungkapan-ungkapan berikut ini: Would you pronounce the word “...”? How do you spell that? How do you say “…” in English/ Indonesian? You are going to work in pairs. Open your book to page … . Close your book, please. We’ll learn how to … Look at activity ive. Listen to this audio. Do you follow me? Come to the front and write it on the board. Would you try the next one? Who wants to read? Who hasn’t answered yet? Let me explain what I want you to do next. You have …. minutes to do this. We’ll do the rest of this chapter next time. Let’s check the answers. Don’t forget to bring your … tomorrow. Do exercise … on page… for your homework. Teacher Talk Bisakah kamu melafalkan kata “...”? Bagaimana cara mengejanya? Apakah bahasa Inggris/Indonesia dari kata “...”? Kalian akan bekerja berpasangan. Buka buku kalian halaman … . Tutup buku kalian. Kita akan belajar mengenai … Lihat aktivitas lima. Dengarkan audio berikut. Apakah kalian mengikuti? Maju dan tulis di papan. Apakah kamu ingin mencoba yang berikutnya? Siapa yang mau membaca? Siapa yang belum menjawab? Saya akan jelaskan apa yang harus kalian lakukan selanjutnya. Kalian punya … menit untuk melakukannya. Kita akan lanjutkan bab ini lain kali. Ayo kita periksa jawabannya. Jangan lupa untuk membawa … -mu besok. Kerjakan latihan … di halaman … untuk pekerjaan rumah. A.A. Classroom language

Chapter 0 | The Beginning 3 Sebagai peserta didik, berikut ini adalah ungkapan-ungkapan yang dapat kalian gunakan di kelas: Student Talk Bisakah diulangi? Bolehkah saya bertanya? Bagaimana cara mengucapkan …? Bagaimana cara mengucapkan kata ini? Apakah bisa diberi contoh? Bagaimana cara mengejanya? Bisakah dijelaskan lagi tentang hal tersebut? Kapan pekerjaan rumahnya dikumpulkan? Bisakah diulangi lebih pelan? Bisakah diulangi lebih keras? Sekarang kita belajar di halaman berapa? Bolehkah saya menjawab pertanyaannya? Bisakah membantu saya? Could you repeat, please? May I ask you a question? How should I pronounce “…”? How do you pronounce this word? Would you give us an example? How do you spell that? Could you explain a little bit more about that? When is the homework due? Could you speak more slowly? Could you speak more loudly? What page are we on? Can I answer the question? Can you help me, please?

4 English for Nusantara | untuk SMP/MTs Kelas VIII Berikut ini adalah beberapa contoh ungkapan untuk memuji sesuatu atau seseorang: It's beautiful. What wonderful work! What a great job! That’s Incredible. How extraordinary! Great! Outstanding performance! Marvelous! Unbelievable work! You should be proud! Keep up the good work! What a great idea! Brilliant! Thanks for helping. I am proud of you. Complimentary Expressions Cantik sekali/Indah sekali. Pekerjaan yang luar biasa! Pekerjaan yang hebat! Luar biasa. Luar biasa sekali! Hebat! Penampilan yang luar biasa! Menakjubkan! Pekerjaan yang luar biasa! Kamu harus bangga! Teruslah bekerja dengan baik! Ide yang hebat! Brilian! Terima kasih bantuannya. Aku bangga padamu. B.B. Complimentary

Chapter 0 | The Beginning 5 Berikut ini adalah beberapa contoh ungkapan yang dapat digunakan untuk menyatakan bahwa kita yakin mengenai suatu hal: C.C. Expressions of certainty and uncertainty Yes, I am certain. I’m a hundred percent certain. I’m absolutely sure. I have no doubt about it. I’m sure about it. I don’t think there can be any doubt about …. Of course. I’m positive. I’m quite sure about it. I’m absolutely certain that… Expressions of certainty Ya, saya yakin. Saya yakin seratus persen. Saya sangat yakin Saya tidak ragu akan hal itu. Saya yakin akan hal itu. Sepertinya tidak ada yang perlu diragukan tentang… Tentu. Saya yakin. Saya cukup yakin akan hal itu. Saya benar-benar yakin akan…

6 English for Nusantara | untuk SMP/MTs Kelas VIII Berikut ini adalah beberapa contoh ungkapan yang dapat digunakan untuk menyatakan bahwa kita tidak yakin mengenai suatu hal: I’m not sure about it. I doubt it. I’m not really sure about… I don’t know for sure. It’s very unlikely. I have my own doubts. I don’t think so. I don’t believe this is true. I’m not a hundred percent sure. I don’t know yet. Expressions of uncertainty Saya tidak yakin. Saya meragukannya. Saya tidak begitu yakin tentang… Saya tidak tahu pasti. Itu sangat tidak mungkin. Saya ragu. Saya kira tidak begitu. Saya tidak percaya bahwa ini benar. Saya tidak seratus persen yakin. Saya belum tahu.

Chapter 0 | The Beginning 7 Berikut ini adalah beberapa contoh ungkapan yang dapat digunakan untuk menyatakan rasa suka: D.D. Expressions of likes and dislikes I like… I love… I really love… I enjoy… I really enjoy… I am crazy about… I am very fond of… I am very keen on… Expressions of likes Saya suka… Saya suka… Saya sangat suka … Saya menikmati… Saya sangat menikmati… Saya tergila-gila dengan… Saya sangat menyukai… Saya sangat tertarik pada… Berikut ini adalah beberapa contoh ungkapan yang dapat digunakan untuk menyatakan rasa tidak suka: I dislike… I don’t like… I hate… Oh, how awful… I am not keen on… I am fed up with… I don’t think I like… I can't stand with… Expressions of dislikes Saya tidak suka… Saya tidak suka… Saya benci/tidak suka… Betapa mengerikan/jelek/buruk Saya tidak tertarik pada… Saya muak/lelah dengan… Saya rasa saya tidak suka… Saya tidak tahan dengan…

8 English for Nusantara | untuk SMP/MTs Kelas VIII Ketika kita berbicara menggunakan bahasa Inggris, intonasi tertentu akan memberikan makna yang berbeda. Berikut adalah perbedaan penggunaan intonasi dalam bahasa Inggris: Higher intonation or rising intonation is used when you want to persuade or excite the audience. Slowing intonation or falling intonation is used when you want to end your sentence or to let your audience know that you are inished. Intonasi tinggi digunakan, misalnya, ketika kalian sedang bersemangat, ingin menarik perhatian lawan bicara atau ingin menyemangati penonton. Intonasi rendah digunakan ketika, misalnya, kamu ingin mengakhiri kalimat atau memberi tahu kalau kalian sudah selesai berbicara. E.E. Intonation F.F. Grammar I live in Kapuas. He lives in Singkawang. She wants to be a doctor. Rabbits eat carrots. They speak English in the classroom. He likes guava. They play futsal every Tuesday afternoon. Positive sentences Saya tinggal di Kapuas. Dia tinggal di Singkawang. Dia ingin menjadi seorang dokter. Kelinci makan wortel. Mereka berbicara bahasa Inggris di kelas. Dia suka jambu biji. Mereka bermain futsal setiap selasa sore. • Simple present tense

Chapter 0 | The Beginning 9 I don’t live in Bogor. She doesn’t live in Bogor. They don't have any homework today. Monita doesn't walk to school everyday. My friend doesn't like rude people. You don't listen to me. Banjarnegara is not in Kalimantan. Negative sentences Saya tidak tinggal di Bogor. Dia tidak tinggal di Bogor. Mereka tidak mempunyai pekerjaan rumah hari ini. Monita tidak berjalan ke sekolah setiap hari. Teman saya tidak suka dengan orang yang tidak sopan. Kamu tidak mendengarkan saya. Banjarnegara tidak terletak di Kalimantan. Do you live here? Does he live here? Do they eat a lot? Does he play takraw? Does your sister drink boba tea? Question sentences for Yes/No answers Apakah kamu tinggal disini? Apakah dia tinggal disini? Apakah mereka makan banyak? Apakah dia bermain takraw? Apakah adik perempuanmu minum teh boba?

10 English for Nusantara | untuk SMP/MTs Kelas VIII What do you like to do in your free time? Who do you go to school with? What time does he go to work? Where does she buy groceries? Why do we need to study? How does the machine work? Question sentences using WH- words Apa yang kamu suka lakukan jika sedang senggang? Dengan siapa biasanya kamu pergi ke sekolah? Jam berapa biasanya dia pergi bekerja? Di mana dia biasanya membeli sayuran? Mengapa kita perlu belajar? Bagaimana mesin itu bekerja? I was an elementary student. She was late for school yesterday. We were a team. They were our team competitors. Galang went to the grocery store yesterday. Siti left her dictionary in the classroom yesterday. Andre played online gaming last week. Monita drew manga yesterday afternoon. Galang played football yesterday afternoon. Positive sentences • Past tense Saya dulu seorang peserta didik sekolah dasar. Dia terlambat ke sekolah kemarin. Kami dulu adalah satu tim. Mereka dulu saingan tim kami. Galang pergi ke toko bahan makanan kemarin. Siti meninggalkan kamusnya di kelas kemarin. Dia bermain game online minggu lalu. Monita menggambar manga kemarin sore. Galang bermain sepak bola kemarin sore.

Chapter 0 | The Beginning 11 I was not good at drawing. Siti was not here yesterday. We were not at the library yesterday. They were not classmates. Galang didn’t go to the grocery store yesterday. Siti did not come two days ago. Bu Ayu did not teach her class last week. Pak Rahmansyah did not ride his motorcycle yesterday. Negative sentences Saya dulu tidak begitu mahir dalam menggambar. Siti tidak ada di sini kemarin. Kami tidak ada di perpustakaan kemarin. Mereka dulu bukan teman sekelas. Galang tidak pergi ke toko bahan makanan kemarin. Siti tidak datang dua hari yang lalu. Bu Ayu tidak mengajar kelasnya minggu lalu. Pak Rahmansyah tidak mengendarai motornya kemarin. Was Pipit happy to stay here? Were they happy to study English? Were you late for school? Did Galang go to the grocery store yesterday? Did Andre play video games? Did Made forget to bring the paper? Did Made and Siti inish the task? Question sentences Apakah Pipit senang tinggal disini? Apakah mereka senang belajar bahasa Inggris? Apakah kamu terlambat datang ke sekolah? Apakah Galang pergi ke toko bahan makanan kemarin? Apakah Andre bermain video game? Apakah Made lupa membawa kertasnya? Apakah Made dan Siti menyelesaikan tugas mereka?

12 English for Nusantara | untuk SMP/MTs Kelas VIII • Subject-verb agreement Subject-verb agreement adalah perubahan yang terjadi pada kata kerja atau verbs sesuai dengan keadaan subjek dari sebuah kalimat, apakah singular (tunggal) atau plural (jamak). Dalam pola kalimat present tense. Kalian harus menambahkan -s atau -es pada akhir kata kerja yang subjeknya singular (tunggal), seperti he, she, atau it. Perhatikan contoh dibawah ini: Andre plays online games. Bu Ayu teaches everyday. Ibu Posma cleans her house every week. They work in group Galang and Andre help the librarian every Thursday. You walk to school everyday. Andre memainkan game online. Bu Ayu mengajar setiap hari. Ibu Posma membersihkan rumahnya setiap minggu. Mereka bekerja secara berkelompok. Galang dan Andre membantu petugas perpustakaan setiap hari Kamis. Kamu berjalan ke sekolah setiap hari.

