EFYL Flipbook-Bima PDP

Grade

e v r o c s i D LLombok ombok D

is

6

Elementary

ver o c

through English

“Learn English, Discover Culture, Explore the World”

“Learn English, Discover Culture, Explore the World”

Acknowledgement In the name of Allah SWT, the Most Gracious and the Most Merciful, all praise and gratitude belong to Him for His endless mercy, guidance, and blessings, which have provided the researchers with the strength, wisdom, and perseverance to successfully complete this research.

The researchers would like to express their deepest gratitude and appreciation to the Directorate of Research and Community Empowerment, Directorate General of Research and Development, Ministry of Higher Education, Science, and Technology of the Republic of Indonesia, for generously funding this research through the Penelitian Dosen Pemula (PDP) scheme. The authors are also profoundly grateful to Universitas Bumigora for its unwavering institutional support, encouragement, and commitment to promoting research excellence. This support has been instrumental in the successful completion of the project.

The researchers also extend their sincere appreciation to SDIT Al-Iqra, SDIT Insan Mulia, SDIT Anak Soleh Praya, SDIT Nurul Fikri, and SDIT Harapan Bunda Hiroo for their warm collaboration and generous assistance throughout the research process. The cooperation of the school principals, teachers, students, and administrative staff during the validation, implementation, and data collection phases was invaluable.

Finally, the researchers wish to express their heartfelt thanks to the expert validators, research assistants, and all individuals who contributed their knowledge, time, and constructive feedback. Their support and dedication have greatly enriched the quality and significance of this study.

INTRODUCTION Welcome to this English textbook for sixth-grade primary school students.

This book has been specially designed to help young learners develop their English language skills through meaningful, engaging, and context-rich learning experiences. Recognizing that children learn best when new knowledge is connected to their daily lives, this textbook incorporates local contexts from Lombok and Sasak culture to make learning English more relevant, enjoyable, and authentic.

The content of this book is aligned with the learning outcomes of the Indonesian Curriculum for English in Phase C and is developed with reference to the Common European Framework of Reference for Languages (CEFR) levels A1–A2. The activities and materials are designed to support learners in developing basic communicative competence, enabling them to understand and use familiar expressions, communicate simple information, and interact confidently in everyday situations.

To promote contextualized learning, each unit begins with topics that are familiar to students and gradually introduces new language structures and vocabulary through meaningful tasks. By integrating local wisdom and cultural elements into English learning, students are encouraged not only to improve their language proficiency but also to appreciate and preserve their cultural heritage.

This textbook consists of seven thematic units. Each unit provides opportunities for students to develop the four language skills listening, speaking, reading, and writing—while also strengthening vocabulary, grammar, pronunciation, and intercultural awareness. The learning activities encourage collaboration, critical thinking, creativity, communication, and digital literacy, which are essential competencies for learners in the twenty-first century.

We hope that this textbook will inspire students to learn English with confidence while fostering a deeper appreciation of their local culture and identity. Through the integration of global language skills and local cultural knowledge, learners can become active communicators who are proud of their heritage and prepared to engage with the wider world.

Happy learning and enjoy your journey through English and the rich culture of Lombok!

TABLE OF CONTENTS

How to use this book In this book you will find lots of different features to help your learning.

1.Learning Outcomes: What will you learn in the unit?

2.Let’s Get Ready!

Question to find out what you know already.

3.Let’s Explore : Let’s Read: Fun reading activities linked to what you are learning.

Let’s write: Fun writing activities linked to what you are learning.

Let’s Listen: Fun listening activities linked to what you are learning.

Let’s Speak: Fun speaking activities linked to what you are learning.

4.Language Focus: Key language and grammar rules explained.

5.Keyword, Word Bank; Important Word to learn.

6.Project: A project for you to carry out, using what you have learnt.

You might make something or solve a problem.

7.Reflection: A reflection of what you have learned and your self-assessment in understanding the unit.

Biography

▶ Learning Outcomes:

1

✓ Understand conversations about a person's identity ✓ Ask and answer personal information ✓ Use WH-Questions correctly. ✓ Identify information from a short biographical text. ✓ Write a short biographical paragraph ✓ Present the biographical information

Let's get ready!

What do you usually say when you meet a new friend?

Why is introducing yourself important?

Imagine an exchange student visits your school. What information would you tell them first?

1.1

Asking and giving personal information

Learning Outcome: Understand conversations about a person's identity Ask and answer personal information Use WH-Questions correctly.

Complete the Mind Map Wo r k w i t h a p a r t n e r. Lo o k a t t h e m i n d m a p b e l ow. D i s c u s s a n d w r i t e t h e i n fo r m a t i o n t h a t p e o p l e u s u a l l y s h a re w h e n i n t ro d u c i n g t h e m s e l ve s.

Let's Listen!

C o m p l e t e t h e Pe r s o n a l P ro f i l e s Li s te n c a re f u l ly . C o m p l e te R i n a's a n d Ad a m's p e rs o n a l p rof i l e s w i t h t h e c o r re c t i n f o r m a t i o n f ro m t h e c o nve rs a ti o n .

Information

Rina

Adam

Name Age Grade Hometown Home Language Hobby Favorite Subject Traditional Food Cultural Festival

True True or o r F False alse

Scan here for the audio

L i s t e n a g a i n t h e n re a d e a c h s t a t e m e n t b e l ow. Wr i t e T ( Tr u e ) i f t h e s t a t e m e n t i s c o r re c t o r F ( Fa l s e ) i f i t i s i n c o r re c t .

1 . Ad a m i s a n ew s t u d e n t . ( … . . ) 2 . Ad a m c o m e s f ro m S u m b awa . ( … . . ) 3 . R i n a s p e a ks o n l y E n g l i s h a t h o m e. ( … . . ) 4 . Ad a m l i ke s fo o t b a l l a n d f i s h i n g . ( … . . ) 5 . R i n a l i ke s Aya m Ta l i wa n g . ( … . . ) 6 . Ad a m wa n t s t o l e a r n t h e S a s a k l a n g u a g e. ( … . . ) 7 . R i n a e n j oys t h e B a u N ya l e Fe s t i va l . ( … . . )

Language Focus W h e n we m e e t s o m e o n e fo r t h e f i r s t t i m e, we a s k q u e s t i o n s t o k n ow m o re a b o u t t h e m . Le t ’s l e a r n h ow t o u s e 5 W + 1 H Q u e s t i o n s fo r a s k i n g p e r s o n a l i n fo r m a t i o n .

5W + 1H Questions

Q U E S T I O N S WO R D

What Who Where When Why How PATTERN

EXAMPLES

Question Word + is + noun?

What is your name?

Question Word + do + subject + verb?

Where do you live?

Question Word + does + subject + verb?

What does your brother like?

How + adjective + be + subject?

How old are you?

Re m e m b e r !

Fi n d a n d Co r re c t t h e Mi s t a ke s

E a c h q u e s t i o n h a s o n e m i s t a ke.

Rew r i t e i t c o r re c t l y.

1 . W h a t d o yo u r n a m e ?

2 . W h e re i s yo u l i ve ?

3 . W h a t i s yo u l i ke ?

4 . W h e n d o yo u r b i r t h d ay ?

5 . W h a t d o e s yo u r h o b by ?

6 . W h e re d o yo u r s c h o o l ?

🔹

A s k yo u r s e l f : A m I a s k i n g a b o u t a t h i n g o r i n fo r m a t i o n ?

W h a t i s yo u r h o b by ?

➡ U s e i s.

🔹 A m I a s k i n g a b o u t a n a c t i o n ? ➡ U s e d o / d o e s.

W h e re d o yo u l i ve ?

1.2 Biography Learning Outcome: Identify information from a short biographical text.

Re a d t h e fo l l ow i n g t ex t a b o u t a c u l t u ra l s ' t Le f i g u re f ro m Lo m b o k . T h e n , c o m p l e t e t h e !

Read a c t i v i t i e s t h a t fo l l ow.

Meet Lalu Nasib L a l u N a s i b i s a re s p e c t e d c u l t u ra l f i g u re f ro m Lo m b o k , We s t N u s a Te n g g a ra . H e i s we l l k n ow n fo r h i s d e d i c a t i o n t o p re s e r v i n g S a s a k c u l t u re a n d t ra d i t i o n a l a r t s. H e wa s b o r n i n Lo m b o k a n d h a s s p e n t m a ny ye a r s s t u d y i n g a n d p ro m o t i n g l o c a l t ra d i t i o n s.

L a l u Na s i b e n j oy s te a c h i n g y o u n g p e o p l e a b o u t S a s a k m u s i c , da n c e, l a n g ua ge, a n d c u sto m s . H e b e l i eve s t h at c u l t u re i s a n i m p o r ta nt p a r t of p e o p l e's i d e nti ty .

Th ro u g h wo r ks h o p s, p e r fo r m a n c e s, a n d c u l t u ra l eve nts, h e e n c o u ra ge s t h e y o u n ge r ge n e rati o n to l ove a n d p rote ct t h e i r h e r i ta ge .

H e a l s o wo r ks w i t h s c h o o l s, c o m m u n i ti e s, a n d c u l t u ra l o rga n i zat i o ns to i nt ro d u c e S a s a k t ra d i t i o n s to v i s i to rs f ro m I n d o n e s i a a n d ot h e r c o u nt r i e s . Th a n ks to h i s h a rd wo r k , m a ny t ra d i t i o n a l a r t s c o nt i n u e to g row a n d i n s p i re y o u n g p e o p l e to day .

L a l u N a s i b Jay a s a s m i t a re m i n d s u s t h a t p re s e r v i n g c u l t u re i s eve ry o n e's re s p o n s i b i l i ty . H i s d e d i c a t i o n h e l p s ke e p t h e r i c h c u l t u ra l h e r i t a ge of Lo m b o k a l i ve fo r f u t u re ge n e rat i o ns .

Keywords Keywords

LETS L E TS P PRACTICE R ACT I C E I d e n t i f y i n g B i o g ra p h i c a l I n fo r m a t i o n Re a d t h e t ex t a g a i n . C o m p l e t e t h e t a b l e w i t h t h e c o r re c t i n fo r m a t i o n a b o u t L a l u N a s i b.

I n fo r m a t i o n Information

A n swe r Answer

Fu l l N a m e Occupation H o m e t ow n Field of Contribution What does he teach?

W hy i s h e i m p o r t a n t ?

