Module Textual Reading

MODULE
Textual Reading
Compiled by:
Bambang Irawan S.S., M.Pd
Textual Reading Bambang Irawan, S.S., M.Pd Page 1

= = = Knowledge is Power = = =
Francis Bacon
= = = Success is the sum of small efforts,

repeated day in and day out = = =
Robert Collier
= = = Success is no accident. It is hard work,

perseverance, learning, studying, sacrifice and
most of all, love what you are doing and
learning to do = = =
Pele
= = = Try not to become a person of success,

but rather try to become a person of value = = =
Albert Einstein
= = = The most complete gift of God is a life

based on knowledge = = =
Ali ibn Abu Talib

TABLE OF CONTENTS
COVER ……………………………………………………………………………… 1
MOTIVATIONAL QUOTES ……………………………………………………….. 2
TABLE OF CONTENTS ……………………………………………………………. 3
MEETING 1: Diagnosing Reading Skills ………………………………………….... 4
MEETING 2: Previewing and Predicting ............................………………………... 14
MEETING 3: Skimming and Scanning …….............................................................. 28
MEETING 4: Topic ………………………………………......................................... 40
MEETING 5: Main Idea, The Author’s Purpose and Tone......................................... 45
MEETING 6: Using Context Clues ............................................................................ 56
MEETING 7: Review ................................................................................................. 65
MEETING 8: Inference ............................................................................................... 71
MEETING 9: Pronoun References .............................................................................. 81
MEETING 10: Transition Signals ............................................................................... 90
MEETING 11: Patterns of Organization .................................................................... 100
MEETING 12: Reading Narrative and Recount Text ................................................ 110
MEETING 13: Implementing Multiple Reading Skills .............................................. 122
MEETING 14: Review ................................................................................................ 130
REFERENCES ………………………………………………………………………. 135

MEETING 1
DIAGNOSING READING SKILLS
A. LEARNING OBJECTIVES
In this chapter, the students will have a pre-test to diagnose their reading skills
before they have Textual Reading lecture. By the end of the course, the students are
expected to be able to:
1. Understand the definition of reading comprehension.
2. Understand the purpose of reading comprehension.
3. Answer the questions to measure their reading ability.
B. MATERIAL DESCRIPTION
What is reading? You might think that it is a foolish question because you
have been a reader since you were kid. You were taught how to read when you were
at kindergarten. In simple way, reading is defines as the process of translating symbol
to get meaning. What about reading comprehension? Does it have its own definition?
According to Wooley (2011), reading comprehension is the process of making
meaning from text. The goal, therefore, is to gain an overall understanding of what is
described in the text rather than to obtain meaning from isolated words or sentence.
So, the purpose of reading is to connect the ideas on the page to what you already
know. If you don't know anything about a subject, then pouring words of text into
your mind is like pouring water into your hand. You don't retain much.
The reading process involves three stages:
a. Pre-reading stage allows the reader to activate background knowledge, preview
the text, and develop a purpose for reading. For example, look at the title of the
selection and list al lthe information that comes to mind about the title.
b. During reading, reader makes predictions as they read and then confirm or revise
the predictions. For example, double-entry journal enable the reader to write the
text from the reading on one side and on the other side write the reaction to the
text.
c. After reading stage allows the reader to retell the story, discuss the elements of a
story, answer questions and/or compare it to another text. For example, summary

allows the reader to take a huge selection and reduce it to its main points for more
concise understanding.
While comprehension is an intentional, active, and interactive process that occurs
before, during and after a person reads a particular piece of writing.
C. EXERCISE
1.1.Using Context Clues to Find out the Meaning
Directions: Use context clues to figure out what the bold word means. Cross the
correct option.
1. Having the forms filled out ahead of time will expedite the process.
a. Explain in detail
b. Speed up; make easier
c. Neither
2. The teacher was suspicious when she noticed the party of the two friends’
report.
a. Similarity; resemblance
b. Spelling errors
c. Neither
3. The warrior carried a shield and saber.
a. Gun
b. Cannon
c. Neither
4. After the horse show, Donna carefully put all the horse’s tack away.
a. Hay and feed
b. Riding equipment
c. Neither
5. Good news is cause for jubilation.
a. Concern
b. Joy and celebration
c. Neither
6. When Josh’s pet rabbit died, his friend Dave was unable to console him.
a. Reach by phone
b. Comfort; cheer up
c. Neither

7. The rain forest was lush with flowers, birds, and insect.
a. Heavily filled
b. Wet
c. Neither
8. When Cynthia connected on a map her city with New York and Chicago, they
formed as isosceles triangle.
a. Cold; frigid
b. Having two equal-length sides
c. Neither
9. The mules were laden with packs.
a. Laying down
b. Scoop for liquids
c. Neither
10. The story of the sinking of the Titanic will be presented in three episodes.
a. Parts in a series
b. Events or occurrences
c. Neither
11. Nothing could compel Kris to believe the stories about UFO’s.
a. Turn away from
b. Convince, persuade
c. Neither
12. The man only confessed under duress.
a. Threat of force
b. Bright lights
c. Neither
1.2.True, False, or Unknown

Directions: Read the following passage and statements. Decide if each
statement is true, false, or can’t be determined from the information given.
Write TRUE, FALSE, or UNKNOWN.
The Pangolin
In parts of southeastern Asia, Indonesia, and areas of Africa below the Sahara
desert, lives a relic of prehistory. The pangolin is a creature that looks something

like a cross between an anteater and an armadillo. It is classified in the spiny
anteater family, but instead of the coarse hair found on Central or South American
anteaters, the pangolins have long tails, long and narrow snouts, and sticky
flypaper-like tongues which they can thrust out to catch their meals. Pangolins
have an effective means of defense. In addition to being protected by their scales,
they also can roll up into a tight ball. Most enemies are deterred, but people in
some areas of their range consider pangolin meat as delicacy.
1. No pangolins live in North America …………….

2. Pigs and pangolins have similar snouts …………….
3. Pangolins eat ants …………….
4. Some people eat pangolins …………….
5. Pangolins can be 3-5 feet long …………….
6. The Sahara desert is in Africa …………….
7. Pangolins have coarse hair …………….
8. Armadillos have coarse hair …………….
9. The pangolin is a type of armadillo …………….
10. Deterred means encouraged …………….
11. One meaning of mail is flexible armor …………….
12. Central or South American anteaters have soft, pliable hair …………….
13. A relic is something preserved from the past …………….
14. American anteaters have sticky tongues …………….
15. In this story’s context, delicacy means fragile beauty …………….
1.3.Finding the Best Meaning or Synonym
How Dictionaries Are Made

By: S. I. Hayakawa
It is widely believed that every word has a correct meaning, that we learn
these meanings principally from teachers and grammarians (except that most of
the time we don't bother to, so that we ordinarily speak "sloppy English"), and
that dictionaries and grammars are the supreme authority in matters of meaning

and usage. Few people ask by what authority the writers of dictionaries and
grammars say what they say.
Let us see how dictionaries are made and how the editors arrive at
definitions. What follows applies, incidentally, only to those dictionary offices
where first-hand, original research goes on—not those in which editors simply
copy existing dictionaries. The task of writing a dictionary begins with the
reading of vast amounts of the literature of the period or subject that the
dictionary is to cover. As the editors read, they copy on cards every interesting or
rare word, every unusual or peculiar occurrence of a common word, a large
number of common words in their ordinary uses, and also the sentences in which
each of these words appears, thus:
That is to say, the context of each word is collected, along with the word
itself. For a really big job of dictionary writing, such as the Oxford English
Dictionary (usually bound in about twenty-five volumes) millions of such cards
are collected, and the task of editing occupies decades. As the cards are collected,
they are alphabetized and sorted. When the sorting is completed, there will be for
each word anywhere from two to three to several hundred illustrative quotations,
each on its card.
To define a word, then, the dictionary editor places before him the stack
of cards illustrating that word; each of the cards represents an actual use of the
word by a writer of some literary or historical importance. He reads the cards
carefully, discards some, rereads the rest, and divides up the stack according to
what he thinks are the several senses of the word. Finally, he writes his
definitions, following the hard-and-fast rule that each definition must be based on
what the quotations in front of him reveal about the meaning of the word. The
editor cannot be influenced by what he thinks a given word ought to mean. He
must work according to the cards or not at all.
The writing of a dictionary, therefore, is not a task of setting up
authoritative statements about the "true meanings" of words, but a task of
recording, to the best of one's ability, what various word shave meant to authors
in the distant or immediate past. The writer of a dictionary is a historian, not a law
giver. To regard the dictionary as an "authority," therefore, is to credit the
dictionary writer with gifts of prophecy which neither he nor anyone else
possesses. In choosing our words when we speak or write, we can be guided by

the historical record afforded' us by the dictionary, but we cannot be bound by it,
because new situations, new experiences, new inventions, new feelings, are
always compelling us to give new uses to old words.
Directions: The following sentences are taken from the text above. Working
with another student, read each sentence and then circle the best meaning or
synonym for the underlined word as it is used in the sentence.
1. It is widely believed that every word has a correct meaning that we learn these
meanings principally from teachers and grammarians.
a. Easily
b. Mainly
c. Only
2. Few people ask by what authority the writers of dictionaries and grammars say
what they say.
a. Unusual ability
b. Power
c. Opinion
3. What follows applies, incidentally, only to those dictionary offices where first-
hand, original research goes on.
a. Points to
b. Belongs to
c. Relates to
a. In that case
b. In particular
c. By the way
a. New
b. Language
c. Informal

6. As the editor read, they copy on card every interesting or rare word, every
unusual or peculiar occurrence of a common word, a large number of common
words in their ordinary uses, and also the sentences in which each of these
words appears, thus.
a. At the same time
b. In some cases
c. In this way
7. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Idea
b. Job
c. Organization
8. The task of writing a dictionary begins with the reading of vast amounts of the
literature of the period or subject that the dictionary is to cover.
a. Time
b. Language
c. Type
9. As the editor read, they copy on card every interesting or rare word, every
unusual or peculiar occurrence of a common word, a large number of common
words in their ordinary uses, and also the sentences in which each of these
words appears, thus.
a. Spelling
b. Example
c. Lesson
10. That is to say, the context of each word is collected, along with the word itself.
a. Sentence
b. Grammar
c. Meaning
11. For a really big job of dictionary writing, such as the Oxford English
Dictionary (usually bound in about twenty-five volumes) millions of such
cards are collected, and the task of editing occupies decades.
a. Many years
b. Many editors
c. Many desks

12. When the sorting is completed, there will be for each word anywhere from two
to three to several hundred illustrative quotations, each on its card.
a. Colorful
b. Explanatory
c. Unusual
13. The editor cannot be influenced by what he thinks a given word ought to
mean. He must work according to the cards or not at all.
a. Measured by
b. Interested in
c. Affected by
14. To regard the dictionary as an “authority” therefore, is to credit the dictionary
writer with gifts or prophecy with neither he nor anyone else possesses.
a. Believe
b. Hope
c. Understand
15. In choosing our words when we speak or write, we can be guided by the
historical second afforded us by the dictionary, but we cannot be bound by it.
a. Led to
b. Free from
c. Tied to
16. Finally, he writes his definitions, following the hard-and-fast rule that each
definition must be based on what the quotations in front of him reveal about
the meaning of the word.
a. Prove
b. Show
c. Decide
1.4.Analyzing Analogies
Directions: These analogies are synonyms (same meaning) or antonyms
(opposite meanings). First determine which each is. Then choose the correct
answer. Think carefully! These can be tricky.
1. Labor is to work as story is to …………..
a. Character
b. Words

c. Tale
2. Often is to seldom as same is to …………..
a. Similar
b. Different
c. Frequently
3. Aid is to help as depart is to …………..
a. Leave
b. Schedule
c. Finish
4. Found is to lost as create is to …………..
a. Make
b. Find
c. Destroy
5. Sob is to cry as giggle is to …………..
a. Funny
b. Laugh
c. Joke
6. Seize is to grab as attempt is to …………..
a. Convince
b. Try
c. Hold
7. Cruel is to kind as together is to …………..
a. Apart
b. Friends
c. Joined
8. Response is to answer as walk is to …………..
a. Reply
b. Stroll
c. Run
9. Different is to varied as required is to …………..
a. Unnecessary
b. Unique
c. Needed
10. Never is to always as none is to …………..

a. Nothing
b. All
c. Few
11. Noise is to silence as follow is to …………..
a. Leader
b. Directions
c. Lead
12. Single is to one as difficult is to …………..
a. Hard
b. Unit
c. Easy
D. REFERENCES
Edge, T. (2002). Reading Comprehension Skills and Strategies Level 8. California:
Saddleback Educational Publishing.
Engelhardt, D. (2013). Advanced English Reading and Comprehension. New York:
McGraw Hill Education.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman
Wooley, G. (2011). Reading Comprehension: Assisting Children with Learning
Difficulties, Spring Science + Business Media.

MEETING 2
PREVIEWING AND PREDICTING
In this chapter, the students will learn about previewing and predicting. By the end
of the course, the students are expected to be able to:
1.1.Understand and describe the definition of previewing
1.2.Implement previewing in reading a passage
1.3.Implement previewing in reading a book
1.4.Understand and describe the definition of predicting
1.5.Know what idea comes next by predicting
B. MATERIAL DESCRIPTIONS
1.1.Previewing
When you travel to the first place that you have no idea about at all, the first
thing you do is looking at the map. By looking at the map, you can get general
information about that place and you know what to expect as our travel. That is
actually what you call as “previewing” and it is also applied in reading.
In simple way, previewing can be described as to look before. It means you
look for general information before you read a text or book comprehensively.
Engelhard (2013: 75) states that previewing is a rapid kind of reading that allows
you to get a general sense of what a passage, article, or book is about and how it is
organized. Your eyes scan quickly over the page looking for answers to general
questions about the material.
Some common general questions which are usually used in previewing are:
a. What is the title?
b. What is it about?
c. Do I know about this?
d. Is it divided into parts?
e. How is it organized?
f. Are there any pictures, tables, graphs, names, italicized words, maps, or
numbers?

g. Etc.
Previewing is one of the most important reading skills that you need to master
well. It is much better to preview before you read because previewing can help
you to understand more about what you read.
1.2.Previewing a passage
There are several ways to preview a passage, as follows:
a. Read the title of the passage if it is provided.
b. Look at the pictures if there are any.
c. Read the first few sentences in the first paragraph.
d. Read the first sentence of other paragraphs.
e. Read the last sentence of the last paragraph.
f. Pay attention to names, numbers, and dates if there are any.
Example 1
Directions: Preview the following incomplete passage! It will help you how to
preview. Then answer the questions that follow the passage to check
how well you get the general sense of the passage after previewing it.
NEAR-DEATH EXPERIENCE
I was crossing the street, when suddenly this car came toward me and there
was a loud crash and I flew through the air. It all happened so fast. I must have
landed on the ground, because I felt this terrible pain, but then I could feel myself
rising up, and when I looked down, there were people trying to help me. It was
like I was floating and I could see them attach tubes and stuff to me and carry me
to an ambulance.
Then I looked up, where I could see this light—a bright, shining, white light
all around me, and it was like something was lifting me up into the light. At the
end of the light, there wasthis beautiful, peaceful place, sort of like a meadow
with mountains in the background. Icouldhear a voice, a soft voice calling me,
and I recognized the voice of my grandmother,who diedlast summer.
When she held out her hand, I ran to her, but I wasn’t really running—I was
floating, like in slow motion or in water. She held out her arms to hug me, and I
started to cry, I was so happyto see her. Then she said that she loved me and was

glad to see me, but that I had to go back.I wanted to stay with her in that peaceful
place, but she said it wasn’t my time, and that my parents were very sad and
worried and I had to go back to them.
(Source: Engelhardt, D. (2013). Advanced English Reading and
Comprehension. New York: Mc Graw Hill Education, p.40)
Questions:
1. What is the passage about?
2. What happened to the writer?
3. Can you get whom the writer talked with?
Now, read the complete passage and check if your answers are correct or not!
Near-Death Experiences
I was crossing the street, when suddenly this car came toward me and there
was a loud crash and I flew through the air. It all happened so fast. I must have
landed on the ground, because I felt this terrible pain, but then I could feel myself
rising up, and when I looked down, there were people trying to help me. It was
like I was floating and I could see them attach tubes and stuf to me and carry me
to an ambulance.
Then I looked up, where I could see this light—a bright, shining, white light
all around me, and it was like something was lifting me up into the light. At the
end of the light, there was this beautiful, peaceful place, sort of like a meadow
with mountains in the background. I could hear a voice, a soft voice calling me,
and I recognized the voice of my grandmother, who died last summer.
When she held out her hand, I ran to her, but I wasn’t really running—I was
floating, like in slow motion or in water. She held out her arms to hug me, and I
started to cry, I was so happy to see her. Then she said that she loved me and was
glad to see me, but that I had to go back. I wanted to stay with her in that peaceful
place, but she said it wasn’t my time, and that my parents were very sad and
worried and I had to go back to them.
Comprehension. New York: Mc Graw Hill Education, p.40)

Example 2
Directions: Preview the following passage by reading only the underlined
sentences. Then answer the questions.
LANGUAGE LEARNING IN THE UNITED STATES
Most people in the United States speak only one language: English. They
do not learn to speak a second language. High schools teach languages but
very few students learn to speak well. Why don’t Americans speak other
languages?
First, most Americans never travel to other countries. The United States is
a very large country. Americans can travel along distance and not leave the
United States. They do not need to learn a second language.
Second, one of the countries next to the United States is Canada. Most
people in Canada speak English. Some Americans live near Canada. They
travel there often but they do not need to learn a new language.
Third, many people in other parts of the world speak English. If
Americans travel to other countries, they can speak English there, too.
Some Americans think that it is a mistake to speak only English. They
believe it is very important to learn a second language. Maybe someday other
Americans will agree. Then more people will speak a second language in the
United States.
(Source: Mikulecki, B.S. & Linda. J. (1986). Reading Power. US:
Addison-Wesley Publishing Company, p. 25)
Questions:
2. Why don’t Americans speak a second language?
3. If Americans travel to other countries, what language do they speak for
communication there?
4. Do Americans need to learn a second language? Why?

1.3.Previewing a book
Previewing is also important in reading a book. So, before you read the whole
of the book, it is much better to preview the book. The purpose is same as
previewing a passage which is to get general information about the book so that
when you read the book, you will get better understanding. The steps to preview a
book are:
a. Read the title of the book.
b. Read table of contents of the book.
c. Read outline of a chapter (if it is provided) to find out the content of the
chapter.
d. Pay attention to the names, pictures, number, dates, tables, or graphs (if there
are any).
e. Preview the text in each chapter before you read it.
Look at the following examples!
Example 1
Directions: Read the following table of contents of a book. Then answer the
questions that follow.
Society: The Basics
Brief Contents
1 Sociology: Perspective, Theory, and Method 1
2 Culture 29
3 Socialization 57
4 Social Interaction in Everyday Life 81
5 Groups and Organizations 103
6 Sexuality and Society 127
7 Deviance 155
8 Social Stratification 189
9 Global Stratification 213
10 Gender Stratification 239
11 Race and Ethnicity 265
12 The Economy and Politics 299
13 Family and Religion 333
14 Education and Medicine 365
15 Population, Urbanization, and the Environment 389
16 Social Change: Traditional, Modern, and Postmodern Societies 411
Glossary 434
Name Index 467
(Source: Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall)

Questions:
1. What is the book about?