Chapter 0 | The Beginning 13 Verbal sentence atau kalimat verbal adalah kalimat yang digunakan untuk menjelaskan suatu tindakan atau aksi. Contoh: She studies English. Kata studies dalam kalimat tersebut menunjukkan satu tindakan atau aksi belajar yang dilakukan oleh She sebagai subjek dalam kalimat. Nominal sentence adalah kalimat yang digunakan untuk menjelaskan suatu keadaan atau sifat pada subjek kalimat. Contoh: She is clever. G.G. Sentence structure Monita studies the English language. Galang, Andre, and Monita speak English luently. We read the book at the library last week. Made eats satay every day. Verbal Sentences Monita belajar bahasa Inggris. Galang, Andre, dan Monita berbicara bahasa Inggris dengan lancar. Kami membaca buku itu di perpustakaan minggu lalu. Made makan sate setiap hari. Monita is a clever student. Galang, Andre, and Made are diligent students. We are at school right now. Siti was tired after the Sport Subject. I was at the hospital last month. Nominal Sentences Monita adalah murid yang pintar. Galang, Andre, and Made adalah murid yang rajin. Kami sedang di sekolah sekarang. Siti lelah setelah kelas olahraga. Saya berada di rumah sakit bulan lalu. Perhatikan contoh dibawah ini:

14 English for Nusantara | untuk SMP/MTs Kelas VIII Irregular verbs secara sederhana dapat dipahami sebagai kata kerja yang “tidak beraturan”. Tidak beraturan di sini artinya adalah tidak mengikuti kaidah umum perubahan bentuk kata kerja dari base form menjadi bentuk kata kerja lampau atau past form, dan seterusnya. Perhatikan daftar kata berikut ini. Bandingkan antara bentuk irregular verbs dan regular verbs. Base form become bring build drink eat fall ly give know write Irregular Verbs H.H. Irregular Verbs Past form became brought built drank ate fell lew gave knew wrote Meaning menjadi membawa membangun minum makan jatuh terbang memberi mengetahui menulis Base form close cry drop ix listen open stop study talk walk Past form closed cried dropped ixed listened opened stopped studied talked walked Meaning menutup menangis menjatuhkan memperbaiki mendengarkan membuka menghentikan belajar berbicara berjalan Regular Verbs

Chapter 0 | The Beginning 15 And… But… Or… However… In contrast… Because… So… For example… Transition Signals Dan… Tapi… Atau… Tetapi… Sebaliknya… Karena… Jadi… Contohnya… I.I. Transition Signals

16 English for Nusantara | untuk SMP/MTs Kelas VIII Big - small Cheap - Expensive Clean - Dirty Cool - Warm Day - Night Easy - Diicult Give - Receive Heavy - Light High - Low Liquid - Solid Noisy - Quiet Panic - Calm Remember - Forget Short - Tall Antonyms Besar - Kecil Murah - Mahal Bersih - Kotor Dingin - Hangat Siang - Malam Mudah - Sulit Memberi - Menerima Berat - Ringan Tinggi - Rendah Cairan - Padat Berisik - Hening Panik - Tenang Ingat - Lupa Pendek - Tinggi J.J. Antonyms

Chapter 0 | The Beginning 17 adventurous bold brave bright calm careful cheerful conident energetic friendly funny generous honest kind helpful mature Personality Traits petualang berani berani cerdas tenang hati-hati periang Percaya diri energik ramah lucu Murah hati jujur baik penolong dewasa K.K. Adjectives to describe personality traits

18 English for Nusantara | untuk SMP/MTs Kelas VIII

Chapter 1: Celebrating Independence Day 19 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VIII Penulis: Ika Lestari Damayanti, dkk. ISBN: 978-602-427-941-7 (jil.2)

Chapter 1 Celebrating Independence Day 11 Unit 1. The Champion of Panjat Pinang Unit 2. Going to a Parade Unit 3. Independence Day at SMP Merdeka 20 English for Nusantara | untuk SMP/MTs Kelas VIII

Learning objectives Upon completion of Chapter 1, you should be able to: 1. talk about personal experiences in the past; 2. identify speciic information about personal experiences; and 3. write the main events of personal experiences. Chapter 1 | The Beginning 21

Unit 1. The Champion of Panjat Pinang 22 English for Nusantara | untuk SMP/MTs Kelas VIII

Look at Picture 1.1 and answer the questions. 1. Can you name the game? 2. When does the game usually happen? 3. What do you think about that game? 4. Have you ever participated in that game? Section 1 - Say What You Know Unit 1. The Champion of Panjat Pinang Picture 1.1 Chapter 1 | The Beginning 23

a. Match the games and the pictures. Number one has been done for you. Section 2 - Listening Unit 1. The Champion of Panjat Pinang Sack race Tandem race Kerupuk race Panjat pinang Tug of war Marble in spoon race Worksheet 1.1 Panjat Pinang 24 English for Nusantara | untuk SMP/MTs Kelas VIII

Word Box celebrate (base form) - celebrated (past form): merayakan hold (base form) - held (past form): mengadakan win (base form) - won (past form): memenangkan / menjuarai amazing: luar biasa congratulation: (ucapan) selamat during: selama (sesuatu sedang berlangsung) b Listen to Audio 1.1. Galang and his father are talking about the Independence Day celebration. See the Word Box. Assalamu’- alaikum. Wa’alaikum- salam. How was your school, son? Today, our school celebrated Independence Day and we had some games like marble in spoon race, sack race, and tug of war. It was good, Dad. Chapter 1 | The Beginning 25

That sounds fun! Yes, absolutely. I won the marble in spoon race. Thank you, Dad. By the way, what game did you join ... when celebrating independence day? Nice. Congratulations! Panjat Pinang. ... My team got many prizes from climbing the Pinang tree! Wow! Amazing. Comic strip 1.1 English for Nusantara | untuk SMP/MTs Kelas VIII26

Tandem race Panjat Pinang Kerupuk race Marble in spoon race Tug of war Sack race Parade The national lag hoisting ceremony Word Box grab (base form) - grabbed (past form): meraih, mengambil committee: panitia grease: minyak gemuk, oli groceries: bahan makanan ladder: tangga teamwork: kerja sama tim slippery: licin Section 3 - Listening Unit 1. The Champion of Panjat Pinang c Listen again to Audio 1.1. Circle the words related to the Independence Day celebration mentioned in the dialogue. One has been done for you. a. Listen to Audio 1.2. Galang’s father is talking about his past experience in participating in Panjat Pinang. See the Word Box. Worksheet 1.2 Chapter 1 | The Beginning 27

Dad, please tell me more about the Panjat Pinang. At that time, the committee put a lot of prizes like sarong, groceries, radio, TV, and even a bike on the top of the tree. Wow! It’s really hard to climb the tree, isn’t it? Yes, it is. The tree was full of grease. Did you get to the top of the tree? At irst, I didn’t. Many climbers also failed to climb up because the tree was slippery. That was the funniest part, though. English for Nusantara | untuk SMP/MTs Kelas VIII28

Did you give up? No, we never gave up. So, what did you do then? First, we made a human ladder and wiped off the grease bit by bit. Then, what? One of us inally got to the top and threw the prizes to the ground. Comic strip 1.2 29Chapter 1 | The Beginning

c. Based on Audio 1.2, give a check ( ) for the correct statements below. 1. Pak Rahmansyah did not participate in Panjat Pinang. [ … ] 2. A TV was one of the prizes on the Pinang tree. [ … ] 3. Pak Rahmansyah never fell down during Panjat Pinang game. [ … ] 4. Pak Rahmansyah’s team made a strategy to win the Panjat Pinang game. [ … ] 5. Pak Rahmansyah’s team used a human ladder to support the climber. [ … ] Worksheet 1.4 made a human ladder grabbed the prizes threw the prizes to the ground climbed to the top wiped off the grease 1 b. Listen again to Audio 1.2. Identify and arrange the strategy to win the Panjat Pinang by giving numbers 1 to 5 to the boxes. Number one has been done for you. Did you know? Every August 17th, the Indonesian people celebrate their Independence Day. The people usually hold many games. One of the iconic games is Panjat Pinang. The goal of the game is to climb a pinang tree and grab the prizes hung on top of the tree. The tree is smeared with grease to make it diicult for the climbers to get the prizes. The prizes are on top of the tree. The game requires not only skills and determination but also good teamwork. Source: https://www.indonesia.travel/in Worksheet 1.3 30 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 4 - Language Focus Unit 1. The Champion of Panjat Pinang Recounting means talking about past experiences. Most of the time we include details of what happened in the past when recounting. At school, teachers also ask students to recount their past experiences. For example, they ask the students to recount their last holiday experiences or their activities on the last Independence Day. To recount these past experiences, we need to use Past Simple verbs. The Past Simple verbs are usually formed by adding ‘d’, ‘ed’, or ‘ied’ to the base verb. Look at the following examples: celebrate + d → celebrated participate + d → participated try + [change the ‘y’ to ‘i’ ] + ed → tried We call these regular verbs. Many other verbs, however, are irregular. These irregular verbs do not really follow any rules. They need to be learned. See the following examples: win → won make → made hold → held Have a look at the following examples taken from the previous dialogues. Regular verbs Today, our school held many games and competitions to celebrate Independence Day. I won the marble in spoon race competition today. Irregular verbs I participated in a tandem race, tug of war, Panjat Pinang, and sack race. I jumped up onto my friends’ shoulders Table 1.1 Past tense verbs Chapter 1 | The Beginning 31

Steps to play the game: 1. Create a list of regular and irregular verbs on the board. a. Each member of the group mentions a past form verb (regular or irregular) b. One student from each group writes the words on the board. 2. Complete the box with the verbs. a. Every group chooses nine words from the board. b. Every group writes the nine words in the grid. Regular Irregular Worksheet 1.5 Section 5 - Fun Time: Bingo Unit 1. The Champion of Panjat Pinang Preparation Make a group of four. Each group prepares a blank paper. Each group draws a grid with nine boxes on the paper. Now read the dialogue in sections 2 and 3. Identify the regular verbs and irregular verbs. Then write the words on Worksheet 1.5. 32 English for Nusantara | untuk SMP/MTs Kelas VIII

3. Say BINGO a. Every group takes turns to say a verb to the class. b. Each group should check if they have the verb or not. c. If the verb is on the box, cross the verb. d. When the crosses make a line (vertical, horizontal, or diagonal), say BINGO! went came took studied fed visited stayed swam played Chapter 1 | The Beginning 33

What game did you participate in the Independence Day celebration? Congra- tulations! Did you win the marble in spoon race? What did you do to win the game? I just kept I participated in Yes I did. What do you remember about the Independence Day celebration? I attended lag hoisting ceremony at school. I also played some games and joined our school parade the marble in spoon race and krupuk eating race my balance and my pace. a. We ask and give information about activities or events in the past. Learn how to ask and respond to the questions using the expressions in Comic Strip 1.3. Section 6 - Speaking Unit 1. The Champion of Panjat Pinang 34 English for Nusantara | untuk SMP/MTs Kelas VIII

Oh, I'm sorry Did you win the krupuk race? Unfor- tunately, I didn't win. That's okay b. Work in pairs. Practice asking the questions and respond based on your own experiences. Steps: 1. Make a group of four. Each group will have one deck of clue cards. 2. In each group, shule the clue cards and each member shall take one card. Section 7 - Your Turn: Speaking Unit 1. The Champion of Panjat Pinang Preparation Clue cards: Game: Sack Race Result: Win Strategy: Combined jump and fast walking Game: Kerupuk Race Result: Win Strategy: Took a big bite Game: Tug of War Result: Win Strategy: Pulled the rope as hard as possible Game: Tandem Race Result: Win Strategy: Synchronized the walk Comic strip 1.3 Chapter 1 | The Beginning 35

Interview two students from other classes. Ask about their participation in the Independence Day celebration. Use the questions you learned in this chapter. Videotape the interview or simply write the answers in your notebook. Questions What do you remember about the Independence Day celebration? Name: ... Name: ... Name: ... Name: ... What game/s did you participate in during the Independence Day celebration last year? Did you win the game? What did you do to win the game? Worksheet 1.6 Section 8 - Enrichment Unit 1. The Champion of Panjat Pinang 3. Look at the card and make a question based on the clue on the card. • Take turns and ask questions based on the expressions in Section 6. • Write your friends’ answers on Worksheet 1.6. 36 English for Nusantara | untuk SMP/MTs Kelas VIII

Unit 2. Going to a Parade Chapter 1 | The Beginning 37

1. Which events have you participated in? 2. Tell your friends about your participation in the events? Look at the following pictures. Picture 1.2. Independence Day’s events 1. Which events have you participated in? 2. Tell your friends about your participation in the events. Word Box be choked (base form)/was/were choked (past form): tersedak march (base form)/marched (past form): berbaris costume: kostum awesome: luar biasa shy: malu neighborhood: lingkungan sekitar Section 2 - Listening Unit 2. Going to a Parade Section 1 - Say What You Know Unit 2. Going to a Parade Tug of war Kerupuk race Tandem race Sack race Marble in spoon race Parade Panjat pinang Flag hoisting ceremony a. Listen to Audio 1.3. Galang and his friends are talking about their activities in celebrating Independence Day. See the Word Box. 38 English for Nusantara | untuk SMP/MTs Kelas VIII

Hi, everyone, how was the game? It was awesome! It was! There were many fun games like the Kerupuk race, tug of war, and marble in spoon race. We had some winners from our class. Galang came irst for the marble in spoon race. I agree! It was the best Independence Day celebration ever in our school. The day after the independence day celebration Chapter 1 | The Beginning 39