C o m p re h e n s i o n Q u e s t i o n s N ex t , re - re a d t h e t ex t c a ref u l l y. T h e n , a n swe r t h e fo l l ow i n g q u e s t i o n s i n c o m p l e t e s e n t e n c e s.

1.Who is Lalu Nasib?

2 . W h e re d o e s h e c o m e f ro m ?

3 . W h a t d o e s h e t e a c h t o yo u n g p e o p l e ?

4 . W hy d o e s h e t h i n k c u l t u re i s i m p o r t a n t ?

5 . H ow d o e s h e h e l p p re s e r ve S a s a k c u l t u re ?

6 . W h a t c a n we l e a r n f ro m h i m ?

Did You Know?

I n d o n e s i a h a s m o re t h a n 1 , 3 0 0 e t h n i c g ro u p s a n d ove r 7 0 0 l o c a l l a n g u a g e s. Le a r n i n g a b o u t s o m e o n e ' s c u l t u ra l b a c kg ro u n d h e l p s u s u n d e r s t a n d a n d re s p e c t e a c h o t h e r.

1.3

Biographical Paragraph LLeett''ss W rr ii tt ee !!

W

Learning Outcome: Write a well-organized biographical paragraph using personal information.

Present the biographical information orally.

Language Focus

Re g u l a r a n d I r re g u l a r Ve r b s W h e n we t a l k a b o u t s o m e o n e ' s l i fe i n t h e p a s t , we u s e t h e S i m p l e Pa s t Te n s e.

1 . R e g u l a r Ve r b s a d d - e d o r - d t o fo r m t h e p a s t t e n s e.

Base verb

Past Verb

live

lived

study

studied

E xa m p l e s : N a s i b l i ve d i n Lo m b o k .

H e wo r ke d t o p re s e r ve S a s a k c u l t u re.

2 . I r re g u l a r ve r b s d o n o t a d d - e d . T h ey h ave d i f fe re n t p a s t fo r m s.

Base verb

Past Verb

come

came

do

did

see

saw

L o o k a t t h e b i o g ra p hy o f N a s i b a g a i n . F i n d t h e p a s t ve r b s i n t h e t ex t . Wr i t e t h e m i n t h e c o r re c t c o l u m n .

Regular verbs

Irregular Verbs

Sentences Starters Re a d t h e t ex t a b o u t L a l u N a s i b Jaya s a s m i t a a g a i n . U s e t h e s e n t e n c e s t a r t e r s b e l ow a s a g u i d e. C o m p l e t e e a c h s e n t e n c e w i t h t h e c o r re c t i n fo r m a t i o n a n d c o m b i n e t h e m i n t o a we l l - o rg a n i ze d b i o g ra p h i c a l p a ra g ra p h .

L a l u N a s i b Jaya s a s m i t a i s . . .

H e c o m e s f ro m . . .

He is a ...

He teaches ...

H e h e l p s p re s e r ve . . .

H e i n s p i re s . . .

Write About Someone Yo u K n o w

Write About Someone

Yo u K n o w

T h i n k a b o u t a p e r s o n yo u a d m i re i n yo u r fa m i l y, s c h o o l , o r c o m m u n i t y. Wr i t e a s h o r t b i o g ra p h i c a l p a ra g ra p h ( 6 – 8 s e n t e n c e s ) a b o u t h i m o r h e r.

Yo u m ay i n c l u d e : Name H o m e t ow n Occupation I n t e re s t s o r t a l e n t s C o n t r i b u t i o n s o r a c h i eve m e n t s

PR

C OJE

T

Wr i t e a we l l - o rg a n i ze d p e r s o n a l p ro f i l e a b o u t s o m e o n e yo u a d m i re.

T h e n , p re s e n t yo u r wo r k t o t h e c l a s s.

Instructions: Choose one person to write about, such friend, a p u b l i c f i g u re o r a t h l e t e. I n c l u d e t h e fo l l ow i n g i n fo r m a t i o n fo r w r i t i n g t h e i r p ro f i l e,

✓ Name ✓ A g e ( i f k n ow n ) ✓ H o m e t ow n ✓ E t h n i c g ro u p o r c u l t u ra l b a c kg ro u n d ( i f k n ow n ) ✓ Occupation ✓ I n t e re s t s o r h o b b i e s ✓ Ac h i eve m e n t s o r c o n t r i b u t i o n s ✓ W hy d o yo u a d m i re t h i s p e r s o n ?

Materials A4 or A3 paper C o l o re d p e n c i l s o r m a r ke r s Glue (optional) A p h o t o o r a s e l f - d raw i n g (optional)

B e C re a t i ve !

D e c o ra t e yo u r poster with: d raw i n g s sy m b o l s t ra d i t i o n a l patterns c u l t u ra l o b j e c t s yo u r favo r i t e color

What W hat h have ave I llearned e a r n e d ..... ...

a s k i n g a n d g i v i n g p e r s o n a l i n fo r m a t i o n 5W + 1H Questions Re g u l a r a n d I r re g u l a r Ve r b s

h ow t o w r i t e a b i o g ra p hy

Look Lo ok W What hat I c can an d do! o!

I c a n u n d e r s t a n d c o nve r s a t i o n s a b o u t a p e r s o n ' s identity I c a n a s k a n d a n swe r p e r s o n a l i n fo r m a t i o n I u s e W H - Q u e s t i o n s c o r re c t l y.

I c a n i d e n t i f y i n fo r m a t i o n f ro m a s h o r t b i o g ra p h i c a l t ex t .

I c a n w r i t e a s h o r t b i o g ra p h i c a l p a ra g ra p h I c a n p re s e n t t h e b i o g ra p h i c a l i n fo r m a t i o n

Let's Reflect!

Culture and Community

▶✓ L e a r n i n g O u t c o m e s : ✓ ✓ ✓ ✓

Understand conversations about family and community activities.

Identify information about cultural traditions Compare two cultural traditions Explain the values of togetherness and cooperation in different cultural traditions.

Write a short paragraph about a cultural tradition.

Let's get ready!

What is your neighborhood looks like?

What do you like the most of your neighborhood?

2

2.1

Neighbourhood Let's Speak!

Learning Outcome: Understand conversations about family and community activities.

T h i n k a n d S h a re Lo o k a t t h e p i c t u re c a ref u l l y.

Key wo rd s A neighborhood is the area around someone's home (residential area) where people live and interact with one another.

Work Wo rk w with ith a a ppartner. a r t n e r. D Discuss i s c u s s tthe he q questions uestions b below. e l ow.

1. What can you see in the picture?

2. What are the people doing?

3. Where do you think this event takes place? Why? 4. Have you ever joined a community event like this? What did you do?

5. How do people help each other during community celebrations?

6. Why is working together important for families and communities?

7. What values can you learn from this event?

D i d Yo u Know?

D i d Yo u

Know?

M a ny c u l t u re s b e c o m e we a ke r w h e n p e o p l e n o l o n g e r p ra c t i c e t h e i r t ra d i t i o n s t o g e t h e r. Fa m i l i e s, s c h o o l s, a n d c o m m u n i t i e s a l l p l ay a n i m p o r t a n t ro l e i n ke e p i n g l o c a l c u l t u re a l i ve.

Complete the Mind Map Any o n e re m e m b e r w h a t t h e wo rd n e i g h b o u r h o o d m e a n s?

W h a t a re t h i n g s y o u f i n d i n y o u r n e i g h b o u r h o o d ?

N ow l e t ’s m a ke c o m p l e te a m i n d m a p of y o u r n e i g h b o u r h o o d

Look Lo ok a att tthe he m mind ind m map ap b below. e l ow. Re Read a d tthe h e exa examples mples a and nd a add dd m o re words more wo rd s or o r short s h o r t phrases p h ra s e s in i n each e a c h category c a te go r y

My Neighbourhood

T h e Pe o p l e

T h e Pla c e

Fa m i l y Relatives Neighbour Pa r e n t s Children

cluster mosque school houses

The Ac t i v i t i e s

playing helping neighbours buying things gathering

T h i n k a n d P re d i c t Lo o k a t t h e p i c t u re a ga i n . Th e n , p re d i c t w h a t t h e p eo p l e a re ta l k i n g a b o u t

M y P re d i c t i o n I t h i n k t h e c o nve r s a t i o n i s a b o u t ….................................................................................................. ..................................................................................................... ...........................................................

Let's Listen!

Learning Outcome: Understand conversations about family and community activities B e f o re l i s te n i n g , s t u dy t h e wo rd s i n t h e Wo rd B a n k w i t h y o u r p a r t n e r.

Ta l k a b o u t t h e i r m e a n i n g s .

Word Bank

Prepare

Celebration neighbours

L i s t e n fo r t h e M a i n I d e a

Decorate Community hall

Listen to the conversation carefully. Then, choose

Meaningful

the best answer to complete the sentence.

The conversation is mainly about ... a. a family vacation b. preparing for a community celebration c. visiting grandparents d. cleaning the classroom Scan here for the audio

L i s t e n fo r D e t a i l s

Listen to the conversation again. Complete the table with the correct information.

People Father and the men Mother and the women Arif and his cousins Grandmother Grandfather

What Do They Do?

2.2

Neighbourhood

Learning Outcome: Identify information about cultural traditions

Let’s Read!

Read the text carefully. As you read, pay attention to the traditions and values shared by people in different countries. Then, complete the activities below.

D i f fe r e n t Tr a d i t i o n s , S h a r e d Va l u e s Every country has its own traditions, but many of them teach the same values. One important value is togetherness.

In Lombok, Indonesia, people have a tradition called Begibung. Families, relatives, friends, and neighbors sit together to share a meal from the same tray. Before the meal, everyone helps prepare the food and the place. Begibung teaches people to share, respect one another, and work together.

In South Korea, families and neighbors celebrate Kimjang. They make kimchi together for the winter. Everyone has a role, from preparing vegetables to mixing the spices. Kimjang brings people together and strengthens family and community relationships.

In Canada and the United States, many communities enjoy a potluck dinner. Each family brings a different dish to share with everyone. Potluck dinners are common at schools, churches, and community gatherings. They encourage sharing, friendship, and cooperation.

Although these traditions come from different countries, they all remind us that families and communities become stronger when people help one another, share what they have, and spend time together.

Key wo rd s Keywords Re l at i ve s : fa m i l y m e m b e rs St re n g t h e n : m a ke s t ro n ge r Pot l u c k : a m e a l w h e re eve r yo n e b r i n g s fo o d to s h a re Sp i ce s : i n g re d i e nt s t h at a d d f l avo r to fo o d Gat h e r i n g : p e o p l e m e et i n g toget h e r

Complete the Comparison Table

Read the text again. Complete the table with the correct information.

