UNIT 1.

ARE YOU INTO READING?

Objective: The students are able to predict information in a text by previewing
the cover, title or summary of a text.

Look at the pictures. Discuss with your friends.

 Do you like reading?
 Which one that you want to read? Why?
 What are the contents of every magazine? Can you predict?

Before reading articles, books, magazines, or other printed media, you usually
examine the cover to gather information about the content. In other word, you
are previewing the media. The aim of previewing is to help you to predict or
make some "educated guesses" about what is in the books or others.

Previewing and predicting before you read can make a big difference. You can
get some ideas about what you will read. That way you will begin to process
the information far more quickly. You will also be able to follow the writer's
ideas better. Though it takes a few minutes to preview and predict, those few
minutes are well invested. You will find that later you save reading time and
gain comprehension.

One example, when you want to buy a new magazine, you will examine the
cover. Look at the following magazine. What is it about? Fill in the information.
1. Title
2. Number of articles?
3. What information can you get from the cover?
4. Would you like to buy the magazine? Why?

9
You can make prediction from the title of an article. Try to guess what the
following article is about.

Which of the following ideas could you find in the article?

YES NO
1. There are many sources of energy.
2. People are not supposed to consume organic food.
3. People should buy imported goods.
4. There are some ways to save energy.
5. It is better to turn on the air conditioner all the time.
6. Recycling things are important.
7. People should drive fuel-efficient car.
8. Working three days a week is better.

10
Now, do different exercises. You will begin to make prediction of different story.

Exercise 1
Predict what will come next in each story. Circle the letter of the sentence
that could come next.

1. Tomiko got a cat last week. It's a pretty little cat, and it follows her
everywhere.
a. Tomiko 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.
2. Sergio likes to listen to classical music in the evenings
a. Sometimes 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.
3. Miriam and her brother, Peter, both go to dance classes.
a. Peter likes to be different from his sister.
b. Peter doesn't like dancing.
c. Peter likes to do the same things as his sister.
4. My clock doesn't work very well. It's always a little slow.
a. I'm often late for work.
b. It's black with white numbers.
c. It helps me get to work on time.
5. Rudy went to China last month. He didn't know how to speak
Chinese.
a. He didn't know any Japanese or Korean.
b. Some Chinese people visited Jorge in Dallas, Texas.
c. But a lot of Chinese people spoke English.
6. The weatherman on TV predicted cold weather on Saturday.
a. I like to watch the weather report on TV.
b. You don't have to bring any warm clothes this weekend.
c. You should bring some warm clothes this weekend.
7. On Sundays, Gina's grandmother often cooks a big meal.
a. Gina doesn't like cooking very much.
b. She invites Gina and all her cousins for dinner.
c. Gina doesn't see her grandmother very often.
8. Daren wants to go to Europe next summer.
a. He says he is not interested in European history.
b. In college, he is studying African history.
c. He is saving money to pay for the plane ticket.

Guidelines for predicting

1. Read the title.
2. Look at the pictures (if there are any).
3. Read the first few sentences in the first paragraph.
4. Read the first line of the other paragraphs.
5. Read the last sentence of the last paragraph.
6. Watch for names, dates, and numbers.

11
Exercise 2
Often an author includes photographs or illustrations with a text. Write
your prediction about what might be in the article based on the
photograph below. Be specific.

Predictions:

Compare your predictions with another student. Then read the article
below. Did you make accurate predictions?

How to Organically Solve Problems With Grapes

Robert Goyette

Grapes (Vitis) are subject to attack by many diseases and insects. Luckily,
there are organic ways to control many of the problems grapes face, as
listed in the chart below.
Cane girdlers
Symptoms: Adult Beetles come into vineyards when new shoots are about 1 foot
(30 cm) long. Eggs are laid inside shoots about 6 inches (15 cm) from tips. Larvae
tunnel inside shoots, destroying them.
Cure: Inspect canes and cut off about 4 inches (10 cm) below girdling area.
Grape berry moths
Symptoms: Moth larvae feed inside fruits. Grapes are often webbed together.
Wormy fruits result.
Cure: Set out pheromone traps to know when to spray with organic Bacillus
thuringiensis var. kurstaki.
Leaf rollers; leaf tiers
Symptoms: Larvae of moths feed on foliage of new shoots, chewing them badly.
They may also feed on fruits.
Cure: Spray with organic neem in early summer. Repeat 2 weeks later.
Rose chafers, Japanese beetles and oriental beetles
Symptoms: Adult beetles feed heavily on foliage during day, causing severe
skeletonizing of eaves.
Cure: Handpick adult beetles. Spray vines with organic neem to deter beetles
from feeding. Place pheromone traps downwind away from the vines.
Black rot

12
Symptoms: Fungus attacks leaves in early summer and later appears on fruits
that are half grown. Entire grape shrivels to dry, black, raisinlike fruit.
Cure: Infection occurs during bloom period. Apply copper spray just before
bloom, after bloom and every 10 to 14 days thereafter up to early fall. Remove
mummified fruit and destroy.

Exercise 3
In this short passage, you can see only the parts to preview. Read these
parts. Then make predictions about the parts you cannot see.

Blanca Garcia lives and works in Oakland, California, but she was born in
Ecuador. Her family came to the United States from Ecuador ten years ago.
Blanca is now 19 years old. She has two sisters, Clara, 16, and
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Blanca finished high school last year, and now she works in
xxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
When she has enough money, she wants to go to college. She
xxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxx xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
Blanca also wants to have her own children. She has
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.
wants just two children. She says having both a large family and a job would
be too much work!

1. What is the rest of the first paragraph about?

2. What is paragraph 2 about?
3. What is paragraph 3 about?
4. What is the rest of the last paragraph about?

Now, read the whole passage. How good were your predictions?