Hahaha… That’s true. But, I beat Galang in the Krupuk race. By the way, did you join a parade in your neighborhood? Me, too. Yeah, I came second. Hahaha… That was fun. I remember you almost choked. Yes. It was a tight game between me and Monita. No. I like watching the parade Well, Pipit and Andre, you should join us in our school parade next week. I love parade, too. It’s fun. But, I love parade! I like wearing costumes. Comic strip 1.4 40 English for Nusantara | untuk SMP/MTs Kelas VIII

a. The following are pictures of the parade to celebrate Independence Day. Match the pictures with the name of the parade. See the Word Box. Word Box attractive: menarik chance: peluang hometown: kampung halaman local: daerah setempat b. Listen again to Audio 1.3 and read the sentences below. Circle (T) if they are true or (F) if they are false based on the dialogue. Number one has been done for you. 1. Galang came second at the marble in spoon race competition. 2. Monita won the Krupuk race competition in the Independence Day celebration. 3. Monita almost got choked in the Krupuk race. 4. Galang and Andre joined more than two competitions in the Independence Day celebration last year. 5. Pipit thought that the Independence Day celebration was boring. 6. Pipit loves watching a parade. 7. Monita was too shy to join a parade. 8. Monita invites Andre and Pipit to join the school parade next week. Decorated bicycles parade Section 3 - Reading Unit 2. Going to a Parade Worksheet 1.7 Indonesian heroes’ costumes parade Traditional music instruments parade Worksheet 1.8 T F T F T F T F T F T F T F T F Chapter 1 | The Beginning 41

c. Work in pairs. Write people’s activities in the parade based on Andre’s story. You may add the bubble. b. Read Andre’s story about his experiences in watching a parade. A Parade in My Hometown When I was a child, I always waited for Independence Day. My father used to ask me to watch a parade together. We saw it from our front yard. I remember how attractive the parade was. In the irst line of the parade, I saw the people dressed up uniquely. Some people wore Indonesian heroes’ costumes. Some others dressed like local ghosts. They were scary but they were funny, too. Next, I remembered that a lot of people marched in the second line. They waved a mini Indonesian lag. They walked around the village and sang the ‘Hari Merdeka’ song. Their singing was accompanied by traditional instruments like angklung, suling, and rebana. At last, I also saw that many children rode their bicycles in the parade. They decorated their bicycles creatively. I always wanted to join the parade but I was too shy. Luckily, I have the chance to join a parade at my school next week. I am really looking forward to it. People’s activities in the parade Worksheet 1.9 42 English for Nusantara | untuk SMP/MTs Kelas VIII

d. Based on the text from the previous page, answer the following questions. 1. Why did Andre always wait for Independence Day? 2. What did the people do during the parade? 3. What did the people wear in the parade? 4. What musical instruments did they use during the parade? 5. Why did not Andre join the parade? Worksheet 1.10 a. Read the text below. SMP Merdeka’s School Parade On August 17th, SMP Merdeka held a school parade to celebrate Independence Day. All students joined the event and so did Galang and his friends. They dressed up like the Indonesian freedom ighters during the Independence war. Some of them brought guns, spiked bamboos, swords, and many more. They also wore many red and white attributes making the event more patriotic. In the beginning, as instructed, all participants lined up and started to march. Then, they marched along the decided route passing some villages near SMP Merdeka. The villagers were very excited to watch the parade pass their houses. Many of them stood along the street welcoming and cheering the parade. Not so long after, the parade reached the rest post. It was the place for participants to draw a door prize coupon and have some drinks. After drawing a coupon, they continued to parade to their school as the inal destination. After returning to school, all participants took some rest while waiting for the door prize announcement. Finally, the headmaster announced the winner. There were ten students who got the door prize and Galang was one of them. Everyone felt happy with the events. Section 4 - Viewing Unit 2. Going to a Parade Chapter 1 | The Beginning 43

Picture Paragraph b. The following are the photos of SMP Merdeka’s School Parade. Match the picture with a suitable paragraph. Worksheet 1.11 44 English for Nusantara | untuk SMP/MTs Kelas VIII

Who was in the picture? What did they do? Where were they? What objects were there? Participants : Galang, Andre, Monita, and Pipit Actions : lined up, marched, dressed up in costumes Place : school Objects : posters 1 Participants : Actions : Place : Objects : 2 Participants : Actions : Place : Objects : 3 Participants : Actions : Place : Objects : 4 Questions! c. Identify what happened in each picture. Use the questions in the box to help you. Number one has been done for you. Worksheet 1.12 Chapter 1 | The Beginning 45

d. Read the sentences below. Circle (T) if they are true or (F) if they are false based on the text. 1. School parade was one of the Independence Day celebration events in SMP Merdeka. (T) (F) 2. Galang and his friends watched the school parade excitedly. (T) (F) 3. The parade’s participants wore red and white attributes. (T) (F) 4. The villagers were happy to watch the parade. (T) (F) 5. Galang was the only door prize winner in the parade. (T) (F) Each region in Indonesia celebrates Independence Day with various unique events. One of the unique traditions is the Jampana parade in Bandung. Dozens of people march and bring numerous palanquins full of food from their natural harvest. At the end of the parade, the crowd will battle for food and feast together. Source: https://www.indonesia.travel/id Did you know? Worksheet 1.13 46 English for Nusantara | untuk SMP/MTs Kelas VIII

When we are telling a story about our past experiences or past events, we often use words to show a sequence, such as They are called time connectives. They are used to connect one past event to another past event. The time connectives can help the readers or listeners understand a set of related events in a story easily. They tell when a story started, when some new events happened, and when the story ended. Table 1.2 contains some other useful time connectives. Now, ind the time connectives in the text about SMP Merdeka’s School Parade (section 4). Highlight the connectives. Section 5 - Language Focus Unit 2. Going to a Parade First Next After School Finally Beginning Middle Ending • Then • After that • Later • Next • Second/Secondly • Third/Thirdly • After • Before • Furthermore • Not so long after • In the beginning • First/Firstly • First of all • Finally • At last • At the end • By the end • In the end • Afterward • Lastly Chapter 1 | The Beginning 47

Section 6 - Fun Time: Picture the Past Unit 2. Going to a Parade Picture 1.3 The krupuk race 1. He ate krupuk in one bite. 2. The boy won the krupuk race game. 3. He lost the krupuk race game. 48 English for Nusantara | untuk SMP/MTs Kelas VIII

Preparation • Make a group of four • Prepare a piece of paper in each group • Draw four boxes. Steps: 1. Each group member takes turns to draw a picture of their past action in the boxes. 2. Pass the paper to another group. 3. Have the group write a sentence under each picture to make a sequence of experiences. 4. Return the paper to the group. 5. Show the pictures and read the sentences to the class. Picture the Past Chapter 1 | The Beginning 49

a. Read Monita’s Blog below and answer the questions. Section 7 - Your Turn: Reading Unit 2. Going to a Parade b. Answer the following questions based on the text. 1. How did Monita celebrate her Independence Day? 2. What did Monita do before the parade? 3. Why did they run back to their class in the middle of the parade? 4. Who won the best costume in the parade? 5. Why did Monita not wear red and white clothes? 6. Can you identify the time connectives in the text? Highlight them. A School Parade Hi, readers. How did you celebrate your Independence Day? I celebrated it by joining a school parade. We had so much fun before and during the parade. Let me tell you how it went. In the beginning, we prepared our costumes. Every class had to choose one student to dress as an Indonesian hero. I was chosen as the class representative. I dressed as Cut Nyak Dien. Other students wore red and white clothes. After I dressed up, I went around the school with all the students. During the parade, we sang the ‘Hari Merdeka’ song. There was a marching band following us. Suddenly, it started to rain. We ran back to our classroom. Finally, after the rain stopped, we gathered back at the schoolyard. The headmaster announced the winner of the best costume. A student from the other class won. He dressed up as Tuanku Imam Bonjol. The school parade was fun and made us remember our national heroes. I was so proud. I could not wait to join this again next year. 50 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Complete the table by inding the time connectives in the text. After inding a connective, write the sentence that follows it. Number 1 has been done for you. Find a video of a unique parade celebrating a country’s independence day. Retell the activities in that parade. Don’t forget to use time connectives that you have learned in this unit to retell the story. You may post it on your social media. Parts Time connectives Sentences in the paragraph In the beginningBeginning In the beginning, we prepared our costumes. Middle Ending Section 8 - Enrichment Unit 2. Going to a Parade Worksheet 1.15 7. In a costume competition, what are the possible criteria for scoring the contestants? Explain your reasons. Worksheet 1.14 Chapter 1 | The Beginning 51English for Nusantara | untuk SMP/MTs Kelas VIII51

Unit 3. Independence Day at SMP Merdeka 52 English for Nusantara | untuk SMP/MTs Kelas VIII

Let’s talk about these pictures. Picture 1.4. Independence Day Celebration Answer the following questions based on the picture above. 1. Have you ever participated in / watched the events in the picture? 2. Do you have any memorable moments/events in the Independence Day celebration? 3. Could you share the story of your memorable moment/event in the Independence Day celebration? Section 1 - Say What You Know Unit 3. Independence Day at SMP Merdeka Chapter 1 | The Beginning 53

a. Read Monita’s story about the Independence Day celebration in SMP Merdeka. Section 2 - Reading Unit 3. Independence Day at SMP Merdeka Word Box feel (base form )/felt (past form): terjatuh lead (base form)/led (past form): memimpin, posisi terdepan beat (base form)/beat (past form): mengalahkan delighted: senang sekali, puas tight: ketat steady: tidak goyah, stabil hilarious: sangat lucu/lucu sekali Today, my school held an Independence Day celebration event. It welcomed students from every grade to participate in many fun games, such as tug of war, krupuk race, sack race, tandem race, and the marble in spoon race. Many students participated, which made all the games so exciting. In the beginning, I participated in the marble-in-spoon race. It was a very tight game between me and Galang. I almost beat him at the beginning of the race, but he was so fast and steady. He could even run with it. He came irst and I came second. It was hard to beat Galang in this game. The next game was a tug of war, sack race, and tandem race. All the games were held at the same time. I saw Andre participate in the sack race. At irst, he led the race, but suddenly he fell in the middle of the race. But inally, he came second. It was so sad that he couldn’t inish irst. Meanwhile, Pipit participated in a tandem race with our friends. Her team came third. It was not too bad. The last game was the krupuk race. Once again I met Galang in the inal. The fun part was I inished irst and he inished after me. I inished my krupuk with three or four bites. It was a joyful day at my school. Everyone put a smile on their faces. I was delighted. At the end of the event, my class was announced as the grand champion of the whole competition. 54 English for Nusantara | untuk SMP/MTs Kelas VIII54

b. Choose the best answer for the following questions based on the text. Number one has been done for you. 1. What was the story about? a. Independence Day celebration in Indonesia. b. Independence Day celebration in Monita’s school. c. Independence Day celebration in Monitas’ hometown. 2. Who could be the participant in the fun games? a. The whole students b. The teachers c. 7 graders 3. How many fun games were being competed in the event? a. 3 b. 4 c. 5 4. Who was the winner of the marble-in-spoon race? a. Andre b. Monita c. Galang 5. Who was the winner of the last game? a. Andre b. Monita c. Galang 6. How did Monita feel about the event? a. She felt excited. b. She felt delighted. c. She felt embarrassed. Worksheet 1.16 Chapter 1 | The Beginning 55

As we have already learned, a recount text tells about a series of past events. The structure of the recount text is available in Table 1.3. Section 3 - Language Focus Unit 3. Independence Day at SMP Merdeka Structure Description Orientation Sets a context for understanding the events that follow; provides background information about who, where, when, etc. Record of events Comment Tells events recounted in chronological order Evaluates the signiicance of the event. On August 17th, SMP Merdeka held a school parade to celebrate Independence Day. All students joined the event and so did Galang and his friends. They dressed like the Indonesian freedom ighters during the Independence war. Some of them brought guns, spiked bamboos, swords, and many more. They also wore many red and white attributes making the event more patriotic. In the beginning, as instructed, all participants lined up and started to march. Then, they marched along the decided route passing some villages near SMP Merdeka. The villagers were very excited to watch the parade passing their houses. Many of them stood along the street welcoming and cheering the parade. Orientation Record of Events Table 1.3 Structure of the recount text Based on the explanation above, we can ind out the structure of the text in Unit 2, section 4 as an example. 56 English for Nusantara | untuk SMP/MTs Kelas VIII

Not so long after, the parade reached the rest post. It was the place for participants to draw a door prizes coupon and have some drinks. After drawing a coupon, they continued to parade to their school as the inal destination. After returning to school, all participants took some rest while waiting for the door prizes announcement. Finally, the headmaster announced the winner. There were ten students who got the door prize and Galang was one of them. Everyone felt happy with the events. Record of Events Comment 57Chapter 1 | The Beginning

a. Study the example below. Now, look at the text in Section 2. Can you ill in the table with the structure of the recount text? The following is the text taken from Unit 2 Section 4. Pay attention to the structure of the text below. Structure and Description Text in Unit 2 Section 4 Orientation Sets a context for understanding the events that follow; provides background information about who, where, when, etc. On August 17th, SMP Merdeka held a school parade to celebrate Independence Day. All students joined the event and so did Galang and his friends. They dressed like the Indonesian freedom ighters during the Independence war. Some of them brought guns, spiked bamboos, swords, and many more. They also wore many red and white attributes making the event more patriotic. Record of events Events recounted in chronological order Comment Evaluates the signiicance of the event. Event 1 In the beginning, as instructed, all participants lined up and started to march. Then, they marched along the decided route passing some villages near SMP Merdeka. The villagers were very excited to watch the parade passing their houses. Many of them stood along the street welcoming and cheering the parade. Event 2 Not so long after, the parade reached the rest post. It was the place for participants to draw a door prizes coupon and have some drinks. After drawing a coupon, they continued to parade to their school as the inal destination. Event 3 After returning to school, all participants took some rest while waiting for the door prizes announcement. Finally, the headmaster announced the winner. There were ten students who got the door prize and Galang was one of them. Everyone felt happy with the events. 58 English for Nusantara | untuk SMP/MTs Kelas VIII