Country

Tradition

What Do People Do?

Values

Indonesia (Lombok)

Begibung

__________________

__________________

South Korea

Kimjang

__________________

__________________

Canada & the United States

Potluck Dinner

__________________

__________________

Read for Details Read the text again. Answer the following questions in complete sentences.

1.What is Begibung?

2.What do families do during Kimjang?

3.What happens at a potluck dinner?

4.What values do these traditions have in common?

5.Why are these traditions important for families and communities?

6.Which tradition would you like to join? Why?

Language Focus A . E x p re s s i n g S i m i l a r i t i e s

B. Expressing Differences

Pattern

Example

Pattern

Example

Both ...

Both traditions bring people together.

However, ...

However, they have different activities.

They both + verb

They both teach cooperation.

While ...

While Begibung is in Lombok, Kimjang is

Like ...

Like Begibung, Kimjang brings families together.

In ..., people...

In Canada, people bring different dishes.

2.3 Neighbourhood Learning Outcome:

Let's Speak!

Compare two cultural traditions Explain the values of togetherness and cooperation in different cultural traditions.

Compare C ompare T Two wo C Cultural ultural T Traditions raditions Instructions

1. Work in pairs or small groups.

2. Choose one tradition from Indonesia and one tradition from another country.

3. Find simple information about each tradition. Then, give a short presentation (2–3 minutes) to compare them.

4. In your presentation, include the following information: The name of each tradition.

Where it comes from.

What people do during the tradition.

The values it teaches.

One similarity and one difference between the two traditions.

5. You may choose one tradition from Indonesia: Begibung (Lombok) Ngaben (Bali) Karapan Sapi (Madura) Sekaten (Yogyakarta) Tabuik (West Sumatra) Pasola (East Nusa Tenggara)

6. ou may choose one tradition from another country: Kimjang (South Korea) Potluck Dinner (Canada & the United States) Bayanihan (the Philippines) Hanami (Japan) Diwali (India) Lunar New Year (China)

D e s c r i b i n g C u l t u ra l Tra d i t i o n s a n d T h e i r Va l u e s We u s e s i m p l e E n g l i s h t o d e s c r i b e w h a t p e o p l e d o i n a c u l t u ra l t ra d i t i o n a n d t h e va l u e s i t t e a c h e s.

🌟 T a l k i n g A b o u t C u l t u ra l Tra d i t i o n s Pa t t e r n : Pe o p l e + Ve r b + O b j e c t Pe o p l e s h a re fo o d t o g e t h e r.

Fa m i l i e s c o o k t ra d i t i o n a l d i s h e s.

🌟 E x p re s s i n g Va l u e s

U s e t h e s e ex p re s s i o n s t o ex p l a i n t h e va l u e s o f a t ra d i t i o n .

E x p re s s i o n E xa m p l e I t t e a c h e s. . . I t t e a c h e s c o o p e ra t i o n .

I t h e l p s p e o p l e. . . I t h e l p s p e o p l e b u i l d f r i e n d s h i p s.

I t s h ows. . . I t s h ows re s p e c t a n d k i n d n e s s.

I t re m i n d s u s t o. . . I t re m i n d s u s t o c a re fo r o t h e r

Language Focus

2.3 Neighbourhood Learning Outcome: Write a short paragraph about a cultural tradition.

Let’s Let’s Write!

Write!

O rg a n i ze Yo u r I d e a s Think about a cultural tradition that you know.

Complete the organizer below before you start writing.

Topic Information Name of the tradition Place/Country Who joins the tradition?

What do people do?

What values does it teach?

Why is it important?

B u i l d Yo u r Pa ra g ra p h U s e t h e i n fo r m a t i o n f ro m Re a d i n g Ac t i v i t y t o c o m p l e t e t h e p a ra g ra p h b e l ow.

1 . T h e t ra d i t i o n i s c a l l e d _ _ _ _ _ _ _ _ _ _ _ _ .

2 . I t c o m e s f ro m _ _ _ _ _ _ _ _ _ _ _ _ .

3 . D u r i n g t h i s t ra d i t i o n , p e o p l e _ _ _ _ _ _ _ _ _ _ _ _ .

4 . Fa m i l i e s a n d c o m m u n i t i e s _ _ _ _ _ _ _ _ _ _ _ _ .

5 . T h i s t ra d i t i o n t e a c h e s _ _ _ _ _ _ _ _ _ _ _ _ .

6 . I t h i n k t h i s t ra d i t i o n i s i m p o r t a n t b e c a u s e _ _ _ _ _ _ _ _ _ _ _ _ .

Wr i t e Yo u r O w n Pa ra g ra p h U s e yo u r o rg a n i ze r a n d t h e p a ra g ra p h a b ove a s a g u i d e. Wr i t e a we l l - o rg a n i ze d p a ra g ra p h ( 8 – 1 0 s e n t e n c e s ) a b o u t t h e t ra d i t i o n yo u c h o s e. I n c l u d e i t s a c t i v i t i e s, va l u e s, a n d w hy i t i s i m p o r t a n t fo r fa m i l i e s a n d c o m m u n i t i e s.

Project: Cultural C u l t u ra l Tra Traditions ditions Around A ro u n d tthe h e Wo World rld

O bj e c t i ve s : C re a t e a n i n fo r m a t i o n c a rd a b o u t o n e c u l t u ra l t ra d i t i o n f ro m I n d o n e s i a o r a n o t h e r c o u n t r y.

Instructions: C h o o s e o n e c u l t u ra l t ra d i t i o n t h a t s h ows t h e va l u e s o f t o g e t h e r n e s s, c o o p e ra t i o n , o r s h a r i n g . Re s e a rc h s i m p l e i n fo r m a t i o n f ro m b o o ks, t r u s t e d we b s i t e s, o r yo u r t e a c h e r ' s m a t e r i a l s. T h e n , c re a t e a n i n fo r m a t i o n c a rd .

Yo u r i n f o r m a t i o n c a rd s h o u l d i n c l u d e : N a m e of t h e t ra d i t i o n C o u nt r y o r re g i o n W h o t a ke s p a r t i n t h e t ra d i t i o n?

W h a t d o p e o p l e d o?

W h a t va l u e s d o e s i t te a c h?

O n e i nte re s t i n g f a c t A p i c t u re o r d raw i n g

Let's Reflect!

What W hat h have ave I llearned e a r n e d ..... ...

Vo c a b u l a r i e s re l a t e t o fa m i l y a n d community (neighbourhood) I d e n t i f i n fo r m a t i o n a b o u t t ra d i t i o n s a ro u n d t h e wo r l d E x p re s s i n g s i m i l i a r i t y a n d d i f fe re n c e s w r i t i n g a p a ra g ra p h a b o u t t ra d i t i o n

Lo o k W h a t I c a n d o !

I c a n u n d e r s t a n d c o nve r s a t i o n s a b o u t fa m i l y a n d c o m m u n i t y a c t i v i t i e s.

I c a n i d e n t i f y i n fo r m a t i o n a b o u t c u l t u ra l t ra d i t i o n s I c a n c o m p a re t wo c u l t u ra l t ra d i t i o n s I c a n ex p l a i n t h e va l u e s o f t o g e t h e r n e s s a n d c o o p e ra t i o n i n d i f fe re n t c u l t u ra l t ra d i t i o n s.

I c a n w r i t e a s h o r t p a ra g ra p h a b o u t a c u l t u ra l t ra d i t i o n .

Tourist Destinations

▶ L✓e a r n i n g O u t c o m e s :

Ask and answer questions about tourist attractions

✓ Understand conversations about tourism destinations and travel plans. ✓ Identify information from brochures about tourism destinations. ✓ Write a short recommendation about a tourism destination. ✓ Describe a tourism destination. ✓ Present a tourism destination and explain why people shouldvisit it.

Let's get ready!

How often you go travelling?

What type of place do you like to go to for travelling?

Who do you go with?

3

3.1

Tourist attraction

Learning Outcome: Ask and answer questions about tourist attractions

Which W hich P Place l a c e IIs s S Similar? imilar?

Lo o k a t t h e s e p i c t u re s c a ref u l l y.

D o yo u t h i n k I n d o n e s i a h a s t o u r i s t d e s t i n a t i o n s t h a t a re a s b e a u t i f u l a s t h e fo l l ow i n g fa m o u s p l a c e s a ro u n d t h e wo r l d ? G i ve yo u r re a s o n s. T h e n , d i s c u s s yo u r a n swe r s w i t h yo u r p a r t n e r.

M a l d i ve s

N i a g a ra Fa l l , U SA

S a n t o r i n i , G re e c e

M o u n t Fu j i , Ja p a n

3.2

Travel Plans

Learning Outcome: Understand conversations about tourism destinations and travel plans

Let’s Listen!

B efo re l i s t e n i n g , wo r k w i t h a p a r t n e r. Re a d t h e wo rd s i n t h e Wo rd B a n k . D i s c u s s t h e i r m e a n i n g s a n d p re d i c t w h i c h wo rd s yo u m ay h e a r i n t h e c o nve r s a t i o n .

Wo rd B a n k

1 . L i s t e n fo r t h e M a i n I d e a

a t t ra c t i o n s e n t ra n c e fe e

Listen to the conversation carefully. Then, choose the best answer.

fa c i l i t i e s visitor

What are the speakers mainly talking about? a. Buying souvenirs b. Choosing a tourist destination for the holiday c. Going shopping d. Visiting a museum

s o u ve n i r scenary re c o m m e n d ex p l o re

Scan here for the audio

2 . L i s t e n fo r D e t a i l s

L i s t e n a g a i n . C o m p l e t e t h e i n fo r m a t i o n t a b l e w i t h t h e c o r re c t a n swe r s.

Information

Answer

Tourist destination

__________________

Activities

__________________

Facilities

__________________

Entrance fee

__________________

Best time to visit

__________________

Language Focus Ta l k i n g A b o u t Q u a n t i t y We u s e q u a n t i t y wo rd s t o t a l k a b o u t t h e n u m b e r o r a m o u n t o f p e o p l e, p l a c e s, o r t h i n g s. C o m m o n Q u a n t i t y Wo rd s a re :

Quantity Word

Used With

Example

some

plural nouns

There are some beautiful beaches in Lombok.

many

countable nouns

Lombok has many tourist attractions.

a few

countable nouns

There are a few traditional villages.

a lot of

countable & uncountable nouns

Lombok has a lot of amazing places.

much

uncountable nouns

There isn't much traffic on the island.