2. How many chapters does the book contain?
3. Which topics are not familiar to you?
4. Which chapter do you think the most interesting?
5. Besides chapter, what other sections are listed?
Example 2
Directions: Read the outline of the chapter and answer the questions that follow!
CHAPTER 3: SOCIALIZATION
The Importance of Social Experience

Human Development: Nature and Nurture
Social Isolation
Understanding Socialization
Sigmund Freud: The Elements of Personality
Jean Piaget: Cognitive Development
Lawrence Kohlberg: Moral Development
Carol Gilligan: The Gender Factor
George Herbert Mead: The Social Self
Agents of Socialization
The Family
The School
The Peer Group
The Mass Media
Socialization and the Life Course
Childhood
Adolescence
Adulthood
Old Age
Death and Dying
The Life Course: An Overview
Resocialization: Total Institutions
Summary
Key Concepts
Critical-Thinking Questions
(Source: Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall)
Questions:
1. What is this chapter about?

2. Which topics are familiar with you?

3. Are there any unfamiliar words for you in the outline? List them!
4. Which topics would be most interesting to read for you?
5. Would this chapter be difficult for you to read? Why?
1.4.Predicting
Predicting can be considered as to tell what will happen next. Same as
previewing, predicting is also important to help you to be a better reader because
you will get more understanding about what you read.
Predicting can also help you to know the idea that comes next. Look at the
following example to enhance your understanding!
Example 1:
Yesterday, there was a big a big snowstorm in Boston.
What idea comes next?
a. It was a warm, sunny day
b. It was very cold, but the snow on the trees looked beautiful.
c. Only one inch of snow fell.
The answer (a) is not the correct answer because as you know that it is not
warm and sunny in a snowstorm. The answer (c) is also incorrect because in a big
snowstorm, many inches of snow fall. So, the correct answer is (b) because it is
very cold in a snowstorm.
Example 2:
Tomiko got a cat last week. It’s a pretty little cat, and it follows her everywhere.
What comes next?
a. Tomika can never find the cat.
b. It even goes out for walks with her in the park.
c. Tomiko’s father doesn’t like cats.
The answer (a) is incorrect because the cat always follows Tomiko. So, it is
impossible if Tomiko can never find the cat. The answer (c) is also incorrect
because the previous sentences do not talk about Tomiko’s father. So there is no
idea that Tomiko’s father does not like cats. The correct answer is (b) because it
is related to the ideas in previous sentences.

Example 3:
Sergio likes to listen to classical music in the evening.
a. Sometime he falls asleep while he is listening.
b. He works hard all morning and afternoon
c. His favorite kinds of music are pop and country
Now, can you predict what comes next? Give your reason!
C. EXERCISE
1.1.Exercise 1
Directions: Preview the passage below and answer the questions that follow.
Humans and their cars constituted the greatest love affair of the past century.
Cars represent freedom, mobility, power, and status. Most people who don’t have
a car want one, and those who already own one would like a newer, bigger, faster,
and fancier model. When one considers that in the United States the number of
vehicles is increasing faster than the population, it looks like the love affair with
the automobile has turned into an addiction.
U.S. Household and Vehicle Statistics

No. of registered
No. of households vehicles Total vehicle miles
Year (thousands) (thousands) (millions)
1950 43,554 43,501 458,246
1980 80,776 139,831 1,527,295
2000 104,705 213,300 2,746,925
2010 117,538 239,812 2,966,494
SOURCE: Transportation Energy Data Book: Edition 31, Chapter 8, Voice of Energy
Eficiency and Renewable Energy, U.S. Department of Energy, 2010.
Statistics on car ownership are staggering. Between 1950 and 2010, the
number of U.S. households nearly tripled, but the number of registered vehicles
per household increased by 551 percent and the total miles driven by nearly 650
percent. Even though car sales declined almost 28percent between 2007 and 2009

due to the global finacial crisis, a total of 5.7 million new passenger cars were
purchased in2010. According to the U.S. Department of Energy’s Transportation
Energy Data Book, in 2010 there was nearly one vehicle (0.77) per capita, and
nearly two vehicles(1.79) per household. In 1960, 2.5 percent of American
households owned three or more cars; in2010, that number had mushroomed to
19.5 percent. Data from the International Organization of Motor Vehicle
Manufacturers reports that Japan, the United States, China, and Germany
produced a total of 35,654,551 vehicles in 2008, with Japan in the lead at over
11.5 million units. In China, where an estimated 1.6million cars were sold in
2000, car sales are projected to reach 100million by 2015.As India and other
Asian countries experience increasing economic stability, car ownership is
expected to rise on a global scale.
Car manufacturing is responsible for one in ten manufacturing jobs, but along
with car driving it is one of the biggest contributors to air pollution and global
warming. Car manufacturing consumes one half of the world’s oil, and for every
gallon of gas burned in an automobile engine,20 pounds of carbon dioxide (CO2)
are released into the atmosphere. Up to the 1960s, when the federal Clean Air Act
gave governments in the United States the power to set air quality controls, cars
had no pollution control devices whatsoever. Between 1975 and 2011, the carbon
foot print for cars shrank by 51.5 percent, but the total output of CO2 continued
to grow. In2008, the U.S. was responsible for 19.34 percent of global CO2
emissions, exceeded only by China, which produced6,801 million metric tons,
and in 2010, CO2 emissions from the U.S. transportation sector was 15percent
higher than 1990levels. In addition to air pollution and greenhouse gases,
automobiles have resulted in traffic gridlock, urban sprawl, and the paving of
land for highways, roads, and parking lots. If there are one billion cars on the
roads by 2030, as predicted, cars will have to change.
The quest for cleaner, greener cars in the U.S. has been slow going, and
industry efforts have fluctuated with the price and supply of oil. Led by the Big
Three—General Motors (GM), Ford, and Chrysler—the American car industry
resisted pollution control, shoulder belts and headrests, unleaded gasoline,
catalytic converters, and air bags until legislation made them mandatory.
However, a mightier impetus for change came with the 1973–74 OPEC oil
embargo, when within a few months the price of gasoline skyrocketed from 25

cents a gallon to a dollar and Americans started buying smaller, fuel-eficient
Japanese and European cars. The Big Three reacted by turning out lighter
economy cars—at least until oil supplies started flowing again and prices
stabilized.
In 1989, the U.S. Congress banned leaded gasoline, but the state of California,
where cities like Los Angeles were choking on automobile exhaust and smog,
took an aggressive lead in the battle against air pollution. In 1990, the California
Air Resources Board (CARB) stipulated that two percent of all cars sold in
California must be zero-emission in 1998, and ten percent in 2003.Only electric
cars would meet these requirements.
While the automobile industry waged an all-out war against CARB’s mandate,
GM announced in 1990 that it would build an electric car. In December 1996, the
light weight, aerodynamic, snappy EV1 was introduced for lease only in test
markets in California and Arizona. Powered by nickel–metal hydride batteries,
EV1s had a driving range of 100 to 120 miles. To recharge the batteries at home,
the lessee could use a safe and easy paddle charging system. Between 1996 and
1999, GM built 1,117 electric cars in three generations. Drivers, many of whom
were celebrities, were enthusiastic about their EV1s and the car’s fast
acceleration and smooth ride. In fact, many would not have been deterred by the
EV1’s retail price of$34,995 or the $20,000to $30,000 replacement cost for the
battery pack, but GM decided in 2003 to withdraw the car and crush all but a few,
which the company kept or donated to museums. Although GM justified ending
he program due to high production costs and lack of economic viability, there is
some speculation that GM caved in to pressure from the automobile and oil
industries and that the electric car was doomed from the get-go.
While GM was developing the EV1, competing carmakers were coming out
with their own versions. heir limited driving range, a long recharging time, and
the shortage of charging stations made electric vehicles better suited to city
driving. he Ford Electric Ranger and the ChevroletS-10 electric trucks were
produced in limited numbers and leased to urban delivery fleets, but a few years
later, both models were terminated and destroyed. Consumer-oriented vehicles,
like Toyota’s RAV4 EV, Honda’s EV Plus, and the Nissan Altra, also ended up
as scrap. In Europe, towns and cities were turning their busy centers into internal

combustion engine–free zones, where electric vehicles turned out to be more
successful as taxis, small delivery vehicles, buses, rental cars, and city cars.
Comprehension. New York: Mc Graw Hill Education, p. 69-70)
Questions:
2. Why does the number of car ownership increase?
3. Why is car manufacturing is considered as one of the biggest contributors to
air pollution and global warming?
4. What are the big three American car industries?
5. Why did the U.S. Congress ban leaded gasoline in 1989?
6. Why is electric car considered as the solution to overcome air pollution?
1.2.Exercise 2
Directions: Read the following sentences and determine if it is true or false. Write
TRUE or FALSE in the blank. The sentences are based on the passage above.
a. The number of car ownership in the United States increases because people
view cars as the representation of social status. (…………………)
b. In 1980, the average household in the United States owned nearly 2 cars.
(…………………)
c. In 2008, the United States produced the greatest number of cars and marketed
the over the world. (…………………)
d. Three in ten people work in the car manufacturing industry.
(…………………)
e. The “Big Three” refers to General Motors (GM), Ford, and Chrysler.
(…………………)
f. In 1990, Ford announced that it would build electric cars. (…………………)
g. Car manufacturing is considered as one of the contributors to air pollution and
global warming because it consumes half of the world’s oil.
(…………………)
h. General Motor decided to destroy its EV1, because no one was interested in
buying them. (…………………)
i. Electric cars have been more popular in Europe than in the United Sates.

(…………………)
j. Electric cars are cheaper to produce and maintain than conventional cars.
(…………………)
1.3.Exercise 3
Read each sentence below. Then tell which idea comes next.
1. There were many good shows on TV last night. The Smith family stayed
home.
a. They turned off the TV and went to bed early.
b. The only interesting show was about traveling by bicycle.
c. They saw a play, a music show, and the news.
2. John and Alice Babson are not happy with the school in their town.
a. Their children love to go to school.
b. The classes are very crowded.
c. It is a beautiful building.
3. The roads were covered with ice and were very dangerous today.
a. Sam drove home very quickly.
b. Sam took a long time to drive home.
c. Sam enjoyed driving home.
4. Boston is a nice place to live, but New York City is more fun.
a. New York is a very dangerous city.
b. There are many interesting things to do in New York.
c. There are no good restaurants in New York.
5. Fly Happy Time Airlines. Take an exciting trip to Holiday Island.
a. This trip is very expensive.
b. Holiday Island has warm, sunny weather.
c. Happy Times Airlines is never on time.
6. Alex had trouble falling asleep last night. He was awake until 3 a.m.
a. This morning, he feels rested and ready to work.
b. This morning, he is very hungry.
c. This morning, he feels very tired.
7. Dr. Hammond was busy with his patients all day. He did not have time for
lunch.
a. He may not be hungry at dinner time.

b. He had a very easy day.
c. He will be very hungry at dinner time.
8. Judy and Alan moved to a new apartment near the university.
a. Now they need a car to drive to class.
b. Now they can walk to class every day.
c. Now they will not be near to the university library.
9. Max works all day in a shoe store. At night, he takes business classes at the
university.
a. Max wants to have his own business someday.
b. Max has lots of free time.
c. Max is not very busy.
10. “Eat at Joe’s Diner! We serve breakfast from 6 to 10!”
a. No one likes the breakfasts at Joe’s!
b. And the breakfast costs only $1.00!
c. The food is cold and the service is slow!
1.4.Exercise 4
Vocabulary Building 1
Directions: Determine part of speech of each word in the table by giving a tick in
the correct column.
Word Noun Adjective Verb
Mobility
Consider
Vehicle
Register
Decline
Global
Stability
Contributor
Consume
Device
Exceed
Sprawl

Quest
Fluctuated
Legislation
Mandatory
Exhaust
Stipulated
Range
Acceleration
Version
Terminate
1.5.Exercise 4
Directions: Match each word in column 1 with its definition in column 2.
1. Acceleration ……….. a. Specify, require
2. Change ……….. b. Start, initiate
3. Emission ……….. c. Speeding up
4. Exhaust ……….. d. Flexibility, movement
5. Launch ……….. e. Spreading out
6. Mandatory ……….. f. Gases, waste
7. Mobility ……….. g. Top up, replenish
8. Quest ……….. h. Compulsory, obligation
9. Sprawl ……….. i. Search, mission
10. Stipulate j. Discharge, outlaw
D. REFERENCES
Mc Graw Hill Education
Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall
Mikulecki, B.S. & Linda. J. (1986). Reading Power. US: Addison-Wesley Publishing
Company
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US: Longman

MEETING 3
SKIMMING AND SCANNING
In this chapter, the students will learn about skimming and scanning. By the end
of the course, the students are expected to be able to:
1.1.Understand and describe the definition of skimming.
1.2.Implement skimming techniques to get the general idea of the passage.
1.3.Understand and describe the definition of scanning.
1.4.Implement scanning techniques to find the specific facts in the passage.
1.1. Skimming
According to Mikulecky & Jeffries (2007: 170), skimming is a form of rapid
reading for finding the general idea—or gist—of a passage or abook. In your
daily and academic life, you probably skim many things: movie
reviews,newspaper articles, and passages and websites that might be useful for a
researchpaper.
Skimming is useful in three different situations :
 Pre-Reading
Skimming is more thorough than simple previewing and can give a more
accurate picture of text to be read later.
 Reviewing
Skimming is useful for reviewing text already read.
 Reading
Skimming is most often used for quickly reading material that, for any number
of reasons, does not need more detailed attention.
Skimming is used to quickly identify the most important ideas of a text.
Skimming involves moving your eyes quickly down the page and focusing on
any titles, headings, sub-headings, and text in bold. Here are some ways to
determine what is most important:
1. Glance over the main features of the piece:

• the title
• the headings
• the lead paragraph
• the summary paragraphs
2. Look for any hints given by the author:
• underlining
• bolding
• italics
• subheadings
• section breaks
• numerical lists
To improve your understanding, look at the following examples
Example 1:
Read the document below and use skimming techniques to answer the questions
that follow.
Frederick Douglass High School: Rules & Regulations

Attendance
1. Absence: Any student returning to school following an absence of two or more days must
present to the front office a written explanation, signed by the parent or a physician.
2. Tardiness: School begins promptly at 8:10 a.m. and ends at 3:20 p.m. Any student who reports
to his or her classroom any later than 8:20 must present to the teacher a note signed by a
parent.
Zero Tolerance Policy

Frederick Douglass High School has a “Zero Tolerance” policy. This means that no form of
physically aggressive behavior (including bullying, fighting, pushing, shoving) is tolerated.
1. Suspension: Any student who acts aggressively towards a teacher, administrator or
anotherstudent will be immediately suspended.
2. Expulsion: Any student who has been suspended more than three times will be expelled.
Hall Passes
Any student walking through the halls when classes are in session must carry a hall pass. Any
student not carrying a pass will be sent directly to the principal’s office.
Dress Code
While there is no formal uniform at Frederick Douglass High School, students are expected to
dress appropriately at all times.
1. Shirts: All shirts must have sleeves (no tank tops allowed) and be tucked in.
2. Pants: Pants must be hemmed above the shoes.

3. Body Piercing Jewelry: Body piercing jewelry is limited to earrings. All other forms (nose
jewelry, tongue jewelry, stomach jewelry) must be removed before entering the school
building.
I have read the above rules and agree to comply with them.
Student’s Signature
Questions:
1. To whom is the document aimed? Students, teachers, or parents?
………………………………………………………………………………
………………………………………………………………………………
2. Does the document address missed or late assignment?
………………………………………………………………………………
………………………………………………………………………………
3. Does the document explain the consequences the physically aggressive
behavior towards their fellow students? If so, explain!
………………………………………………………………………………
………………………………………………………………………………
4. Does the document explain the consequences of inappropriate dress?
………………………………………………………………………………
………………………………………………………………………………
5. Does the document provide information on vacation day?
………………………………………………………………………………
………………………………………………………………………………
6. Does the document provide information on the length of the school day?
………………………………………………………………………………
………………………………………………………………………………
7. Does the document provide the example of physically aggressive behavior?
………………………………………………………………………………
………………………………………………………………………………
(Source: Osborne, J. (2006). CAHSE on Target. California : University of
California Press, p. 12-13)

Example 2:
Read the following text. Then use skimming techniques to answer the questions
that follow.
LOST CAT
We lost our cat, Sam on Thursday 2nd October. She has never run
away before and we think that she has wandered out and got lost.
BLACK AND WHITE
She’s large, round and healthy looking. She is a well looked after
and much loved pet. She was last seen in the
CHAPEL STREET AREA.
If you have seen her or think you know where she might be
Contact:
JULIUS JORDAN
as soon as possible on 727 2496.
REWARD
Available for anyone who gives us useful information.
Thank you.
Questions:
1. What is the information about?
……………………………………………………………………..
2. Is the cat fat?
……………………………………………………………………..
3. Where has the cat probably got lost?
……………………………………………………………………..
4. What should you do if you find the cat?
……………………………………………………………………..
5. Is there any reward for those who find the cat?
…………………………………………………………………….

1.2. Scanning
Scanning is very-speed reading that you do when you are looking for a
specific piece of information. When you scan, you have a question in mind.
You do not read every word, only key words that will answer your question.
Practice in scanning will help you learn to skip over unimportant words so
that you can read faster.
Scanning is another useful tool for speeding up your reading. Unlike
skimming, when scanning, you look only for a specific fact or piece of
information without reading everything. You scan when you look for your
favorite show listed in the cable guide, for your friend’s phone number in a
telephone book, and for the sports scores in the newspaper. For scanning to
be successful, you need to understand how your material is structured as
well as comprehend what you read so you can locate the specific
information you need. Scanning also allows you to find details and other
information in a hurry.
Because you already scan many different types of material in your daily
life, learning more details about scanning will be easy. Establishing your
purpose, locating the appropriate material, and knowing how the
information is structured before you start scanning is essential.
The material you scan is typically arranged in the following ways:
alphabetically, chronologically, non-alphabetically, by category, or
textually. Alphabetical information is arranged in order from A to Z, while
chronological information is arranged in time or numerical order.
Information can be also be arranged in non- alphabetical order, such as
a television listing, or by category, listings of like items such as an auto
parts catalog. Sometimes information is located within the written
paragraphs of text, also known as a textual sense, as in an encyclopedia
entry.
Learning to use your hands while scanning is very helpful in locating
specific information. Do you do anything with your hands to locate a word
in a dictionary? To find a meeting time on your calendar? To read a train or
bus schedule? Using your hand or finger is extremely helpful in focusing
your attention and keeping your place while scanning a column of material.