Worksheet 1.17 Orientation Sets a context for understanding the events that follow; provides background information about who, where, when, etc. Structure and Description Text in Unit 3 Section 2 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Record of events Events recounted in chronological order Comment Evaluates the signiicance of the event. Event 1 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Event 2 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Event 3 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Worksheet 1.17 Now, your turn to practice. Chapter 1 | The Beginning 59

We need to follow the text structure to write a good text. The following worksheets are made based on the structure of the recount text. They can guide you in learning how to write a good recount. a. Study the following picture and answer the questions to help you to write the orientation of the text. Picture 1.5. Sack race 1. Who were the sack race participants? 2. Where did the sack race take place? 3. When did the sack race take place? Worksheet 1.18 Section 4 - Writing Unit 3. Independence Day at SMP Merdeka 60 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Write a suitable orientation based on your answer in part a. ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… …………………………………....................................................................................................... Worksheet 1.19 c. Rearrange the pictures of a sack race by giving numbers 1 to 5. reach jump cheer put on get ready Worksheet 1.20 d. Write the sentences based on the correct sequence of a sack race. Number one has been done for you. 1. Monita, Pipit, Sinta, Ibu Posma, and Ibu Komang walked to the starting line. 2. They put on………………………………………………………………………… 3. They…………………………………………………………………………............. 4. …………………………………………………………………………...................... 5. …………………………………………………………………………...................... Worksheet 1.21 Chapter 1 | The Beginning 61

a. Planning and Brainstorming Think about the Independence Day celebration in your school/town. What was the game that you participated in? How was the game run? Who was the winner? How did you feel about participating in that game? Worksheet 1.22 One of the histories of the red and white color of the Indonesian flag is associated with Majapahit’s lag. It has the same colorway that is red and white stripes. The red color represents courage and the white color is for honesty. Nowadays, those meaningful colors are used as attributes or symbols in various organizations in Indonesia and even as Indonesian football national team costumes. Source: https://www.britannica.com/topic/lag-of-Indonesia Did you know? Section 5 - Your Turn: Writing Unit 3. Independence Day at SMP Merdeka Events happened in that game Event 1 Event 2 Event 3 The game you participated in: _________________ The winner’s name:________ Your feeling after participated in that game: The place where the game was held:____________ The time when the game was held: ________________ 62 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Outlining and Drafting Make an outline of your story using the following structure: Worksheet 1.23 Worksheet 1.17 Structure and Description Your story Orientation Sets a context for understanding the events that follow; provides background information about who, where, when, etc. ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Record of events Events recounted in chronological order Comment Evaluates the signiicance of the event. Event 1 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Event 2 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Event 3 ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... ....................................................................................................... Chapter 1 | The Beginning 63

c. Writing and Editing Write your recount based on the outline you have made previously. ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………............................................................................ Worksheet 1.24 Let’s have fun. Here are the rules of the game. • Work in a group of four. • Each member prepares 10 names of famous tourist sites around Indonesia. start with the nearest ones in your area. • Do the ‘Guessing Game’ in the group by asking ‘10 Yes or No Questions’. The examples are ‘Is it in Bandung?’, ‘Is it the name of a mountain?’, or ‘Can we swim there?’. • One person holds his chosen famous tourist site. • The other three people ask questions and guess. The winner is the one who can guess correctly and fast. • When one question has been guessed then there is a change of role. A new person asks the question. Section 6 - Fun Time Unit 3. Independence Day at SMP Merdeka 64 English for Nusantara | untuk SMP/MTs Kelas VIII

Work in a group of four. Create a comic telling about the independence day events at your school. You can create digital comics. You can create your comic using ONE of the two options: 1. You can draw manually. Then, you can color them using colored pencils or markers. 2. You can draw your comic using a digital app. Share your comic with the class. Section 7 - Enrichment: Creating a comic Unit 3. Independence Day at SMP Merdeka Chapter 1 | The Beginning 65

Relection Unit 3. Indonesian Birds Think about your learning, then ill out the following sheet. LEARNING REFLECTION Name: Grade/Chapter: 8/1 Date: What I liked doing most: …………………………………………………………………………………………………………………………………………… ………………………………………………………………………............................................................................................ What I didn’t like or found diicult: …………………………………………………………………………………………………………………………………………… ………………………………………………………………………........................................................................................... How I worked: • on my own • with the help of the teacher • with the help of the other student • with commitment • without much commitment • with diiculty • without diiculty NOW I CAN talk about personal experiences in the past identify speciic information about personal experiences write the main events of personal experiences I shared with my family: ……………………………………………………………………………… ……………………………………………………………………………… …………………………………………………… My Parent’s Signature ..................................... If you ticked or you need to revise these parts. 66 English for Nusantara | untuk SMP/MTs Kelas VIII

Chapter 2: Kindness Begins with Me KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VIII Penulis: Ika Lestari Damayanti, dkk. ISBN: 978-602-427-941-7 (jil.2) 67

Unit 1. Kindness towards Differences Unit 2. Kindness and Happiness Unit 3. Kindness and Friendship Chapter 2 Kindness Begins with Me 11 68 English for Nusantara | untuk SMP/MTs Kelas VIII

Learning objectives Upon completion of this chapter, you should be able to: 1. connect and sequence events in an imaginative story; 2. explain characters’ actions, feelings, and behavior in an imaginative story; and 3. retell and rewrite an imaginative story. Chapter 2 | Kindness Begins With Me 69

Unit 1. Kindness towards Differences 70 English for Nusantara | untuk SMP/MTs Kelas VIII

1. Look at the pictures in Picture 2.1. What do you know about these stories? 2. What other stories do you know? 3. What is your favorite story? Section 1 - Say What You Know Unit 1. Kindness towards Differences Picture 2.1. Stories from around the world Chapter 2 | Kindness Begins With Me 71

a. Listen to Audio 2.1. Monita and Galang are talking about a story. Listen and identify the title of the story. Picture 2.2. Talking about a storyPicture 2.2. Talking about a story Galang : Hi, Monita. What are you doing? Monita : Hi, Galang. I’m listening to a story. The title is The ______________. It’s an assignment from Ibu Ida. Remember? Galang : My goodness! I almost forgot about it. Can we listen to it together? Monita : Sure thing. I’ll use the loudspeaker then. b. Work with a classmate and predict the sequence of the story. Give a number on each picture based on your prediction. Number one has been done for you. Section 2 - Viewing Unit 1. Kindness towards Differences 72 English for Nusantara | untuk SMP/MTs Kelas VIII

A Mother Duck counted her ducklings one, two, three, four, ive. Five duck eggs cracked and hatched. c. Listen to Audio 2.2 on the story Part 1. Check your prediction. d. Listen again to Audio 2.2 and read the story. Circle the correct underlined verbs Worksheet 2.1. See the Word Box. Word Box begin (base form)/began (past form): mulai hatch (base form)/hatched (past form): menetas shake (base form)/shook (past form): menggoyangkan wait (base form)/waited (past form): menunggu wobble (base form)/wobbled (past form): berjalan gemetar dan tidak stabil wings: sayap shy: malu-malu warm: hangat gracefully: dengan anggunnya once upon a time: pada suatu hari at last: akhirnya Worksheet 2.1 A Mother Duck sat on her nest. A gray duckling walked with a funny wobble. Mother Duck waited for the last egg to hatch. 1 Chapter 2 | Kindness Begins With Me 73

• Once upon a time on a big farm, a Mother Duck sit/sat on her nest. She had to keep her six eggs warm until they hatched/hatch. • “Look at all of you!” say/said Mother Duck with joy. “You are all so cute!” • But one large egg was still in the nest. It was/is a little stubborn. So, Mother Duck sat/sit on her nest again and wait/waited some more. • The next day, the big egg crack/ cracked open. A shy duckling come/came out. He was not yellow! He was gray and bigger than others. But he was weak and it walk/walked with a funny wobble. • She count/counted one, two, three, four, ive. “Oh, dear! I should have six ducklings!” Mother Duck is/was worried. • At last, the eggs begin/began to crack. One by one, ive yellow ducklings came/come out of the eggs. They shake/shook their wings and said, “Quack, quack”. Then, they walked/walk gracefully. Worksheet 2.2 74 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 3 - Listening Unit 1. Kindness towards Differences a. Work with a classmate. Circle two pictures that will happen in Part 2. b. Listen to Audio 2.3 on the story Part 2. Check your prediction. The gray duck lew away from the farm. The Mother Duck and the yellow duckling walked to the river without the gray duckling. The yellow ducks stayed away from the gray duck. The yellow ducks and the gray duck swam in the river. The Mother Duck was angry with the yellow ducklings. (Retelling of The Ugly Duckling by Hans Christian Andersen) Worksheet 2.3 e. Work with a classmate. Talk about Mother Duck’s feelings based on the story Part 1. Chapter 2 | Kindness Begins With Me 75

Word Box calm (base form)/calmed (past form): menenangkan hear (base form)/heard (past form): mendengar paddle (base form)/paddled (past form): mendayung brave: berani different: berbeda mean: jahat nice: baik pleased: senang rude: kasar sad: sedih ugly: buruk rupa weak: lemah proudly: dengan bangga slowly: secara perlahan suddenly: tiba-tiba timidly: takut the last spot: tempat terakhir river: sungai in chorus: berbicara bersamaan c. Listen again to Audio 2.3 on the story Part 2. Circle the correct underlined verbs in Worksheet 2.4. See the Word Box. 76 English for Nusantara | untuk SMP/MTs Kelas VIII

“You’re different. You are not yellow but gray and brave.” Mother Duck tried to calm him down. But, he was/is not very pleased to hear it. The Ugly Duckling went/go to his mum and said, “Mom, they don’t want to play with me. Am I too ugly?” Each yellow duckling jumped/jump into the river and swam behind Mother Duck. The Ugly Duckling jumped in and start/ started to paddle, too. “I can swim, Mother!” said the Ugly Duckling. He was proud. After swimming, the yellow ducklings started to play. They jumped and splash/ splashed in muddy puddles. They shook their muddy wings and they laughed and laughed. The Ugly Duckling tried/try to play with his brothers and sisters, too. “I can jump and shake my wings!” exclaimed/exclaim the Ugly Duckling. He was so happy. But, the yellow ducklings yelled, “Go away!” d. Work with a classmate. Talk about the Ugly Duckling’s feelings based on the story Part 2. The Ugly Duckling walk/walked with his head down. He was sad. (Retelling of The Ugly Duckling by Hans Christian Andersen) Worksheet 2.4 Chapter 2 | Kindness Begins With Me 77

We use past tense verbs to talk about past events in a story. We use these verbs to: • create actions (shake - shook): The yellow ducklings shook their wings. • show a process of thinking (think - thought): A Mother Duck thought about her eggs. • identify something with our senses (see - saw): The Mother Duck saw ive yellow ducklings. • express something (say - said): “You are all so cute!”, said the Mother Duck. • connect information (is/am/are - was/were): The Ugly Duckling was gray and shy. (Source: Derewianka and Jones, 2016) Now try to do the following activities about past events in the Ugly Duckling story (Parts 1 and 2). a. Complete the sentences with verbs in past tense forms based on the pictures. Section 4 - Language Focus Unit 1. Kindness towards Differences A Mother Duck sat on her nest. Five duck eggs __________ 78 English for Nusantara | untuk SMP/MTs Kelas VIII

The gray duck _________ with a funny wobble. Five ducklings _______ their wings. The last egg ___________ The Mother Duck _________. b. Look at the Ugly Duckling story Part 2 again. Circle or highlight all verbs in the past tense forms in the story. Use a green pen. Worksheet 2.5 Chapter 2 | Kindness Begins With Me 79

Fun Time: Mime It! a. What Did the Ducks Do? Mime the actions in the following cards. b. Follow the instructions. 1. Ask three of your classmates to play this game. 2. Copy the cards and shule the cards. 3. Put the cards in an up-side down pile. 4. Pick a card. 5. Mime the action on the card. 6. Your partners have to ask questions using the past tense forms to the student miming the action. E.g. - Did you walk to the pond? - Did you shake your wings? 7. An extra point is given if they can guess the character who did the action in the story. 8. The student miming the action can also answer the questions. E.g. - Yes, I did. I walked to the pond/ No, I didn’t. I swam in the pond. - Yes, I did. I shook my wings/ No, I didn’t. I didn’t shake my wings. Section 5 - Fun Time Unit 1. Kindness towards Differences 80 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Here are the cards. Shook: A yellow duckling shook his muddy wings. Swam: Ugly Duckling swam in the river. Yelled: A yellow duckling yelled angrily. Calmed (down): Mother Duck calmed down Ugly Duckling. Lined up/Walked: Duckling lined up and walked to the river. Chapter 2 | Kindness Begins With Me 81