3.3

Travel Plans

Learning Outcome: Identify information from brochures about tourism destinations.

Write a short recommendation about a tourism destination.

Let’s Read!

1 . Re a d a To u r i s m B ro c h u re Re a d t h e t o u r i s m b ro c h u re c a ref u l l y.

T h e n , c o m p l e t e t h e a c t i v i t i e s b e l ow.

2 . Tr u e o r Fa l s e C h o o s e T ( Tr u e) o r F ( Fa l s e) .

Th e n , co r rec t t h e fa l s e s ta te m e nt s .

T/F T/F T/F T/F T/F

1 . T h e t r i p l a s t s fo r fo u r d ays a n d t h re e n i g h t s.

2. Visitors can go island hopping.

3 . T h e p a c ka g e i n c l u d e s a p ro fe s s i o n a l t o u r g u i d e.

4 . V i s i t o r s m u s t a r ra n g e t h e i r ow n t ra n s p o r t a t i o n .

5 . T h e t r i p i s o n l y fo r c o u p l e s.

3 : A n swe r t h e Q u e s t i o n s A n swe r t h e q u e s t i o n s i n c o m p l e t e s e n t e n c e s.

1 . W h a t i s t h e m a i n p u r p o s e o f t h i s b ro c h u re ?

2 . W h a t a re t h re e t o u r i s t a t t ra c t i o n s i n c l u d e d i n t h e t r i p ?

3 . W h i c h fa c i l i t i e s a re p rov i d e d fo r v i s i t o r s ?

4 . W hy d o yo u t h i n k b o t t l e d d r i n k i n g wa t e r i s i n c l u d e d i n t h e p a c ka g e ?

5 . W h i c h p l a c e wo u l d yo u l i ke t o v i s i t t h e m o s t ? E x p l a i n yo u r a n swe r.

Language Focus 1 . P re p o s i t i o n s o f P l a c e

We u s e p re p o s i t i o n s o f p l a c e t o d e s c r i b e t h e l o c a t i o n o f a p l a c e.

Pa t t e r n : S u b j e c t + b e + p re p o s i t i o n + p l a c e.

G i l i Trawa n g a n i s n e a r Lo m b o k I s l a n d .

T h e wa t e r fa l l i s i n C e n t ra l Lo m b o k .

2 . G i v i n g Re c o m m e n d a t i o n Pattern: Recommendation + because + reason I recommend you try Pelcing Kangkung because it is delicious and healthy.

You should visit Museum NTB because it has many great collections.

3 . G i v i n g Re c o m m e n d a t i o n Instruction Imagine your friend is visiting Lombok for the first time. Write a short recommendation (4–5 sentences). Explain which destination they should visit and why.

You may use these expressions: I recommend...

You should visit...

It is famous for...

Visitors can...

It is a great place to...

K E Y WO R D S

KEYWORDS

open trip

a trip that anyone can join

breathtaking

very beautiful

of place:

island hopping

visiting several islands in one trip

I n O n At

accommodation

a place to stay

departure

the time a trip begins

reserve

book a place before it is full

Word Wo rd B Bank ank P re p o s i t i o n

N ex t t o N e a r B e t we e n B e h i n d I n f ro n t o f B e s i d e

3.4

Travel Destination

Let’s Speak!

Learning Outcome: Describe a tourism destination using simple descriptive language.

Present a tourism destination and explain why people should visit it.

1. C Choose h o o s e tthe he B Best est D Destination estination

Read each situation. Work with a partner. Choose the most suitable destination from the brochure and explain your choice.

Situation 1 A family wants a relaxing beach holiday.

I recommend __________________ because ________________________.

Situation 2 A tourist wants to learn about local culture. _____________________________________________________________.

Situation 3 A visitor enjoys outdoor adventure and beautiful scenery. _____________________________________________________________.

Situation 4 A group of friends wants exciting water activities. _____________________________________________________________.

Language Tip: When giving recommendations, remember these simple patterns: I recommend + destination + because + reason.

You should visit + destination + because + reason.

It's a great place to + activity.

Visitors can + activity.

Word Bank Pe a c e fu l

Relaxing

A f fo r d a b l e

Stunning

U n fo r g e t t a b l e

2 . B e a To u r i s m E x p e r t I m a g i n e yo u a re a l o c a l t o u r g u i d e. C h o o s e o n e d e s t i n a t i o n f ro m t h e b ro c h u re. G i ve a s h o r t p re s e n t a t i o n ( a b o u t o n e m i n u t e ) t o c o nv i n c e t o u r i s t s t o v i s i t t h a t p l a c e.

I n c l u d e t h e fo l l ow i n g i n fo r m a t i o n : Name of the destination W h e re i t i s What visitors can do W hy i t i s s p e c i a l W hy yo u re c o m m e n d i t

D i d Yo u K n ow ?

Lombok is home to many beautiful beaches and islands. One of its famous places, Pink Beach, is one of the few pink-sand beaches in the world! The pink color comes from tiny pieces of red coral mixed with white sand.

Project Design D e s i g n Yo Your u r Ow Own n T Travel r ave l Bro Brochure c h u re I N ST RU CT I O N S 1 . C re a t e a n a t t ra c t i ve t rave l b ro c h u re a b o u t a t o u r i s m d e s t i n a t i o n i n yo u r a re a o r a n o t h e r p l a c e i n I n d o n e s i a . Yo u m ay u s e p a p e r o r d i g i t a l t o o l s. I n c l u d e p i c t u re s o r d raw i n g s t o m a ke yo u r b ro c h u re i n t e re s t i n g . Yo u r b ro c h u re s h o u l d i n c l u d e : Destination Name Lo c a t i o n M a i n At t ra c t i o n s Ac t i v i t i e s 2 . T h e n , p re s e n t yo u r b ro c h u re t o t h e c l a s s i n 1 – 2 m i n u t e s. E x p l a i n w hy p e o p l e s h o u l d v i s i t t h e destination.

Let's Reflect!

W h a t h ave I l e a r n e d . . . .

1 . Pre p o s i t i o n of Pla c e 2 . H ow to t a l k a b o u t q ua nt i t y 3. G i v i n g Re c o m m e n da t i o n 4 . Wr i te a t rave l b ro c h u re

Lo o k W h a t I c a n d o !

I can ask and answer questions about tourist attractions I can nderstand conversations about tourism destinations and travel plans.

I can identify information from brochures about tourism destinations.

I can write a short recommendation about a tourism destination.

I can escribe a tourism destination.

I can present a tourism destination and explain why people should visit it.

Weather

4

▶ Learning Outcomes:

✓ describe weather conditions accurately; ✓ give advice appropriate to different weather situations;

✓ write a weather forecast using relevant vocabulary and expressions

Let's get ready!

What is the weather like today?

Some places have more rainy days than sunny days. What about Lombok? What is the weather like in Lombok?

Talk with your classmates and share your ideas.

Let's Explore!

Draw a l i n e to m atc h t h e p i c t u re s w i t h t h e co r re c t we at h e r wo rd s .

windyy

fog g y

cloudy

s u n ny

4.1

What is the weather look like?

Scan here for the audio

Let’s Listen!

Learning Outcome: describe weather conditions accurately

H ave yo u c h e c ke d t h e we a t h e r fo re c a s t t o d ay ?

D o yo u t h i n k i t w i l l ra i n t o d ay ?

Instruction: L i s t e n c a ref u l l y t o a we a t h e r fo re c a s t . Pay a t t e n t i o n t o t h e i n fo r m a t i o n yo u h e a r.

M a t c h t h e t wo h a l ve s o f t h e s e n t e n c e a n d w r i t e a – d n ex t t o t h e n u m b e r 1 – 4 .

1. The weather in the north is mostly ....

a. rainy

2. The weather in the east is mostly .....

b. cloudy and sunny

3. The weather in the west is mostly ....

c. dry and cloudy

4. The weather in the south is mostly ....

d. windy

Language Focus

Keywords Adverbs of Frequency We use adverbs of frequency – like sometimes or usually – to say how often we do things, or how often things happen.

often o ften

occasionally occasionally sometimes s ometimes rarely ra re l y usually/normally u sually/normally always a l ways never n eve r

H ow t o a s k a b o u t t h e we a t h e r ?

I f yo u wa n t t o t a l k a b o u t t h e we a t h e r, w h a t s h o u l d yo u s ay ?

H e re a re s o m e q u e s t i o n s u s e t o a s k a b o u t we a t h e r : W h a t i s t h e we a t h e r l i ke t o d ay ?

W h a t k i n d o f we a t h e r d o yo u p refe r ? W hy ?

W h a t d o yo u u s u a l l y d o i n ra i ny d ay ?

W h a t s h o u l d yo u d o t o p re p a re fo r t h e we a t h e r c h a n g e ?

We a t h e r Fo re c a s t A we a t h e r fo re c a s t t e l l s u s w h a t t h e we a t h e r m ay b e l i ke i n t h e f u t u re. I t g i ve s i n fo r m a t i o n a b o u t t e m p e ra t u re, ra i n , w i n d , a n d s t o r m s.

I t h e l p s p e o p l e p re p a re fo r d i f fe re n t we a t h e r c o n d i t i o n s.

How H ow tto o a answer n swe r q question uestion a about b o u t tthe h e we weather? ather? “ T h e we a t h e r i n Lo m b o k i s u s u a l l y wa r m t h e w h o l e ye a r, l i ke t o d ay. I p refe r s u n ny we a t h e r b e c a u s e I c a n h ave a p o t l u c k i n B u k i t M e re s e. W h e n i t i s ra i n i n g , I u s u a l l y s t ay i n d o o r s, g e t h o t c h o c o l a t e, a n d re a d c o m i c b o o ks. ”

Let's Speak! “ F i n d S o m e o n e W h o H a s t h e S a m e We a t h e r P i c t u r e ” Instructons: T h e t e a c h e r p rov i d e s we a t h e r p i c t u re c a rd fo r t h e s t u d e n t s.

T h e s t u d e n t s h o u l d wo r k i n p a i r s o r s m a l l g ro u p s. T h e s t u d e n t s n e e d t o : Lo o k a t t h e we a t h e r p i c t u re s.

C h o o s e o n e p i c t u re yo u l i ke.