Example 1:
Scan the TV guide to answer the questions that follow.
CHANNEL 4 CHANNEL 7 CHANNEL 9

6:00 : News Today 6:00 : USA in Sports 6:00 : Everybody Loves
In-depth coverage of national News show covering Ray
and international news. competitive team sports at
the national level. 6:30 : The Nanny
6:30 : Kramer vs. Kramer
(1979) **** 6:30 : Wheel of Fortune 7:00 : Night Business
Dustin Hoffman, Meryl Report
Streep 7:00 : The Associate ** Report on worldwide
A man fights for custody of Whoopi Goldberg, Dianne financial market.
his son after his abandons the Wiest.
family. A Wall Street whiz invents a 8:00 : The Apprentice
‘PG’ male partner to attract clients The teams must introduce a
for fledgling investment new Trump product into the
8:30 : Europe Today business. marketplace.
This week, the southern port
city of Marseille, France is 9:00 : Friends 9:00 : Ghost (1990) ***
explored. Patrick Swayze, Whoopi
9:30 : Will & Grace Goldberg.
9:00 : Who Wants To Be a A slain Manhattan man
Millionaire? 10:00 : American reaches out to his fiancee,
Soundtrack: Rhythm, Love with a medium as his middle
10:00 : Twilight Zone and Soul woman.
Love songs of the 1960s and “PG-13”
10:30 : I Love Lucy 70s; performers include Adult situations, language,
Aretha Franklin, Mary violence
11:00 : The Ghost and Mrs. Wilson and Gloria Gaynor.
Muir *** 10:00 : Phone Booth (2002)
Gene Tierney, Rex Harrison. 11:00 : Carribean ***
London Widow loves Adventures Colin Farrell, Keifer

cottage’s sea captain’s ghost. This week, we travel to the Sytherland.
“PG” Exuma Islands of Bermuda A sniper traps a publicist in
New York phone booth.“R”
Answer the following questions based on the TV Guide!
See how fast you can find the information.
1. If you are a Whoopi Goldberg fan, can you see both of her movies? If so, on what
channel can you see them?
..........................................................................................................................................
2. If you want to know how the stock market performed today, what show should you
watch?
..........................................................................................................................................
3. Which French city is spotlighted on the travel show?
..........................................................................................................................................
4. Amy wants to watch a movie with her younger sister who is still 12 years old. Which
movie or movies would be most appropriate?
..........................................................................................................................................
5. How many travel shows are airing today?
..........................................................................................................................................
6. How many game shows are playing tonight? Which one?
..........................................................................................................................................
7. Which movie gets the best rating this evening?
..........................................................................................................................................
C. EXERCISE
1.1.Exercise 1
Directions: Skim the passage below and answer the questions that follow!
What kind of morning person are you? What are you like in the morning? How do
you behave? You probably belong to one of the following three types: those who
hate mornings, those who sleep through them or those who like them. Those who
hate mornings are often called "grumps". Grumps hate waking up in the morning

and if you try to wake them up, they complain and make you suffer. It's a good
idea to stay as far away from a morning grump as possible, unless you like
punishment. The second type of morning person is the kind who always says
"give me just another minute" and then stretches "another minute" into 30 or 40
minutes with the help of a snooze alarm. She often sleeps right through the
morning and is late for everything. The last kind of morning person is the most
annoying, because he actually likes mornings. For him, there is no need for an
alarm clock. He always gets up early, bright-eyed and happy to face a new day. In
fact, he usually finishes his morning tasks long before anyone else is even awake.
This is the kind of morning person who makes everyone else look lazy. So what
kind of morning person are you? Are you a grump, a "just-another-minute"
sleepyhead or a bright-eyed ball of energy?
(Source: Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic
English.Tel Aviv: The Mofet Institute, p. 20-21)
Questions:
1. How many types of morning person are according the passage? What are
they?
…………………………………………………………………………………
…………………………………………………………………………………
2. What name is given to the person who hate mornings?
…………………………………………………………………………………
…………………………………………………………………………………
3. What does the second type person do when you wake her/him up in the
morning?
…………………………………………………………………………………
…………………………………………………………………………………
4. Why is the third type of morning person considered as the most annoying
one?
…………………………………………………………………………………
…………………………………………………………………………………

1.2.Exercise 2
Directions: Skim the passage below and answer the questions that follow!
Food directly affects your physical and emotional health. If you eat non-
nutritious junk food and do not pay attention to your diet, then you pay the price
of poor health or become severely overweight. If you eat good food and control
what you eat, your chances of being healthy are much better. The place to begin a
healthy lifestyle is in your choice of food, that is in your diet.
A diet is a plan for eating. People follow diets for many reasons. Some people
go on diets in order to lose weight. They avoid foods that are high in calories and
fats, and instead eat foods that are nutritious but not fattening. Others, such as
bodybuilders and fitness enthusiasts, go on special diets to gain weight. They eat
food high in protein in order to build muscle, increase their bodyweight, and
improve their appearance.
Many people follow diets as a way of life. Their goal is not to lose or gain
weight, but simply to stay healthy. Health conscious dieters pay careful attention
to the nutritional value of the foods they eat. Many of them nowadays eat only
food that is grown organically. There are also those, such as vegetarians, who do
not eat animals. They do this either because they believe that meat is bad for the
health and that avoiding it lengthens their lives, or simply because they love
animals and are therefore against eating them.
Whatever diet you follow, you must be careful not to go to extremes. Extreme
diet scan be dangerous. For example, there is the danger of developing an "eating
disorder"– the term used for unhealthy overeating or under eating. One of these,
the compulsion not to eat, is called "anorexia". It often begins as a harmless diet,
but later can become a serious and dangerous illness.
Your lifestyle affects your attitude to food. However, the opposite is also true
– your attitude and choice of food can affect your lifestyle. It is in your power to
lead a healthy, active life. The choice is yours.
(Source: Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic
English.Tel Aviv: The Mofet Institute, p. 26)
Questions:
1. What happens if you eat non-nutrition food?

…………………………………………………………………………………
…………………………………………………………………………………
2. If you want to lose weight, what should you eat?
…………………………………………………………………………………
…………………………………………………………………………………
3. Why do bodybuilders eat food that is high in protein?
…………………………………………………………………………………
…………………………………………………………………………………
4. Why do vegetarian avoid meat?
…………………………………………………………………………………
…………………………………………………………………………………
5. What is one of the dangers of the extreme diets?
…………………………………………………………………………………
…………………………………………………………………………………
1.3.Exercise 3
Directions: Scan the Warmer’s schedule and answer the questions that follow!
Mrs. Warner—CERAMICS
Beginners Ceramics $25 material fee
Class Day Time Instructor
C101 T Th 6-9 pm Budling
C102 M W 5-8 pm Budling
C103 Sat 12-3 pm Braun
Intermediate Ceramics $25 material fee
C104 T Th 7-9 pm Braun
Mr. Warner—GOLF
Improving Your Golf Game $10 material fee
G101 W F 7-8 pm Lerner
G102 Sat 9-10 am Aquinas
G103 Sat 1-2 pm Lerner
Optional Video Study free
G100 M 6-7 pm Aquinas

Caroline Warner—JUDO
Introduction to Judo requires proper clothing
J101 (girls) M W 6-7 pm Martin
J102 (boys) M W 7-8 pm Martin
J103 (co-ed) Sat 10-11am Lee
Advanced Judo requires proper clothing
J104 (adults) Sat 9-10 am Lee
(Source: Edge, T. (2002). Reading Comprehension Skills and Strategies Level

8. US: Saddleback Education Publishing, p. 132)
Questions:
1. Mr. Warmer wants to take Improving Your Golf Game class but he is busy on
weekdays. So he wants to take the class on week end after lunch. So, what
class should he take?
………………………………………………………………………………….
2. Caroline, 13, has soccer practice on Saturday mornings. When is the only time
she could take a Judo class?
………………………………………………………………………………….
3. Mr. Warner has decided to take G102 and G100. If Caroline takes J101 in the
building next door, on what day will they be in class at the same time?
………………………………………………………………………………….
4. Mrs. Warner does not get home from work on weekdays until 6 pm. What are
her options for taking Ceramics?
………………………………………………………………………………….
5. Mrs. Warner took Beginners Ceramics last year and wants to improve her
skills. Is there a class she can take that does not interfere with her work
schedule?
………………………………………………………………………………….
6. The Warners want to set aside one weekday evening to spend together. If they
each take the classes they want, what day are all three of them free?
………………………………………………………………………………….

1.4.Exercise 4
Vocabulary Building
Directions: Match each word in the left side with it’s meaning in the right side!
1. Custody (N) ......... a. The action or process of arriving

2. Abandon (V) ......... b. A small temporary tent at a market, fair or
exhibition, used for selling goods, providing
information or staging shows.
3. Fledgling (N) ......... c. A small wood or other group of trees
4. Captivity (N) ......... d. A thing that is a worth buying because it may be
profitable or useful in the future.
5. Arrival (N) ......... e. Cease to support or look after (someone).
6. Grove (N) ......... f. The condition of being imprisoned or confined.
7. Booth (N) ......... g. A person or organization that is immature,
inexperienced, or underdeveloped.
8. Investment (N) ......... h. Responsibility for the care, maintenance, and
upbringing of a child or children.
D. REFERENCES

Mikulecki, B.S. & Linda.J. (1986).Reading Power. US: Addison-Wesley Publishing
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: Longman.
Osborne, J. (2006). CAHSE on Target. California : University of California Press
Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic English.Tel Aviv: The
Mofet Institute.
Yaworski, J. (2006). Getting Ahead: Fundamental of College Reading. New York :
Pearson Longman.

MEETING 4
TOPIC
In this chapter, the students will learn about topic. By the end of the course, the
students are expected to be able to:
1.1.Understand and describe what topic is.
1.1.Definition of Topic
A good reader always asks herself/himself what is this paragraph or text about.
That kind of question actually asks about the topic of the paragraph or text. Topic
is actually the subject which is discussed in a paragraph or a text. It tells you what
the paragraph or text is about. The topic of a paragraph should not be too specific
or too general. Look at the following example:
Mexico City is a popular place for tourists. Every year, thousands of people go to
Mexico City. They visit the old and beautiful building in this city. In the museum
they learn the history of Mexico. And in the restaurants, they enjoy the spicy and
delicious Mexican food.
What is the topic of the paragraph above?
a. Mexican food
b. Mexico
c. Mexico City
The correct answer is (c) Mexico City. The first reason is because the paragraph
talks about Mexico City. The second reason is because Mexico City is not too
general or too specific. (a) Mexican food is too specific. It is only one part in the
paragraph. (b) Mexico is too general. The paragraph does not talk all ideas about
Mexico. Therefore, the correct answer is (c) Mexico City.

C. EXERCISE
1.1.Exercise 1
Instructions: Make a check after the best topic. Write “too specific” or “too
general” after the other topics.
Paragraph 1
Some of the largest trees in the world are in California. These are called redwood
trees. Redwood National Park is the largest forest of redwood trees. Visitor in the
park can walk and drive through the forest to look at the trees. Some redwoods are
hundreds of years old. These old trees are very tall. They are also very wide at the
bottom. The hole is so big you can drive a car through it.
a. Parks in California ……………………..
b. Redwoods trees in California ……………………..
c. The age of redwoods ……………………..
Paragraph 2
In many hilly areas of Scotland there once were large forests. Over the years, the
forest became smaller. People cut down the trees to use the wood for heating or
building. They used the land for farming. But after a while the land was not good
for farming. It became rocky because the earth was washed away by the rain.
There were no trees to hold the earth in place. Now the Scottish government is
planting new trees. These new forests look nice and green. They also will help
improve the earth for the future.
a. The land in Scotland ……………………..
b. How trees hold earth in place ……………………..
c. Forests in Scotland ……………………..
Paragraph 3
Large forests are important to us in many ways. They give us wood for building
and heating. They are a home for many kinds of animals and plants. And for many
city people, forests are place to go for a vacation. People can learn about nature
there. They can breathe fresh air and sleep in a quiet place. There is one more
reason why forests are important for everyone. The leaves on the trees in a forest
help cleaning the air. Dirty air is a problem in many parts of the world. Without
our forests, this problem might be much worse.

a. The important of forests ……………………..
b. Taking vacations in forests ……………………..
c. Large forests ……………………..
1.2.Exercise 2
Instructions: Determine the topics of the following paragraphs. Make sure the
topics are not too specific or too general.
Paragraph 1
Fog is really a low cloud near the ground. Fog and clouds are made of many little
drops of water. These drops stay in the air because they are too small. You cannot
see each drop. But fog can make it hard to see other things. It can be dangerous if
you are driving, for example. Sometimes where there is a lot of fog you cannot see
the road. Sailors also have trouble when there is fog. Boats may get lost and hit
rocks or beaches in the fog.
Paragraph 2
When there is a heavy rain storm, you sometimes see lighting. It is very bright
light in the sky. In the past, people thought the reason was religious. They thought
it came from the angry god. In the 1700s, Benjamin Franklin found out lightning
was electricity. Storms with lightning really are electrical storms. But scientists
today still do not know everything about lightning. They do not know exactly
what it comes from. And they never know where and how it will hit the earth.
Paragraph 3
In European universities, students are not required to attend classes. In fact,
professors in Germany generally do not know the names of the students enrolled
in their courses. In the United States, however, students are required to attend all
classes and may be penalized if they do not. Furthermore, in the European system,
students usually take just one comprehensive examination at the end of their entire
four or five years of study. In the North American system, on the other hand,
students usually have numerous quizzes, tests and homework assignments, and

they almost always have to take the final examination in each course at the end of
each semester.
1.3.Exercise 3
Instructions: Match the following descriptions (1-10) with the words (a-j).
1. A place where animals are slaughtered is a ………..
2. A place where bread and cakes are made is a ………..
3. A building where beer is made is a ………..
4. A place where food is canned is a ………..
5. A place where a dead is buried is a ………..
6. A place where law-cases are heard is a ………..
7. A room for washing the hands and face is a ………..
8. A place where historical relics are preserved and displayed is a ………..
9. A home for orphans is a ………..
10. A place where water is collected and stored is a ………..………..
a. Museum
b. Orphanage
c. Reservoir
d. Cannery
e. Bakery
f. Abattoir
g. Brewery
h. Cemetery
i. Lavatory
j. Court
1.4.Exercise 4
Instructions: Fill the blanks (1-10) with the words (a-j). Choose the correct word
for each blank.

1. There are many students at the ………………… where we stayed.
2. Her pen pal’s father owns a ………………… where grapes are grown.
3. We went to watch the football game at the …………………
4. The ………………… came to mend all the chairs and tables in the school.
5. A ………………… attends to all needs of passengers in a ship or aeroplane.
6. The company is managed by a ………………… of directors.
7. She ordered a ………………… of furniture for the sitting-room.
8. We saw a ………………… of islands while we were crossing the Indian
Ocean.
9. He became friendly with some members of an African ………………… while
he was aboard.
10. I like to watch the ………………… who does all the daring acrobatics.
a. Steward
b. Suite
c. Acrobat
d. Board
e. Group
f. Vineyard
g. Stadium
h. Tribe
i. Carpenter
j. Hostel
D. REFERENCES
Company.
Mikukecky, B.S & Linda, J. (2007).Advanced Reading Power. US: LongmanOsborne,
J. (2006). CAHSE on Target. California : University of California Press.
Oshima, A & Ann, H. (2006).Writing Academic English 4th Edition. New York:
Pearson Education, Inc.
Pearson Longman.

MEETING 5
MAIN IDEA, THE AUTHOR’S PURPOSE AND TONE
In this chapter, the students will learn about main idea, the author’s purpose
and tone. By the end of the course, the students are expected to be able to:
1.1.Understand and describe what main idea is.
1.2.Determine the main idea of a passage.
1.3.Determine the author’s purpose.
1.4.Determine the tone of a passage.
1.1.Main Idea
Main idea is the core of the material, the particular point that the author is
trying to convey. Main idea of the passage can be stated and unstated in the
passage. Main idea has two parts, usually called the Topic and the Controlling
Idea. These two parts of main idea can help us to determine the main idea of
paragraph. Once you have identified the topic of the paragraph, you can locate the
main idea by looking for a statement which contains some ideas/opinions about
the topic. In short, you can come to the main idea by identifying the topic and
controlling idea.
There are commonly two types of main idea, states main idea and unstated
main idea.
Stated Main Idea

Stated Main Idea is the main idea which is stated in one sentence that conveys
specific ideas or details in the passage into a general, all inclusive statement of
the author’s message. Commonly, main idea is stated in the first sentence of the
passage. However, sometimes main idea can be sated in the middle or at the end
of the paragraph. Look at the examples below!

Example 1: Main idea in the first sentence
You no doubt have an image of who you are: this is your self-concept. It
consists of your feelings and thought about your strengths and weaknesses, your
abilities and limitations. Yourself concept develops from at least three sources:
the image of you that others have and that they reveal to you, the comparisons
you make between yourself and others, and he way you interpret and evaluate
your own thoughts and behaviors.
Example 2:Main idea in the middle sentence
When you think you are failure, you are more likely to act like a failure. When
you think you are successful, you are more likely to act like a success. When you
feel good about yourself-about who you are capable of doing-you will perform
better. Self-esteem is very important because breads success. Increasing self-
esteem will, therefore, help you to function more effectively in school, in
personal relationship, and in careers.
Example 3: Main idea in the last sentence
The open self represent all the information that both you and others know
about yourself. The blind self represent all the things you don’t know about
yourself that others do know. The hidden self contains all that you know of
yourself and of others that you keep secret. The unknown self represents truths
about yourself that neither you nor others know. Thus, you yourself-awarness is
how much you know about yourself according to the model of the four selves.
Unstated main idea (implied)

Sometimes main idea is not stated in any particular sentence but each sentence
contains details that lead to a common idea. In order to arrive at the main idea,
you have to read every sentence and figure out what they have in common.

Example 4:Unstated main idea
People in the United States disclose more than those in Great Britain,
Germany, Japan, or Puerto Rico. American students also disclose more than
students from nine different Middle East countries. Singaporean-Chinese students
consider more topics to be taboo and inappropriate for self-disclosure than their
British colleagues. In Japan, it is considered undesirable to reveal personal
information whereas in much of the United States it is not only considered
desirable, it is expected.
Explanation
From the above paragraph, you can notice that all of the sentences are about
“self-disclosure.” Also, you can see that the subject of each sentence is people
from different countries and cultures. Each sentence talks about how much people
from different cultures are willing to tell about themselves. If you put all this
information together, you can come up with the main idea sentence such as
“People from different countries have different degrees of self-disclosure.”
1.2.The Author’s Purpose
Authors write for different purposes:

1. To entertain
2. To persuade
3. To inform
Like the main idea, the author’s purpose is generally evident in the first
paragraph and reinforced in the last paragraph. In addition, the title of the passage
often reflects the author’s purpose for writing.
The author’s purpose will determine what he writes and how he writes it. For this
reason, the main idea of a passage and the author’s purpose for writing that
passage are always related. For example, if an author is writing to persuade you to
vote in the next election, the main point of the passage will likely be one of the
following:
a. that it is extremely important for everyone to vote in the next election
b. that every vote counts

c. that it is both the right and the responsibility of every citizen in a democratic
society to participate in the election process
1.3.Tone of a Passage
The author’s purpose and tone are related, and being able to identify one
allows you to identify the other. If the purpose of the article is to persuade the
reader to do something, the tone will likely be persuasive, forceful, critical and
perhaps even biased. On the other hand, if the purpose of the article is to inform
or educate the reader about an issue, the tone will be informative, straightforward,
factual, and free of bias. Finally, if the author’s purpose is to entertain the reader,
the tone may be humorous or descriptive. Like the main idea and the author’s
purpose, the tone of a passage is often evident in the first paragraph and
reinforced in the last paragraph. In addition, the tone of the passage is often
evident in the title itself.
Example 5: The author’s purpose and tone
Koalas, native to the Australian wilds, initially proved difficult to keep alive in
zoos. Because koalas eat nothing but the leaves of the eucalyptus tree, zoos
provided them with an unlimited supply of eucalyptus leaves. One zoo even
planted eucalyptus trees in a special grove to ensure that the koalas had a
continual supply of fresh leaves. However, koalas kept in captivity always died
within a year of their arrival at the zoo.
California Press, p. 23)
Questions:
1. What is the author’s purpose of this paragraph?

a. To inform
b. To persuade
c. To entertain
d. To express opinion
2. What tone does the author establish in this paragraph?
a. Critical
b. Hopeful
c. Straightforward
d. Humorous