Counted: Mother Duck counted her eggs. Sat: Mother Duck sat on her eggs. Jumped: Yellow ducklings jumped in the muddy puddles. Splashed: Yellow ducklings splashed mud in the muddy puddles. 82 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 6 - Retelling Unit 1. Kindness towards Differences Picture 2.3. Retelling the story a. Work in a group of ive. Listen to Audio 2.3. Read the script as you listen. Decide which part you want to take in the story. Narrator 1 (Student 1): Narrator 2 (Student 2): Duckling 1 (Student 3): Ducklings (All students): Mother Duck (Student 4): The Ugly Duckling followed his brothers and sisters slowly, but they only stared at him. Suddenly, one of them yelled. You are not like us. You are very ugly and weak! Go away! How can you say such a thing? Be nice! Continued in next page... Table 2.1. The script of The Ugly Duckling Chapter 2 | Kindness Begins With Me 83

b. Practice to retell the story with your group. Narrator 1 (Student 1): Mother Duck (Student 4): Ducklings (All students): Narrator 2 (Student 2): The Ugly Duckling (Student 5): Narrator 1 (Student 1): The Ugly Duckling (Student 5): Narrator 2 (Student 2): Ducklings (All students): Narrator 1 (Student 1): Narrator 2 (Student 2): The Ugly Duckling (Student 3): Mother Duck (Student 4): Mother Duck was angry. Now line up. We will go to the river and swim. Quack! Quack! We are swimming in the river. Each yellow duckling jumped in the river and swam behind Mother Duck Quack! Quack! I can swim, too, Mother! After swimming, the yellow ducklings started to play. The Ugly Duckling tried to play with his brothers and sisters, too Quack! Quack! I can jump and shake my wings! But, the yellow ducklings yelled Go away! The Ugly Duckling walked with his head down. He was sad. The Ugly Duckling went to his mum and said, “Mom, they don’t want to play with me. Am I too ugly?” “You’re different. You are not yellow but gray and brave.” 84 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 7 - Your Turn: Perform Your Storytelling Unit 1. Kindness towards Differences a. Use the script from Section 6. b. Check the preparation. Put a checklist for each box. Each group member plays a character or a narrator. Every group member feels comfortable. Every group member is conident with or without the script. c. Perform your story to the class. Tell the story to your friends from other classes or schools, or to your family. What’s their feeling watching your performance? Section 8 - Enrichment Unit 1. Kindness towards Differences Picture 2.4 Telling the story Chapter 2 | Kindness Begins With Me 85

Unit 2. Kindness and Happiness 86 English for Nusantara | untuk SMP/MTs Kelas VIII

You're different. You are not yellow, but gray and brave b. What are your feelings on the Ugly Duckling story? Picture 2.5 Part of The Ugly Duckling story a. What kind of situation makes you have these feelings? Section 1 - Say What You Know Unit 2. Kindness and Happiness Worksheet 2.6 Feelings happy sad worried scared surprised angry heartbroken Situations I got a birthday present from my best friend. Chapter 2 | Kindness Begins With Me 87

Section 2 - Viewing Unit 2. Kindness and Happiness Have you listened to the story of The Ugly Ducking? I feel sorry for the Ugly Duckling. Yeay!! What will happen to the Ugly Duckling, Bu? You will ind out soon, Here is the ending of the story. The story is not inished yet. I'm going to share the last part of the story Yeah, I also feel the same. What about you, Mon? Well, I actually feel angry with the yellow ducklings. Did you enjoy it? Yes, Bu. But, it was sad a. Read the following conversation between Ibu Ida and her students. Comic Strip 2.1 88 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Circle other four animals that you will ind in the story. Swans A cow Chickens Yellow ducklings A dog Mother Duck Worksheet 2.7 Chapter 2 | Kindness Begins With Me 89

Did you know? 5 Facts about Ducks! Adapted from: FOUR PAWS International ( https://www.four-paws.org/campaigns-topics/topics/farm-animals/10-facts-about-ducks) All ducks have highly waterproof feathers. They can swim all day but stay dry. Ducklings always swim and walk as a group and always stay close to their mother to avoid predators’ attack. Ducks are birds, but they are normally found in places where there is water like ponds, streams, and rivers. Ducks will lay more eggs with more daylight. Duck eggs normally will hatch within 28 days. 90 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 3 - Reading Unit 2. Kindness and Happiness Word Box care (base form)/cared (past form): peduli exclaim (base form)/exclaimed (past form): berseru greet (base form)/greeted (past form): menyapa land (base form)/landed (past form): mendarat sniff (base form)/sniffed (past form): mengendus grown-up: dewasa honest: jujur hungry: lapar nervous: gelisah shame: malu tired: lelah politely: dengan sopan pond: kolam relection: bayangan a. Read the inal part of The Ugly Duckling story. See the Word Box. Picture 2.6 The sad ugly duckling Chapter 2 | Kindness Begins With Me 91

That night, the Ugly Duckling lew away. He landed on the other side of the river. There he met two grown-up chickens. “Can I please stay here?” asked the Ugly Duckling politely. “Why do we care?” said one of the chickens. “Go away,” exclaimed the other. (Line 5) The Ugly Duckling walked with his head down in shame. He was sad. The next morning, the Ugly Duckling lew away. He landed on a farm. Suddenly, a big hungry dog came. The dog chased the Ugly Duckling. “Woof! Woof!” The Ugly Duckling was scared. The dog sniffed and sniffed at him, then turned away. “I am too ugly even for the big hungry dog to want,” said the Ugly Duckling. He felt heartbroken. (Line 10) The Ugly Duckling was very tired. But, he lew and lew till he found another farm. There he met a cow. “Can I please stay here?” asked the Ugly Duckling nicely. “Why do I care?” replied the rude cow. She then yelled, “Moo! Go away!” Once again, the Ugly Duckling walked away with his head down. He felt heartbroken. (Line 15) As time passed, the Ugly Duckling grew up. He lew and lew till inally he found a clear pond. He saw some big white birds swimming in the pond. “Wow, they are very beautiful!” he thought, “but I’m too ugly to be their friend. “Hi,” greeted the Ugly Duckling. The beautiful white birds looked at him. It made the Ugly Duckling feel nervous. Suddenly, the biggest white bird exclaimed, “Hey, look, (Line 20) “we have another swan here!” “No. No, I’m not. I’m an ugly duckling”, said the Ugly Duckling. He shook his head. The beautiful white swans smiled and said, “Look at yourself in the water and tell us”. The Ugly Duckling saw a relection in the water. He was surprised. “I am a swan just like you all!” (Line 25) “See, we are being honest with you”, said the other swans. They then became friends and lived happily together 92 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Which statements are true based on the story? Number one has been done for you. 1. The Ugly Duckling went away from the Mother Duck and the yellow ducklings. 2. He met two baby chickens. 3. The chickens were very friendly to him. 4. A dog chased the Ugly Duckling. 5. The Ugly Duckling felt shy around the dog. 6. A cow made the Ugly Duckling feel heartbroken. 7. The Ugly Duckling was scared of the big white birds. 8. The Ugly Duckling became happy at the end. Worksheet 2.8 c. Your Turn: Read the story again. Do the instructions. 1. The Ugly Duckling asked the chickens politely (line 3). Circle the word that tells you this. 2. The Ugly duckling had two feelings when meeting the hungry dog: scared and heartbroken (lines 8 and 10). Circle the words that showed the Ugly Duckling’s feelings. 3. Pause at line 12. How many farms did the Ugly Duckling come into so far? 4. What animals made the Ugly Duckling feel heartbroken so far? Circle the last animal. 5. Describe how the big white birds recognized the Ugly Duckling (line 23). Worksheet 2.9 TRUE _______ _______ _______ _______ _______ _______ _______ Chapter 2 | Kindness Begins With Me 93

Showing Feelings in a Story A story contains relationships between characters. One way to show the relationships is by using such expressions as ‘pleased’, ‘angry’, ‘worried’, and ‘sorry’. These expressions are called Adjectives. They express the characters’ feelings in story worlds. Using adjectives can help your reader know more about the characters’ feelings in the story. For example, they showed that the Mother Duck felt worried or the Ugly Duckling was sad. Adjectives can come after ‘to be’. The Adjectives come after the past tense forms of ‘to be’, ‘was’ and ‘were’ because we mainly use past tense in narrating a story. Look at the following examples: • The Ugly Duckling was sad. Nobody wanted to be his friend (showing the Ugly Duckling’s feeling sad). • The yellow ducklings were not happy to see the Ugly Duckling (showing the yellow ducklings’ feeling unhappy). The Adjectives can also come after some other ‘verbs’. The most common verbs are ‘feel’ and ‘become’. These verbs should also be in their past tense forms: ‘felt’ (past tense of ‘feel’), and ‘became’ (past tense of ‘become’). • The Ugly Duckling felt heartbroken (showing the Ugly Duckling’s feeling heartbroken). • Mother Duck became worried about the Ugly Duckling (showing Mother Duck’s feeling worried). • The Ugly Duckling became happy to live with the white swans (showing the Ugly Duckling’s feeling happy). In the next page, do the following activities about showing feelings using adjectives in the Ugly Duckling story (Parts 1 - 3). Section 4 - Language Focus: Describing Feelings Unit 2. Kindness and Happiness 94 English for Nusantara | untuk SMP/MTs Kelas VIII

a. What did the characters in the story feel? Work with a classmate and use an Adjective to complete the characters’ feelings. Number one has been done for you. Part 1Part 1 1. What did the Mother Duck feel when ive ducklings came out of the eggs? She felt happy. 2. What did the yellow ducklings feel when they walked gracefully? They were____________________. 3. What was Mother Duck’s feeling when she said, “Oh, dear! I should have six ducklings!”? She became ________________. 4. What was the sixth duckling’s feeling when he came out of the egg? He was __________. Part 2 1. What was the yellow ducklings’ feeling when the Ugly Duckling wanted to play with them? They ___________________________________. 2. What was the Mother Duck’s feeling when the yellow ducklings were rude to the ugly duckling? She ________________________________. 3. What was the Ugly Duckling’s feeling when the yellow ducklings asked him to go away? He ___________________________________. 4. What was the Ugly Duckling’s feeling when his mother said he was different and brave? He __________________________________. Chapter 2 | Kindness Begins With Me 95

Part 3 1. What was the chicken’s feeling when the Ugly Duckling landed on their side of the river? ___________________________________. 2. What was the Ugly Duckling’s feeling when the dog chased him? ________________________________. 3. What was the Ugly Duckling’s feeling when he saw some big white birds? ___________________________________. 4. What was the big white bird’s feeling when they saw the Ugly Duckling? __________________________________. Worksheet 2.10 b. Look at the Ugly Duckling story Parts 1 to 3 again. Circle or highlight all adjectives that show or express the feelings of the characters in the story. Use a red pen. Section 5 - Language Focus Unit 2. Kindness and Happiness In a story, you often ind that some sentences are written between quotations (“ ”). These quotations show that the characters in the story are speaking. These sentences are called direct speech. The sentences between the quotations tell you that in this part of the story the Ugly Duckling was speaking to the chickens, and the chickens were responding to the ugly Duckling’s question. 96 English for Nusantara | untuk SMP/MTs Kelas VIII

“Go away” “Can I please stay here?" b. Read again the Ugly Duckling story Part 3. Underline all sentences between quotation marks. c. Practice saying the quotations with your classmates. “Why do we care?” Comic strip 2.2 a. Read the following excerpt from the Ugly Duckling story Part 3. That night, the Ugly Duckling lew away until he landed on the other side of the river. There he met two grown-up chickens. “Can I please stay here?” asked the Ugly Duckling politely. “Why do we care?” said one of the chickens. “Go away,” exclaimed the other. Chapter 2 | Kindness Begins With Me 97

I feel sorry for the Ugly Duckling. What's the ending of the story? Let's make the ending of the story then. That's a great idea. You're right. So, what will the ending be like? The audio stopped here. That's too bad. Yeah, I also feel the same. What about you, Mon? Well, I actually feel angry with the yellow ducklings. What is the ending of the story? Section 6 - Fun Time Unit 2. Kindness and Happiness Comic strip 2.3 98 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Your group can create your own ending. Draw a picture for the ending of the story. The ending of the story: a. In a group of four, choose one of the endings that suits the story. Circle number 1, 2, 3, OR 4. 1. The Ugly Duckling lived with the Mother Duck and yellow ducklings in the farm happily. 2. The Ugly Duckling went out of the farm to ind good friends. 3. The yellow ducklings became friends with the Ugly Duckling. 4. The Mother Duck asked the yellow ducklings and the Ugly Duckling to be good brothers and sisters. Worksheet 2.11 c. Compare the ending of the story in your group with those in the other groups. Chapter 2 | Kindness Begins With Me 99

Section 7 - Enrichment: Act it Out! Unit 2. Kindness and Happiness a. Follow the instructions. 1. Ask three of your friends to play this game. 2. Copy the cards and shule the cards. 3. Put the cards in an up-side down pile. 4. Write the players’ names on the wheel chart. 5. Prepare a pencil. 6. Spin the pencil at the center of the wheel chart. 7. When the pencil stops spinning, see what name the pencil points to. 8. The person with that name should take one card and read the card. That person should do what the card says. 9. Spin the pencil again. b. Copy and cut these cards. You are the Ugly Duckling. You ly and land on the other side of the river. You are a dog. You act and sniff. You are a big white bird. You say to the Ugly Duckling “You are a beautiful swan.” You are a grown-up chicken. You act and say ”Go away!” 100 English for Nusantara | untuk SMP/MTs Kelas VIII