D o n o t s h ow yo u r p i c t u re t o yo u r f r i e n d s.

Ta ke t u r n s a s k i n g a n d a n swe r i n g q u e s t i o n s a b o u t t h e we a t h e r.

D e s c r i b e t h e we a t h e r i n yo u r p i c t u re.

✓ ✓ ✓ ✓ ✓

D i d Yo u K n ow ?

S o m e c o u n t r i e s h ave fo u r s e a s o n s, w h i l e o t h e r s h ave o n l y ra i ny a n d d r y s e a s o n s. T h e n , G i l i Trawa n g a n i s o n e o f t h e t u r t l e n e s t i n g a re a s, d u r i n g t h e d r y s e a s o n , a ro u n d J u n e - J u l y. Yo u c a n join the local community to send off the hatchling to the ocean.

Word Bank

Season Au t u m n Heat

Fo g

4.2

C l i m a te Summer Thunder

Wa t c h O Watch Out! ut!

This T h i s iis s a ttur u r ttle le n nest. est.

W i nte r S to r my Lightning

Spring C h i l ly

Giving advice relate to weather change

Learning Outcome: give advice appropriate to different weather situations M o d a l ve r b s c a n ex p re s s p o s s i b i l i t y, a b i l i t y, a n d a d v i c e.

Language Focus : T h ey a re u s e d w i t h o t h e r ve r b s t o a d d m e a n i n g t o a s e n t e n c e.

M o d a l Ve r b s will can m ay should could o u g h t to might shall

M o d a l ve r b s a re fo l l owe d by i n f i n i t i ve ve r b s , s u c h a s e a t , s t ay, a p p e a r, e t c .

T h e t u r t l e c a n l ay e g g s u p t o 1 2 0 .

T h e l i g h t n i n g m ay a p p e a r i n a s u n ny d ay.

M o d a l s c a n ex p re s s d e g re e s o f p o s s i b i l i t y - h ow l i ke l y s o m e t h i n g i s t o h a p p e n .

I t c o u l d b e h o t t o m o r row i n M a t a ra m .

I t m i g h t ra i n t h i s a f t e r n o o n i n Te t e B a t u .

M o d a l ve r b s c a n b e u s e d t o g i ve a d v i c e - t e l l i n g s o m e o n e w h a t i s a g o o d i d e a o r t h e r i g h t t h i n g t o d o.

Yo u o u g h t t o b r i n g yo u r ra i n c o a t i n c a s e i t ra i n s.

Yo u s h o u l d we a r s u n s c re e n t o p ro t e c t yo u r s k i n .

Let's Read!

Le t ’s Re a d t h e we a t h e r fo re c a s t b e l ow !

G o o d m o r n i n g , eve r yo n e !

Welcome to the weather forecast. Now, let's see what the weather is like today in Lombok. In the north of Lombok, it will be sunny and warm today. The temperature will be around 33°C. The sky will be clear in the morning, and there will be a light wind. In the afternoon, some clouds may appear. There is a small chance of rain in the evening. You should wear a hat and drink plenty of water because the weather will be hot. During the evening and nighttime, the temperature will drop to 21°C. If you plan to go outside in the evening, it's should bring an umbrella in case it rains.

Have a nice day!

Re a d t h e t ex t a g a i n a n d c h o o s e w h i c h s e n t e n c e ex p re s s p o s s i b i l i t y a n d a d v i c e. T h e n , w r i t e yo u r a n swe r o n t h e b ox b e l ow.

Po s s i b i l i t y 1.

2.

3.

4.3

Ad v i c e 1.

2.

3.

A weather forecast w r i te a we a t h e r f o re c a s t u s i n g

Learning Outcome: re l eva nt vo c a b u l a r y a n d ex p re s s i o n s .

Key wo rd s Te m p e ra t u re i s t h e d e g re e o f h e a t o r c o l d n e s s o f a p l a c e, o b j e c t , o r l i v i n g t h i n g , u s u a l l y m e a s u re d i n d e g re e s C e l s i u s ( ° C ) o r Fa h re n h e i t (°F).

Language Focus 1 . U s i n g Pa t t e r n T h e t e m p e ra t u re i s + n u m b e r + ° C. E xa m p l e s : T h e t e m p e ra t u re i s 2 8 ° C. T h e t e m p e ra t u re i s 1 5 ° C.

2 . U s i n g " w i l l b e " ( Fu t u re P re d i c t i o n s ) T h e t e m p e ra t u re w i l l b e + n u m b e r + ° C. E xa m p l e s : T h e t e m p e ra t u re w i l l b e 3 0 ° C t o m o r row.

To n i g h t , t h e t e m p e ra t u re w i l l b e 1 8 ° C.

3 . U s i n g " a ro u n d " U s e a ro u n d w h e n t h e t e m p e ra t u re i s a p p rox i m a t e.

E xa m p l e s : T h e t e m p e ra t u re w i l l b e a ro u n d 2 7 ° C. I t w i l l b e a ro u n d 3 0 ° C t h i s a f t e r n o o n .

4 . D e s c r i b e te m p e ra t u re w i t h a d j e c t i ve s E xa m p l e s : I t w i l l b e h o t w i t h a te m p e ra t u re o f 3 2 ° C .

To d ay w i l l b e wa r m , a ro u n d 26 ° C .

To n i g h t w i l l b e c o o l , a b o u t 2 0 ° C .

Project: We a t h e r Fo re c a s t Po s t e r C re a t e a s i m p l e we a t h e r fo re c a s t p o s t e r a n d p re s e n t i t t o t h e c l a s s.

Instructions: 1 . Wo r k i n g ro u p s o f 3 – 4 s t u d e n t s.

2 . C h o o s e a p l a c e ( e. g . , Lo m b o k , M a t a ra m , o r yo u r h o m e t ow n ) .

3 . O b s e r ve t h e we a t h e r o r c h e c k a we a t h e r fo re c a s t .

4 . Wr i t e a s h o r t we a t h e r fo re c a s t ( 5 0 – 8 0 wo rd s ) .

5. Include: The place T h e we a t h e r c o n d i t i o n s ( s u n ny, c l o u d y, w i n d y, e t c . ) T h e t e m p e ra t u re At l e a s t t wo p i e c e s o f a d v i c e u s i n g s h o u l d

✓ ✓ ✓ ✓

6 . Ad d p i c t u re s t o s u p p o r t yo u r fo re c a s t . T h e p i c t u re s s h o u l d m a t c h t h e we a t h e r i n fo r m a t i o n i n yo u r t ex t .

7 . D e c o ra t e yo u r p o s t e r n e a t l y a n d c re a t i ve l y.

8 . P ra c t i c e re a d i n g yo u r we a t h e r fo re c a s t a l o u d .

9 . P re s e n t yo u r p o s t e r t o t h e c l a s s.

W h a t h ave I l e a r n e d . . . .

Ad ve r b s o f Fre q u e n c y M o d a l ve r b fo r ex p re s s i n g p o s s i b i l i t y a n d advice

S t a t i n g t e m p e ra t u re

Vo c a b u l a r i e s to d e s c r i b e we a t h e r

Lo o k W h a t I c a n d o !

I c a n d e s c r i b e we a t h e r c o n d i t i o n s a c c u ra t e l y.

I c a n g i ve a d v i c e a p p ro p r i a t e t o d i f fe re n t we a t h e r s i t u a t i o n s.

I c a n w r i t e a we a t h e r fo re c a s t u s i n g re l eva n t vo c a b u l a r y a n d ex p re s s i o n s.

Let's Reflect!

Cultures

5

▶ Learning Outcomes:

✓ describe traditional building ✓ talk about traditional clothes ✓ give short presentation about traditional accessories ✓ understand the main idea in informational text Let's get ready!

What makes us different?

1. Do you know what Lombok's traditional buildings are made of?

2. Have you ever thought about different kind of house in other country?

3. Have you ever seen one?

5.1

Tradtional Buildings

Learning Outcome: describe traditional building

1. Think about the different parts of a traditional Sasak building. Then, compare it to your own house. What are the differences between them?

Roof

Window

Wooden stairs

Pllar

Wooden floor

Bale Lumbung 2. What parts does Bale Lumbung have? How is your house different from Bale Lumbung?

My house is made of ...

However, Bale Lumbung is made of ...

The difference is that my house ...

Let's Read

Bale

LUMBUNG LUMBUNG

Bale Lumbung is a traditional building of the Sasak tribe in Lombok, West Nusa Tenggara. Unlike ordinary residential houses such as Bale Tani, the main function of Bale Lumbung is a storage place for harvested rice. It also serves as a symbol of prosperity and social status for the local community. Today, this exotic structure can still be found standing strong in traditional villages across Lombok, such as Sade Village and Ende Village.

The physical characteristics of Bale Lumbung are highly distinctive and striking. The roof is high and curved like a mountain, with a sharp point at the top that widens toward the bottom. This thick roof is made entirely of dried thatch or alang-alang grass, which keeps the inside cool and weatherproof.

What is Bale Lumbung?

Bale Lumbung is a unique traditional building from Lombok, West Nusa Tenggara. It belongs to the Sasak tribe. Unlike normal houses, people do not live here. Its main function is to store harvested rice. For the Sasak people, having a Bale Lumbung is a symbol of being rich and successful. You can still see these beautiful buildings today in traditional places like Sade Village and Ende Village.

What Does It Look Like?

Bale Lumbung has a very special shape. The roof is high and curved like a mountain. It is made of dried grass called alang-alang.

This special roof keeps the inside cool and protects it from rain.

Bale Lumbung is built as a stilt house. The floor is high above the ground. People usually use the empty space under the floor to sit and rest. The building stands on four strong wooden or bamboo pillars. The walls are made of woven bamboo sheets called bedek.

Why is it Special?

The coolest thing about Bale Lumbung is that it is smart. It is completely rat-proof and flood-proof. To protect the rice, each wooden pillar has a large round wooden disc near the top. This disc is called jelepang alang. It acts like a shield so rats cannot climb up into the storage room.

Bale Lumbung is a beautiful example of local intelligence and a proud cultural identity for the Sasak people.

Keyword Harvested rice

Rice plants that are cut and gathered from the farm.

Stilt house

Let's Explore

A House built on tall post or legs above the ground.

Pillars

Strong wooden or concrete posts used to hold up a building.

Woven bamboo

Bamboo sticks crossed over and under each other.

Rat-proof:

Built in a way that prevents rats from entering.