Big Dreams for Blanca

Blanca Garcia lives and works in Oakland, California, but she was born in
Ecuador. Her family came to the United States from Ecuador ten years ago.
Blanca is now 19 years old. She has two sisters, Clara, 16, and Alba, 14, and a
brother, Miguel, 10. Her father works in a restaurant and her mother works in
a hospital.
Bianca finished high school last year, and now she works in a factory.
The factory makes children's clothes. Blanca starts work early in the morning.
Often she has to work extra hours in the afternoon. She doesn't really like the
work, but she wants to save some money.
When she has enough money, she wants to go to college. She would like
to be a nurse someday. She likes helping people, especially children. She
hopes that she can work in a hospital for children.
Bianca also wants to have her own children. She has a boyfriend, but

13
she doesn't want to get married now. She wants to go to college first. Then she
would like to have a family. She wants just two children. She says having both
a large family and a job would be too much work!

Exercise 4
You can tell a lot about a book from its cover. Examine the book cover on
the next page. Then fill in the following Information.

1. Title
2. Author
3. Fiction or nonfiction?
4. What do you predict that this book is about?
5. List some of the adjectives which are found in the reviews on the back
cover of the book.
6. Is there any additional information about the author?.
7. Would you like to read this book? Why?

Exercise 5
In this passage, read only the underlined parts. You have 30 seconds.
Then make predictions about the parts you did not read.

Do Pigeons Take the Train?

Pigeons are smart birds. They are good at finding places. They can find their way
home from many miles away. Scientists are not sure how pigeons know their
way, but they do. They almost never get lost.

14
Can pigeons find their way under the ground? Some passengers say that they see
pigeons on the Underground trains. Rachel Robson says she saw a pigeon at
Paddington Station. It got on the train and then got off again at the next stop.
Some train lines are especially popular with pigeons. They are often seen on the
Northern and Picadilly lines. Lorna Read also sees pigeons at the Paddington
Station. Once, a passenger tried to get a pigeon off the train. The pigeon flew
back in just before the doors closed. It seemed all upset-like a person who
doesn't want to miss the train.
Why do pigeons get on the trains? Some people say that the pigeons are not
looking for food. They say the pigeons want to save time. London is a big city.
The pigeons get tired of flying and they do what people do. They take the train.
What do the scientists think of this? They say they must have some more
information-but anything is possible with pigeons!

Predictions:
Talk about the passage with another student. Without looking back, can you say
what it is about? When you agree, go back and read the passage again. How good
were your predictions?

Exercise 6
You are staying at a friend's house for a few days. You have forgotten to
bring something to read, so your friend offers you three books. Read the
information from the book covers given below and make some predictions
about each book. Decide which one you would like to read. Time limit. 60
seconds.

Book 1
Things Fall Apart by Chinua Achebe. This book was first published in
England in 1958. It is the author's first and most famous novel. A classic of
modern African writing, it is the story of a man whose life is dominated by
fear and anger. It is a powerful and moving story that has been compared
with Greek tragedy. The writer's style is uniquely and richly African. Subtly
and ironically, Achebe shows his awareness of the human qualities common
to people everywhere.
Things Fall Apart is also a social document. It shows traditional life among
the Ibo people in a Nigerian village. The novel documents life before
Christianity, and demonstrates how the coming of white people led to the end
of the old tribal ways.

Book 2
This Rough Magic by Mary Stewart. This novel was on The New York Times
best-seller list for eight months, and the reviewer wrote that the tale is "a
magical concoction ... warm and sunny for Stewart's book tells the story of a
beguiling young actress, Lucy Waring, who visits Corfu for a holiday. With no
warning, she stumbles into strange violence and is threatened with terror
and death.
Other reviewers call this book "romantic, suspenseful, delightful... rating A"
and "a polished and lively novel...luscious from start to finish."

Book 3
Black Cherry Blues by James Lee Burke. Winner of the Edgar Award for
best novel, this 1989 detective story is "full of low-lifes and rich crooks.

15
Burke shows that 'serious' literary craftsmanship is compatible with the
hard-boiled genre" of the crime novel.
Burke's story leads his hero from Louisiana to Montana as he strives to
escape a phony murder charge, protect his little girl, and find a profession al
killer. Reviewers call this novel "a fine book, tough and vital."
Which book do you choose?
Why?

Exercise 7
Find any reading materials (magazines, comics, novel, etc) that you have
never read but look interesting. By previewing the title, cover or table of
contents, what information will you find in the text? Discuss your
prediction in a group of three and present it in turn during the practicum
session.

CONCLUSION

Predicting means predict what comes next by making use of grammaticl,logical,

cultural clues
Previewing means a reading technique involving the use of table of content,
appendix, preface, the chapter, paragraph heading which aims at finding out where
the required information is likely to be

16
 UNIT 2. WHAT ARE YOU DOING
THIS WEEKEND?
Objectives:
1. The students are able to scan for details in a text.
2. The students are able to use dictionary to support comprehension on a text.

Look at the pictures. Discuss with your friends.

 What are the pictures about?
 What the people are doing?

There are many activities you can do on weekend; reading magazines and novels,
going for shopping, visiting relatives, watching movies, or seeing objects. You
choose the one(s) that you like best.

When you want to go travelling but you have no idea where to go, you often do
scanning activities. You search information that you need from different media.
You read brochure, search the internet, find travelling magazines, and others.
You usually try to find it very quickly. Sometimes you need to look up your
phone book, index, timetable, or newspaper ads.