You are the Ugly Duckling, A dog is chasing you. You run fast and feel tired. You are the Mother duck. You ask the yellow ducklings to play with the Ugly Duckling. You are a cow. You act and say ”Go away!” You are the Ugly Duckling. You look at yourself on the water. You are the Ugly Duckling. You are sad when a cow says “Go away!” Chapter 2 | Kindness Begins With Me 101

c. Use this wheel chart. 102 English for Nusantara | untuk SMP/MTs Kelas VIII

Unit 3. Kindness and Friendship Chapter 2 | Kindness Begins With Me 103

a. Look at these animals. Talk about each animal. Use the clues below. Section 1 - Say What You Know Unit 3. Kindness and Friendship 104 English for Nusantara | untuk SMP/MTs Kelas VIII

Picture 2.7. Animals 1. What is their size? Are they big or small? 2. What can they do? Can they jump? Can they swim? Can they run fast? Can they swing from tree to tree? 3. Where do they live? In the forest? In the sea? In a pond? Chapter 2 | Kindness Begins With Me 105

Picture 2.8. Animals and their activities b. Look at the animals again. Can the animals do these things? Why? 106 English for Nusantara | untuk SMP/MTs Kelas VIII

a. You will read a story about an elephant and his friends. Read the outline of the story and predict the elephant’s feeling. Section 2 - Reading Unit 3. Kindness and Friendship Setting: Time: One day Characters: Elephant, monkey, rabbit, frog, fox, bear and tiger. Place: A forest Problem: No animal wants to be the elephant’s friend. Elephant's feeling: ? Chapter 2 | Kindness Begins With Me 107

b. Read a story of an elephant and his friends. See the Word Box. Word Box announce (base form)/announced (past form): mengumumkan gobble (base form)/gobbled (past form): melahap growl (base form)/growled (past form): menggeram hide (base form)/hid (past form): bersembunyi kick (base form)/kicked (past form): tendangan leap (base form)/leapt (past form): melompat reply (base form)/replied (past form): menjawab/ jawab see (base form)/saw (past form): melihat wander (base form)/wandered (past form): berjalan-jalan wonder (base form)/wondered (past form): heran/bertanya-tanya burrow: liang/sarang forest: hutan matter: masalah news: berita/kabar arrogant: sombong disgruntled: bersungut-sungut ferocious: ganas great: besar/hebat hefty: kuat shy: pemalu sly: licik upset: jengkel mind your own business: jangan ikut campur 108 English for Nusantara | untuk SMP/MTs Kelas VIII

One day an elephant wandered into a forest in search of friends. He saw a monkey on a tree. “Will you be my friend?” asked the elephant. “You are too big. You cannot swing from trees like me,” replied the arrogant monkey, Next, the elephant met a rabbit. He asked him to be his friend. But the shy rabbit said, “You are too big to play in my burrow!” Then the elephant met a frog. “Will you be my friend? He asked. “How can I?” asked the disgruntled frog. “You are too big to leap about like me.” He met a fox next. “Will you be my friend?” he asked the fox. The sly fox said, “Sorry, sir, you are too big. You can’t run as fast as I can.” The elephant was upset and felt heartbroken. Picture 2.9. An elephant and his friends Chapter 2 | Kindness Begins With Me 109

The next day, the elephant saw all the animals in the forest running for their lives. The elephant asked them what the matter was. The great bear replied, “There is a tiger in the forest. He’s trying to gobble us all up!” The animals all ran away to hide. The elephant wondered what he could do to save everyone in the forest. Meanwhile, the tiger kept eating up whoever he could ind. The elephant walked up to the tiger and said, “Please, Mr. Tiger, do not eat up these poor animals.” “Mind your own business!” growled the ferocious tiger. The elephant had no choice but to give the tiger a hefty kick. The frightened tiger ran for his life. The elephant went back into the forest to announce the good news to everyone. All the animals thanked the elephant. They said, “You are very brave and just the right size to be our friend.” Source: Elephant and Friends : Animals Stories : Short Stories (english-for-students.com) 110 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Answer the following questions. 1. What did the elephant do in the forest? ______________________________________________________________________ 2. How many animals did the elephant meet in the forest on the irst day? ______________________________________________________________________ 3. How did the animals treat the elephant during that irst day? ______________________________________________________________________ 4. What did the elephant feel when he could not make any friends on the irst day? ______________________________________________________________________ 5. Why did the animals in the forest run away on the second day? ______________________________________________________________________ 6. Did the elephant run with the other animals? ______________________________________________________________________ 7. Was the elephant afraid of the tiger? ______________________________________________________________________ 8. What did the elephant do? ______________________________________________________________________ 9. What happened to the elephant in the end? ______________________________________________________________________ 10. What do you think the elephant felt at the end of the story? ______________________________________________________________________ Worksheet 2.12 Chapter 2 | Kindness Begins With Me 111

Are you a good friend? Here is a list that makes a good friend. • A good friend is there for you no matter what, and will always have your back when things get diicult • A good friend will comfort you when you are upset or crying • A good friend will laugh with you and make you smile • A good friend is kind, and respects and listens to you • A good friend is trustworthy and willing to tell you the truth, even when it’s hard for you to hear • A good friend will encourage you to be a better person and inspire you to achieve more in life • Most importantly, a good friend is someone that you enjoy talking to and spending time with • Most friendships are positive. But, we have to be careful because some people who we think are friends can make our life a little diicult. Source: https://www.healthforteens.co.uk/relationships/friendships Did you know? 112 English for Nusantara | untuk SMP/MTs Kelas VIII

Describing Characters’ Traits and Behavior in a Story In addition to expressing characters’ feelings, adjectives like ‘shy’, ‘mean’, ‘honest’, ‘friendly’ or ‘rude’ can describe the characters’ traits and behavior. These Adjectives help your reader understand more about their: • braveness (‘brave’, ‘shy’, ‘ferocious’) • capacity (‘clever’, ‘foolish’) • morality (‘honest’, ‘kind’, ‘friendly’, ‘mean’, ‘cruel’, ‘rude’, ‘sly’, ‘arrogant’). The Adjectives also come after the past tense forms of ‘to be’ (was, were) and the past tense forms of some verbs like become (became). See the following examples: a. The Ugly Duckling was shy. b. The two grown up chickens were also mean to the Ugly Duckling. c. All the animals in the forest became rude to the elephant. d. The white swans were friendly and honest with the Ugly Duckling. Now try to do the following activities about describing the characters’ trait and behavior as well as feelings with Adjectives from the Ugly Duckling story (Parts 1 - 3) and the Elephant and Friends story. Section 3 - Language Focus Unit 3. Kindness and Friendship Chapter 2 | Kindness Begins With Me 113

The Ugly Duckling _______________. The Ugly Duckling __________________. The dog __________________ . The two grown-up chickens were _________________ . The Ugly Duckling felt __________________ . The cow ________________. The Ugly Duckling ____________. a. Work with a classmate. What can you tell about the characters’ traits or behavior and feelings in the following pictures? Use past tense forms of ‘to be’ or ‘feel’/ ‘become’ with an Adjective. 114 English for Nusantara | untuk SMP/MTs Kelas VIII

You cannot swing from trees like me! Mind your own Business! The tiger ________. The elephant _________. The monkey was ___________. The Elephant became ____________. The white swans _________________ . The Ugly Duckling ________________. The white swans and the Ugly Duckling ________________. Worksheet 2.13 Chapter 2 | Kindness Begins With Me 115

b. Look at the Ugly Duckling story Parts 1 to 3 again. Circle or highlight all adjectives that show or express the characters’ trait or behavior in the story. Use a blue pen. Section 4 - Reading Unit 3. Kindness and Friendship The stories of The Ugly Ducklings and The Elephant and Friends are imaginative stories. These stories are written in the narrative genre. A narrative is used to entertain readers. a. Look at the elements of a story in the following table. They are taken from the Ugly Duckling story Part 1. Part 1: (adapted from Buss & Karnowski, 2000; Derewianka & Jones, 2016) Table 2.2 The Detail Elements of the Ugly Duckling story part 1 Elements Function Example Detail Orientation Introducing the time, location and characters in the story Once upon a time on a big farm, a Mother Duck sat on her nest. One by one, ive yellow ducklings came out of the eggs. he next day, the big egg cracked open. A shy duckling came out. He was not yellow! He was gray and bigger than others. Time: Once upon a time Location: on a big farm Characters: 1. A Mother Duck. 2. Five yellow ducklings. 3. A shy gray duckling. Complication Showing the conlict(s) or problem(s) in the story. But one large egg was still in the nest. It was a little stubborn. Problem: One egg did not hatch. he egg was stubborn. Resolution Giving the Solution(s) for the conlict(s)/ problem(s). So, Mother Duck sat on her nest again and waited some more. Solution: 1. Mother duck sat on the egg again. 2. She waited. 116 English for Nusantara | untuk SMP/MTs Kelas VIII

b. With a classmate, complete the following table with the elements of the Ugly Duckling story Parts 2 and 3. Part 2: (adapted from Buss & Karnowski, 2000; Derewianka & Jones, 2016) Worksheet 2.14 Elements Function Example Detail Orientation Introducing the time, location and characters in the story a. he Ugly Duckling followed the ive yellow ducklings slowly on the hot sunny day. b. “How can you say such a thing?” said Mother Duck. 1. Time: … 2. Place: … 3. Characters: … Complication Showing the conlict(s) or problem(s) in the story. But, they only stared at him. Suddenly, one of them yelled, “You are not like us. You are very ugly and weak!” he others said in chorus, “Go away!” hey were rude and mean. he Ugly Duckling tried to play with his brothers and sisters, too. “I can jump and shake my wings!” exclaimed the Ugly Duckling. He was so happy. But, the yellow ducklings yelled, “Go away!” Problem: … Resolution Giving the Solution(s) for the conlict(s)/ problem(s). “You’re different. You are not yellow but gray and brave.” Mother Duck tried to calm him down. Resolution: … Chapter 2 | Kindness Begins With Me 117

Part 3: Elements Orientation Complication Resolution Function Introducing the time, location and characters in the story Showing the conlict(s) or problem(s) in the story. Giving the Solution(s) for the conlict(s)/ problem(s). Example That night, the Ugly Duckling lew away. He landed on the other side of the river. There he met two grown-up chickens. The next morning, the Ugly Duckling lew away. He landed on a farm. Suddenly, a big hungry dog came. The Ugly Duckling was very tired. But, he lew and lew till he found another farm. There he met a cow. (Write the sentences that tell you about the complication from the story here) ______________________ ______________________ ______________________ (Write the sentences that tell you about the complication from the story here) ______________________ ______________________ ______________________ Detail Time: … Place: … Characters: … Problem:… Resolution: … (adapted from Buss & Karnowski, 2000; Derewianka & Jones, 2016) Worksheet 2.15 118 English for Nusantara | untuk SMP/MTs Kelas VIII

a. Read the story of Elephant and Friends again. Identify the elements of the story. Underline or highlight the story’s Orientation, Complication and Resolution. Section 5 - Your Turn: Writing Unit 3. Kindness and Friendship Elements Orientation Complication Resolution Function Introducing the time, location and characters in the story Showing the conlict(s) or problem(s) in the story. Giving the Solution(s) for the conlict(s)/ problem(s). Example (Write the sentences that tell you about the complication from the story here) ______________________ ______________________ ______________________ (Write the sentences that tell you about the complication from the story here) ______________________ ______________________ ______________________ (Write the sentences that tell you about the complication from the story here) ______________________ ______________________ ______________________ Detail Time: … Place: … Characters: … Problem: … Resolution: … Worksheet 2.16 Chapter 2 | Kindness Begins With Me 119

b. In a group, you are going to write a story similar to The Elephant and Friends. Change the orientation and the complications and write on Worksheet 2.17. OrientationOrientation • Decide the setting and characters. • What problems does the character have? Complication and Resolution • Think of the complication of the story. How many events will you write about? What conlict(s) and resolution(s) will you involve in the story? • Plan who is going to speak in direct speech. Setting Character(s) Decide the character(s) Problem What problem does the character have? Event 1 Conlict and resolution Event 2 Conlict and resolution Event 3 Conlict and resolution Worksheet 2.17 120 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Write your group’s story. ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Worksheet 2.18 Section 6 - Enrichment Unit 3. Kindness and Friendship a. Share your story on your social media account. b. Invite your friends to comment on your story. Chapter 2 | Kindness Begins With Me 121