Shield

Something that protects a thing or person from danger.

Language Focus Simple Present Tense: "Bale Lumbung is a traditional building..." / "The main function serves as a symbol..."

(Used to state facts).

Let's Write Description & Mind Mapping Draw a mind map in your notebook to plan your descriptive text! Your mind map will compare your own house with a Bale Lumbung.

Use the guide questions below to create the branches of your mind map: What is the roof of a Bale Lumbung is made of? What about your house?

Is Bale Lumbung built on the ground? How about your house?

What materials are used to make the walls of a Bale Lumbung?

Start Writing!

e My hous

bung Bale Lum

Language Focus Adjectives: word that describes or modifies a noun wooden distinctive high sturdy smart thick tall exotic

State the name of your topic Check your mind map Write your own text Write at least 3 paragraphs Use keywords and adjectives

5.2

Tradtional Clothes

Learning Outcome: Talk about traditional clothes

Look at traditional clothes below. This is the traditional clothing of the Sasak Tribe in Lombok.

Let's Explore Sasak women wear a traditional outfit called Lambung. The Lambung consists of a short-sleeved black blouse with a V-notch neck. It is made of black fabric, often with nice embroidery on the edges.

Women wear this blouse with a beautiful woven sarong called Songket or Lempot.

The songket is wrapped tightly around their waist. To secure the sarong, they wear a wide, colorful fabric belt called Pondoh. They also wear a long sash over their shoulder called a Selingkat.

Pegon (Traditional Clothes for Men) Sasak men wear a traditional outfit called Pegon. The Pegon is heavily influenced by Javanese culture. It consists of a longsleeved jacket or shirt, usually in black or dark colors. Men wear a special cloth around their waist over a pair of trousers. This waist cloth is called Sapuq or Bebet. Men also carry a traditional dagger called a Kerison their back during big ceremonies.

The most important part of the men's outfit is the headcloth, which is also called Sapuq. The way the headcloth is tied shows the man's wisdom and masculinity.

Let's Listen Instruction: Listen carefully to the conversation between a tourist and a tour guide talking about sasaak Traditional clothes. Fill in the Blanks with the correct words you hear. You will listen to the audio twice.

Listen to the conversation and fill in the missing words!

1. The people in the village are wearing ____________ ____________ from the Sasak tribe.

2. The beautiful black blouse worn by the Sasak woman is called ____________.

3. The woman wears a beautiful ____________ sarong around her waist.

4. The traditional outfit for Sasak men is a dark jacket called ____________.

5. The man's headcloth is called a ____________.

6. For Sasak men, the headcloth is a symbol of ____________ and maturity.

Scan here for the audio

Keyword traditional something that people have done or used for a very long time, passed down from grandparents to parents to children.

sarong a large piece of fabric or cloth, often shaped like a tube, that you wrap and tie around your waist.

headcloth a piece of cloth or fabric tied around a person's head.

dagger short knife with a sharp point used as a weapon in the past.

woven fabric or cloth made by crossing threads over and under each other, usually by hand or with a machine.

Let's Practice

Pair Work

The Sasak Fashion Show

Time Needed: 15–20 minutes Goal: Students practice describing Sasak traditional clothing out loud using simple sentences.

Step-by-Step Instructions: 1.Form Pairs: Put students into pairs (Student A(girl) and Student B (boy).

2.Assign Roles: Student A will play the role of a Sasak Woman wearing Lambung.

Student B will play the role of a Sasak Man wearing Pegon.

3.Practice Time: Give them 10 minutes to write simple sentences about their clothes characteristics.

4.Showtime: Ask the couple pair to stand up in front of the class one by one and perform their show.

Language Focus Adjectives Word Order: Simple Pattern : (Opinion/Quality) + (Colour/Material) + (Noun) eg. opinion + colour + noun A Beautiful black dress. quality + material + noun

A traditional woven sarong.

‌ a ‌ ‌B ‌n ‌k ‌ Wo‌ r‌ d blouse waistband /sash wear wrap tie

colourful handmade unique weave

5.3

Traditional accessories

Learning Outcome: give short presentation about traditional accessories

Look closely at the patterns on the Sasak accessories. Are they printed by a factory machine, or are they handmade woven fabrics? Why does it take a long time to make them?

Weaving / menenun

Songket / woven cloth

s ' t Le e

r o l p x E Keris / daggger

Language Focus Adjectives + Noun eg.

Sharp (adj) dagger (noun) Pretty (adj) flower (noun)

Anak Cobek hair bun (Sanggul Anak Cobek)

Let's Write On what occasions do Sasak Lombok people usually wear their traditional accessories?

As a Sasak person, or someone who has lived in Lombok for a long time, do you know what traditional activities require traditional accessories?

Part A: Answer the questions bellow based on your own knowledge 1. When do Sasak people usually wear their traditional accessories?

Answer: _______________________________________________ 2. What is the traditional dagger called?

Answer: _______________________________________________ 3. What do Sasak girls wear on their head for daily traditional events?

Answer: _______________________________________________

Part B: Fix the Grammar!

Circle the correct word in the bracket!

1. The Sasak boy ( wear / wears ) a traditional clothing.

2. Sasak women wear beautiful ( flowers fresh / fresh flowers ) on their hair.

3. The man carries a traditional dagger ( on / around ) his waist.

4. They wear a shiny ( crown golden / golden crown ) for big celebrations.

Part C: Write one descriptive paragraph to explain about Sasak Lombok accessories based on your previous answers.

5.4

Main idea in informational text

S

Learning Outcome:

uq p a

Imagine you have a big umbrella called the 'Main Idea'.

Look at the words: Sapuk, Keris, and Sanggul.

Why do all of these items fit under this one text? What is the big umbrella topic that connects them all?

ggul San

understand the main idea in informational text

is r Ke

Look at this sentence: "Sasak girls decorate their hair with fresh flowers."

Is this sentence the main message of the whole text, or is it just a small secret detail?

Why can't this sentence be the title of the text?

Language Focus

Let's use our reading math formula!

[Who/What is the text about] + [What is the author's main point] Topic : __________ The Main Point : __________ = Main Idea: __________

Can you fill in the blanks on the box above to find the golden answer?

Let's Reflect!

Let’s look back at what we have learned so far!

Lombok's Traditional Buildings Lombok's Traditional Clothes Sasak's Lombok accessories Main idea in informational text

Look at what I can do!

I can describe the differences between traditional Lombok buildings and my own house.

I can describe the traditional clothes for boys and girls in Sasak Lombok.

I can describe what special events Sasak people usually wear traditional accessories for.

I can find the main idea in an informational text.

6

Local Cuisine

▶ Learning Outcomes:

✓ Identify and name various local Indonesian dishes and beverages in English. ✓ Understand imperative verbs (action verbs) and temporal switch words used in recipes. ✓ Identify the social function, text structure, and language features of a procedure text. ✓ Arrange jumbled sentences of a traditional localrecipe into the correct chronological order. ✓ Present a simple, step-by-step oral or written instruction on how to make a local snack or drink.

Let's get ready!

What comes to your mind when you hear the word 'traditional food'?

1. What is your favorite traditional food?

2. Have you ever tried traditional food from another region?

3. Do you think traditional food is healthier than fast food?

6.1

Traditional Food

Learning Outcome: identify, describe, and discuss traditional Lombok food and beverages

In your opinion, what makes a food 'traditional'? Is it becauseit is old, or becauseit comes from a specific place?”

Tra d i t i o n a l f o o d I s a s p e c ia l f o o d t h a t i s p a s s e d d ow n f ro m ge n e ra t i o n to ge n e ra t i o n i n a s p e c i f l c c u l t u re o r p la c e .

D o e s t ra d i t i o n a l f o o d m e a n t h e s a m e t h i n g a s fa s t f o o d ?

Ha n d m a d e (a d j e c t i ve) : M a d e by h a n d o r u s i n g s i m p l e to o l s, ra t h e r t h a n by m a s s- p ro d u c t i o n m a c h i n e s o r i n a fa c to ry .

Wo rd B a n k Un i q u e : N o t wo i te m s a re exa c t ly t h e s a m e .

C a re f u l : I t t a ke s m o re t i m e, e f f o r t , a n d p e rs o n a l c a re to m a ke .

Lo c a l : Us ua l ly m a d e by l o c a l c h e f s, b a ke rs, o r a r ti s a ns at h o m e o r i n s m a l l s h o p s .

6.2

What is the most famous traditional food from your hometown or province?

Let's LISTE N!

How to Play Simon Says: Lombok Chef Edition

✓ Li s te n c a re f u l ly to t h e H e a d C h e f 's i n s t r u c t i o n s . ✓ M ove o n ly w h e n y o u h e a r t h e m a g i c wo rd s, a n d t r y to b e t h e la s t c h e f s t a n d i n g i n t h e k i tc h e n!

Ro l e s :

The Rules of the Game

T h e Te a c h e r : Th e H e a d C h e f (S i m o n).

1 . L i s t e n Ca ref u l l y : T h e H e a d C h ef w i l l g i ve yo u o rd e r s t o c o o k t ra d i t i o n a l Lo m b o k fo o d .

2 . T h e M a g i c Wo rd s : Yo u m u s t O N LY d o t h e a c t i o n i f t h e t e a c h e r s t a r t s t h e s e n t e n c e w i t h " S i m o n s ays. . . " .

T h e S t u d e nt s : Th e As s i s t a nt C h e f s .

E xa m p l e : I f t h e t e a c h e r s ays, " S i m o n s ays : G r i l l t h e c h i c ke n ! " , yo u m u s t c o py t h e g r i l l i n g a c t i o n i m m e d i a t e l y.

3 . T h e Tra p : I f t h e t e a c h e r g i ve s a n o rd e r W I T H O U T s ay i n g " S i m o n s ays " , d o n o t m ove ! Ke e p p e r fe c t l y s t i l l .

E xa m p l e : I f t h e t e a c h e r s ays, " G r i n d t h e c h i l i ! " , yo u m u s t n o t m ove.

4 . E l i m i n a t i o n : Yo u a re o u t o f t h e g a m e i f yo u : 5 . D o a n a c t i o n w h e n t h e t e a c h e r d o e s n o t s ay " S i m o n s ays " . D o t h e w ro n g a c t i o n .

6 . Fre e ze o r m ove t o o s l ow l y w h e n " S i m o n s ays " i s s p o ke n .