In the following, you will find a list of art exhibits as the example. If you want to
see Leonardo da Vinci's drawings, will you be able to see the exhibition in March?
Creche Leonardo da Vinci: The Anatomy of
through January 10 Man
Drawings from the Collection of Her
The Grand Tour: European and Majesty Queen Elizabeth II
American Views of Italy through February 21
through January 17
Master European Paintings from the
Joel Stemfeld: Photographs of the National Gallery of Ireland: Mantegna
Roman Campagagna to Goya
through January 17 January 13-March 28

*Late 20th Century Prints Building a Collection: The Department

through January 31 of Contemporary Art, Part I
January 28-July 3
On Kawara: Date Paintings In 89
Cities *Photography: Close-Up/Still Life
through February 7 February 10-May 23

*Closed Thursday and Friday evenings

MUSEUM OF FINE ARTS 465 Huntington Avenue • Boston, Massachusetts
02116

17
What did you do to answer the question? Did you read the whole list of
exhibitions to find out? No! You knew what to look for. You scanned the list to
find the information that you need.

Also, when you have to use the words in the list to use in the following
sentences, you don‘t have to read it carefully. You just scan the file. Read the
sentence first and find the appropriate word in the list. Let‘s try it.

1. If we stand at the window, we get the better ______________ of the town.

2. Did you see the ______________ of the event in the latest paper?
3. All of his collections are kept in the ______________.
4. The ______________ of the paintings will be held in ______________ gallery.
5. Don‘t forget to take ______________ of the mountains. The scenery is really
wonderful.

When you are searching the words, you are scanning.

So, what is scanning?

Scanning is very high-speed reading. When you scan, you have a question in
mind. You do not read every word, only the words that answer your question.
Practice in scanning will help you learn to skip over unimportant words so that
you can read faster.

Let’s find different example.

For those who like reading, you may choose magazines, novels, almanacs, or
others. Usually you look at glance at the title or the picture in the pages.
Sometimes you need to find certain information or important key words, but you
cannot find it in the table of content. You need encyclopedia or almanac and to
make it faster you have to find it in index. It is usually at the back of a book. It is
in alphabetical order. You can use an index to find information quickly.

The index on the facing page is taken from an almanac titled Time for Kids.
Scan the index to locate the page numbers for the entries below. Work
fast.

On what page(s) can you read about the following (if many page numbers are
listed, write down the first two or three and "and many more").

page
1. Pets ………
2. Neil Amstrong ………
3. American Idol ………
4. African elephant ………
5. Artist ………
6. Fastest animals ………
7. Art museums ………
8. Australia maps ………
9. John Adams ………
[Link] ………

18
Looking up the dictionary is the other example of scanning. When you read an
English book and you don‘t understand the meaning of certain vocabulary, you
will use your dictionary. Of course, you will not open the dictionary from the first
page. There are some important steps you can follow.

19
1. Read the introductory or front matter of the dictionary. You'll understand the
various features and how they're set off using typefaces (bold, italic),
numbering, lettering and punctuation.
2. Pick an entry or two to review, referring back to the introduction. Find the
parts of speech and related words, and look up the abbreviations used.
3. Find several etymologies (word histories) and use the list of abbreviations to
decipher them.
4. Check the pronunciations of some words you know, using the pronunciation
key to become familiar with the conventions used in your dictionary. Then
look up a word that you do not know how to pronounce and see whether you
can figure it out.
5. Consult your dictionary about finding words if you don't know the spelling.
Often, good suggestions are offered in the explanatory material.
6. Note special features such as quotations or examples of use. These are
intended to help you find the exact meaning you're seeking. Try substituting
the word in a sentence to test it.
7. Look up abbreviated labels in the table for them. They can indicate that a
word is used in a certain region, for a specific subject, or that it has a special
usage ' slang, informal, nonstandard, archaic, obsolete, vulgar and so on.
8. Use the dictionary to hunt around for synonyms of words. Although it's not
as handy as a thesaurus, you will find plenty of related words by doing
multiple lookups using the words in definitions.

Try to scan your English – English dictionary, to find the part of speech and
to locate the page numbers for the words below.

Part of speech page

1. Introductory ……………..… ………
2. Feature ……………..… ………
3. Abbreviation ……………..… ………
4. Decipher ……………..… ………
5. Obsolete ……………..… ………
6. Etymologies ……………..… ………
7. Explanatory ……………..… ………
8. Quotation ……………..… ………
9. Indicate ……………..… ………
10. Seek ……………..… ………
11. Usage ……………..… ………
12. Handy ……………..… ………
13. Convention ……………..… ………
14. Exact ……………..… ………
15. Review ……………..… ………

Now you'll practice scanning both media and your dictionary in different
activities for weekend. You should work as quickly as possible on all the
exercises. Remember that scanning is a high-speed skill.

A. Staying Home

When you choose to stay at home, you may sit in front of your television and
enjoy your favorite program. You scan the list of TV program to find the channel

20
that you want to watch.

Exercise 1
In this exercise, you will scan the TV Listings. Read each question. Then
scan the listing locate tile necessary Information. Work quickly! Check
your answers with another student.

1. Which channel shows a movie starring Clint Eastwood?

2. What hours are included in the listing?
3. What movie listed is given four stars?
4. What time can we watch a baseball game?
5. How many news programs are shown at 11:00 P.m.?
6. What is the title of the movie to be shown on TNT at 8:00?
7. What is the title of the oldest movie to be shown?
8. How many channels have numbers? Names?
9. Which channels show more movies, the numbered or the named?
10. Which channel has Spanish language programs?

21
22
Another activity that you can choose is reading magazines. To find the article
that you like, scan the table of content.

Exercise 2
You can get a quick idea about a magazine by scanning the table of
contents. Practice this by scanning the table of contents of Time Magazine.
Read each question. Then scan for the answers. Work quickly!