C. EXERCISE
1.1.Exercise 1
Directions: Read the following paragraphs and determine the main idea of each
paragraph.
a. Paragraph 1
Luang Prabang has both natural and historical sites. Among the natural
tourism sites are the Kuang Si Falls and Pak Ou Caves. Tourists may also ride
elephants. At the end of the main street of Luang Prabang is a night market
where stalls sell shirts, bracelets and other souvenirs. The Haw Jham Royal
Palace Museum and the Wat Xieng Thong temple are among the most well-
known historical sites. Along with the magnificent temples, a significant part
of the old town’s appeal is the many French provincial style houses.
Main Idea
…………………………………………………………………………………
…………………………………………………………………………………
………………
b. Paragraph 2
Food sits at very center of Vietnamese culture: for every significant
holiday on the Vietnamese cultural calendar, all the important milestones in
Vietnamese person’s life, and indeed, most of the important day-to-day social
events and interactions-food plays a central role. Special dishes are prepared
and served with great care for every birth, marriage, and death, and the
anniversaries of ancestors’ deaths. More business deals are stuck over dinner
tables than over boardroom tables, and when friends get together, they eat
together. Preparing food and eating together remains the focus of family life.
Main Idea
…………………………………………………………………………………
…………………………………………………………………………………
………………

c. Paragraph 3
Singapore has four official languages: English, Chinese, Malay, and
Tamil. English is the common language of the nation and is the language of
business, government and the medium of instruction in schools. Public
organization in Singapore conduct their business in English, and official
documents written in a non-English official language such as Chinese, Malay,
or Tamil typically has to be translated into English to be accepted for
submission. The Singapore Constitution and all laws are written in English,
and translators are also required if one wishes to address the Singaporean
Courts in a language other than English. However, English is the native tongue
for only one-third of all Singaporean Indians speaking it as their native tongue.
Main Idea
…………………………………………………………………………………
…………………………………………………………………………………
………………
d. Paragraph 4
Due to its long history as a tributary state of China, as well as several
periods of Chinese occupation, Vietnamese culture is heavily influenced by
that of Southern China, with Confucianism forming the basis of Vietnamese
Society. The Vietnamese language also contains many loan words from China,
though the two languages are unrelated. Buddhism remains the single largest
region in Vietnam, though like in China but unlike in the rest of northern
Southeast Asia, the dominant school of Buddism in Vietnam is the Mahayana
School.
Main Idea
…………………………………………………………………………………
…………………………………………………………………………………
………………

1.2.Exercise 2
Directions: Read each paragraph below and answer the questions that follow.
Tick the correct answer.
a. Paragraph 1
Clothes can tell a lot about a person. Some people like very colorful
clothes. They want everyone to look at them. They want to be the center of
things. Other people like to wear nice clothes. But their clothes are not
colorful or fancy. They do not like people to look at them. There are also some
people who wear the same thing all the time. They do not care if anyone looks
at them. They do not thing what anyone thinks about them.
(Source: Mikulecki, B.S. & Linda. J. (1986).Reading Power. US: Addison-
Wesley Publishing Company, p. 93)
What is the main idea of the paragraph?

o Clothes are colorful.
o Clothes can tell a lot about people.
o Clothes always look nice on some people.
b. Paragraph 2
It is important to bring the right clothes when you travel. If you are
going to a cold country, you should bring warm clothes. Be sure you have a
hat and gloves, too. If you are going to a hot country, you need different
clothes. You do not want heavy or dark clothes. In hot weather, light clothes
are best. If you are going to a city, you may need some nice clothes.

o Clothes for warm weather are light.
o Appropriate clothes are important when you travel.
o Clothes can be heavy.

c. Paragraph 3
Clothes today are very different from clothes of the 1800s. One
difference is the way they look. For example, in 1800s all women wore
dresses. The dresses all had long skirts. But today women do not always wear
dresses with long skirts. Sometime they wear short skirts and sometime they
wear pants. Another difference between 1800s and today is the cloth. They
were made from cotton, wool, silk and linen. But today, there are many kind
of man-made cloth. A lot of clothes are now made of nylon, rayon, or
polyester.

o Clothes of the 1800s were beautiful.
o Clothes are made of man-made cloth.
o Clothes today are different from the cloths of the 1800s.
1.3.Exercise 3
Directions: Read each paragraph below and determine the author’s purpose and
tone of each paragraph.
a. Paragraph 1
An average hurricane releases as much energy as several atomic

explosions. Its power output in a single minute could keep the United States in
electricity for 50 years. The hurricane that struck Bangladesh in 1970
produced a tidal wave that killed 200,000 people. In 1900, in Galveston, Texas
a hurricane created storm tides that swept 6,000 people to their deaths.
1. The author’s purpose of this paragraph is to …..

o persuade the reader that Texas and Bangladesh can be dangerous
places to live
o compare the weather in Texas and Bangladesh

o present factual information about hurricanes
o entertain the reader with a story about hurricanes
2. The author’s tone can best be described as …..

o humorous
o straightforward
o sarcastic
o frustrated
b. Paragraph 2
Like human beings, ants can be both cooperative and aggressive

towards one another; in fact, certain species of ants survive by raiding other
ant colonies and enslaving the offspring. Scientists believe that these
“slavemaker” ants cannot survive on their own and need other ants to take care
of them. The only way in which they can achieve this is by raiding other
colonies and seizing the larvae and pupae; they then carry them back to their
own colonies and raise them as slaves. Once their slaves die, they raid new
colonies, capture new larvae, and acquire a new supply of slaves.
1. The author wrote to …..

o illustrate the unusual way in which certain ant species survive
o convince the reader that ants can play a beneficial role
o compare and contrast the distinct roles that ants play
o amuse the reader with amusing facts about ants
2. The author’s tone is …..
o hopeful
o entertaining
o informative
o forceful

1.4.Exercise 4
Vocabulary Building: Synonym
Directions: In each list, circle any words that are synonyms for the bold word.
Use a dictionary if needed.
1. catch grab fly seize nab squeeze entrap

2. affix bond confirm attach repair fasten
3. spread position spew scatter disperse diffuse
4. calm placid ruffled serene tranquil still
5. invent devise concoct formulate infer clever
6. ask request inquire aspire answer question
7. labor manual toil work earn contract lend
8. infrequent sporadic scarce often profuse rare
1.5.Exercise 5
Vocabulary Building: Synonym
Directions: Read the passage. Match each bold word below to a synonym in the
story. Write it on the line.
With its victim in view, typically a young, old, ill, or stray animal, a cheetah
will casually stalk toward it. When within a range of about 100 yards, it will
begin to sprint. The herd will disperse and the cheetah will swiftly overtake the
intended kill. Because of the cheetah’s great speed, the chase is usually over in
mere seconds.
(Source: Edge, T. (2002). Reading Comprehension Skills and Strategies Level
8. California: Saddleback Educational Publishing, p. 86)
1. sick ___________________
2. quickly ______________________
3. sight _____________________
4. stride __________________
5. usually _________________
6. prey ___________________
7. distance __________________
8. run _____________________
9. scatter __________________

10. only _________________
1.6.Exercise 6
Vocabulary Building: Antonym
Directions: Replace the bold word in each sentence with an antonym. Spell it out
in the blanks. The letters given will remind you what antonyms are and give you a
clue to each answer.
1. Most athletes are healthy and weak.___________________

2. The ocean is shallow.___________________
3. My stomach was full and growling for food.___________________
4. I saw the unhappy smile on her face. ___________________
5. It was hot and the temperature began to fall. ___________________
6. This sweater may grow in the dryer. ___________________
7. I will never remember you.___________________
8. Mice chewed a narrow hole in the wall.___________________
9. Mrs. Kaplan said we’re being too quiet. ___________________
10. Learning Math is a little bit overwhelming.___________________
D. REFERENCES

Company.
Osborne, J. (2006). CAHSE on Target. California : University of California Press.
Pearson Longman.

MEETING 6
USING CONTEXT CLUES
In this chapter, the students will learn about using context clues. By the end of
the course, the students are expected to be able to:
1.1.Determine and guess the meanings of difficult words by using the context clues.
What do you usually do when you come to a word you do not know while
reading?
a. Look it up in the dictionary

b. Ask your teacher
c. Ask your friend
d. Try to guess what it means
Actually, guessing will help to get a rough idea about the word while you are
reading. Double check with the dictionary before you memorize the meaning and the
usage of the word. Here are some advantages of guessing the meaning of a word by
using context clues:
a. It is fast because you don’t have to interupt your reading.
b. It helps your comprehension because you can focus on the general sense of what
you are reading.
c. It help you remember the words within their context.
d. It allows you to enjoy your reading more because you don’t have to stop so often.
When you try to guess the meaning of unknown word, you use the text
surrounding the word or the context to provide you with clues. Sometimes you can
guess the meaning of a word from other word within the sentence but sometimes you
may need to read several sentence in order to find the clues.
Guessing from context refers to the ability to infer the meaning of an
expression using contextual clues. These clues may be purely linguistic or situational:

a. Linguistic context: the linguistic environment in which a word is used within a
text
b. Situational context: extra linguistic elements that contribute to the construction of

meaning this may involve background knowledge of the subject.
What this amounts to is that learners should be able to infer the meaning of an
unknown word using:
a. the meaning of vocabulary items that surrounds it;

b. the way the word is formed;
c. background knowledge of the subject and the situation.
1.1. Techniques for guessing
Texts are often full of redundancy and consequently. Students can use the
relation between different items within a text to get the meaning. Our prior knowledge
of the world may also contribute to understand what an expression means.
a. Synonyms and definitions

Examples:
1. Kingfishers are a group of small to medium-sized brightly colored birds
2. When he made insolent remarks towards his teacher they sent him to the
principal for being disrespectful
b. Antonym and contrast
Example:
1. He loved her so much for being so kind to him. By contrast, he abhorred her
mother
c. Cause and effect
Example:
1. He was disrespectful towards other members. That’s why he was sent off and
penalized.
d. Parts of speech
Whether the word is a noun, a verb, an adjective or an adverb, functioning as a
subject, a predicate or a complement.
Example:

1. Trojan is an example of a computer virus
e. Word forms (the morphological properties of the word)
Getting information from affixes (prefixes and suffixes) to understand a word.
Example:
1. dis- (meaning not), –less(meaning without)
f. General knowledge
Example:
1. The French constitution establishes laïcité as a system of government where
there is a strict separation of church and state.
C. EXERCISE
1.1.Exercise 1
Instructions: In the paragraphs below, one word has been replaced with a
nonsense word. Use the context to guess what the underlined nonsense word
means.
a. All tourists visiting Thailand should first get a SVIP. They will not be
allowed to enter at all without one. Travelers without a SVIP will be seen
can be given on the spot where they came from. A SVIP can be given on
the spot if they arrive by plane or by car. However, they may have to wait
a long time for one. This can be avoided by getting a SVIP before they
leave their countries.
What is a “SVIP”?
………………………………………………………………………………
……………………………………………………………………………...
b. Various kind of WROOMS are available in Singapore. Some are for one
trip only, some are for a day, and some for three days. The three-day
WROOM is useful for tourist who wants to visit different parts of the city.
It allows them unlimited travel for three days on the local buses and
underground trains. WROOMS and timetable for buses are available at all
tourist information centers.
What is a “WROOM”?
........................................................................................................................
.............................................................................................................

c. In Hanoi, it is wise to get yourself a WUP as soon as possible. It is very
easy to get lost if you leave the main streets. You can get free WUPS at a
tourist information center, but they are not complete. Better WUP can be
found in the bookstores. These have more details, and they provide names
of all the streets.
What is a “WUP”?
………………………………………………………………………………
………………………………………………………………………………
d. As the harmful effects of MROPPING on health have become widely
known, many cities and some countries have passed laws that limit where
it is allowed. In many places, WROPING is no longer permitted in the
restaurants and bars. Owners of restaurants and bars were against
prohobotory laws because they believed that their businesses would suffer,
but that lasted only for the first few months. After that, business returned
to normal. The laws have also had another positive effect, apart from
making the air cleaner for everyone. More people have given up
MROPNG altogether.
What does WROPING mean?
………………………………………………………………………………
………………………………………………………………………………
e. There is a misconception that a person who obtains a Ph. D. Must be
SWELCH. This can’t be all true. SWELCH qualities like brilliance and
quick-thinking are irrelevant in Ph.D. level studies. Let there be no doubt:
brilliance and quick-thinking are valuable in other pursuits. But. They are
neither sufficient nor necessary in doing Ph.D. research. Certainly, being
SWELCH help. But it will not get the job done.
What does SWELCH mean?
………………………………………………………………………………
……………………………………………………………………………..
f. In many countries, there are electronic signs along roads that ZOOP
drivers about dangers or problems ahead. These may be short-term danger,
such as an accident or bad weather, or longer-term problems, such as
roadwork. Studies have shown, however, that drivers do not always notice
these signs. To be sure that drivers are ZOOPED about the condition of

the road, the highway management service in Scotland has developed a
new electronic system that send messages directly to special electronic
system built into cars. Do these system work better to ZOOP drivers than
roadside sign? It is too soon to tell. The results on the first studies will be
published next year.
What does SWELCH mean?
………………………………………………………………………………
…………………………………………………………………………….
g. At the beginning of World War II, when the Germans moved into northern
France, they searched the towns and countryside for escaping French
soldiers, who were sent to prisoner of-war camps in Germany. Next, they
tried to ZEP all the guns or other arms they could find, though many
people hid theirs on farms or underground. The Germans also took all the
horses from farms and towns, because they were needed in the army. This
loss really hurt the French, since the lack of gasoline made horses
necessary to work the farms and for transport. Not long after this, the
Germans ZEPPED radios as well, so that people could not listen to
foreign news reports.
What does ZEPPED mean?
……………………………………………………………………………
……………………………………………………………………………
h. During my stay in the city, I often used to sit on a stone wall by the
riverbank in the early evening, hoping for a cool breeze—though there
never was one. On one side was the "white" city, on the other side were
the African villages, and all day long there were large DREELS that went
back and forth, bringing people, bicycles, cars, and trucks to and from the
city. At this time of day, city workers were eager to get back to their own
world on the far side of the river. Brightly dressed and joking, the
Africans pushed forward when the DREEL arrived. Many were carrying
loads on their heads or bicycles on their shoulders. Some were so anxious
not to miss the chance to get home that they leaped down the steps and
jumped into the DREEL as it pulled out.
What does DREEL mean?

……………………………………………………………………………
…………………………………………………………………………...
i. The foreign news reporters had been warned not to dress in a way that
marked them obviously as foreigners. They were also told not to walk
down the middle of the street, where they could be a ZEEM for enemies
on the roofs. They should always stay close to the buildings, ready to run
into a doorway if they heard or saw anything suspicious. They should
always wear a bulletproof vest. They all did as they had been told, but still
did not feel safe. It was impossible not to think of the colleagues who had
been wounded and killed in these streets. They walked quickly, looking up
at the rooftops. There was no telling when and where a sharpshooter might
decide it was time for ZEEM practice—and they rarely missed their
ZEEM.
What does ZEEM mean?
……………………………………………………………………………
…………………………………………………………………………..
1.2.Exercise 2
Instructions: Read each text excerpt. Use context clues to help you complete
the statements.
a. A botanical garden is an area of flora in which plants are grown chiefly for
scientific, educational, or aesthetic purposes. They usually surround an
institution, such as a university or museum.
1. Botany is the study of …….
2. A synonym for plants is …….
3. A word that means pleasing to the senses is …….
4. A university may have botanical gardens for the purpose of …….
5. True or false: All botanical gardens are open to the public …….
b. Beech is the name of a family of trees that grows in the temperate regions
of North America and Europe. It has papery leaves and slender twigs. Its
fruit, beechnuts, are edible. Its wood is used for making furniture and for
fuel.
1. Beechnuts are the ……. of the beech tree.

2. A synonym for areas is …….
3. The word ……. describes a seasonal climate.
4. A word that means able to be eaten is …….
5. True or false: Beech trees have paper leaves. …….
c. The era covering the presidency of James Polk was known as the
“Fabulous Forties.” During this time the American flag was raised over
much of the western territory, Texas became a member of the Union, gold
was discovered in California, covered wagons rolled over the Oregon trail,
and Americans sang Stephen Foster’s “Oh, Susanna.”
1. The Union refers to the …….
2. A word meaning period of time is …….
3. Is “Oh, Susanna” a story, a song, or a campaign slogan? …….
4. What state entered the Union during Polk’s presidency? …….
5. True or false: Polk was president during the 1940s. …….
1.3. Exercise 3
Instructions: Find the meaning of the underlined word in each set of three
sentences below.
a. Never tamper with electrical fittings without first switching off the main
power supply.
It is illegal to add, take away, or otherwise tamper with the content of these
videos.
Several research assistants were accused of tampering with the results of
the experiments.
What does tamper mean?
b. When the train pulled out and the crowd had thinned, he could see a small,
forlorn figure sitting on a suitcase.
Drennan held on to a forlorn hope that somehow at the end of the war they
would all be together again.
Two forlorn trees stood out, black and naked against the snow-covered
fields.
What does forlorn mean?

c. The financial woes of Fiat and other big Italian companies could lead to
some important changes in the Italian economy.
Take a vacation in the South Pacific and leave behind all your winter
worries and woes.
It did not take long for him to discover the source of all his friend's woes,
but there was little he could do to help.
What does woes means?
d. Recent surveys show that many parents are very worried about the
possibility of their child being abducted.
In 1976, a school bus driver and twenty-six children were abducted at
gunpoint in California.
The young woman admitted in tears that she had made up the story of how
she was abducted and held by the men for thirty-six hours.
What does abducted mean?
e. Dark clouds appeared and ten minutes later everyone at the football match
was completely drenched.
When he pulled her out of the swimming pool, her dress was drenched and
hung close to her body.
Seymour screamed and sat up suddenly in bed, drenched in a cold sweat.
What does drenched mean?
f. The stranger never said a word, but thrust a folded piece of paper into
Pilar's hand.
He thrust his hands into his pockets and walked slowly away.
As she straightened up, she felt a sudden pain like a knife being thrust into
her lower back.
What does thrust mean?
g. The president's spokesman said that it was too early to comment on the
outcome of the meeting.
One unfortunate outcome of the elections was that both parties were
weaker than before.

The outcome of hospital-based treatment was clearly better than home-
based treatment.
What does outcome mean?
D. REFERENCES
Company.
Osborne, J. (2006). CAHSE on Target. California : University of California Press.