Ac t i o n Ve r b Vs I m p e ra t i ve

LANGUAGE FOCUS

1 . Ac t i o n Ve r b s ( W h a t y o u d o) An a c t i o n ve r b i s a wo rd t h a t s h ow s a p hy s i c a l a c t i o n o r m ove m e nt . I t te l l s us what someone is doing.

E xa m p l e s : c u t , s t i r, p o u r, g r i l l, r u n , j u m p.

I n a n o r m a l s e nte n c e : " My m ot h e r g r i l l s t h e Ta l i wa n g c h i c ke n ." ( Th i s i s j u s t a s t a te m e nt , n ot a n o rd e r).

2 . I m p e ra t i ve s (C o m m a n d Wo rd s) An i m p e ra t i ve i s a f o r m of a ve r b u s e d to g i ve a n o rd e r, i n s t r u c t i o n , o r c o m m a n d . I t te l l s s o m e o n e w h a t t h ey m u s t d o r i g h t n ow.

S p e c i a l R u l e i n En g l i s h : I m p e ra t i ve s e nte n c e s a l way s s t a r t w i t h t h e ve r b a t t h e ve r y b e g i n n i n g . Th ey d o n ot u s e a s u bj e c t l i ke I , Yo u , H e, S h e, o r Th ey .

I n a c o m m a n d s e nte n c e : "G r i l l t h e Ta l i wa n g c h i c ke n ! " ( Th i s i s a d i re c t i n s t r u c t i o n).

WORD BANK grind

sti r

s h re d

pound

slice

cut

grill

ste a m

add

peel

pour

fry

wa s

mix

chop

boil

simmer

s e r ve

5.3 Let's Read Read the text carefully, then complete the tasks below to identify the structure and language features of the procedure text!

H ow to Ma ke Au t h e nt i c Lo m b o k Pl e c i n g Ka n g ku n g I n g re d i e nt s : 1 b u n c h of fre s h wate r s p i n a c h ( ka n g ku n g ) 5 re d c h i l i s 2 c l ove s of ga r l i c 1 m e d i u m to m ato 1 te a s p o o n of to a ste d s h r i m p p a ste 1 te a s p o o n of s a l t 1 l i m e 50 g ra m s of fr i e d p e a n u ts

S te p s : 1 . F i rs t , wa s h t h e fre s h ka n g ku n g t h o ro u g h ly w i t h c l e a n wate r.

2 . S e c o n d, b o i l s o m e wate r i n a p ot , a d d a p i n c h of s a l t , a n d c o o k t h e ka n g ku n g fo r a b o u t 3 m i n u te s u nti l s of t .

3. N ex t , d ra i n t h e b o i l e d ka n g ku n g a n d s h re d i t i nto l o n g , t h i n st r i p s u s i n g y o u r f i n ge rs .

P la c e i t n e at ly o n a p late .

4 . T h e n , p re p a re t h e c h i l i s a u c e (s a m b a l ). Us e a m o r ta r a n d p e st l e to g r i n d t h e re d c h i l i s, b i rd 's ey e c h i l i s, ga r l i c , to m ato, to a ste d s h r i m p p a ste, a n d s a l t i nto a s m o ot h p a ste .

5. Af te r t h a t , s q u e eze t h e l i m e j u i c e ove r t h e c h i l i s a u c e a n d m i x i t we l l .

6. N ex t , p o u r t h e s p i cy c h i l i s a u c e d i re ct ly o n to p of t h e s h re d d e d ka n g ku n g .

7. F i n a l ly , ga r n i s h t h e d i s h w i t h fr i e d p e a n u ts o n to p. S e r ve t h e fre s h P l e c i n g Ka n g ku n g i m m e d iate ly .

Ta s k 1 : I d e nt i f y t h e Tex t S t r u c t u re D raw a l i n e to m a tc h t h e tex t p a r t s w i t h t h e i r c o r re ct n a m e s!

S e nte n c e s f ro m t h e tex t

S t r u c t u re N a m e

1 . H ow to M a ke Au t h e nt i c Lo m b o k P l e c i n g Ka n g ku n g

M a te r i a l s / I n g re d i e nt s

2 . 1 b u n c h of f re s h wa te r s p i n a c h , 5 re d c h i l i s . . . . .

G o a l / Ai m

3. F i rs t , wa s h t h e f re s h wa te r s p i n a c h . . . . F i n a l ly , s e r ve the. . . .

S te p s / M e t h o d s

Ta s k 2 : F i n d t h e I m p e ra t i ve Wo rd s (Ac t i o n Ve r b s) F i n d a n d c i rc l e f l ve (5) i m p e ra t i ve ve r b s u s e d i n t h e re c i p e s te p s . Wr i te t h e m d ow n b e l ow :

1.

2.

3.

4.

5.

LANGUAGE FOCUS S e q u e n c e Wo rd s (a l s o c a l l e d Te m p o ra l C o n j u n ct i o ns o r Ti m e C o n n e c to rs)

✓ S e q u e n c e wo rd s a re t ra ns i ti o n wo rd s t h at h e l p u s s h ow t h e o rd e r of ste p s i n a

p ro c e s s . Th ey te l l t h e re a d e r w h at to d o f l rst , w h at to d o n ex t , a n d w h at to d o at t h e e n d . W i t h o u t s e q u e n c e wo rd s, a re c i p e c a n l o o k m e s sy a n d c o nf u s i n g .

T h e B e g i n n i n g (S t a r t)

N ex t ,

F i rs t , / F i rs t ly ,

Af te r t h a t ,

T h e M i d d l e ( N ex t S te p s)

T h e En d ( F i n i s h)

S e c o n d, / T h i rd, T h e n ,

F i n a l ly , / L a s t ly ,

G ra m m a r & Pu n c t ua t i o n Rules

Th e C o m m a R u l e : I n w r i t te n En g l i s h , we a l m o s t a l way s p u t a c o m m a ( , ) r i g h t a f te r a s e q u e n c e wo rd w h e n i t s t a r t s a s e nte n c e .

✓ C o r re c t : Th e n , p o u r t h e c h i l i s a u c e .

X I n c o r re c t : Th e n p o u r t h e c h i l i s a u c e .

6.4 Let’s Practice!

Activity: Fix the Messy Recipe!

Instruction Oh no! The Head Chef dropped the recipe card for Ayam Taliwang, and nowall the cookingsteps are mixed up! Can you help the chef?

Look at the Sequence Words (First, Next, Finally,etc.) and write the correct numbers (1 to 6) in the boxes to put the steps back in the right order

The Mixed-Up Recipe Co o k i n g Ste p s Then, grind the red chilis, garlic, shallots, and s h r i m p p a s t e t o m a k e t h e s p i c y Ta l i w a n g s a u c e .

F i n a l l y , s e r v e t h e d e l i c i o u s A y a m Ta l i w a n g o n a p l a t e with fresh lime slices.

First, wash the chicken thoroughly and cut it down the middle to open it flat.

After that, coat the chicken with the spicy sauce evenly on both sides.

Second, grill the chicken over charcoal until it is half-cooked.

Next, grill the chicken again until it is fully cooked and smells smoky.

Wr i te t h e co r re c t n u m b e r h e re

6. 5

G ro u p Proj e c t

I m a g i n e y o u r f r i e n d f ro m Am e r i c a v i s i t s I n d o n e s i a . T h e y wa nt y o u to i nt ro d u c e l o c a l c u i s i n e f o r t h e m . Ac t a s l o c a l g u i d e a n d i nt ro d u c e y o u r l o c a l f o o d w i t h p r i d e !

Proj e c t O bj e c t i ve : Cre a te a simple p ro c e d u re tex t about your f avo r i te t ra d i t i o n a l/ l o c a l f o o d o r d r i n k . S h ow y o u r tex t to t h e wo r l d t h ro u g h a b e a u t i f u l p o s te r o r a n exc i t i n g c o o k i n g v i d e o!

Choose Your Mission: Option B: The Live Cooking Show Video

Option A: The Chef's Poster & Class Presentation

What to do: 1 . Wr i te t h e Re c i p e : Wr i te a c o m p l e te p ro c e d u re tex t o n a l a rge p a p e r (C a r to n / Ma n i l a p a p e r). Yo u r tex t m u s t h ave : G o a l/ T i t l e : H ow to m a ke . . .

I n g re d i e nt s & To o l s : L i s t w h a t y o u n e e d .

S te p s : 4 – 6 s te p s u s i n g S e q u e n c e Wo rd s ( F i r s t , T h e n , F i n a l ly) a n d I m p e ra t i ve Ve r b s Cu t , S t i r, Fr y).

What to do: 1 . Wr i te t h e S c r i p t : Wr i te d ow n y o u r re c i p e s te p s b e f o re f i l m i n g s o y o u k n ow w h a t to s ay .

2 . Re c o rd t h e V i d e o : As k y o u r p a re nt s o r f r i e n d s to f i l m y o u i n t h e k i tc h e n . Ac t l i ke a f a m o u s c h e f o n a T V s h ow ! ! S a fet y n ote : Yo u ca n d o re a l co o k i n g w i t h p a re nta l h e l p , O R yo u ca n d o fa ke co o k i n g u s i n g p r i nte d p i c t u re s / toys of t h e i n g re d i e nt s .

2 . D e c o ra te i t : D raw, c o l o r, o r p r i nt p h o to s o f t h e l o c a l f o o d a n d p a s te t h e m o nto t h e p o s te r. Ma ke i t l o o k d e l i c i o u s !

3. S p e a k En g l i s h : S p e a k c l e a r ly i n En g l i s h w h i l e d o i n g t h e a c t i o n s . En s u re t h e s e q u e n c e wo rd s a re c l e a r ly s p o ke n .

4 . V i d e o D u ra t i o n : Ke e p t h e v i d e o s h o r t a n d f u n (1 to 3 m i n u te s l o n g ). S u b m i t t h e v i d e o to t h e te a c h e r.

3 . T h e Pre s e nt a t i o n : B r i n g y o u r p o s te r to c l a s s . S t a n d i n f ro nt o f y o u r f r i e n d s a n d p re s e nt y o u r re c i p e o ra l ly i n En g l i s h .

" He l l o f r i e n d s . To d a y, I wa nt to s h ow yo u h ow to m a ke Sa te Re m b i ga .

Fi rs t , we n ee d b eef a n d c h i l i s a u ce .

Seco n d , c u t t h e b eef. . ."

