Teacher Notes

Sate Kambing dan Gado-gado

Goals and Objectives Culture: Students will learn culturally authentic ideas about food preparation and eating in . Speaking: Students will discuss food preparation techniques. Reading: Students will read recipes on how to prepare two popular Indonesian dishes. Listening Students listen to an authentic Indonesian recipe and Writing: Students will write a recipe of their favourite dish. Language forms: Vocabulary related to food preparation and cooking; imperatives, di- verbs, causative me-kan verbs, reduplication of verbs and adjectives.

Pre-reading Activities 1. 10 min. Group work. Ask students what kind of Indonesian food they have had. Students brainstorm in groups of three or four students what they know about Indonesian food and its key ingredients.

2. 10 min. Preparation: Bring some and/or metal / skewers into class. Ask students what it is used for. Elicit the words for (tusuk). Ask students what food is typically served on skewers, where it comes from, and what the ingredients are. Students are most likely to name , satay, and shashlik as the three most prominent skewer dishes. Ask them what the similarities and differences are between the three dishes. When sate is mentioned, try to dig deeper. What kind of is used? What kind of is used for sate? Daging kambing, lembu (sapi), and ayam are most frequently used, but there is also sate kerang, sate udang, sate kelinci, and even sate torpedo made of the testicles of a goat or cattle. In non-Islamic communities sate babi, sate anjing, and occasionally even sate tikus, are also popular dishes. Sate in Indonesia is always served with a sauce, and there are at least three different types. The most common are kuah kacang ( sauce; occasionally also called kacang, or, because chilli is one of its ingredients, kacang) and sambal kecap – a sauce made of chilli, , lime juice and sweet (kecap manis). But there is also sate with a starchy sauce. Tell students that the same kuah kacang can also be used for a dish called gado-gado. A similar Jakartanese dish with the same sauce is , while pecal, which uses different ingredients and also a slightly different sauce, is another popular vegetable dish with . Teacher Notes

3. 10 min Ask students to complete Worksheet 1, and then report to the class. On the white board or OHP make four columns headed “Sayur- sayuran”, “bumbu”, “cara memasak”, and “dan lain-lain” and fill them with students’ input. Under “cara memasak” students may have put “memotong”. Ask students how to make a julienne to elicit mengiris. Ask them how they would cut an egg to elicit potong bulat-bulat. Explain the difference between mengiris, potong bulat-bulat, and potong dadu. Try to elicit merebus, matang (masak), kacang panjang, tauge, kol, ketimun, wortel. Show students pictures of long beans (kacang panjang) and bean sprouts (tauge) in case they don't know these common Indonesian . The images are located in the "image" folder.

4. 5 min. Show students the picture of a gado-gado dish from the "image" folder. Try to elicit the name of the dish and its ingredients. If students can not guess, let them know that the dish is called gado-gado. Ask them whether they have heard of gado-gado and what they know about it.

5. 5 min. Matching activity. Distribute Worksheet 2. When students ask, tell them that the remaining pictures are tomat (C4), terong (C3). sawi (C2), and ubi kayu (B3) - in also known as singkong.

Listening Activities 1. A. 10 min. Play soundfile XXX of the recipe to students x1. Distribute Worksheet 3 one for each student. Ask students to carefully listen to the soundfile and to concentrate on finding as many ingredients for gado-gado and its kuah kacang as possible. B. Play soundfile XXX x2. Ask students to carefully listen to the soundfile and to identify as many verbs related to food preparation as they can.

Reading Activities 1. 10 min. Distribute the gado-gado recipe and Worksheet 4, one for each student. Check whether students know what active, passive and imperative verbs are. If necessary explain briefly, and refer students to http://en.wikipedia.org/wiki/Passive_voice.

Post-reading Activities 1. 10 min. Distribute Worksheet 5, one for each student.

2. A. 10 min. Explain that the passive verbs the students identified are in fact passive imperatives which are more indirect and less forceful than normal imperative constructions: "it is to be done" rather than "you do it". Explain that normal as well as passive imperatives can be negated by jangan. Tell students that imperative constructions are usually written with a final Teacher Notes

exclamation mark, but that this convention is often not followed especially when the imperative is a mild one. Direct students to Sneddon's grammar Chapter 4.32 for more information on the imperative. B. 10 min. Explain that adverbs are occasionally formed by reduplicating an adjective as described in Sneddon 2.170. The example in the reading is bulat-bulat which can also be expressed as secara bulat (secara and dengan can also adverbalise adjectives. See Sneddon 2.186-89). However, in this particular case the reduplication of the adjective bulat may also indicate that the egg is cut into many slices (see Sneddon 1.16). Explain that plurality in Indonesian is usually only expressed by reduplicating the noun when the noun refers to a variety of things. If this is not the case then plurality can be indicated by reduplicating the adjective. Reduplication of verbs as in dipotong-potong indicates that the action is performed repeatedly.

Grammar 1. 20 min. Give students the recipe for and distribute Worksheet 6, one for each student. Then distribute the grammar handout one per student. Direct students to Sneddon's grammar Chapter 1.192- 203 for more information on me-kan verbs.

Homework 1. Write a recipe of your favourite dish using a similar format as in the recipes we read in class. Use imperatives including passive imperatives.