MEETING 7
REVIEW
In this chapter, the students will review the materials which have been
discussed. By the end of the course, the students are expected to be able to:
1.1.Read the text comprehensively.
1.2.Answer the questions that follow the text.
1.3.Improve their vocabulary mastery
B. READING TEXT
A huge whale with a plastic bucket stuck in its mouth, new-born dolphin
calves being exposed to pollutants through their mother’s contaminated milk, and
seabirds unsuspectingly feeding their chicks piece of plastic - these scenes from the
BBC Blue Planet II documentary series were heart-breaking, and just a snapshot of
the problems plastic pollution is causing in the oceans.
Fish, marine mammals and seabirds are being injured and killed by plastic
pollution, and it is believed that 700 species could go extinct because of it. Current
estimates suggest that at least 267 species worldwide have been affected, including
84% of sea turtle species, 44% of all seabird species and 43% of all marine mammal
species – but there are probably many more. Deaths are chiefly caused by ingestion of
plastics, starvation, suffocation, infection, drowning and entanglement.
Its estimated that one in three marine mammals have been found caught up in
some type of marine litter - lost fishing gear, nets and plastic bags for example - and
that over 90% of seabirds have pieces of plastic in their stomachs. Seabirds that feed
from the surface of the ocean are especially likely to ingest plastics that floats, and
then feed them to their chicks. One study found that 98% of chicks sampled contained
plastics, and that the quantity of plastic being ingested was increasing over time.
And even the deepest sea creatures cannot escape plastic pollution; samples
taken by scientists at the Scottish Association for Marine Science off the Western
Isles found that 48% of creatures had plastic in them, at a depth of 2,000 m. It was

mostly polyethylene and polyesters from shopping bags and clothing - which makes it
was into water via washing machine waste water - as well as microplastics, small
pieces of plastic that have degraded from larger pieces and the small plastic beads
found in cleaning products.
Plastic has been slowly accumulating in the marine environment since the
1960s, to the point that we now have huge masses of plastic floating in the oceans and
other waste plastics washing up on the once beautifully clean beaches around the
world. Its estimated that there are 1 million pieces of plastic of varying size per square
mile, with a further 8 million tons of plastic entering the oceans per year. Much of it is
single-use plastics so food packaging and bottles, carrier bags and other such
products. Approximately 500 billion plastic bags are used worldwide per year – that’s
over 1 million a minute, but this is perhaps unsurprising when the average working
life of a carrier bag is considered 15 minutes.
However, it is not just large pieces of plastic that are causing havoc with the
marine environment. Household and cosmetic products are laced with microplastics
designed to scrub and clean, and which are too small to be caught by water filtration
systems. The microplastics enter water every time someone brushes their teeth or
scrubs their face with products containing them.
These microplastics, along with nurdles - lentil sized pieces of plastic which
are a by-product of various manufacturing products that end up in the oceans as a
result of mishandling or accidental spills - can be ingested by ocean wildlife and
accumulate up the food chain, even reaching humans. It is also hypothesised that
these smaller pieces of plastic can attract toxic chemicals released by industry and
agriculture decades ago, the concentration of which also increases up the food chain.
Plastic is cheap and versatile, making it ideal for many applications, but many
of its useful qualities have led to it becoming an environmental problem. The human
population has developed a disposable lifestyle: it is estimated that 50% of plastics are
used once before being thrown away. Plastic is a valuable resource but polluting the
planet with it is unnecessary and unsustainable. We need our planet – ocean and land
included - to survive. As David Attenborough said that there is no away – because
plastic is so permanent and so indestructible, when you cast it into the ocean it doesn’t
go away.
By: Kerry Taylor-Smith
Published onhttps://www.azocleantech.com/

C. EXERCISE
1.1.Exercise 1
Instructions: Answer the following questions correctly based on the above
reading text.
a. What does the subject of the text?
…………………………………………………………………………………
…………………………………………………………………………………
b. According to paragraph 1, how are baby dolphins and seabirds’ chicks
exposed to pollutants?
…………………………………………………………………………………
…………………………………………………………………………………
c. According to paragraph 2, how does plastic pollution kill marine creatures?
…………………………………………………………………………………
…………………………………………………………………………………
d. Can the deepest sea creatures escape plastic pollution? Why?
…………………………………………………………………………………
…………………………………………………………………………………
e. According to paragraph 4, what is the definition of micro plastics?
…………………………………………………………………………………
…………………………………………………………………………………
f. Based on the information in paragraph 5, how many tons of plastic do enter
the ocean per decade?
…………………………………………………………………………………
…………………………………………………………………………………
g. According to paragraph 6, what is the contribution of household and cosmetic
products to the destruction of marine life?
…………………………………………………………………………………
…………………………………………………………………………………
h. Why can the micro plastics that end up in the oceans be harmful for human?
…………………………………………………………………………………
…………………………………………………………………………………
i. What is the author’s view on plastics?
…………………………………………………………………………………
…………………………………………………………………………………

j. Are there any suggestions given by the author to overcome plastic pollution?
…………………………………………………………………………………
…………………………………………………………………………………
1.2.Exercise 2
Vocabulary Building
Instructions: Match each word in left column with its synonym in the right
column.
1. Snapshot (……….) a. Characteristic, Feature

2. Heart-breaking (……….) b. Chaos, Destruction
3. Extinct (……….) c. Reduce, Demote
4. Ingest (……….) d. Interest, Captivate
5. Starvation (……….) e. Photograph, Illustration
6. Suffocate (……….) f. Heart-rending, Grievous
7. Litter (……….) g. Family
8. Degrade (……….) h. One-use, Expendable
9. Approximately (……….) i. Choke, Throttle
10. Havoc (……….) j. Hunger, Famine
11. Household (……….) k. Swallow
12. Attract (……….) l. Rubbish, Garbage
13. Disposable (……….) m. About, Nearly
14. Cast (……….) n. Terminated, Disappeared
15. Quality (……….) o. Throw, Eject
1.3.Exercise 3
Using Vocabulary
Instructions: Write 15 sentences by using the vocabulary above. Correct
grammar is needed.
a. …………………………………………………………………………………
…………………………………………………………………………………
b. …………………………………………………………………………………
…………………………………………………………………………………

c. …………………………………………………………………………………
…………………………………………………………………………………
d. …………………………………………………………………………………
…………………………………………………………………………………
e. …………………………………………………………………………………
…………………………………………………………………………………
f. …………………………………………………………………………………
…………………………………………………………………………………
g. …………………………………………………………………………………
…………………………………………………………………………………
h. …………………………………………………………………………………
…………………………………………………………………………………
i. …………………………………………………………………………………
…………………………………………………………………………………
j. …………………………………………………………………………………
…………………………………………………………………………………
k. …………………………………………………………………………………
…………………………………………………………………………………
l. …………………………………………………………………………………
…………………………………………………………………………………
m. …………………………………………………………………………………
…………………………………………………………………………………
n. …………………………………………………………………………………
…………………………………………………………………………………
o. …………………………………………………………………………………
…………………………………………………………………………………
1.4.Exercise 4
True or False
Instructions: Read each statement below and indicate of it is true or false.

Statements True False
a. New-born dolphins and seabirds’ chick are not
contaminated by plastic pollution. ……… ………
b. Although plastic pollution is a really serious matter, it
is not able to make marine creatures terminated. ……… ………
c. More than half seabird species has been endangered
by the plastic pollution. ……… ………
d. One of the factors that trigger the increase of plastic
use is human population. ……… ………
e. The deepest sea creatures are not affected by plastic
pollutions since the plastics are floating in the surface
of the ocean. ……… ………
f. Plastic becomes the pollutant because of its
indestructible feature. ……… ………
g. Smaller pieces can be more dangerous since they are
able to attract toxic chemicals. ……… ………
h. Micro plastics are not harmful because they are too
small even to be caught by water filtration. ……… ………
i. Human can be affected by the plastic pollution
because human is also in the food chain. ……… ………
j. The author views that the qualities of plastic can be
used for many application but they are also able to
lead plastic to be dangerous pollutants. ……… ………
D. REFERENCES
Company.
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US:
LongmanOsborne, J. (2006). CAHSE on Target. California : University of
California Press.
Smith, K.T. (2018). How Plastic Pollution is Affecting the Ocean Wildlife.
Azocleantech. https://www.azocleantech.com/article.aspx?ArticleID=729.
Accessed on Friday, February 1st, 2018.

MEETING 8
INFERENCE
In this chapter, the students will learn about inferences. By the end of the
course, the students are expected to be able to:
1.1.Understand what inference is.
1.2.Use inference in reading.
Sometime a writer does not express something directly in a text. When this
happens, you – as a reader- have to infer or figure out what is meant. Making
inferences while reading is known as ‘reading between the lines’ (to detect the hidden
meaning of something). You also have to make use of your knowledge (e.g.
knowledge of a subject or cultural knowledge). The following are examples of
making inferences:
Using our knowledge of a subject

Example:
My hobby is reading. I like to read at night before I go to bed. Sometime my
farther will pass by my room, look through the open door and say, “Sweetheart, don’t
do that! You will spoil your eyes. Look at your brother now. You don’t want to wear
glasses like him, do you?”
Question: Why do you think the writer’s father gives that kind of advice?
Answer: Perhaps because the writer likes to read while she is lying in bed, without
enough light.
Using our cultural knowledge

Example:
I want to be a singer like Celine Dion. I know almost all of her songs. She is a
great singer. She comes from Quebec, Canada. She speaks fluent English and France.

Question: in your opinion, why is Celine Dion able to speak English and French
fluently?
Answer: Because she comes from Quebec. Most Quebecois are bilingual (speak
English and French).
C. EXERCISE
1.1.Exercise 1
Instructions: Read the sentences below. Then, fill in the circle of the correct
answer drawing conclusion from what you have read.
1. “Take it for a test drive. I think you will be very pleased with the
performance.”
O An actor
O A car salesman
O An antique dealer
2. “Looks as if your main line is clogged. I’ll have to snake it.”

O A zoologist
O An electrician
O A plumber
3. “I have added special supports to the building plan to ensure that it is

structurally sound.”
O An architect
O An archaeologist
O A computer technician
4. “Please write your account number on this deposit slip.”

O A veterinarian
O A bank teller
O A truck driver
5. “Remember, your research reports on ancient Greece are due on Friday.”

O A social studies teacher

O A travel agent
O A librarian
6. “The piece I have acquired will make anice addition to our collection.”
O An artist
O A talent scout
O A museum curator
7. “This area is very dry right now. Be extra careful with fire during your camp-
out.”
O A forest ranger
O A groundskeeper
O A sports coach
8. “I think next season I will be able to put corn in that fallow field.”
O A horse rancher
O A farmer
O A pharmacist
9. “Your logo should be prominent as well as your phone number and web
address.”
O A police officer
O A photographer
O An ad designer
10. “There is no evidence of termites, but the roof needs repairs in several
sections.”
O A house inspector
O A real estate agent
O A exterminator

1.2.Exercise 2
Instructions: After each description below, write two things you can infer from it.
Remember, an inference is something you can conclude without being directly
told.
1. As he walks toward the building, Tony is irritated with himself. In one arm are
three books. His other hand jingles the change in his pocket. “If I had not been
so forgetful, I could have used this money for something instead of having to
pay a fine.”
Questions:
a. Where is Tony going?
b. What is the fine for?
2. As soon as they arrived, Meg headed straight for the new exhibit. The
enclosure had obviously been redesigned. It is much larger and even has an are
labeled “Primate Playground.”
Questions:
a. Where is Meg and has she ever been there before?
b. What is she viewing?
3. Tom had always hoped he would someday be able to visit the states. Now,
with his father’s announcement, his dream would come true. They would be
flying directly from London to “The Big Apple.” “At least we speak the same
language, ”he thought.
Questions:
a. What was Dad’s announcement?
b. In what city does Tom live?
4. Every day after work Paul took his muddy boots off on the steps of the front
porch. Alice would have a fit if the boots made it so far as the welcome mat.
He then took off his dusty overalls and threw them into a plastic garbage bag;
Alice left a new garbage bag tied to the porch railing for him every morning.
On his way in the house, he dropped the garbage bag off at the washing

machine and went straight up the stairs to the shower as he was instructed. He
would eat dinner with her after he was “presentable,” as Alice had often said.
Questions:
a. What type of job does Pail do?
b. What relationship do Paul and Alice have?
5. Crack! Thunder struck and rain poured. Max stared blankly out the window,
trying to contain his emotions that raged like the weather. He was beginning to
lose it. Dropping the kite from his hand, Max broke out into full sobs. His
mother comforted him, “There, there, Max. We’ll just find something else to
do.” She began to unpack the picnic basket that was on the counter and offered
him a sandwich. Max snapped, “I don’t wanna sand-mich!” A flash from the
sky lit up the living room. Boom! Mom sighed.
Questions:
a. Why is Max upset?
b. What was Mom planning on doing today?
6. “Tommy!” Mom called out as she walked in the front door. “Tommy,” she
continued shouting, “I sure could use some help with these groceries. There
was still no reply. Mom walked into the kitchen to put the grocery bags down
on the counter when she noticed shattered glass from the picture window all
over the living room floor and a baseball not far from there. “I’m going to kill
you, Tommy!” Mom yelled to herself as she realized that Tommy’s shoes
were gone.
Questions:
a. What happened to the window?
b. Why did Tommy leave?
7. Today was a special day in Ms. Smith’s class. Some of the children were
walking around the room, some of them were standing in small groups, and
some of them were at their desks, putting finishing touches on cardboard
mailboxes. After coloring a cool flame on the side of his racecar mailbox,
Johnny hopped off his chair, strutted over to Veronica’s desk, and dropped a
small white envelope into her princess castle mailbox. Veronica blushed and

played with her hair. While this was happening, Bartleby was frantically
trying to put a small white envelope into everyone’s mailbox. After giving one
to Ms. Smith, Bartleby pulled out a medium-sized red envelope from his
pocket. He blushed and tried to put it in Veronica’s mailbox, but it wouldn’t
quite fit. Bartleby struggled with it for a few seconds and then ran off with the
envelope. Veronica rolled her eyes and popped her gum.
Questions”
a. Why is today a special day?
b. Which boy does Veronica like?
c. Why did Bartleby run?
1.3.Exercise 3
Instructions: Read each sentence; then circle the one answer choice that is a
logical inference based upon that sentence.
1. Blood cholesterol used to be thought of as a problem only for adults.

(A) Blood cholesterol is no longer a problem for adults.
(B) Only children have a problem with blood cholesterol.
(C) Blood cholesterol affects both adults and children.
2. When apple growers talk about new varieties of apples, they don’t mean
something developed last month, last year, or even in the last decade.
(A) Apple growers haven’t developed any new varieties in recent decades.
(B) Some varieties of apples can be developed in a short time, but others take a
long time.
(C) New varieties of apples take many years to develop.
3. In all cultures, gestures are used as a form of communication, but the same
gestures mayhave verydifferent meanings in different cultures.
(A) No two cultures use the same gestures.
(B) One gesture will never have the same meaning in two cultures.
(C) A person from one culture may misunderstand the gestures used by a person
from another culture.

4. Although sheepherding is an older and more beloved occupation, shepherds
never caught the attention of American filmmakers the way cowboys did.
(A) There have been more American films about cowboys than about shepherds.
(B) Films about shepherds were popular before films about cowboys.
(C) Cowboys are generally younger than shepherds.
5. As an architect, Thomas Jefferson preferred the Roman style, as seen in the

buildings of the University of Virginia, to the English style favored by Charles
Bullfinch.
(A) The architecture of the University of Virginia was influenced by the Roman
style.
(B) Bullfinch was an English architect.
(C) Jefferson preferred to build in the English style of architecture.
6. Even spiders that do not build webs from silk use it for a variety of purposes,
such as constructing egg sacs and nursery tents.
(A) All spiders build webs.
(B) Spiders that build webs don’t build egg sacs or nursery tents.
(C) Silk is used by all spiders.
7. There is more quartz in the world than any one kind of feldspar, but the
feldspars as a group are five times more common than quartz.
(A) One type of quartz is five times more plentiful than feldspar.
(B) Quartz is less common than the feldspars.
(C) The most common type of feldspar is as plentiful as quartz.
8. Illegible handwriting does not indicate weakness of character, as even a quick

glance at the penmanship of George Washington, Franklin D. Roosevelt, or John
Kennedy reveals.
(A) Washington, Roosevelt, and Kennedy all had handwriting that was difficult to
read.
(B) A person’s handwriting reveals a lot about that person.
(C) The author believes that Washington, Roosevelt, and Kennedy all had weak
characters

1.4.Exercise 4
Instructions: Read the passages. IF the statements following the passages are
valid inferences based on those passages, mark the items I. If the statements
cannot be inferred from the passage, mark those items X.
a. The term “neon light” was originally applied to a particular type of vapor lamp
using the inert, colorless gas neon. A long tube was filled with neon, which
then became luminous at low pressure when an electric current was passed
through it. The lamp then emitted the characteristic reddish-orange light of
neon. Today, the term “neon light” is given to lamps of this general type
which may be filled with a variety of gases, depending on the color that is
desired. Argon, for example, is used to produce blue light. Colors can also be
altered by changing the color of the glass tube. The tubes must be quite long in
all these lamps to produce light efficiently. As a result, high voltages are
required. Neon tube lamps are not practical for indoor illumination, but they
have found widespread outdoor use in glowing, colorful advertising signs.
______ 1. The inert gas neon is reddish-orange in color.
______ 2. The meaning of the term “neon light” has changed over time.
______ 3. Today’s “neon lights” never actually contain neon.
______ 4. All types of “neon lights” work on the same general principles.
______ 5. When stimulated by electricity, different types of gas may produce
different colors.
______ 6. Modern “neon lights: are more efficient than those used in the past.
______ 7. The primary market for neon lights is businesses rather than private
households.
b. A legend is a popular type of folk tale. In some ways, legends resemble myths,
another type of folk tale. Butmyths describe events from antiquity and usually
deal with religious subjects, such as the birth of a god. Legends tell of
recognizable people, places and events and often take place in comparatively
recent times. Some legends are based on real persons or events, but many are
entirely fictional. The legends of the superhuman accomplishments of Paul

Bunyan and Pecos Bill are imaginary, while the legends about Washington
and Lincoln are mostly exaggerations of real qualities those two presidents
had. All societies have legends. Most legends began as stories about the heroes
of a particular region, occupation, or ethnic group. For example, John Henry
was a legendary hero of black Americans, and Casey Jones of railroad
workers. Over time, however, these figures have become national heroes.
______ 8. Both legends and myths can be classified as folk tales.

______ 9. Myths generally take place in comparatively recent times.
______ 10. The stories of Paul Bunyan and Pecos Bill are not true, but they
are based on actual people.
______ 11. Legends about Washington and Lincoln are not entirely fictional.
______ 12. John Henry and Casey Jones are today well-known only by small
groups of people.
c. Natural flavorings and fragrances are often costly and limited in supply. For
example, the vital ingredient in arose fragrance is extracted from natural rose
oil at a cost of thousands of dollars a pound; an identical synthetic substance
can be made for 1% of this cost. Since the early twentieth century, success in
reproducing these substances has created a new industry that today produces
hundreds of artificial flavors and fragrances. Some natural fragrances are
easily synthesized; these include vanillin, the aromatic ingredient in vanilla,
and benzaldehyde, the aromatic ingredient in wild cherries. Other fragrances,
however, have dozens, even hundreds of components. Only recently has it
been possible to separate and identify these ingredients by the use of gas
chromatography and spectroscopy. Once the chemical identity is known, it is
often possible to synthesize them. Nevertheless, some complex substances,
such as the aroma of fresh coffee, have still not been duplicated satisfactorily.
Many of the chemical compounds making up these synthetics are identical to
those found in nature, and are as harmless or harmful as the natural
substances. New products must be tested for safety, and when used in food,
must be approved by the U.S. Food and Drug Administration. The availability
of synthetic flavors and fragrances has made possible a large variety of

products, from inexpensive beverages to perfumed soap to used cars with
applied “new car odor.”
______ 13. Natural rose fragrance is 100 times more expensive to produce
than artificial rose fragrance.
______ 14. Vanillin is easier to synthesize than benzaldehyde.
______ 15. In general, the more components there are in a fragrance, the
harder it is to synthesize.
______ 16. Once a substance has been chemically analyzed, it can always be
easily synthesized.
______ 17. Only recently has it been possible to satisfactorily synthesize the
aroma of fresh coffee.
______ 18. Not all synthetic flavors are harmless.
______ 19. Synthesized substances must be tested for safety only if they are
used in food.
______ 20. Synthetic fragrances can be sued to make a used car smell like a
new one.
D. REFERENCES

Company.
Mikukecky, B.S & Linda, J. (2007). Advanced Reading Power. US:
LongmanOsborne, J. (2006). CAHSE on Target. California : University of
California Press.

MEETING 9
PRONOUN REFERENCES
In this chapter, the students will learn about pronoun references. By the end of
the course, the students are expected to be able to:
1.1.Understand what pronoun reference is.
1.2.Find out the referent of a particular pronoun in a text.
Pronoun reference is the practice of making pronouns refer clearly to the
words they replace. A pronoun takes the place of a noun; thus, the pronoun must
agree with the noun it replaces in number and person. Also, it must be clear which
noun the pronoun is substituting for. The noun that the pronoun is the substitute for is
called the referent.
What are the basic rules for pronoun reference?

1. A pronoun must agree in number with the noun it refers to. If the noun is singular,
then the pronoun must be singular.
Examples:
Incorrect : Everyone is studying hard for their exams.
Correct : Everyone is studying hard for his or her exams.
Correct : All of the students are studying hard for their exams.
2. A pronoun must agree in person with the noun it refers to. Be consistent with first
person, second person and third person.
Examples:
Incorrect : If a student studies hard, you should succeed.
Correct : If a student studies hard, he or she should succeed.
3. There should be only one possible antecedent for a singular pronoun. Only the
noun that the pronoun refers to should come before the pronoun.