1. What is the edition of the magazine?

2. How many titles are there in Briefing?
3. In which part will you find information about Gordon Brown‘s ideas?
4. How many special reports can you find in the magazine?
5. What will you read on People?
6. Where will you find the news about Mariah Carey?
7. On what page can you find the news from Asia?
8. What is America the Green about?
9. Where is the news about exhibition?
10. What will you find on page 68?

23
WORD POWER - 1

Scan the table above and find the words that correspond to the following
phrases.
1. an alphabetical list of names, subjects, etc., with references to the places
in a book where they occur.
2. people who read.
3. a single book or a bound collection of printed sheets.
4. a piece of information about an event or situation
5. a piece of writing on a particular subject.
6. a card for sending a message by post without an envelope.
7. a set of explanatory or critical notes on a text.
8. commercial activity

You also enjoy your day by listening to the radio. To know the program that the
channels offer, you can find the information in the internet.

Exercise 3
Decide which of these links you might click on to find the following
things. Try to do this as quickly as you can.

Where would you go to find ...

1. competition you could take part in?
2. information about jobs in the media?
3. bargains from local companies?
4. people's opinions on the latest CDs?
5. information about a place you might visit?
6. a program about the environment?
7. the local weather forecast?

A D
[Link] [Link]

All the latest on your favorite station. If it's happening in your area, we know
Reviews, breaking news and schedules. In about it. 106 FM's rolling news
depth interviews and links to websites coverage, with web pages updated
for bands, try out our new Radio Rainbow every minute, means you know about
online ticket ordering service. it, too. Traffic bulletins. weather
reports and news on the hour, every
hour.
B E
[Link] [Link]
Play on Radio high quality comment The biggest commercial music station
on the sports you love , plus interviews in your area brings you the best
with the people making the news. Try website. Chat to your mates, learn all
our interactive game, Play Pool, and win about what's happening at 116
yourself tickets to this week! Event of KTEO, and see some great offers from
the Week. our sponsors. Listen to 116 KTEO,
where there's nothing to interrupt
our non-stop mix of the latest hits.

C F

24
 [Link] [Link]
Everything you've always wanted to Radio Mercy is the hospital radio
know about radio. The past and the station for St Mary's General, and
future of radio, the science behind the broadcasts 24 hours a day to staff and
music and the people behind the patients. Visit the webpage to send
science - all on one great website. get-well greetings and dedications to
Features on working in radio and links your friends and loved ones, or learn
to major broadcasters. more about St Mary's services and
opening times.

WORD POWER – 2
Scan the descriptions of the websites and find words or phrases that mean
the same as the following.

1. radio and TV companies

2. pop groups
3. news about road conditions
4. conversations with famous people
5. inventors
6. messages
7. factual programs
8. refreshed with the latest information
9. lists of programs and times
10. talk to your friends

WORD POWER – 3
Scan your dictionary and find the meaning of the underlined word(s)
based on the context.

1. All the latest on your favorite station

2. We know about it. 106 FM's rolling news coverage
3. ….. and see some great offers from our sponsors
4. Our experts choose the best discussion
5. …... all on one great website
6. This website brings you selections
7. ….. and broadcasts 24 hours a day to staff and patients.
8. Features on working in radio

B. Going Shopping

Some of you like shopping. Before wasting your time at the mall to choose the
things you want to buy, it is better for you to scan the shopping list.

Exercise 4
In this exercise, you will scan supermarket ads. Read each question. Then
scan the advertisement to locate the correct answer. Work quickly.

A. Scan only ad number 1 to answer these questions:

1. How many different beverages are advertised?
2. What is the price of a 9" Pie?
3. How many ounces (oz.) of vegetables can you buy for .79?
4. How many Eggo Waffles are in a package (pkg.)?

25
5. What is the name of the company which sells frozen carrots?
6. Which juice is 100% natural?
7. How many pieces of pizza can you buy for $2.39?
8. Which pizza is cheaper?
9. What is the weight of the frozen bread dough?
10. Is pink lemonade on sale?

Ad 1 Ad 2

B. Scan both ads to answer these questions:

1. Which ad has a lower price for orange juice (OJ)?
2. Do both ads include chicken?
3. Which ad has a lower price for Totino's Pizza?
4. Which is cheaper, Ellio's or Tony's pizza?
5. How many different kinds of bagel bites can you buy3
6. Do both ads include fish?
7. How many different brands of pizza. are found in ad number 2?
8. Is Cool Whip less expensive in ad 1 or ad 2?
9. What is the name of the company that makes garlic bread?
10. Which ad offers more different kinds of foods?

Check your answers with another student.

If you were shopping and you had only $7.50 to spend, which items would you
buy?

Exercise 5
In this exercise, you'll scan a "Best Sellers" list from a newspaper. Read
each question and scan the lists to locate the answer. Work quickly.

1. Which authors have two fiction books on this list?

2. What is the title of the book about World War II?
3. Who wrote a book with a plot set in Chicago?
4. How long has Jurassic Park been on the list?
5. What is the title of the book by Sidney Sheldon?
6. Who wrote the book about the Princess of Wales?
7. What is the price of A Year in Provence?
8. What is The Prize about?
9. Who wrote a book about living a successful life?
10. What company published the book about Malcolm X?

26
Check your answers with another student.
Write three more questions about the paperback best-sellers list. Ask your
partner to scan answers. Work as fast as you can.
Is there a book listed which interests you? Which one? Why does this book
interest you?

Nowadays, you can have on-line shopping from your house. You just sit in front
of your PC and find anything you want.

Exercise 6
In this exercise, you will scan advertisement of Amazon. Read each
question. Then scan the advertisement to locate the correct answer. Work
quickly.