Relection Unit 3. Indonesian Birds Think about your learning, then ill out the following sheet. LEARNING REFLECTION Name: Grade/Chapter: 8/2 Date: What I liked doing most: …………………………………………………………………………………………………………………………………………… ………………………………………………………………………............................................................................................ What I didn’t like or found diicult: …………………………………………………………………………………………………………………………………………… ………………………………………………………………………........................................................................................... How I worked: • on my own • with the help of the teacher • with the help of the other student • with commitment • without much commitment • with diiculty • without diiculty NOW I CAN I shared with my family: ……………………………………………………………………………… ……………………………………………………………………………… …………………………………………………… My Parent’s Signature ..................................... If you ticked or you need to revise these parts. connect and sequence events in an imaginative story explain characters’ actions, feelings, and behavior in an imaginative story retell and rewrite an imaginative story 122 English for Nusantara | untuk SMP/MTs Kelas VIII

Progress Check 1 Chapter 1, 2 Read Made’s story about Jakarta’s Old City Tour and answer some questions related to the story JAKARTA’S OLD CITY TOUR Two years ago, I had a tour of Kota Tua or Jakarta’s Old City. I went there with my team after we participated in a wheelchair basketball competition in Jakarta. The competition was conducted to celebrate Indonesia’s Independence Day. To get to Kota Tua, we took the MRT and TransJakarta. When we arrived at Kota Tua, a security guard checked our temperature and asked us to keep our masks on. She also made sure we checked in using our Peduli Lindungi. The irst place we explored was the Jakarta History Museum. Then, we went to the Maritime Museum, Bank Museum, and Puppetry Museum. My favorite one was the Jakarta History Museum. I learned a lot about Batavia or known as Jakarta at present. Chapter 2 | Kindness Begins With Me 123

The next destination was Fatahillah square. Some people rode colorful bikes and some others took pictures of Dutch Architecture. The last place was the oldest building in Kota Tua named Batavia cafe to grab something to eat. After all, I enjoyed the tour, especially since the facilities were friendly for people with disabilities like me. Put a check (√) for each correct statement and a cross (X) for a false statement. Number one has been done for you. NO. 1 2 3 4 5 6 7 8 or STATEMENTS Last holiday, Made and his team had a tour to Jakarta’s Old City. Having Jakarta’s Old City Tour was Made and his team’s main purpose. Made and his team took two types of mass transportation to reach Jakarta’s Old City. The Puppetry Museum was the third museum they visited in Jakarta’s Old City. Made saw many people riding colorful bikes in Fatahillah Square. Made learned Batavia history in Fatahillah Square. The Batavia cafe was the last Made’s team tour destination in Jakarta’s Old City. Made was happy with the tour because the facilities support people with disabilities. The visit took place during the COVID-19 Lockdown Time. 124 English for Nusantara | untuk SMP/MTs Kelas VIII

Read the story and answer the questions. ________________________________ Once upon a time, lived a man who caught ish at sea to support his living. One day, something heavy was entangled in his net. He cursed sarcastically. His face turned red. Then, he hauled his net and threw it carelessly as it was heavy. That was when he saw something yellowish and shiny. “Gold chain, I’m lucky!” he screamed. His eyebrows suddenly tilted. Then he said to himself, “ I should pull it more.” He worked hard and part by part of the gold chain was pulled. His small boat started to sink because of the gold chain’s weight. He knew it as water started illing in his boat. Instead of stopping, he pulled faster and put it around his body. In a second, water rushed into his boat. It eventually capsized. The gold chain sank to the bottom of the sea. Helplessly, the man was drawn along. (Source: http://www.englishdaily626.com/cloze_passages.php?021) Questions 1. What is the best possible title for the story? Why? 2. What was the man’s occupation? 3. Why did the man curse when something was entangled in his net? 4. What kind of man do you think the man is? Tell the reason/s. 5. What made the boat capsize? 6. Which moral lesson can you take from the story? 7. If you were the man, what would you do? Chapter 2 | Kindness Begins With Me 125

Arrange the paragraphs into a proper story. TIMUN MAS - THE GOLDEN CUCUMBER GIRL PARAGRAPH PARTS OF TEXT One day, Buto Ijo visits the old woman’s house asking her to fulill her promise. With a stash of magic cucumber seeds, needles, and salt from her mother, Timun Mas runs away. In a rage, Buto Ijo chases after Timun Mas. The small yet strong at heart Timun Mas manages to escape, using her mother’s magic tricks. Buto Ijo is inally defeated when Timun Mas sprinkles salt around him that turns into an ocean, swallowing him whole. The story starts with the meeting of Buto Ijo and Mbok Srini Buto Ijo was a strong and mystical giant. Mbok was a childless old widow who lived on her own. Mbok Srini asked Buto Ijo, to be blessed with a child. Buto Ijo gave her a large cucumber and asked her to vow that Mbok Srini would give her child when the time came. Mbok brought the cucumber home. She did not know how Buto Ijo would grant her wish. After plantings the cucumber for some time, she found out that there was a baby girl hidden inside the cucumber. Then, she named her Timun Mas, Timun means cucumber, and Mas means gold. Mbok Srini gave the child the best possible upbringing, forgetting the important promise she made to Buto Ijo. 126 English for Nusantara | untuk SMP/MTs Kelas VIII

Chapter 3: Love Our World 127 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN, RISET, DAN TEKNOLOGI REPUBLIK INDONESIA, 2022 English for Nusantara untuk SMP/MTs Kelas VIII Penulis: Ika Lestari Damayanti, dkk. ISBN: 978-602-427-941-7 (jil.2)

Chapter 3 Love Our World 33 Unit 1. Look around you Unit 2. This is the way Unit 3. Act Now 128 English for Nusantara | untuk SMP/MTs Kelas VIII

Learning objectives Upon completion of this chapter, you should be able to: 1. ask and give opinions about familiar topics around the school; 2. categorise actions based on a given situation; and 3. write instructions on posters. Chapter 3 | Love Our World 129

Unit 1. Look Around You 130 English for Nusantara | untuk SMP/MTs Kelas VIII

What do you usually do in these situations? ___________________________ Section 1 - Say What You Know Unit 1. Look around you Worksheet 3.1 Your hands are dirty. You have a used plastic bag in your hand. You see a faucet with running water. The light is on during the day. ___________________________ ___________________________ ___________________________ Chapter 3 | Love Our World 131

Section 2 - Listening Unit 1. Look around you Word Box reduce: mengurangi container: tempat makan environment: lingkungan trash: sampah trash can: tempat sampah plastic waste: sampah plastik full: penuh 132 English for Nusantara | untuk SMP/MTs Kelas VIII

Here is a trash can! Oh, wait! Let's put our trash in the trash can irst. You're right. Okay. Yeah, me too. Let's get back to our class. Woah... I'm full. a. Listen to Audio 3.1. Andre and Monita are having lunch together with foods they bought from the canteen. Chapter 3 | Love Our World 133

It is full already. The trash is all over the place. But the one right there is full too. Yeah... It's full of plastic waste from snack wrappers and straws. That's too bad. We should reduce the use of plastic from now on. It's bad for the environment. Good idea, Andre! Let's do that. And it's not good for our health either. How about we bring our own container next time? Comic Strip 3.1 134 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Choose the correct answers based on the audio. 1. How is the trash can at the canteen? a. Empty b. Half full c. Almost full d. Full 2. What kind of trash makes the trash bin full? a. Paper waste b. Trash cans c. Plastic waste d. Organic waste 3. What does Monita suggest that we do about plastic use/the use of plastics? a. Reduce the use of plastic b. Buy more plastics c. Increase the use of plastic d. Ignore the use of plastics 4. What is Andre’s response to Monita’s suggestion? He says that … a. plastic is very expensive b. plastic is bad for the environment c. plastic is good for our health d. plastic is not dangerous 5. What will they do next time? a. Buy less food b. Request to use plastic straw c. Bring their own container d. Bring their own trash can 6. What does “Good idea, Andre!” mean? a. Monita agrees with Andre’s idea. b. Andre has a good idea. c. Andre and Monita want to save the environment. d. It is a good idea to reduce trash. Worksheet 3.2 Chapter 3 | Love Our World 135

First, turn on the faucet and wash our hands with running water Next, turn off the faucet Apply the hand soap Section 3 - Listening Unit 1. Look around you a. Listen to Audio 3.2. Galang, Andre, and Monita are at the canteen for lunch. Then, Galang shares something important with them. 136 English for Nusantara | untuk SMP/MTs Kelas VIII

After that. rub our hands together starting from the backs of hands. between the ingers. Turn on the water and wash our hands with clean water Turn off the faucet Last, dry our hands with a towel. Let me try now. Let me try too. and under the nails for 20 seconds. Comic strip 3.2 sources: https://www.dtmmix.co.uk/blog/types-of-waste/ https://www.cdc.gov/handwashing/when-how-handwashing.html Chapter 3 | Love Our World 137

Worksheet 3.3 b. Draw a line to match the pictures and the instructions. Wash hands with running water Turn of the faucet Apply hand soap Rub hands together Dry hands with a towel 138 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Cross (X) the instructions that are not right when washing hands. 1. _________ Wash hands with running water. 2. _________ Turn on the faucet when applying the soap. 3. _________ Rub hands for 10 seconds. 4. _________ Wash hands with clean water. 5. _________ Dry hands with a towel. Worksheet 3.4 d. Listen again to the audio. Practice saying the steps. Some people in another part of the world ind it hard to drink clean water. Unsafe hygiene water and sanitation can affect people's health. One of the most common diseases because of unhygienic water and sanitation is diarrhea. Diarrhea could attack children and make them unable to go to school. Find out more on the link below. https://www.unwater.org/water-facts/water-sanitation-and-hygiene/ Did you know? Chapter 3 | Love Our World 139

A presentation contains several stages with particular expressions. The following shows the stages and some expressions you can use. a. These are the expressions to use in a presentation. Section 4 - Language Focus Unit 1. Look around you 1. Starting the presentation. 2. Stating the goal of the presentation. 3. Showing the steps. 4. Ending the presentation. Stages Starting the presentation Stating the goal of the presentation Showing the steps Ending the presentation Expressions Hello, everyone. My name is … . Good morning/afternoon/evening. I’m … . I’m going to show you how to … I would like to tell you how to … We are going to … First, … Second, … Next, … After that, … Then, … Finally, … Last, … Well, that’s all you need to do to … . Good luck. Thank you for your attention. Table 3.1 Stages of presentation Table 3.2 Expressions of presentations 140 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Practice the example below. a. Listen to Audio 3.3. Galang is showing Pipit how to wash hands. Section 5 - Your Turn: Listening Unit 1. Look around you Word Box leaving: meninggalkan reminding: mengingatkan waste: membuang/menghamburkan Structures Opening the presentation Telling the goal Showing the steps Closing the presentation Expressions Good afternoon. My name is Alifandra. I’m from 8A. I’m going to show you how to wash our hands without wasting water. First, turn on the faucet and wash our hands with running water. Next, turn off the faucet. Apply hand soap. After that, rub our hands together starting from the backs of hands, between the ingers, and under the nails for 20 seconds. Turn on the faucet and wash our hands with clean water Then, turn off the faucet Last, dry our hands with a towel. Thank you for your attention. Table 3.3 The example of a presentation Chapter 3 | Love Our World 141

Hi, Galang. Hi, Pipit. Why are you washing your hands? Well, I know that. But, why do you do it like that? Like what? I’m rubbing my hands with soap for 60 seconds. Because, viruses are everywhere. We need to wash our hands often. 142 English for Nusantara | untuk SMP/MTs Kelas VIII

Comic Strip 3.3 Yes, but you’re leaving the faucet running. It wastes the water. Oh yes! I forgot about it. From now on, I will turn the faucet off when I rub my hands. Thank you for reminding me, Galang. You are very welcome, Pipit. Chapter 3 | Love Our World 143

b. Based on the audio, choose whether the following statements are true (T) of false (F) No 1. 2. 3. 4. 5. Statements We need to wash our hands more often during the pandemic. We rub our hands without soap for 60 seconds. We need to turn off the faucet when rubbing hands with soap. Leaving the faucet running wastes the water. We need to save water. True False Worksheet 3.5 144 English for Nusantara | untuk SMP/MTs Kelas VIII

Preparation Print and cut the lashcards. Steps 1. Make a group of six. 2. Shule the lashcards and put it in the middle of your table. 3. Take turns to pick out the lashcards one by one. 4. Express your opinion on the lashcard, do you think it is bad or good for the environment? Why yes or why not? Section 6 - Fun Time: What do you think? Unit 1. Look around you Chapter 3 | Love Our World 145

a. Choose one of the situations below. Think of how you can save water in that situation. • washing the dishes • brushing teeth b. Plan your procedure. Section 7 - Your Turn Unit 1. Look around you c. Plan your presentation Worksheet 3.7 d. Practice your presentation with or without reading the plan. e. Do the presentation in front of the class. f. Demonstrate the steps. Worksheet 3.6 Goal Steps Structures Starting the presentation Showing the steps Ending the presentation 146 English for Nusantara | untuk SMP/MTs Kelas VIII

Look around your house or neighborhood. What activities do people do with water? Do you think they use the water wisely? What can you say to save water? Section 8 - Enrichment Unit 1. Look around you Chapter 3 | Love Our World 147