Examples:
Incorrect : Nguyen and Mohammed walked to his English class.
Correct : Nguyen and Mohammed walked to Nguyen’s English class.
Correct : Nguyen walked to his English class and Mohammed accompanied
him.
4. There must be an explicit antecedent. Don’t make the reader guess what the
antecedent is.
Examples:
Incorrect : In the study, they state that writing skills are important.
Correct : In the study, the researchers state that writing skills are important.
5. A pronoun should not refer to a possessive noun. When a noun is possessive, it

functions as an adjective and so can’t be replaced with a pronoun.
Examples:
Incorrect : In the professor’s comments, she was very encouraging.
Correct : The professor’s comments were very encouraging.
Correct : The professor was very encouraging in her comments.
6. “It” must be used consistently. If you use “it” to refer to one noun in a sentence,
don’t use it again to refer to another noun in the same sentence or as an idiom.
Examples:
Incorrect : When it is busy, I hope to get a lot of sleep as it will help me work
hard.
Correct : When it is busy, I hope to get a lot of sleep, which will help me work
hard.
C. EXERCISE
1.1.Exercise 1
Instructions: In each sentence below, the pronoun is underlined. Find the
referent of the underlined pronoun.
1. In a news conference this afternoon, the university announced that it intends to

make several important changes in the next year’s budget.

2. The administration has decided to give more financial support to the average
student. This week it indicated its intention to increase the number of
scholarship based on need by 35 percent in the next year.
3. The committee has made the suggestion to all foreign investors that they
should study all applicable law before buying property.
4. As the bullet struck them, the police cars rocked dangerously from side to side.
5. Catching sight of him in a supermarket one day, Archer follow the man with
the limp to an apartment in a run-down neighborhood.
6. While Jane was persuading Mary to ask her for the keys to the car, Mrs. Jones
happened to be listening at the door and quickly went downstairs and out of
house.
7. Knowing them well, the Hammonds realized that the shepherds were unlikely
to be on time to meet their guests.
8. The main lobby of the hotel, with its antique brass chandeliers and wall
sconces is highlighted by a magnificent marble stairs case.
9. Although most economists accept the fact that their colleagues’ model may be
useful, they are rarely willing to admit that theirs may not be the best.
10. High on his list of priorities was becoming independent of his father. That,
however, easier said than done.
11. In her most famous book, Barbara Tuchman deals with the fourteenth century.
This work takes the life of one individual, the Comte de Coucy, as its basis.
12. Eventually the two scientists opted to follow their original line. This choice
proved to be the right one, and ten years later they were awarded the Nobel
Prize for Chemistry.
13. Many educators now believe that students remember information that they
learn on their own better than that presented formally by a teacher. This fact
has led to methodological changes in many classrooms.
14. In addition to completing all the requirements for a degree in international
finance, the future ambassador also took several Spanish courses. Those
language classes eventually proved to be a great value to him in his diplomatic
career.
15. American and European tourists visit Yucatan for archeological sites and for
its seaside resorts, the former being among the most varied and the most
attractive in the world.

1.2.Exercise 2
Instructions: Read the following passage and answer the questions that follow.
The Boston Marathon

Every year in the middle of April, thousands of people go to Boston. They go
to run the Boston Marathon. This is one of the oldest road races in the United
States. It began in 1897.
Each year, more runners join the Boston Marathon. They come from every
part of world. In 1984, 6,164 runners from different countries ran in the Marathon.
About 5,290 of them finished it.
The Boston race in 26,2 miles, or 42 kilometers. The runners go through
thirteen towns during the race. It ends in the center of Boston. Crowds of people
watch them as they go through the towns. They clap their hands and cheer for
them.
QUESTIONS
1. What does “they” in the first paragraph refer to?
…………………………………………………………………………………..
2. What does “this” in the first paragraph refer to?
…………………………………………………………………………………..
3. What does “it” in the first paragraph refer to?
…………………………………………………………………………………..
4. What does “they” in the second paragraph refer to?
…………………………………………………………………………………..
5. What does “them” in the second paragraph refer to?
…………………………………………………………………………………..
6. What does “it” in the second paragraph refer to?
…………………………………………………………………………………..
7. What does “it” in the third paragraph refer to?
…………………………………………………………………………………..
8. What does “them” in the third paragraph refer to?
…………………………………………………………………………………..
9. What does “they” in the third paragraph refer to?
…………………………………………………………………………………..

10. What does “their” in the third paragraph refer to??
…………………………………………………………………………………..
1.3.Exercise 3
Instructions: In this passage, the pronouns are underlined. Write the pronouns
and their referents on the table below.
Jogging is a very popular activity in New York City. In the winter, the weather
is too cold for it. But in the spring, it is warmer, and many New Yorkers go out to
jog in Central Park. This is a very good place to run.
Other New Yorkers also like to go to Central Park. Many of them go there
with their dogs. Dogs can run in the park. Sometimes the dogs run after the
joggers. They may try to bite them. So the joggers sometimes kick the dogs or
throw stones at them. The dog owners do not understand. They wonder why the
joggers do not like dogs. The park police are trying to solve this problem. They
want all of the people to use the park in peace.
Pronouns Referents
1.4.Vocabulary Building 1
Instructions: Choose the most suitable word to fill the blank.
1. The teacher ……………… the boys for their good work.
a. Cheered

b. Praised
c. Admired
d. Respected
2. The aeroplane ……………… on the runway.

a. Landed
b. Anchored
c. Parked
d. Stopped
3. You must ……………… to the teacher why you are late.

a. Clarify
b. Report
c. Explain
d. Reason
4. On the day of the match, everybody ……………… for fine weather.

a. Expected
b. Wanted
c. Longed
d. Hoped
5. He ……………… everybody when he won the bet.

a. Surprised
b. Puzzled
c. Shocked
d. Alarmed
6. You have to be ……………… when you cross the road.

a. Cautious
b. Attentive
c. Quick
d. Fast

7. Mary lost her pencil so I ……………… her mine.
a. Loaned
b. Lent
c. Gave
d. Offered
8. John was ……………… at his success in the examination.

a. Glad
b. Overjoyed
c. Pleased
d. Delighted
9. We ……………… plenty of fresh air and sunshine.

a. Take
b. Need
c. Have
d. Use
10. Games and sports keep us ………………

a. Healthy
b. Fit
c. Strong
d. Trim
Instruction: Choose the correct word to replace the underlined words.
1. He must make an effort to visit his friend in hospital.
a. Try
b. Win
c. Succeed
d. Aim
2. We passed the place where birds are kept.

a. Den

b. Aviary
c. Aquarium
d. Liar
3. We were held up in the traffic.

a. Late
b. Stopped
c. Slowed
d. Delayed
4. He turned down a good offer to work in a bank.

a. Dismissed
b. Objected
c. Disagreed
d. Refused
5. You had better make out a list of the thing you need.
a. Sort
b. Make
c. Write
d. Memorize
6. Please be back early.

a. Come
b. Return
c. Leave
d. Go
7. David and I were talking when she suddenly cut in.

a. Overtook
b. Intervened
c. Meddled
d. Interrupted

8. I am on my way home.
a. Leaving
b. Going
c. At
d. Running
9. The criminals are trying to get away from the police.

a. Escape
b. Run
c. Hide
d. Breakout
10. They asked me when the accident took place.

a. Started
b. Occurred
c. Was
d. Resulted
D. REFERENCES
Abbs, B., Freebairn, I., & Barker, C. (2008).New Snapshot. Essex: Longman.
Djuharie.O.S. (2005).Communicative & Interactive English. Bandung: YramaWidya.
Company.

MEETING 10
TRANSITION SIGNALS
In this chapter, the students will learn about patterns of organization. By the
end of the course, the students are expected to be able to:
1.1.Understand the definition of transition signals.
1.2.Understand the groups of transition signals depending on the relationship between
ideas they indicate.
1.1.Definition of Transition Signals
Transition signals are connecting words and phrases that link sentences and
paragraphs together so that there are no abrupt jumps or breaks between the ideas.
They assist in the logical flow of ideas as they signal the relationship between
sentences and paragraphs.
1.2.Groups of Transition Signals

The transitions signals are grouped according to the relationship between ideas
they indicate.
a. To Introduce an Example
Transition signals that are used to introduce an example are:
for example, to illustrate, for instance, to be specific, such as, moreover,
furthermore, just as important, similarly, in the same way, etc.
b. To introduce an additional ideas

Transition signals that are used to introduce an example are:
and, also, besides, further, furthermore, too, moreover, in addition, then, of
equal importance, equally important, another, as well as, etc.
c. To show agreement
Transition signals that are used to show agreement are:

of course, certainly, admittedly, no doubt, it is true that, etc.
d. To signal order and sequence

Transition signals that are used to signal order and sequence are:
first, second, (etc.), finally, hence, next, then, from here on, to begin with, last
of all, after, before, as soon as, in the end, gradually, etc.
e. To dispute
Transition signals that are used to dispute ideas are:
it isn’t true that, people are wrong who say that, deny that, be that as it may,
by the same token, no doubt, we often hear it said, many people claim, many
people suppose, it used to be thought, in any case, etc.
f. To indicate time
Transition signals that are used to indicate time are:
next, afterward, finally, later, last, lastly, at last, now, subsequently, then,
when, soon, thereafter, after a short time, the next week (month, day, etc.), a
minute later, in the meantime, meanwhile, on the following day, at length,
ultimately, presently, etc.
g. To compare
Transition signals that are used to compare the ideas are:
just like, another way to view this, similarly, likewise, balanced against,
whereas, like, by comparison, while, etc.
h. To indicate contrast
Transition signals that are used to indicate contrast are:
but, in contrast, conversely, however, still, nevertheless, nonetheless, yet, and
yet, on the other hand, of course, on the contrary, or, in spite of this, actually,
a year ago, now, notwithstanding, for all that, strangely enough, ironically,
etc.

i. To introduce an opposite idea or an exception
Transition signals that are used to introduce an opposite idea or an exception
are:
Alternatively, on the other hand, in contrast, but, nevertheless, in spite of, still,
one could also say, despite, instead, even though, whereas, yet, however,
while, etc.
j. To show cause and effect

Transition signals that we used to show cause and effect are:
and, so, consequently, therefore, thus, as a consequence, as a result, hence, for
this reason, etc.
k. To summarize and conclude

Transition signals that we used to summarize and conclude are:
finally, in conclusion, therefore, thus, to conclude, on the whole, as shown, in
brief, in summary, ultimately, summing up, etc.
C. EXERCISE
1.1.Exercise 1
Instructions: Complete the following sentences by choosing the phrase that
would follow the underlined transition words or connectors.
1. Although potatoes are richer in food value than any other vegetable, they are
not always a wise choice for a garden crop because they need a considerable
amount of room. Consequently
a. they are the most common vegetable in a garden
b. people don’t eat potatoes very much
c. they can be more economically grown on farms
d. farmers overcharge for their potatoes.
2. Glass was precious to Egyptians, who used it interchangeably with gemstone,

but
a. it is over 4,000 years old
b. its novelty as an artist’s material prevents is being taken seriously

c. today it has come out of factories and into the workshops
d. today it is so commonplace in everyday objects that it is seldom given a
second thought.
3. Glimpes into the prenatal world vie ultrasound imaging occasionally show
behavior such as
a. the development of the central nervous system
b. the sex of the baby-to-be
c. a fetus shaking its thumb
d. structures as small as the pupil of an eye of a second-trimester fetus.
4. Although the animals and plants that live in the world various desert come
from different ancestral stocks.
a. They have solved their problems of survival differently.
b. None of them have adapted to the jungles.
c. They are from different deserts.
d. They resemble one another to a surprising degree.
5. Everything from chairs and fishing poles to rope and paper can be made from
bamboo. Equally important,
a. this giant grass grows in warm climate
b. fresh spring bamboo shoots take longer to cook that winter ones.
c. A variety of food can be made from this giant grass.
d. Preserved bamboo shoots can be used in soups instead of fresh ones.
1.2.Exercise 2
Instructions: Choose the correct answer.
1. A water main downtown broke this morning, so several businesses had no

water for hours.
a. addition
b. time
c. comparison
d. cause and effect

2. Even though most Americans are primarily concerned about AIDS as it exists
in the U.S., it should be remembered that it is now nearly a worldwide disease.
a. addition
b. time
c. contrast
d. comparison
3. Larry will probably be a late bloomer socially, just like his older brothers.
a. time
b. contrast
c. comparison
d. cause and effect
4. There are ways you can make boring tasks more pleasant. For instance, bring a
portable radio and listen to music on the earphones while you work.
a. contrast
b. comparison
c. illustration/example
d. cause and effect
5. The lazy checkout clerk forced the six-pack of cola into the bottom of the bag,
tearing it. Then she shrugged her shoulders and said, “I guess you’ll have to carry
the bag from the bottom.”
a. time
b. contrast
c. comparison
d. illustration/example
6. Science-fiction writer Arthur C. Clarke correctly predicted that satellites would

be used for communication. Moreover, in 1947 he correctly predicted that 1959
would be the year the first rocket to the moon was launched.
a. addition
b. time

c. contrast
d. cause and effect
7. Some people in New Jersey built their houses very close to the shoreline.
Consequently, they have had to spend a lot of money trying to protect their
property from the sea.
a. addition
b. contrast
d. cause and effect
8. Running can make people more aware of their physical surroundings, such as
the scent of honeysuckle or the changing moods of the trees.
a. addition
b. contrast
d. cause and effect
9. Residents complain bitterly about potholes in the streets and sloppy trash pick-
up, yet the same people resist paying higher taxes for the improvement of these
services.
a. time
b. contrast
c. comparison
d. illustration/example
10. Telephone interviewing allows for a large number of responses in a short time
and at relatively low cost. Moreover, the method permits interviewers to reach
respondents at specific times of the day; this is an important consideration in the
study of radio and TV listening habits.
a. addition
b. time
c. contrast
d. comparison

1.3.Exercise 3
1. The ………….. told the doctor that he was having a fever.
a. Customer
b. Client
c. Patient
d. Guest
2. The children watched carefully as the magician performed some …………..
a. Jokes
b. Tricks
c. Fun
d. Acts
3. That …………..of hockey players are here to play a friendly match.
a. Gang
b. Group
c. Team
d. Troop
4. The new road …………..the distance by about ten kilometers.
a. Cuts
b. Shortens
c. Divides
d. Shrinks
5. Do you have a good …………..for being late?
a. Example
b. Apology
c. Answer
d. Excuse
6. “Please save my son,” the woman …………..with the lawyer.
a. Pleaded
b. Cried
c. Prayed
d. Begged
7. The manager told his …………..to type out some letters.

a. Assistant
b. Clerk
c. Typist
d. Attendant
8. I went for a …………..on Jincong’s new bicycle.
a. Ride
b. Drive
c. Hike
d. Flight
9. You will find the …………..to the puzzle on the next page.
a. Mystery
b. Answer
c. Clues
d. Solution
10. “My child is very ill,” the mother said ………….. . Her eyes filled with tears.
a. Seriously
b. Bravely
c. Sadly
d. Pitifully
1.4.Exercise 4
Instructions: Choose the most suitable answer to replace the underlined word(s).
1. The car sped down the driveway and soon went out of sight.
a. Departed
b. Faded
c. Left
d. Disappeared
2. We found the child playing by himself in the garden.
a. Lonely
b. Alone
c. Single
d. Friendless
3. She has been to the place where cakes and bread are made.

a. Restaurant
b. Café
c. Bakery
d. Supermarket
4. She works as one who is trained to take care of sick people.
a. A nurse
b. A maid
c. A Helper
d. A servant
5. Please send my warmest regard to him.
a. Tell
b. Convey
c. Remind
d. Remember
6. The pupil carried out the teacher’s orders.
a. Followed
b. Obeyed
c. Took
d. Understood
7. He will find out the truth someday.
a. Realize
b. Discover
c. Know
d. Search
8. The thief tried to snatch the lady’s handbag.
a. Pull
b. Seize
c. Grab
d. Take
9. Can you guess what he is going to do next?
a. Tell
b. Suppose
c. Suspect
d. Imagine

10. She carried an umbrella when she went out because it was still raining slightly.
a. Pouring
b. Stormy
c. Drizzling
d. Falling
D. REFERENCES
Anderson, A.&Anderson, K. (1997).Text Types In English 2. South Yara: MacMillan

Education Australia PTY LTD.
Harmer, Jeremy. (2004). How to Teach Writing.England: Longman.
MDESE. (2012). Release of Spring 2012 MCAS Test Items. Massachusetts:
Massachusetts Department of Elementary and Secondary Education.
Prentice Hall.(n.d). Reader’s Notebook. Upper Saddle River: Pearson.

MEETING 11
PATTERNS OF ORGANIZATION
In this chapter, the students will learn about patterns of organization. By the
1.1.Understand the definition of pattern of organization.
1.2.Understand common patterns of organization
1.1.Definition of Pattern of Organization
Pattern of organization, known also as text structure, refers to the way of the
writer organizes the information or ideas in writing. Pattern of organization not
only vary from writing to writing but it may also change frequently from
paragraph to paragraph within a single piece of writing.
Recognizing the pattern of organization is an important part of reading
comprehension, since writers, too, use patterns to present their ideas in a way that
makes sense. Once we recognize the pattern, we will understand and follow their
ideas more efficiently. In this chapter, we will learn some common patterns of
organization which are listing, sequence, cause and effect, and comparison and
contrast.
1.2.Common Patterns of Organization

a. Listing
In this pattern, the writer organizes the ideas on form of generalization
and gives a list of details or examples to support the general statement. The
writer usually uses key words or phrases to convey the main idea such as
many, several, a number of, a variety of, a few, etc. The signal words or
phrases to indicate the list of details or examples are for example, for instance,
first, second, also, besides, in addition, another, most important, etc.