EX

AM

E PL

" Hi eve r yo n e , we l co m e b a c k to my k i tc h e n ! To d a y, we a re m a k i n g f re s h Es Da l u m a n . Fi rs t , l o o k a t my i n g re d i e nt s . . .

Now, s te p o n e : p o u r t h e b row n s u ga r sy r u p i nto t h e g l a s s . . ."

Let's Reflect!

My Learning Journey >>> W h a t I H a v e L e a r n t . . .

Look at what I can do!

I can identify and name various local Indonesian dishes and beverages in English I can understand imperative verbs (action verbs) and temporal switch words used in recipes.

I can identify the social function, text structure, and language features of a procedure text.

I can arrange jumbled sentences of a traditional local recipe into the correct chronological order.

I can present a simple, step-by-step oral or written instruction on how to make a local snack or drink.

Hobby

▶ Learning Outcomes:

✓ Identify and name various hobbies, including local traditional games and outdoor activities ✓ Express personal interest/preference and ask others about their interests using correct sentence structures. ✓ Express safety rules and precautions ✓ Write a short paragraph sharing their experiences with a hobby connected to local culture.

Let's get ready!

What do you like to do in your free time?

1. Do you like playing games at home, or do you prefer playing outside with your friends?

2. Do you have more than one hobby?

3. Do you think this hobby is fun?

7

7.1

Traditional Game in Lombok

Learning Outcome: identify traditional games and cultural activities from Lombok using simple English vocabulary.

GASING / Spinning-top Game

Mendaki Gunung Rinjani / Hiking

Memancning / Fishing

Look at this picture of two boys holding shields and bamboo sticks. Who knows the name of this exciting traditional game in Lombok?

I love watching Gendang Beleq festivals because it is so loud and fun. How about you? What do you like doing on Sundays?

Imagine you are a famous travel blogger writing about Lombok's activities. Write lots of exciting hobbies story that you want to share with the world!

7.2

' W h a t i s y o u r h o b by? '

If your friend asks you, ' What is your hobby? ', c an you answer them with a full English sentence? Let's try

Grammar Structures: Expressing Likes / Hobbies:

S t r u c t u re : S u b j e c t + l i ke / l i ke s + Ve r b - i n g E xa m p l e :

" I l i ke h i k i n g M o u n t R i n j a n i . " " H e l i ke s p l ay i n g P re s e a n w i t h h i s f r i e n d s. "

Wr i te y o u r s e nte n c e . . .

1.

2.

3.

Wo rd B a n k H i ke

Surf

Sw i m

Camp

P lay

Fish

Cook

B a ke

Sing

D raw

Watc h

Re a d

7.3

What is the most famous traditional food from your hometown or province?

Let's LISTE N!

Listen carefully to the monolog about Salman’s hobby.

After listening, complete the two tasks below based on what you heard!

Ta s k 1 : M u l t i p l e C h o i c e ( P i l i h a n G a n d a )

C i rc l e t h e c o r re c t a n swe r ( A , B, o r C ) !

1 . W h a t i s S a l m a n's f avo r i te h o b by?

A . H i k i n g M o u nt R i n ja n i B. Wa tc h i n g t h e B a u Ny a l e Fe st i va l C. S u r f i n g a t S e n g g i g i B e a c h 2 . W h e re d o e s S a l m a n’s h o b by t a ke p la c e?

A . S u ka ra ra V i l la ge B. S e ge r B e a c h C. I n S e n g g i g i B e a c h 3 . W hy i s i t e a sy to ge t l o s t a t t h e f e s t i va l ?

A . B e c a u s e i t i s ve r y c rowd e d a n d da r k a t n i g h t B. B e c a u s e t h e b e a c h’s wave i s ve r y s t ro n g C. B e c a u s e t h e re a re n o p e o p l e

Ta s k 2 : M at c h t h e Ca u t i o n s Lo o k a t t h e c a u t i o n b e l ow ! D raw a c i rc l e t o 3 c o r re c t c a u t i o n s i g n t h a t S a l m a n s aw a t t h e b e a c h !

7.4

Enjoy Your Hobbies Safely

We all love our hobbies, whether it's hiking, surflng, or playing sports. But remember, a fun hobby can turn into a dangerous accident in just one second if we are careless.

As smart students, we must always practice safety rules. Today, we learnt how to enjoy our hobbies responsibly, because safety always comes flrst for us and the people around us!

<<< Keyword Caution i s a s p o ke n o r w r i t te n wa r n i n g to te l l p e o p l e a b o u t a p ote nt i a l d a n ge r o r r i s k . I t te l l s u s to b e a l e r t , c a re f u l, a n d v i g i la nt s o we d o n ot ge t h u r t .

Wo rd B a n k C a u ti o n!

Wa r n i n g !

S l i p p e ry

Crowd e d

De e p wate r

H i g h vo l ta ge

Language Focus: 1. Imperative Pattern Structure: Verb + Object/Adverb Example: "Watch your step!"

"Hold your parents'hands!"

2. Direct Pattern (Noun/Adjective) Structure: Caution! + Adjective/Noun Example: Caution! Slippery floor.

Caution! Wet paint.

3. Simple Prohibition Pattern : Structure: No + Verb-ing Example: No swimming.

No littering.

7.4 Project Group My Safe Cultural Hobby

Project Objective:

Wr i te a s h o r t s to r y a b o u t yo u r favo r i te l o c a l /c u l t u ra l h o b by i n Lo m b o k a n d c re ate a c re at i ve Ca u t i o n Si g n to ke e p p e o p l e s afe w h i l e d o i n g t h at a c t i v i t y.

Pro j e c t Co m p o n e nt s : You need to complete two parts on one large piece of paper (Carton or Manila paper):

Pa r t 1 : Yo u r Wr i t te n Sto r y (Ce r i t a Te r t u l i s) .

Pa r t 2 : Yo u r Cre at i ve C a u t i o n Si g n ( Ta n d a Pe r i n g at a n K re at i f ) .

Pa r t 1 : T h e S to r y G u i d e l i n e s Wr i te a s i m p l e p a ra g ra p h ( 4 – 6 s e nte n ce s) a b o u t a l o ca l h o b by (e . g . , Hi k i n g Mo u nt Ri n j a n i , Pl a y i n g Pre s e a n , Su r fi n g i n Ku ta , o r Wa tc h i n g Ba u Nya l e) .

Yo u r s to r y m u s t i n c l u d e : 1 . I nt ro d u c t i o n : Yo u r n a m e a n d y o u r favo r i te c u l t u ra l h o b by .

2 . D e s c r i p t i o n : W h e n a n d w h e re y o u u s ua l ly d o i t , a n d w hy y o u l ove i t .

3. T h e R i s k : M e nti o n o n e da n ge ro u s t h i n g o r h i d d e n r i s k a b o u t t h i s h o b by .

Ex a m p le Sto r y : " H i , m y n a m e i s L i n d a . M y f a v o r i te h o b b y i s w e a v i n g t r a d i t i o n a l c lot h i n Su k a r a r a v i l l a g e .

I lo v e m a k i n g b e a ut i f u l s o n g k et f a b r i c s b e c a u s e i t i s f u n . Ho w e v e r, t h i s h o b b y c a n b e d a n g e ro u s fo r y o u r e y e s a n d b a c k i f y o u s i t fo r a v e r y lo n g t i m e i n a d a r k ro o m . " Pa r t 2 : Th e C a u t i o n Si g n Gu i d e l i n e s Dra w a n d co l o r a s a fet y s i g n b a s e d o n t h e d a n ge r yo u m e nt i o n e d i n yo u r s to r y. Yo u r s i g n m u s t fo l l ow these rules:

1 . Sh a p e & Co l o r : Draw i t i n s i d e a ye l l ow t r i a n g l e o r a ye l l ow s q u a re w i t h a t h i c k b l a c k b o rd e r.

2 . Th eHe a d e r : Us e t h e wo rd " C AU T I O N ! " o r " WA R N I N G ! " at t h e to p .

3 . Th e Tex t : Wr i te a s h o r t co m m a n d o r r u l e u s i n g t h e co r re c t l a n g u a ge fo c u s (e . g . , Watc h yo u r s te p ! , No s w i m m i n g ! , Ho l d yo u r p a re nt s ' h a n d s ! ) .

4 . Th e Pi c t u re : Draw a c l e a r sy m b o l o r p i c t u re i n s i d e t h e s i g n s o p e o p l e u n d e rs t a n d t h e d a n ge r i m m e d i ate l y.

Let's Reflect!

My Learning Journey >>> W h a t I H a v e L e a r n t . . .

Look at what I can do!

H o b b i e s Vo c a b u l a r y : I c a n i d e nt i f y a n d n a m e c u l t u ra l h o b b i e s E x p re s s i n g I nte re s t s : I c a n u s e t h e c o r re c t s t r u c t u re to te l l p e o p l e w h at I l i ke d o i n g I d e nt i f y i n g R i s k s : I c a n re c og n i ze h i d d e n d a n ge r s i n o u td o o r a c t i v i t i e s E x p re s s s afe t y r u l e s a n d p re c a u t i o n s : I c a n w r i te a s h o r t p a ra g ra p h s h a r i n g my ex p e r i e n c e s w i t h a h o b by c o n n e c te d to l o c a l c u l t u re.

Video Penelitian dan Proses Pengembangan Flipbook

Researcher Team Biography

Nining Anggeraini, S.Pd., M.Sc. Currently serving as a lecturer at the Department of Information Technology Education, Universitas Bumigora. Her research interest is on digital teaching and learning, human AI-collaboration, and the integration of immersive technology in language learning education.

Email: nininganggeraini@gmail.com.

Sri Astuti Iriyani, M.Pd. is a lecturer in the Information Technology Education Study Program, Faculty of Education, at Bumigora University. Her teaching, research, and community service focus on educational management, educational technology, character education, and vocational education. She is currently pursuing a Ph.D. in Vocational Education Management at Universitas Negeri Malang.

Email: sri.astuti@universitasbumigora.ac.id

Ika Suciwati is a Master of Teaching English to Speakers of Other Languages (TESOL) graduate from Monash University, Australia with a GPA of 3.97 / 4.00.

Currently, she is serving as an English lecturer and the head of office of International affairs at STKIP Taman Siswa Bima, West Nusa Tenggara. She has published several research articles and one of them is on a Scopus Q2 accredited journal. Email: ikasuciwati1@gmail.com

Efraim Matamanas Da Costa, 3rd Year student of the Department of Information Technology Education, Universitas Bumigora.