Unit 2. This is the way The Way 148 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 1 - Say What You Know Unit 2. This is the way Picture 3.1 Social media 1. Do you have a social media account? 2. What do you usually post there? 3. Do you share your problems there? 4. Do you get responses? Worksheet 3.8 Chapter 3 | Love Our World 149

Hey Guys! Check this post out! It’s about throwing out trash. This girl wrote about how to sort it. Well, we are starting to do that. We agree with her. You’re right. Let's keep on doing it. It’s not going to be easy. Yes, but we must not give up! By the way, thanks, Galang. You showed me the way to save water Yes. More and more teenagers are aware of the need to save the earth. a. Listen to Audio 3.4. Monita is reading a post on her social media account. The post is about saving the earth. She is sharing it with her friends. Section 2 - Listening Unit 2. This is the way Comic strip 3.4 150 English for Nusantara | untuk SMP/MTs Kelas VIII

b. Answer the questions based on the audio. 1. Who is reading a post on his/her social media account? ___________________________________________________________________ 2. What is the post about? ___________________________________________________________________ 3. Whose comments are relevant to Monita’s statements? ___________________________________________________________________ 4. Why does Pipit thank Galang? ___________________________________________________________________ c. Complete the following chart. Write in the columns Know and Want before reading the text. Then, write in the columns Learn and How after reading the text. Word Box contribute: membantu sort: memilah throwing: membuang keep on: konsisten saving: menyelamatkan teenagers: remaja aware: menyadari What do you know about throwing trash? Your answer: Know Want Learn How What do you want to know more about throwing trash? Your answer: What do you learn from the text? Your answer: How are you going to ind out more? Your answer: Worksheet 3.9 Worksheet 3.10 Chapter 3 | Love Our World 151

Section 3 - Reading Unit 2. This is the way a. Read the text below. Picture 3.2. Features of social media 152 English for Nusantara | untuk SMP/MTs Kelas VIII

Worksheet 3.11 Word Box sort: menyortir hiking: mendaki food packaging: kemasan makanan recyclable: dapat didaur ulang b. Answer the following questions. 1. What is the content about? __________________________________________________________________ 2. What does “sort the trash” mean? __________________________________________________________________ 3. What trash is recyclable? __________________________________________________________________ 4. Who will start to sort trash? __________________________________________________________________ 5. In your opinion, what makes some people like the post? __________________________________________________________________ Chapter 3 | Love Our World 153

Section 4 - Language Focus Unit 2. This is the way When we want to comment on social media, we have to think carefully. There are several things to consider. Have a look at the following pictures. 1. Read and understand the content carefully. 2. Think about whether you have something necessary to offer about the content. 3. If you have, comment politely. 154 English for Nusantara | untuk SMP/MTs Kelas VIII

4. Don’t use words that can offend others. 5. Avoid any quarrels in the comment section. Picture 3.3. How to make appropriate comments Worksheet 3.12 a. Do you have other tips for giving comments on social media? Write your tips below. Your comment: Chapter 3 | Love Our World 155

b. Read the following post. Give your comments on it. Your comment: @irman There are many things that we can do to save our planet. We can do it from home, too. For example, we throw our trash away. This may sound easy, but it can be confusing. This is how I usually do it. 1. Know which trash is recyclable and not recyclable. 2. Sort the trash. 3. Put the trash based on its type. Online platforms are very dangerous. There are lots of problems on the internet such as online bullying and device addiction. As a student, it is good to engage yourself in the online world to collect new knowledge. However, you have to maintain the content you are viewing and posting online. Here are what you can do to be safe online: 1. Don’t share your personal information such as your home address, phone number, and professional background. 2. Don’t download anything from suspicious sites. 3. Don’t post anything that might hurt anyone. 4. Don’t immediately trust anyone you meet online. Read more on https://usa.kaspersky.com/resource-center/preemptive-safety/top-10-internet- safety-rules-and-what-not-to-do-online (Adapted from: Bogor Botanical Gardens - Wikipedia) Did you know? Worksheet 3.13 156 English for Nusantara | untuk SMP/MTs Kelas VIII

• Make a group of four. Section 5 - Fun Time: What’s the word? Unit 2. This is the way • Make this table on your own paper. • Then, make these alphabets in three colors (gray, green, and yellow) with your own color pencils. Table 1.1 Possessive adjectives A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Chapter 3 | Love Our World 157

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z • Cut each of the letters. • Choose one of the players as the word keeper. • The word keeper chooses and writes a word of ive letters in his/ her notebook (other players are not allowed to know the word until they guess it at the end of the game). • Other players take turns to guess the word by putting the gray letters on the irst line of the sheet. • The word keeper changes the letter based on the rules below: • If other players guess the letter right but in the wrong position, the word keeper changes the gray letter with yellow letter. • If other players guess the letter right and in the right position, the word keeper changes the gray or yellow letter with green letter. • Remember, your group only has 6 attempts to guess the correct word. You win the game if you can guess the word correctly by changing all gray letters into green letters. You lose the game if you cannot guess the word correctly in your 6th attempt. source: https://www.thebestideasforkids.com/wordle-for-kids/ You can play this game more in this site https://wordleplay.com A B C D E F G H I J K L M N O P Q R S T U V W X Y Z 158 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 6 Your turn: ReadingSection 6 - Your Turn: Reading Unit 2. This is the way a. Read the text below. @in22day Hello friends. I have so many old books in my room. I no longer read them. What should I do with these books? Comments: @shakila commented : Do you like watching movies? I have some recommendations for you. @agungibr commented : Hi! You can make a mini library in your house. First, sort your books based on their types. Then, prepare a mini bookshelf. You can make it from cardboard boxes. Last, keep your books on the shelf orderly based on their types. Now, everyone can read them any time. @putrihijau commented : I like books too but I like my phone more!! :D @titalesta commented : Hi there! I am from the Bina Karya orphanage. The orphanage accepts old book donations. First ill in the form in the link www.binakaryadonation.com. Then, send the books to our address. The address is provided in the link. Lastly, you will receive an email once the books arrive. Let’s help the kids reach their dreams by learning from your donated books. @zalvafsp commented : Make money from them! You can sell them. First, sort out your books that are still good. Next, cover your books with plastics. Last, offer the books to the book collectors in Palasari Market. You can buy new books by selling your old ones. Chapter 3 | Love Our World 159

Word Box cover: lapisi prepare: siapkan provided: disediakan receive: menerima bookshelf: rak buku orderly: sesuai urutan no longer: tidak lagi b. Based on the text, answer the following questions. 1. What is the main problem of the sender’s post? __________________________________________________________________ 2. How many people give their ideas to the problem? __________________________________________________________________ 3. Which idea needs equipment to store the old books? __________________________________________________________________ 4. What is the irst step when you donate books to the Bina Karya orphanage? __________________________________________________________________ 5. How can old books make money? __________________________________________________________________ 6. Which comments are not related to the content? __________________________________________________________________ 7. Which idea do you recommend to a content sender? __________________________________________________________________ Worksheet 3.14 c. If you have old book that you do not use any longer, what do you do with them? ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ Worksheet 3.15 160 English for Nusantara | untuk SMP/MTs Kelas VIII

Write a comment for the post in Section 6. Section 7 - Enrichment Unit 2. This is the way username: comment: Worksheet 3.16 Chapter 3 | Love Our World 161

Unit 3. Act Now 162 English for Nusantara | untuk SMP/MTs Kelas VIII

Section 1 - Say What You Know Unit 3. Act now Read the posters about saving water and donating old books. Picture 3.4. Poster about saving water Chapter 3 | Love Our World 163

Picture 3.5. Posters about saving water and donating old books Find a library that needs donations. If your old books match the needs, contact the library oice. Send the books to the library. Identify the types of the books that the library needs. 164 English for Nusantara | untuk SMP/MTs Kelas VIII

What are the posters about? What are your reactions towards the posters? About Reactions Poster 1 Poster 2 Worksheet 3.17 Chapter 3 | Love Our World 165

Turn on the faucet and wet your hands Turn off the faucet Turn off the fauce Rub your hands together Rub your hands starting from your thumbs, ingers, abd nails for 20 seconds Dry your hands with some tissue. Don't forget to throw your tissue to the trash bin Turn on the faucet and wash your hands Apply hand soap Section 2 - Reading Unit 3. Act now Picture 3.6. Poster about washing hands Read the poster about washing hands. 166 English for Nusantara | untuk SMP/MTs Kelas VIII

Based on the poster, answer the following questions. 1. What is the poster about? 2. What is the purpose of the poster? 3. Where do you usually ind the poster? 4. Who are the target audience of the poster? 5. Based on the poster, what should we do before applying the hand soap? 6. Do you like the poster? 7. Do you think people will be interested in the poster? Why? Why not? Worksheet 3.18 Chapter 3 | Love Our World 167

a. Read the poster from Picture 3.4. Section 3 - Viewing Unit 3. Act now Worksheet 3.19 b. Read the elements of the poster. The poster above gives instructions to the audience. It pays attention to the goal and steps. Identify the goal and the steps in the poster. Goal Steps Notifying the teachers if you found leaks in taps or pipes Drinking all your water. Do not leave any water leftover. Turning off the tap as soon as you've inished washing your hands. 168 English for Nusantara | untuk SMP/MTs Kelas VIII

c. Read the poster from Picture 3.5. d. Complete the elements of the posters. Worksheet 3.20 e. Will you follow the instructions to wash your hand as stated in the poster? Why? Find a library that needs donations. If your old books match the needs, contact the library oice. Send the books to the library. Identify the types of the books that the library needs. Goal Steps Chapter 3 | Love Our World 169

Posters are made to engage the audience with the information they share. To make our posters engaging, we can use attractive colors and illustrations. Section 4 - Language Focus Unit 3. Act now Word Box calm: tenang cold: dingin friendly: ramah harmonious: berharmoni peaceful: damai quiet: tenang sad: sedih sharp: tajam serious: serius striking: menyolok smoother: lebih halus warm: hangat come forward: maju ke depan look larger: terlihat lebih besar move backward: mundur ke belakang 1. Get a topic for your poster. 2. Think about the purpose for making the poster. 3. Choose the target audience for the poster. 4. Discuss the information and the illustration you want to put on your poster. 5. Choose and combine colors for your poster. See the explanation below for color combination. How to Make a Poster 170 English for Nusantara | untuk SMP/MTs Kelas VIII

Colors High-keyed colors (pastel colors) Low-keyed colors (dark colors) Warm colors consist of some colors ranging from yellow to reddish violet. Cool colors range from violet to yellowish green. Analogous color You can combine colors that are next to each other on the color wheels. For example, you can combine sky blue, green, and yellowish green. • Warm • Calm • Harmonious Effect • Quiet • Peaceful • Friendly • Cold • Sad • Serious • Come forward • Look larger • Suitable for the foreground elements. • Move backward • Look smaller • Suitable for the background elements. Color combination Table 3.4. Colors for poster Chapter 3 | Love Our World 171

Source: (https://en.wikiversity.org/wiki/Instructional_design/Color_Selection_for_Message_Design/Unit3_Deinition) Split complementary color You can combine a color with two colors next to that color’s complementary. For example, you can combine green with reddish violet and reddish orange. • Sharp • Smoother than complementary color. Complementary color You can combine colors that are opposite of each other on the color wheels. For example, you can combine yellow and violet. • Striking 172 English for Nusantara | untuk SMP/MTs Kelas VIII

6. Choose a template for your poster. 7. Make some illustrations. The illustrations must make clear what you want to say in your poster. Here are several illustration examples you can consider. No 1 2 3 Illustration Description “Turn on the faucet and wet your hands” Search for the main idea of what you want to say and picture it in the illustration. "Apply hand soap" Make sure that the illustrations are not too much and give enough idea of what you want to say. "Rub your hands together" Don’t forget to pay attention to every new detail of your illustrations so that it can represent your sentence well. Table 3.5 Illustrations for poster 8. Design your own poster. Chapter 3 | Love Our World 173

Fill in the the squares with words you found based on the clues. Section 5 - Fun Time Unit 3. Act now Across 3. something we do after using soap 4. something we do to our hands before eating 5. the thing that runs water 7. something we put on the wall and contains information 9. the place we need to save Down 1. an aspect that represents what you want to say in the poster 2. the irst element of a poster 4. Something to wash our hands from soap 6. an aspect that creates effects on your poster 8. the second element of a poster 174 English for Nusantara | untuk SMP/MTs Kelas VIII

a. Make a group of three members. b. Plan to make a poster. c. Choose one of the ways to save earth. • Washing the dishes • Brushing teeth • Recycle plastic bags • Reuse old books • Others: ………….. Section 6 - Your Turn: Making a Poster Unit 3. Act now d. Make your poster on cardboard. Goal Steps Illustrations Colors Worksheet 3.21 Chapter 3 | Love Our World 175

Post your poster on your social media account, school information board, or the status feature on your online messenger. Section 7 - Enrichment Unit 3. Act now Picture 3.7. Posting poster on social media, text messenger status, wall magazine Send message 176 English for Nusantara | untuk SMP/MTs Kelas VIII