Example:
There are several different theories about the origin of the Moon. One theory,
called the fission' theory, states that early in the life of Earth, a piece broke off,
and that piece became the Moon. A second, closely related theory is that the
Moon is composed of several pieces of Earth that broke away from our planet.
Yet another theory is that the Moon formed elsewhere in the solar system and
was captured by Earth's gravity.' The final theory states that a huge piece of
planetary rock struck Earth and broke up into pieces. One of the pieces
became the Moon.
b. Sequence
In this pattern, the ideas are organized in a series of events or steps in a
process. Common key words or phrases to deliver to main idea are began,
account, story, process, sequence, etc. The signal words or phrases to indicate
the sequence are first, second, then, next, after, while, since, then, soon,
finally, at last, in 1965, last June, later, over time, the next step, the following
week.
Example:
Close-up study of the planet Mars began when rockets were developed that
could send scientific instruments into space. In 1965, the first observations of
Mars were done by the American spacecraft Mariner 4, which flew near the
planet to collect data and take photographs. Four years later, more data and
photographs were collected by Mariners 6and 7 as they flew past the planet.
Then, in 1971, Mariner 9 actually went into orbit around Mars, and during the
following eleven months, sent back more than 7,000images before contact
with the spacecraft was lost. The next major step, in 1976, was the landing of
two Viking crafts on two different areas of Mars' surface. These landers were
able to send hack important data about the atmosphere 2 of the planet.
c. Cause and Effect

In this pattern, the writer's main idea is that one event or action caused
another event or action. Key words/phrases in the main idea and the signal
words for details are the same and often include: causes, leads to, is the cause

of results in, creates, brings about, makes, provokes, produces, gives rise to,
contributes to, is due to, is the result of, comes from, results from, is produced
by, is a consequence of, follows, is caused by.
Example:
In 2003, two robotic rovers landed on Mars and began sending back data about
the possible existence of water on the red planet. This close examination of
Mars was the result of new and improved technology. Because of advances in
telecommunication systems, scientists on Earth can send commands faster and
receive data in greater amounts. New software in the rovers led to their
increased ability to make independent decisions and avoid dangers and
hazards on their own. As a result of new technologies for severe environments,
the rovers and their interior computers were able to survive the extreme cold
and hot conditions in space and on Mars. And due to their new improved
wheels the twin rovers could move around the rocky Martian landscape with
ease.
d. Comparison and Contrast

In the comparison/contrast pattern, the writer's main idea is a general
statement about two things and how they are similar and/or different. A
comparison can include both similarities and differences, or only the
similarities. A contrast states only differences. Key words or phrases in the
main idea are similarities, differences, both, in common, same, different,
compare, comparison. Signal words or phrases for similarities are similarly,
also, in the same way, as, like, both, in common. Signal words or phrases for
differences are however, but, on the other hand, although, while, in contrast,
than, conversely, yet, unlike.
Example:
Astronomy and astrology are similar in some ways, but they differ in a very
important way. In both fields, the experts study planetary motion and
constellations (groups of stars), and they use telescopes, tables, and charts to
do their work. However, astronomers study the heavenly bodies as a science,
and over the years people have used astronomy to discover more about the

universe. Astrologers, on the other hand, use their knowledge of the heavenly
bodies to advise people about their life situations. This is not science, but a
belief that what happens in our lives is affected by the positions of the moon,
sun, and planets.
C. EXERCISE
1.1.Exercise 1
Instructions: Determine the pattern of each paragraph below.
a. Shakespeare was born in Stratford on April 16th, 1564. For a few years he
studied at a school near home. He moved to London when he was still young.
By the age of 35, he was already a well-known writer.
What is the pattern of the paragraph above?
…………………………………………………………………………………
………………………………………………………………………………..
b. Two great writers were born in England in 1564. One was William
Shakespeare. The other was Christopher Marlowe. Shakespeare lived until the
age of 52. But Marlowe died suddenly when he was only 29. Both were
famous in their time and both are still loved today.
…………………………………………………………………………………
………………………………………………………………………………..
c. Many people ask why Shakespeare was so great. He was a genius, of course.
He had many ideas about life and he had a wonderful way with words.
Shakespeare was also great because he lived at the right time. The English, in
those days were interested in new ideas. They loved plays and poetry.
…………………………………………………………………………………
………………………………………………………………………………..

1.2.Exercise 2
Instructions: Determine the pattern of each paragraph below. Find the key
words/phrases and signal words/phrases to support your answer.
a. According to some accounts, the first optical telescope was accidentally

invented in the 1600s by children who put two glass lenses together while
playing with them in a Dutch optical shop. The owner of the shop, Hans
Lippershey, looked through the lenses and was amazed by the way they made
the nearby church look so much larger. Soon after that, he invented a device
that he called a "looker," a long thin tube where light passed in a straight line
from the front lens to the viewing lens at the other end of the tube. In 1608 he
tried to sell his invention unsuccessfully. In the same year, someone described
the "looker" to the Italian scientist Galileo, who made his own version of the
device. In 1610 Galileo used his version to make observations of the Moon,
the planet Jupiter, and the Milky Way. In April of 1611, Galileo showed his
device to guests at a banquet in his honor. One of the guests suggested a name
for the device: telescope.
What is the pattern of the paragraph above? Why?
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
b. Very much larger optical telescopes can now be found in many parts of the
world, built on hills and mountains far from city lights. For example, the
world's largest refracting telescope has lenses that are 40 inches (101 cm)
across. It is located at the Yerkes Observatory in Williams Bay, Wisconsin.
Another telescope stands on Mount Palomar in California. This huge
reflecting telescope, with a 200-inch (508 cm) lens, was for many years the
largest reflecting telescope in the world until an even larger reflecting
telescope was built in the Caucasus Mountains. It has a 237-inch (6 m) mirror.
A fourth famous reflector telescope, the Keck Telescope situated on a
mountain in Hawaii, does not use a single large mirror to collect the light.

Instead, the Keck uses the combined light that falls on thirty-six mirrors, each
of which is 5.9 feet (1.8 m) in diameter.
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
c. Radio telescopes, like optical telescopes, allow astronomers to collect data

from outer space, but they are different in important ways. First of all, they
look very different because instead of light waves, they collect radio waves.
Thus, in the place of lenses or mirrors, radio telescopes employ bowl-shaped
disks that resemble huge TV satellite dishes. Also, apart from their distinctive
appearance, radio telescopes and optical telescopes use different methods to
record the information they collect. Optical telescopes use cameras to take
photographs of visible objects, while radio telescopes use radio receivers to
record radio waves from distant objects in space. With both kids of telescopes,
however, larger is better. In optical telescopes, images are clearer with larger
lenses, and in radio telescopes, only really large dishes can capture radio
waves.
What the pattern of the paragraph above? Why?
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
d. Only three and a half years passed between the first moon landing in 1969 and
the sixth and last moon landing in 1972. But while the first landing was an
enormous achievement in itself, the last landing contributed far more to the
advancement of scientific knowledge. On the first mission, the two astronauts
were on the Moon for only a few hours and remained close to the landing site.
Their time on the Moon was just sufficient to conduct several experiments and
collect a small sample of lunar rocks. On the last mission, however, the three
men (one of whom was a geologist) spent much more time on the lunar

surface—three periods of about seven hours. With their special moon vehicle,
they could travel much further from the landing site to investigate more of the
lunar environment and collect a wider range of soil and rock samples.
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
1.3.Exercise 2
1. Jinsheng …………….. our praise for his good performance.
a. Needs
b. Deserves
c. Wants
d. Requires
2. Have they ……………..the burglary to the police.
a. Notified
b. Informed
c. Reported
d. Discussed
3. The plane …………….. at eleven o’clock
a. Take a way
b. Takes in
c. Takes out
d. Takes off
4. A ……………..of birds were flying in the sky.
a. Flock
b. Swarm
c. Pack
d. Nest
5. The motorist had to pay a ……………..for speeding.
a. Bribe

b. Tax
c. Deposit
d. Fine
6. The ……………..has been staying with us since his parents passed away.
a. Child
b. Boy
c. Girl
d. Orphan
7. We spoke to a few members of the ……………..of dancer.
a. Troop
b. Troupe
c. Party
d. Team
8. Speak loudly and don’t ……………..to yourself.
a. Shout
b. Talk
c. Mumble
d. Whisper
9. He walked ……………..as he was not in a hurry.
a. Fast
b. Quickly
c. Slowly
d. Strolled
10. Johnny’s pet dog gave birth to a ……………..of puppies.
a. Brood
b. Little
c. Pack
d. Pride
1.4.Exercise 4
Instructions: Replace the underlined word(s) with the answer that has same
meaning.
1. The fire spoilt all the goods in the store.

a. Harmed
b. Carried
c. Damaged
d. Shattered
2. The current swept away the swimmer downstream.
a. Pushed
b. Carried
c. Took
d. Sucked
3. The bus will be here in a very short while.
a. At once
b. Immediately
c. Shortly
d. Presently
4. His father and mother have been informed of his accident.
a. Relatives
b. Family
c. Relations
d. Parents
5. The prisoner was set free as he was found to be not guilty.
a. Blameless
b. Right
c. Innocent
d. Faultless
6. Mother has been working without stopping the whole day.
a. Hard
b. Quickly
c. Regularly
d. Continuously
7. We go to the seaside once in two weeks.
a. Weekly
b. Monthly
c. Daily
d. Fortnightly

8. He was annoyed with his son for disobeying him.
a. Angry
b. Sick
c. Displeased
d. Disappointed
9. I won’t trouble you anymore.
a. Irritate
b. Disturb
c. Pester
d. Bother
10. The people watching the sports cheered loudly.
a. Spectators
b. Audience
c. Onlookers
d. Crowd
D. REFERENCES
Company.

MEETING 12
READING NARRATIVE AND RECOUNT TEXT
In this chapter the students will learn about narrative and recount text. By the
1.1.Understand the definition of narrative and recount text.
1.2.Understand the generic structures of narrative and recount text.
1.3.Determine the difference between narrative text and recount text.
1.1.Narrative Text
Narrative can be considered as a text which tells the story. Narrative text is an
imagination or a complicated event which directs to a crisis that find a solution at
last (Departemen Pendidikan, 2013:33). According to Bach and Browning
(1988:60), narrative is a continuous account of an event or a series of events. The
essential purpose of narrative is to tell a story, but the detailed purpose may vary
according to genre. For example, the purpose of a myth is often to explain a
natural phenomenon and a legend is often intended to pass on cultural traditions or
beliefs.
Generic Structure of Narrative Text
The most common structure is:
a. an opening that establishes setting and introduces characters;
b. a complication and resulting events;
c. a resolution/ending.
Effective writers are not constrained by predictable narrative structure.
Authors and storytellers often modify or adapt a generic structure, e.g. changing
chronology by not telling the events in order (time shifts, flashbacks,
backtracking). Children can add these less predictable narrative structures to their
own writing repertoires.

Language Features
Language features vary in different narrative genres.
Common features:
a. presented in spoken or written form;
b. may be augmented/supplemented/partly presented using images (such as
illustrations)or interactive/multimedia elements (such as hypertext/ images/
video/ audio);
c. told/written in first or third person (I, we, she, it, they);
d. told/written in past tense (sometimes in present tense);
e. chronological (plot or content have a chronology of events that happened in a
particular order);
f. main participants are characters with recognisable qualities, often
stereotypical and contrasting (hero/villain);
g. typical characters, settings and events are used in each genre;
h. connectives are widely used to move the narrative along and to affect the
reader/listener:
 to signal time (later that day, once);
 to move the setting (meanwhile back at the cave, on the other side of
the forest);
 to surprise or create suspense (suddenly, without warning).
1.2.Recount Text
Recount text is a text that retells the past events. Recounts are sometimes
referred to as ‘accounts’. They are the most common text type we encounter as
readers and listeners, not least because they are the basic form of many
storytelling texts. Stories and anecdotes can have a range of purposes, frequently
depending on the genre being used, and they often set out to achieve a deliberate
effect on the reader/listener. In non-fiction texts they are used to provide an
account of events. Recounts can be combined with other text types, for example,
newspaper reports of an event often consist of a recount that includes elements of
explanation.

Generic Structure of Recount Text
Structure often includes:
a. orientation such as scene-setting or establishing context (It was the school
holidays. I went to the park ...);
b. an account of the events that took place, often in chronological order (The first
person to arrive was ...);
c. some additional detail about each event (He was surprised to see me.);
d. reorientation, e.g. a closing statement that may include elaboration. (I hope I
can go to the park again next week. It was fun.)
Structure sometimes reorganises the chronology of events using techniques
such as flashbacks, moving the focus backwards and forwards in time, but the
strategies are more often used in fiction recounts.
Language Features
a. Usually written in the past tense. Some forms may use present tense, e.g.
informal anecdotal storytelling (Just imagine – I’m in the park and I suddenly
see a giant bat flying towards me!).
b. Events being recounted have a chronological order so temporal connectives
are common (then, next, first, afterwards, just before that, at last, meanwhile).
c. The subject of a recount tends to focus on individual or group participants
(third person: they all shouted, she crept out, it looked like an animal of some
kind).
d. Personal recounts are common (first person: I was on my way to school ... We
got on the bus).
C. EXERCISE
1.1.Narrative Text
Instructions: Read the following text comprehensively and answer the questions
that follow.

STRONGEST OF ALL
By : Pleasant De Spain
One day long ago, clever Rabbit was walking along the seashore. Hearing
voices, he stopped to listen. Elephant and Whale were having a conversation. He
wanted to hear every word.
“Sister Whale,” said Elephant, “you are the largest, strongest, and most
beautiful animal of the sea. Naturally, I’m the largest, strongest, and most
beautiful animal on the land. We two should rule over all the animals, birds, and
fish on the earth.”
“Yes, it’s true, Brother Elephant,” said Whale. “We are the greatest. You
should rule the land. I’ll be happy to rule the sea.”
Rabbit decided to play a trick on these two behemoths.
“I’m twice as smart as both of them,” he said. “All I need is a long, strong
rope and my jungle drum.”
Later that afternoon Rabbit found Elephant in the woods and said, “Hello,
Powerful Ruler of All the Animals that Walk and All the Birds that Fly. I’m in
need of a small favor.”
Elephant liked Rabbit’s compliment and was willing to listen.
“What can I do for you, my little friend?” he trumpeted.
“My milk-cow is stuck in the sand on the beach. I’m not big enough to pull her
out. Let me tie one end of this rope around you and the other end around my cow.
When you hear me beat my drum, you’ll know it’s time to pull hard, really hard.”
“It’s a good plan,” said Elephant. “You are wise to come to me as I’m the
strongest friend you have.”
“Thank you, Elephant. Wait for the drum!”
So saying, Rabbit ran to the beach and found Whale sunning herself near the
shore.
“Hello, Friend Whale. My, but you look sleek and powerful today,” said
Rabbit.
Whale smiled and replied, “Yes, Rabbit, I’m strong today and every day. I
rule all the creatures of the sea.”

“Of course,” responded Rabbit. “That’s why I’ve come to you with my small
problem.”
“What can I do to help?” asked Whale.
“It’s my milk-cow. She’s mired deep in the bayou-mud way up in the woods.
I can’t get her out. I’d like to tie one end of this rope around your tail and the
other end around my cow. I’ll beat my drum so you’ll know when to pull.”
“Of course I’ll help,” said Whale.
She swam closer to shore so that he could tie the long rope to her massive tail.
“Pull hard when you hear my signal,” said Rabbit as he ran back into the
woods.
He found his drum and pounded hard and loud. Boom! Boom! Boom! The
sounds carried to both Elephant in the forest and Whale in the sea.
They both began to pull, each against the other, and were shocked at the
resistance. Elephant tugged so hard that Whale hit the sand in the shallow water.
Whale pulled back so hard that Elephant was being dragged out of the woods.
“That cow must be stuck in the sand up to her neck,” bellowed Elephant.
“That cow must be buried in the mud up to her nose,” cried Whale.
Next thing they knew the rope snapped! One end flew back and stung
Elephant on the ear.
“Ouch!” he cried.
The other end smacked Whale on the tail.
“Ouch!” she cried.
Rabbit began to laugh. His laughter carried deep into the woods and far out to
sea. Elephant and Whale realized that they had been tricked. They also discovered
that when it came to cleverness, Rabbit was the strongest of all.
Source: MDESE. (2012). Release of Spring 2012 MCAS Test Items.
Massachusetts: Massachusetts Department of Elementary and Secondary
Education. P. 25-26
QUESTIONS:
1 Which of the following best describes the setting of the folktale?

A. by the ocean many years ago
B. at the zoo many years from now
C. in the mountains many years ago

D. near the desert many years from now
2 Based on the folktale, what is the real reason Rabbit asks Elephant and Whale for
help?
A. to teach them a lesson
B. to pull an animal to safety
C. to make his situation easier
D. to bring the animals closer together
3 What do paragraphs 23 and 24 mostly show about Elephant and Whale?
A. They do not want to help each other.
B. They each think they are the smartest.
C. They need to stop pulling on the rope.
D. They do not realize they have been fooled.
4 Which of the following best shows that “Strongest of All” is a folktale?
A. It tells a story using talking animals.
B. It includes a problem and a solution.
C. It tells a story using rhythm and rhyme.
D. It includes facts about different animals.
5 Reread paragraph 22. Based on the paragraph, the use of the word resistance
shows the animals are
A. playing a game.
B. afraid of being hurt.
C. having a difficult time.
D. worried about getting wet.

1.2.Recount Text
Instructions: Read the following text comprehensively and answer the questions
that follow.
INTO THE VOLCANO
By: Donna O’Meara
Hawaii’s Kilauea volcano rumbles under my feet with thunder I feel in my

stomach. The air reeks of burning metal. A towering dark steam cloud looms over
me. Without warning, a football-sized chunk of gooey lava drops out of the cloud
and plops onto the ground near me. I duck and run as more hissing red chunks
splatter everywhere. These “lava bombs” could crush a skull as if it were an
eggshell. What on Earth am I doing here, on the world’s most active volcano?
There were no volcanoes where I grew up. Our family lived in a quiet, little
town in rural New England where the cows outnumbered the people. I was the
eldest of three children and spent my childhood exploring the forests and fields.
My favorite pastime was sitting safe and dry on our porch watching violent
summer thunderstorms rage through the Connecticut River Valley. Our springer
spaniel, Dinney, would cower under my chair in fright, but the louder the thunder
and brighter the lightning, the more thrilled I was.
In school I loved earth science and biology, but my guidance counselor
suggested I take typing classes and become a secretary. That didn’t interest me.
Fortunately, I was artistic, so instead I majored in creative arts—painting,
photography and writing. To this day I still can’t type.
In the 1970s I moved to Boston and worked for magazine and book publishers.
But something was missing in my life. Although getting out into the countryside
helped, I finally decided I had to make some changes. I wanted to learn about the
earth and the sky and the stars, where they all came from and where they were
going.
At age 32, I went back to college. My teacher, Stephen James O’Meara,
opened my eyes to science when he described how our solar system was shaped
by geological forces. One of the most dynamic forces, Steve said, was volcanism.
I pictured Earth, with its 1500 or more volcanoes spewing lava, as it spun dizzily
around our sun.

Steve studied volcanoes to learn how planets formed and to search for clues
that might help predict when a volcano will erupt here on Earth. So far, no single
scientific method can accurately predict deadly eruptions. Any new discoveries
would be important scientifically and could save lives.
Steve’s daring tales of exploring erupting volcanoes held me spellbound.
When he passed around a piece of rough, hardened lava, I eld it tight, closed my
eyes and imagined myself climbing an erupting volcano in an exotic foreign
country. Now that sounded like a good job for me!
Weeks after class ended, Steve and I had dinner. He described how he’d once
jumped over a moving lava flow to save his life. I could barely believe what I was
hearing. Asleep that night I dreamed of volcanoes.
On December 23, 1986, around noon, my office phone rang. It was Steve.
“Donna, have you ever seen an erupting volcano?”
No, of course I hadn’t.
“I’m on my way to Kilauea and need a field assistant.”
“Kilauea, Hawaii? When do we leave?”
I said “aloha” to my magazine boss and was on a plane to Hawaii before
sunset that same night.
My First Volcano
At noon on December 24, 1986, Steve and I strapped ourselves into a
helicopter without doors and bounced on air drafts over a sizzling Hawaiian lava
lake.
The lake had formed when a new vent, called Kupaianaha, had burst open on
the east side of Kilauea volcano. A vent is an opening through which a volcano
erupts lava and ash from inside the Earth.
Lava oozed out of the vent, filling a huge depression to overflowing and
creating a lava lake. The lava gushing into the lake from the vent caused sloshing
waves.
As our pilot tilted the chopper to give us a better view, I clutched at the seat
cushion for fear I would slide across the smooth leather and right out the open
door. Below us a red lake the size of two football fields bubbled like a pot of
oatmeal. Only this wasn’t oatmeal. It was burning hot molten lava.
The chopper whirled down to the edge of the sizzling lake. Hot, glowing rock
oozed from the earth like toothpaste out of a cracked tube. The helicopter cabin

got hotter, and a burnt metal smell filled the air. Our pilot expertly dodged chunks
of spatter the volcano flung at us. We landed on the ground with a soft thump.
Steve and the pilot jumped out and ducked the rotors, leaving the engine running
for a fast getaway. I thought about the gasoline in the engine near this heat.
I watched as Steve walked right up to the creeping lava flow—and survived.
The scientist in me said “Hey, isn’t this what you went back to school for?” The
artist in me had to admit the lake was strangely beautiful. Glowing pinkish-
orange lava was creeping along, hissing and popping as if it were alive. This was
the opportunity I had been waiting for my whole life. I grabbed my camera and
jumped out of the chopper. I felt heat through the soles of my sneakers. I changed
lenses and started shooting.
Source: MDESE. (2012). Release of Spring 2012 MCAS Test Items.
Massachusetts: Massachusetts Department of Elementary and Secondary
Education. P. 29-32
QUESTIONS:
1. What is the main purpose of paragraph 1 in the selection?
A. to grab the reader’s interest
B. to explain the main problem
C. to introduce the main character
D. to answer the reader’s questions
2. Based on paragraph 5, which of the following is most likely true about the
author?
A. She is scared of things that are new to her.
B. She is upset about things she cannot control.
C. She is satisfied with things that remain the same.
D. She is curious about things she does not understand.
3. Based on the selection, what first made the author interested in volcanoes?
A. She saw a volcano erupting.
B. She studied volcanoes in college.
C. She wrote a book about volcanoes.
D. She heard about a volcano as a child.