1. How many books are advertised?

2. What are the books about?
3. Who is the writer of The Divvies Bakery Cookbook?

27
4. What did Carol Fenster write?
5. What book that will be released at October 12, 2010?
6. What books are in stock?
7. What books that you need to order before?
8. What is the price of Cooking Light First Foods?
9. How many second hand books available?
10. How many percent the discount of 100 Best Gluten –Free Recipes?

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WORD POWER – 4
Scan your English – English dictionary and find the meaning of the
word(s) below. Then make one sentence for each number.

28
1. Publication
2. Stock
3. Save
4. Available
5. Release
6. Price

C. Enjoying Shows
Watching movies, plays, and other shows can be the choice for weekend
activities. You may choose the one(s) that you like. Find the information
about the shows and scan.

Exercise 7
Scan the calendar of event to answer these questions. Work fast!
1. What show(s) that you can enjoy only on weekend?
2. What does dalang mean?
3. How much is the ticket of show in Purawisata?
4. What is the contact phone number of Wayang Orang show?
5. What is the homepage of leather puppet show?
6. What show(s) can you enjoy in Keraton?
7. How many performances are there in the list?
8. What is the category of Ketoprak show?
9. What show(s) received award from MURI?
10. What is the most expensive sow?

CALENDAR OF EVENTS - List of Events in Yogyakarta / Jogja

RAMAYANA BALLET PERFORMANCE AT PURAWISATA

Time : Every night, 20.00 - 21.30
Purawisata
Venue :
Jl. Brigjen Katamso - Phone: +62 274 375705
Category : Art performance, Sendratari (dance, drama and music)
Ramayana Ballet is a beautiful, enchanting and unrivalled
performance that could combine the diversity of Javanese arts in
forms of dance, drama and music in one stage that at the same
time could deliver Ramayana story in four stages: Sinta's
Description : abduction, Anoman's mission to Alengka, Kumbarkana's death
and the happy ending when Rama meets Sinta again. This show
has received the award for making a record of 25 year stripping
show from MURI (Indonesia documentary record museum).
[Link]/ramayana-ballet
Ticketing : IDR 140,000 (per show) / IDR 250,000 (show + dinner)

WAYANG KULIT (LEATHER PUPPET) SHOW

Time : Every night, 20.00 - 22.00
Museum Sonobudoyo
Venue :
Jl. Trikora No. 6 Yogyakarta - Phone: +62 274 418330
Category : Cultural performance

29
 Wayang kulit (leather puppet) is a magnificent artwork of
Javanese art performance that has received acknowledgment
from UNESCO. A dalang (wayang player) plays puppet made from
buffalo's leather behind a white screen. Hence, the audience can
only see the shadow. That's exactly the reason why it's called
Description :
"wayang" meaning shadow in English. The attractive parts of the
show lie on the dynamic movement of dalang at playing different
roles of wayang, changing the voice character, his jokes and even
his singing.
[Link]/wayang-kulit-show
Ticketing :
IDR 20,000

WAYANG ORANG SHOW

Time : Every Sunday, 11.00 - 12.00
Keraton Yogyakarta
Venue :
Jl. Rotowijayan No. 1 - Phone: +62 274 373721
Category : Cultural performance, Theater
"Wayang Orang" is a Javanese traditional theater combining
music, drama and dance. The actors making up themselves as if
Description :
they're the real leather puppet played by them. The story at this
show taken from Mahabarta or Ramayana story.
It's free. However, we need to pay the entrance fee to get into
Ticketing :
Keraton (IDR 12,500)

KETOPRAK SHOW
Time : Every 1st Sunday night in a month, 20.00 - 24.00
Auditorium RRI
Venue :
Jl. Affandi / Jl. Gejayan - Phone: +62 274 512783
Category : Art performance, Theater
Ketoprak is a traditional javanese theater performance. Just like
wayang orang, Ketoprak comes with a drama inserting a
Javanese composition and gamelan music. The critical difference
Description :
lies on its source of the story where it's not derived from
Mahabarata or Ramayana but it's derived from legend or other
stories.
Ticketing : IDR 5,000

WORD POWER – 5
Scan the calendar and find the synonym of the following word.
1. Play
2. Fascinating
3. Judgment
4. Kidnapping
5. Theater
6. Variety
7. Incomparable

30
8. History
9. Obtained
10. Incoming

Exercise 8
Scan Broadway Performance schedule to answer these questions. Work
fast!

1. How many shows are there in a week?

2. What time can you see the show on Wednesday?
3. Is there any performance on Sunday evening?
4. Why is there no performance on Monday?
5. When can you see the late night performance?
6. What is ―Dark‖ day on Broadway?
7. What time should you go to the performance on Tuesday?
8. How many matinees can you see in a week?
9. What is a wild card?
10. Why does the performance start earlier than scheduled?

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Broadway Show Performance Schedules

Which Days and Times do Broadway Shows Perform

The standard Broadway show performance schedule for "curtain up" includes 8 shows per week at the
following times:

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

3pm Closed 8pm 2pm and 8pm 8pm 8pm 2pm and 8pm

Below are the some other special considerations that should be given about the Broadway Show start time
Tuesdays at 7: A few years ago, a scheduling change known as "Tuesdays at 7" took effect over most of
Broadway, in the hopes of encouraging people who don't want to stay out too late to see shows on Tuesday
evenings. Many shows eventually went back to the regular 8pm curtain, while many have not, so if you're
seeing a Tuesday night performance, be extra careful to check whether it is at 7pm or 8pm.
Early Curtain: On occasion, especially if the play is really long, performances will start earlier than the
standard 8pm curtain, usually at 7 or 7:30pm.
Matinees: Though the standard is Wed/Sat matinees at 2pm and Sunday mats at 3pm, some shows may have
it the other way around. Or, occasionally, a matinee may even be at an odd time like 1:30pm.
Sunday Night Shows: Because Sunday is such a popular day at theaters for both tourists and locals, many
Broadway shows have tried to make the most of it by adding an evening performance. Sunday night shows
usually begin at 7 or 7:30pm.
Monday Night Shows: Monday is traditionally the "dark" day on Broadway, when theaters are closed so that
performers and staff can have a day off. But some shows try to take advantage of the lack of competition that
day by adding a Monday night performance. These are usually at 8pm.
Late Night
WORD Shows: –
POWER This
6 is more of an Off-Broadway thing, but some shows will have a late night
performance. These are generally at around 10pm on a Friday or Saturday.
Wild Cards: Though it is extremely rare, occasionally a Broadway show will schedule a matinee performance
on a weekday other than Wednesday. 31
Opening Night: If you're lucky enough to attend the official opening night performance of a Broadway play
or musical, you'll find that the usual opening night start time is 6:30pm.
Scan the schedule and find words or phrases that mean the same as the
following.

1. An afternoon and morning performance in a theatre or cinema.

2. A person who present (a form of entertainment) to an audience.
3. A screen of heavy cloth or other material that can be raised or lowered at
the front of a stage
4. Doing the same thing often or at uniform interval
5. An act of performing a play, concert, or other form of entertainment.
6. A particular event,
7. Liked or admired by many or by a particular person or group..
8. A building in which plays and other dramatic performances are given.

D. Doing Others
Enjoying beautiful views, going to museums, renting a house near the beach
are other activities you can do. Find the information first.

Exercise 9
Newspaper usually have a part called "classified ads." In this part of the
newspaper, people can find things to buy, sell, or rent. On the facing page
are some ads for apartments (apts.) near Boston. The names of the towns are
in alphabetical order.

Read each question and then scan the ads for the answer. Work fast! Try
to answer all of the questions In three minutes.
1. Now many apartments are for rent in Malden?
2. How much is the cheapest apartment in Brockton?
3. Whom would you call about an apartment in Canton?
4. If you want to live in Brighton near public transportation, which apartment
is best for you?
5. Can you have a cat at the Lakeside Village apartment in Easton?
6. What is the phone number for the apartment in Lynn with parking?
7. What are advertised in Chelsea?
8. What are the facilities of the townhouse in Concord?

32
WORD POWER – 7
When you read an advertisement, you find many noun phrases. Scan the ads
above and find the adjectives used for the following nouns.

Adjective noun place

1. sunny studio Brighton

2. ________ studio ________
3. ________ bedroom ________
4. ________ kitchen ________
5. ________ closet ________
6. ________ apartment ________
7. ________ building ________
8. ________ harbor ________
9. ________ studio ________
10. ________ apartments ________

33
WORD POWER – 8
Scan the ads. Find the abbreviation of the following words.

1. bedroom = bdrm
2. apartments = ……….
3. Saturday = ……….
4. Available = ……….
5. Monday = ……….
6. Including = ……….
7. Moment = ……….
8. Air conditioner= ……….

Exercise 10
You want to visit a museum. Scan passage from a on-line brochure to
answer the questions below. Work quickly!

1. How many galleries that the museum have?

2. Fill in the following table.

Gallery Function Inaugurated in Number

of floors

3. As Indonesians, how much money do you spend to visit the museum?

4. When does the museum close?
5. What is the complete address of the museum?
6. What will you see from the tower near Gallery III?
7. When did Affandi die?
8. Who wrote the article?
9. What is the phone number of the museum?
10. What is Gajah Wong?

Affandi Museum, Visiting the of 3 galleries with gallery I as the

Palace of a Maestro ticket box and the starting point of
your exploration. Gallery I that was
Visiting Affandi Museum that is personally opened by Affandi in 1962
located on Jalan Raya Yogyakarta - and was inaugurated in 1974
Solo, or by the west bank of Gajah contains some of his paintings from
Wong River, give an opportunity for the early time of his work to the late
you to trace all meaningful parts of time of his life. The paintings most of
Affandi's life. You can see the great which are sketches and
works when he was alive, the works reproductions are placed in two rows
of other painters that he kept, the - upper and lower - that fill the
vehicles that he used in the past, the curved room.
house where he used to live and a
gallery that now functions as a place Still in Gallery I, you can see
to educate gifted children in valuable things belonging to Affandi.
painting. At one corner of the room, there is a
1976 Colt Gallant car in greenish
The complex of the museum consists yellow color that was modified to

34
form a fish, and an old wind-cycle as Maryati. Initially, Maryati wanted a
his means of transportation. The caravan as the ones used by many
reproduction of the statue of Affandi Americans as a mobile living place.
and her daughter, Kartika, is shown Affandi agreed to the concept but
as well. with more Indonesian style, namely a
cart.
Entering Gallery II, you will see
paintings by different painters, both Before leaving the museum, take a
junior and senior ones. The gallery little time to visit the tomb of the
that was inaugurated in 1988 maestro who passed away on 23 May
consists of two floors with paintings 1990. The tomb lays between Gallery
that you can see from different I and II. The eternal home of
angles. The first floor is full of Affandi's lays beside his wife's
abstract paintings and the second eternal home. The yard of the homes
floor contains realist-style paintings. is decorated by lushness of rose
trees.
Gallery III as the next destination is
a unique building of which roof In order to visit Affandi Museum, you
resembles banana leaf. The three- only have to spend IDR 10,000 for
stories floor is a multifunction gallery domestic tourists and IDR 20,000 for
with the first floor functions as an foreign tourists and additional IDR
exhibition room as well as the 10,000 for taking photographs.
location of "Gajah Wong Gallery" for
children who sharpen their painting Text: Yunanto Wiji Utomo
ability, the second floor functions as Photo & Artistic: Agung Sulistiono
paintings treatment and restoration Mabruron
room, and the room underground is Copyright © 2007 [Link]
utilized to keep painting collections.
Museum Affandi
There is a tower close to Gallery III Jl. Laksda Adisutjipto 167
where you can see the scenery of the Yogyakarta 55281
entire museum, Gajah wong River Phone/Fax: +62 274 562593
and the hurly-burly of the main
street. Walking to the west, you will Visiting hours: Monday to Sunday
come to a house with unique Open : 10.00 a.m. to 16.00 p.m.
architecture where Affandi and his Holiday: closed
family used to live.