4. According to paragraph 19, why did the helicopter turn?
A. to visit a different volcano
B. to find another landing spot
C. to help the passengers see better
D. to keep the passengers in their seats
5. Read the sentence from text below.

Hot, glowing rock oozed from the earth like toothpaste out of a cracked tube.
In the sentence, the lava is compared to toothpaste to show
A. how hot the lava feels to the touch.
B. how clean the lava looks on the ground.
C. how sticky the lava looks against the rocks.
D. how slowly the lava flows from the ground.
6. Which of the following events from the selection happened last?
A. The author rode in a helicopter.
B. The author studied painting in school.
C. The author photographed the volcano.
D. The author worked for a book publisher.
1. Things brought into the country are known as ……..
a. Exports
b. Imports
c. Luggage
d. Baggage
2. A person who sells fruit is a ……..
a. Grocer
b. Hawker
c. Fruiterer
d. Greengrocer
3. To “carry on” is to ……..

a. Begin
b. End
c. Complete
d. Continue
4. A place where ships are built or repaired is a ……..
a. Dockyard
b. Port
c. Wharf
d. Harbour
5. To “hold on” is to ……..
a. Stop
b. Handle
c. Wait
d. Seize
6. People who move from place to place are known as ……..
a. Gypsies
b. Hikers
c. Travellers
d. Nomads
7. The thief “gave up” means ……..
a. Escaped
b. Ran away
c. Fled
d. Surrendered
8. A person who is employed to maintain law and order is a ……..
a. King
b. Police officer
c. Lawyer
d. Judge
9. A short journey by car is called a ……..
a. Ride
b. Voyage
c. Flight
d. Drive

10. To “own up” means to ……..
a. Confess
b. Have
c. Take
d. Possess
D. REFERENCES

MDESE. (2012). Release of Spring 2012 MCAS Test Items. Massachusetts:
Massachusetts Department of Elementary and Secondary Education.

MEETING 13
IMPLEMENTING MULTIPLE READING SKILLS
In this chapter, the students will have some exercises to implement multiple
reading skills that they have learnt before. By the end of this course, the students are
expected to be able to:
1.1.Read the texts comprehensively.
1.2.Answer the questions that follow the text by implementing multiple reading skills.
There is no material in this chapter since the students will have some exercises
to implement multiple reading skills that they have learnt before.
C. EXERCISE
1.1.Exercise 1
Instructions: Read the text about geyser below and answer the questions that
follow.
Geysers are among the most fascinating and unusual phenomena in the geologic
world. These amazing eruptions can shoot boiling hot water and steam hundreds
of feet in the air. Though found on every continent except Antarctica, geysers are
rare. It is estimated that there are less than 700 in all. Incredibly, Yellowstone
National Park has more than half of all the world’s known geysers. Just what is a
geyser? The U.S. Geological Survey defines it as “a hot spring characterized by
intermittent discharge of water ejected turbulently and accomplished by a vapor
phase.” For a geyser to occur, the conditions must be just right. First, there must
be a plentiful, permanent source of water on the surface. This can come from rain
and snow. Second, there must be a volcanic heat source
below the surface. Third, the surrounding rock must be of a certain type—that
which can produce a material called geyserite. Finally, the springs and channels
that carry the water up must be of a special shape, including a narrow opening at

the surface. With all these exact conditions necessary for a geyser to form, no
wonder they are so rare.
QUESTIONS
1. What is the topic of the text above?
…………………………………………………………………………………
………………………………………………………………………………..
2. What is the main idea of the text above?
…………………………………………………………………………………
………………………………………………………………………………..
3. What is the author’s purpose?
…………………………………………………………………………………
………………………………………………………………………………..
4. Why are geysers not found in Antarctica?
…………………………………………………………………………………
………………………………………………………………………………..
5. How many special conditions must be met for geysers to occur? What are
they?
…………………………………………………………………………………
………………………………………………………………………………..
6. What does “it” in line 4 refer to?
…………………………………………………………………………………
………………………………………………………………………………..
7. What does “intermittent” in line 7 mean?
…………………………………………………………………………………
………………………………………………………………………………..
8. What does “this” in line 9 refer to?
…………………………………………………………………………………
………………………………………………………………………………..
9. How does the author organize the ideas in the text above?
…………………………………………………………………………………
………………………………………………………………………………..
10. Reread the official definition of geyser. Now define it in your own words!
…………………………………………………………………………………
………………………………………………………………………………..

1.2.Exercise 2
Instructions: Read the following text and answer the questions that follow.
There are lots of things to take into account when you are considering getting a
pet dog or cat. First, your pet will need more than a home. It will need daily
attention in the form of food, water, and love. But, that’s just the beginning. You
will need to provide a comfortable place to sleep, space and toys for play, and
attend to its grooming needs. Your pet should see a vet for health check-ups and
regular immunizations. You will need to monitor your pet for signs of sickness or
injury and ensure that its environment is conducive to its safety.
Other responsibilities will vary depending on the kind of pet you get. Dogs, in
general, have lots of energy and need opportunities to run around. Large dogs
especially should not be confined to small areas. At the minimum a dog needs to
be walked frequently (and cleaned up after). A dog also needs human stimulation
and interaction. You must be willing to commit to spending time with your dog.
This means time playing, but also time teaching and training.
Though still dependent on you for its basic needs, a cat requires less direct
attention. If you provide and regularly clean a litter box, a cat can happily spend
its whole life indoors. A cat also will take care of its own grooming needs. Cats
spend a lot of time sleeping or napping and probably the most attention they will
want from you is to play occasionally or to sit on your lap and be petted.
So how do you choose? Dogs are high-maintenance but can give a lot back in
terms of emotion and interaction. Cats are lower maintenance, but also less
responsive to you. If you want a loyal friend, a dog is the better choice. If you
prefer an acquaintance, then perhaps a cat is for you.
QUESTIONS
1. What is to topic of the text above?

…………………………………………………………………………………
………………………………………………………………………………..
2. What is the author’s purpose?

…………………………………………………………………………………
………………………………………………………………………………..
3. What is the main idea of paragraph 1?
…………………………………………………………………………………
………………………………………………………………………………...
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
…………………………………………………………………………………
………………………………………………………………………………..
7. How does the author organize the ideas in the text?
…………………………………………………………………………………
………………………………………………………………………………..
8. What does “it” in paragraph 1 line 2 refer to?
…………………………………………………………………………………
………………………………………………………………………………..
9. What does “acquaintance” in the last paragraph mean?
…………………………………………………………………………………
………………………………………………………………………………..
10. What does the author suggest in the last paragraph?
1.3.Exercise 3
Instructions: Choose the most suitable word to fill the blank.
1. The moment he opened the door, he was ……………. With shouts and cheers.
a. Saluted

b. Greeted
c. Hailed
d. Approached
2. Each student is ……………. to only one ticket.
a. Granted
b. Authorized
c. Entitled
d. Given
3. The bill ……………. to a hundred dollars.
a. Accounted
b. Totaled
c. Added
d. Amounted
4. He found himself ……………. in his work and had to catch up.
a. Left
b. Behind
c. Far
d. Back
5. The man gave the taxi-driver a small ……………. for his honesty.
a. Fee
b. Prize
c. Award
d. Reward
6. Refrigeration is a method of ……………. food.
a. Lasting
b. Storing
c. Preserving
d. Stocking
7. Show me the ……………. way to village. I need to get there fast.
a. Shortest
b. Safest
c. Best
d. Easiest
8. The nervous boy ……………. with stage-fright.

a. Trembled
b. Shivered
c. Staggered
d. Fluttered
9. It was time to leave so she said her goodbyes and ……………. Herself from
the party.
a. Pardoned
b. Excused
c. Forgave
d. Apologized
10. God ……………. The world.
a. Created
b. Designed
c. Planned
d. Schemed
1.4.Exercise 4
Instructions:Choose the most suitable word to fill the blank.
Dogs are often ………(1)……. To help the police in capturing ………(2)…….. .

The Singapore Police Force once ………(3)……. a police-dog from England.
When it arrived, they wanted to see what it could do. The officer in
…………(4)…. told a policeman to run away somewhere and hide himself. Two
hours later, the officer gave the dog the policeman’s coat to smell.
…………(5)…. the dog went off, …………(6)…. the ground all the way. Two
detectives who were good …………(7)…. followed the dog. After an hour, the
dog stopped at the …………(8)…. of a tree, barking …………(9)….. . The
detectives looked up and found the policeman sitting among the …………(10)…..
1. Options for number 1:
a. Taught
b. Trained
c. Tamed
d. Practiced

2. Options for number 2
a. People
b. Gangsters
c. Crooks
d. Strangers
a. Ordered
b. Bought
c. Brought
d. Imported
a. Duty
b. Charge
c. Command
d. Supervision
a. Urgently
b. Immediately
c. Directly
d. Straight away
a. Sniffing
b. Breathing
c. Spying
d. Smelling
a. Athletes
b. Sportsmen
c. Racers
d. Hunters
a. Bottom
b. Edge
c. Margin

d. Foot
a. Hoarsely
b. Furiously
c. Wildly
d. Angrily
a. Twigs
b. Leaves
c. Branches
d. Palms
D. REFERENCES
McGraw Hill Education
Company

MEETING 14
REVIEW
In this chapter, the students will have some exercises. By the end of the
course, the students are expected to be able to:
1.1.Read the text comprehensively.
1.2.Answer the questions correctly.
There is no material description in this chapter. The students will have some
exercises to measure how well they understand the all the material given.
C. EXERCISE
Instructions: Read the texts comprehensively and answer the questions that follow.
Text 1
There are many ways to build a fire. The basic rule to remember is that you set
a match to tinder. You light the tinder, and the tinder makes the kindling burn.
The heat from the burning kindling makes the larger firewood burn.
The following method usually works well. Place two logs together with tinder
between them. Paper, twigs and bark are good for tinder. Next, place above the
tinder a small handful of dry twigs or split softwood kindling. Then place small,
dry logs over this base. Generally, no more than four logs are needed to make a
good fire. To keep the fire going, push the ends of the logs into the flame from
time to time. Add new logs to keep a flaming fire burning. Before adding logs,
rake coals toward the front of the grate. Add the new logs at the rear of the
fireplace. There they will reflect light and heat into the room.
1. In the first paragraph, the author arranges details by ___.

A. order of importance
B. spatial order
C. cause and effect

D. contrast
2. In the second paragraph, the author arranges details by ___.

A. simple listing
B. comparison
C. cause and effect
D. time order
3. Tinder is the first material used in building a fire because it ___.

A. is easy to find
B. gives off large amounts of heat
C. is less expensive to use than kindling
D. catches fire very easily
Text 2
Most gemstones used in jewelry must be cut to reveal their full brilliance. In
ancient times, a gemstone was treasured for its surface color rather than for its
brilliance. Therefore, gems were merely polished and left in their natural state.
The oldest type of gem cut that is still in use today is the cabochon, or rounded
cut, introduced by the Romans. The cabochon was used for colored stones, such
as the emerald, ruby, sapphire and garnet, but it is now used for stars tones, cat’s
eyes, opals and imperfect stones. The art of faceting a gemstone, or cutting
several flat surfaces on a gem, originated in India in the 15th century. The first
faceted gems were diamonds that had been cut to disguise any flaws. In the early
17th century, the rose cut was invented. It revealed the fiery brilliance of a
diamond for the first time and is still the standard cut for the diamond.
1. The topic of this paragraph as a whole is ___.

A. the mining of precious stones
B. gem cuts introduced by the Romans
C. the surface color of gems
D. the cutting of gemstones
2. The paragraph is organized as ___.

A. a broad statement followed by support
B. reasons leading to a conclusion
C. introduction, main idea and supporting sentences
D. a list of equally important statements
3. The author supports the main idea with ___.

A. arguments in favour of using the cabochon cut
B. expert advice about buying diamonds
C. details about the history of gem cutting
D. a comparison of precious and semiprecious stones
Text 3
In the United States, about 10 million computers are thrown away every year.
Because most unwanted computers are sent to a dump, they (1) have caused a
problem. The computer industry and the government are working on ways to
solve it (2). They (3) have concluded that there must be changes in the way
computers are built. They (4) must be made in ways that will allow their parts to
be recycled. These parts include the electronic parts, the glass screen of the
monitor and parts of the printer.
1. they ____________________ 3. they _____________________
2. it ____________________ 4. they _____________________
Text 4
A pedicab is a small cab which is pulled by a bicycle. This human-powered
transportation has been popular in Asian countries for many years. Two years
ago, a local businessman decided to introduce it (1) in Denver, Colorado. So far,
he (2) has four of them (3) on the road. He explained that they (4) do not take the
place of taxis, because people use them (5) for short rides. The passengers are
often people who don’t want to walk because they (6) are dressed in evening
clothes.
1. it ____________________ 4. they _____________________
2. he ____________________ 5. them _____________________
3. them ____________________ 6. they _____________________

Text 5
As recently as two or three hundred years ago, visitors from space could have
landed on 90 percent of our planet and human kind would never have noticed it.
If one searches through old newspapers and local records, one can find many
reports of strange incidents that could be interpreted as visits from outer space. A
stimulating writer, Chares Fort, has made a collection of UFO (Unidentified
Flying Object) sightings in his book Lo! One is tempted to believe them more
than any modern reports, for the simple reason that they happened long before
anyone had ever thought of space travel. Yet at the same time one cannot take
them too seriously, for before scientific education was wide-spread, even
sightings of meteors, comets, auroras and so on gave rise to the most incredible
stories, as they still do today.
1. You can infer that the author thinks that ___.

A. observations of UFOs are unreliable
B. visitors form space could not live on Earth
C. visitors from space have landed on Earth
D. no civilizations could exist on other planets
2. What certain inference can you make about the motives of interplanetary
visitors to Earth?
A. They would come to make war.
B. They would come to live in peace
C. They would come for scientific exploration.
D. No certain inference can be made.
3. The author suggests that modern education has ___.

A. decreased the tendency to interpret natural objects as UFOs
B. increased the number of UFO sightings
C. forced us to believe in UFOs
D. solved the age-old mystery of UFOs

D. REFERENCES
Louis, R.S & Silvia, P. (2010).Focus on Reading. Caracas: Universidad Simon

Bolivar.

REFERENCES
McGraw Hill Education.
Louis, R.S & Silvia, P. (2010).Focus on Reading. Caracas: Universidad Simon
Bolivar.
Macionis, J.J. (1998). Society: the Basics. New Jersey: Prentice Hall
MDESE. (2012). Release of Spring 2012 MCAS Test Items. Massachusetts: Massachusetts
Department of Elementary and Secondary Education.
Company
Osborne, J. (2006). CAHSE on Target. California : University of California Press
Rapoprt, T., Ronit, B & Sarah, F. (2010).Reading Academic English.Tel Aviv: The
Mofet Institute.
Smith, K.T. (2018). How Plastic Pollution is Affecting the Ocean Wildlife.
Azocleantech. https://www.azocleantech.com/article.aspx?ArticleID=729.
Accessed on Friday, February 1st, 2018.
Wooley, G. (2011). Reading Comprehension: Assisting Children with Learning
Difficulties, Spring Science + Business Media.
Pearson Longman.

Module Textual Reading

Caricato da

Informazioni sul documento

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Module Textual Reading

Caricato da

Copyright:

Formati disponibili

MODULE

Bambang Irawan S.S., M.Pd

Textual Reading Bambang Irawan, S.S., M.Pd Page 1

= = = Success is the sum of small efforts,

= = = Success is no accident. It is hard work,

= = = Try not to become a person of success,

= = = The most complete gift of God is a life

Textual Reading Bambang Irawan, S.S., M.Pd Page 2

Textual Reading Bambang Irawan, S.S., M.Pd Page 3

DIAGNOSING READING SKILLS

Textual Reading Bambang Irawan, S.S., M.Pd Page 4

Textual Reading Bambang Irawan, S.S., M.Pd Page 5

1.2.True, False, or Unknown

Textual Reading Bambang Irawan, S.S., M.Pd Page 6

1. No pangolins live in North America …………….

1.3.Finding the Best Meaning or Synonym

How Dictionaries Are Made

Textual Reading Bambang Irawan, S.S., M.Pd Page 7

Textual Reading Bambang Irawan, S.S., M.Pd Page 8

Textual Reading Bambang Irawan, S.S., M.Pd Page 9

Textual Reading Bambang Irawan, S.S., M.Pd Page 10

Textual Reading Bambang Irawan, S.S., M.Pd Page 11

Textual Reading Bambang Irawan, S.S., M.Pd Page 12

Textual Reading Bambang Irawan, S.S., M.Pd Page 13

PREVIEWING AND PREDICTING

Textual Reading Bambang Irawan, S.S., M.Pd Page 14

Textual Reading Bambang Irawan, S.S., M.Pd Page 15

Textual Reading Bambang Irawan, S.S., M.Pd Page 16

LANGUAGE LEARNING IN THE UNITED STATES

Textual Reading Bambang Irawan, S.S., M.Pd Page 17

Look at the following examples!

Society: The Basics

Textual Reading Bambang Irawan, S.S., M.Pd Page 18

1. What is the book about?

The Importance of Social Experience

1. What is this chapter about?

Textual Reading Bambang Irawan, S.S., M.Pd Page 19

Textual Reading Bambang Irawan, S.S., M.Pd Page 20

U.S. Household and Vehicle Statistics

Textual Reading Bambang Irawan, S.S., M.Pd Page 21

Textual Reading Bambang Irawan, S.S., M.Pd Page 22

Textual Reading Bambang Irawan, S.S., M.Pd Page 23

Textual Reading Bambang Irawan, S.S., M.Pd Page 24

Textual Reading Bambang Irawan, S.S., M.Pd Page 25

Textual Reading Bambang Irawan, S.S., M.Pd Page 26

Textual Reading Bambang Irawan, S.S., M.Pd Page 27

SKIMMING AND SCANNING

Textual Reading Bambang Irawan, S.S., M.Pd Page 28

Frederick Douglass High School: Rules & Regulations

Zero Tolerance Policy

Textual Reading Bambang Irawan, S.S., M.Pd Page 29

Textual Reading Bambang Irawan, S.S., M.Pd Page 30

BLACK AND WHITE

CHAPEL STREET AREA.

as soon as possible on 727 2496.

Available for anyone who gives us useful information.

Textual Reading Bambang Irawan, S.S., M.Pd Page 31

Textual Reading Bambang Irawan, S.S., M.Pd Page 32

CHANNEL 4 CHANNEL 7 CHANNEL 9

Textual Reading Bambang Irawan, S.S., M.Pd Page 33

Answer the following questions based on the TV Guide!

See how fast you can find the information.

Textual Reading Bambang Irawan, S.S., M.Pd Page 34

Textual Reading Bambang Irawan, S.S., M.Pd Page 35