The house was built with the concept

of a stage-house with concrete as the
main pillars and other poles are from
wood. The roof is shingle roof
forming banana leaf and the shape of
the building is uniquely curving. The
ground floor is used for Kafe Loteng
where you can buy foods and drinks
and the upper floor is personal room
of Affandi's.

At the left side of the house, there is

a cart functioning as a place for
praying. The cart used to be the
resting place for Affandi's wife,

35
WORD POWER – 9
Many noun phrases are used in the text. Scan the text and find the adjective(s)
used in the following word.

1. …….…………………… works
2. …….……………………children
3. …….…………………… things
4. …….…………………… car
5. …….…………………… paintings
6. …….…………………… wind-cycle
7. …….…………………… building
8. …….…………………… gallery
9. …….…………………… trees
10. …….……………………tourists

WORD POWER – 10
Scan your dictionary. See the underlined word and find the meaning and part
of speech based on the context.
.

1. ….. give an opportunity for you to trace all meaningful parts of Affandi's life.
2. You can see the great works when he was alive.
3. ….. a place to educate gifted children in painting.
4. ….. with gallery I as the ticket box and the starting point of your exploration.
5. The paintings most of which are sketches and reproductions…..
6. The gallery that was inaugurated in 1988 consists of two floors.
7. There is a tower close to Gallery III where you can see the scenery of the entire
museum
8. The house was built with the concept of a stage-house with concrete as the
main pillars.
9. The roof is shingle roof forming banana leaf.
10. The ground floor is used for Kafe Loteng where you can buy foods and drinks.
11. At the left side of the house, there is a cart functioning as a place for praying.
12. Maryati wanted a caravan as the ones used by many Americans as a mobile
living place.
13. The yard of the homes is decorated by lushness of rose trees.

Exercise 11
You will be visiting Boston with some friends in the autumn. They would like
to spend a day in a country. You see this article about picking apples and
decide you want to know more about it. Scan the article for the answers to
the questions below.

1. Where does this article recommend picking apples?

2. Who picks the apples?
3. What kind of apples are the very first to ripen?
4. Do you need to bring bags for the apples?
5. How much time does it take to pick apples?

1
6. What else can you do at an orchard besides pick apples?
7. How many apples should you pick?
8. What should you do with the apples when you get home?
11. What can you do if you pick too many apples?
12. How can you find out where to go apple-picking in Massachusetts?

Picking Apples-A New England Tradition

By Gennadi Preston
Throughout New England, people know that fall has arrived when the McIntosh
apples begin to turn red in the orchards in early September. After the "mac" come
the Cortlands, the Empires, the McCoons and, finally, the Red and Golden
Delicious. All through September and October, the aroma of rip6 apples fills the air
on sunny days--an invitation to come picking.
A day of apple picking is, in fact, a popular way to spend a fall day in New England.
From Connecticut to Maine, it is generally possible to find an orchard within an
hour's drive and the trip is well worth the time. Not only will it provide you with
plenty of the freshest apples to be found, but it also will give you a chance to take
in some sunshine and autumn scenery and get some exercise. And the picking is
usually best done by adults. Children should not climb up into trees and risk
hurting themselves and damaging the trees-younger members of the family can
have fun just romping around the orchard.
The picking may not take long –two hours at most-but many of the orchard owner
offer other kinds of entertainment. At orchards, you can go for pony rides or ride on
a hay-filled wagon, You may be able to v horse-show or visit the cows or sheep
pasture. Or you may decide to take a hike and have a picnic along a country lane.
Some orchards have set up refreshment stands in their barns where you can taste
local products, such as apple cider and homemade baked goods.

A few hints:
1. Call before you go. Check the local newspaper for the names and locations of
orchards which offer pick-your-own apples. Then phone to find out their hours,
since they may vary from one orchard to another.
You should also ask about the rules regarding bags and containers. Most orchards
provide bags, but a few do not and some will allow only certain types of containers.
2. Check in when you arrive. Before you start picking, you should check with the
orchard owner about which varieties are ripe in that period, and which parts of the
orchard are open for picking. Respect the owner's privacy and do not go where you
are not allowed!
3. Pick carefully. When you pick the apples, treat them gently. Some orchard
owners advise pickers to treat the apples as though they were eggs. If they bruise,
they will spoil more quickly. The technique for picking is simple: hold the apple
firmly but not too tightly and twist it off the branch, taking care to leave the stem
attached, since removal of the stem will also cause rot.
4. Don't waste apples. Be careful to pick only the apples you need. You may be
tempted to pick too many of the delicious looking fruit, and then find that the
apples go bad before you can eat them. Since the apple season lasts for almost two
months, you can always return for another load of apples later.
5. Keep what you pick! Once you take an apple off the tree, you must keep it. It's
not fair to the orchard owner to leave apples on the ground where they will quickly
spoil.
6. Store your apples properly. Put your apples In the refrigerator as soon as you
get home. Studies by the Vermont Department of Agriculture have shown that

2
apples last seven times longer when kept under refrigeration.
If you do pick too many apples to eat in a week or two, you could try freezing them
to use later in pies and cakes. Simply peel, core and slice them, and then put them
in airtight plastic bags. They may be kept in the freezer for up to a year.
Write to the Department of Agriculture In the state that interests you and ask them
to send a list of orchards that offer pick-your-own.
For Further Information
Write to one of these departments of Agriculture to obtain a list of orchards in each
New England state.
Connecticut Dept. of Agriculture, State Office Building, Hartford, CT 06106
Maine Dept. of Agriculture, State House Station 28, Augusta, ME 04333
Massachusetts Dept. of Agriculture, 100 Cambridge Street, 21st Floor,
Boston, MA 02202
New Hampshire Dept. of Agriculture, Division of Agricultural Development,
10 Ferry Street, Concord, NH 03302
Rhode Island Dept. of Environmental Management, Division of Agriculture,
22 Hayes Street, Providence, RI 02908
Vermont Dept. of Agriculture, 120 State Street, Montpelier, VT 05620

WORD POWER – 11
Scan the text and find the antonym of the following words.

1. went
2. unpopular
3. worst
4. throw away
5. imported
6. careless
7. save
8. forbid
9. likeness
10. detach

3
 UNIT 3. SMART AGREEMENTS

Objectives:
1. The students are able to guess difficult vocabulary by considering its context in
sentence level
2. The students are able to guess the meaning of difficult words with the help of
their context in a paragraph.

„Love me forever…. or pay 5 million!‟

Discuss with your friends.

- What do you know about agreement?
- Do you ever make an agreement in your life? Why?
- Are you familiar with pre-nuptial agreement?

No one with big money in California or New York these

days get married without pre-nuptial agreement, a
contract before wedding. This is particularly true for
Hollywood actors, who agree, for example, that a
husband or wife will receive $5 million if their partner
is unfaithful or not loyal. But these agreements are also
becoming popular in European countries such as
Germany and the Netherlands. Australia, too, now
accept them.
Bus driver Bruce Collin, from Perth, is delighted. His
girlfriend Suzanne Taylor has asked him to marry her.
Bruce has agreed but plans to sign a pre-nuptial
agreement first. ‗Suzanne mustn‘t cut her hair short
and she mustn‘t stay out late,‘ He told us. Last year she
forgot the Anniversary of the day we met and she lost
her temper (failed in controlling her anger). She definitely mustn‘t do that again.‘
Suzanne thinks he is making a fuss over nothing by paying particular and
excessive attention for unimportant thing. ‗He‘ll have a good life. I haven‘t got a job
so I can stay at home all day. In the agreement it says that he does not have to do
much housework. He does not have to do the cooking. All he has to do is the
washing up, for instance, washing the dishes, cutlery and so forth after a meal.‘
But Bruce has a surprise for Suzanne. ‗There is one thing in the agreement that
she does not know about yet. Before I marry Suzanne, she has to ………get a job!‘

A. Read the article above and answer the following questions.

1. What is pre-nuptial agreement? How do you know?
2. What does ‗unfaithful‘ in line 5 closely mean? How do you know?
3. What does ‗lost her temper‘ in line 14 closely mean? How do you know?
4. What does ‗make a fuss over‘ in line 16 closely mean? How do you know?
5. What does ‗washing up‘ in line 19 mean? How do you know?

4
B. Read the article again and answer true (T) and false (F).
Example:
Only rich people make pre-nuptial agreement (F)
1. Bruce asked his girlfriend to marry him
2. Bruce likes short hair
3. Suzanne sometimes loses her temper
4. Suzanne wants Bruce to do the washing up.
5. Bruce wants his wife to get a job

C. Context clues
It is impossible to know the exact meaning of every word when reading a
text, but you can improve your ability to guess the general meaning of unfamiliar
words, such as several words being asked their meanings from the surrounding
sentences as in point A above. There are several ways to figure out words you don't
know, such as looking them up in a dictionary or figuring them out using word
parts. Another, possibly more efficient way to figure out unfamiliar words is to use
the context clues. Context clues is the other words in the sentence or from nearby
sentences that help you to understand new words. So, context clues are keys to
understand the meaning of words in any piece of writing.
There are several different context clues you can use to help you figure out
unfamiliar words as follows:

Clue Description Signal word Sample

Sentence
Definition The meaning of unfamiliar To be (is, am, are), Some countries
word is illustrated through mean, define, be have developed
definition provided called, & be for more and
known. more decades.
A decade
means a period
of time in ten
years.
Restatement The meaning of unfamiliar Or, in other He felt
word is detected through words, that is or despondent, in
different words saying the that is to say, and other words,
same thing punctuation he was very
marks like sad
commas, dashes (-
), and bracket ()
Illustrations Some pictures or examples Such as, for Bruce usually
or examples can be used to explain the example, for help his wife
meaning of difficult words in instance, like, with chores
the text especially, & such as
including. washing plates,
cleaning the
house, ironing
clothes, etc.
Comparison Comparison (one thing is like Comparison: as if, Clogs are
and another) and contrast (one like, too, also, and similar to
Contrast thing is different from similar to shoes, but they
another) can also be used to are made of
help define an unknown word. Contrast: But, wood
However,

5
 nevertheless, Some animals
while, although, like to live
even though, alone, but most
unlike, in animals are
contrast, and gregarious.
conversely
Synonym The meaning of unfamiliar Too, also, and The police
words can also be detected compelled a
from synonym or very similar robber to get
meanings in the text into the car,
and they also
forced another
to face the wall.
Antonym Words with the opposite But, yet, whereas, Most students
meaning can also be a hint to on the contrary think that
guess the meaning of an English is
unknown word easy, but some
students think
it is arduous
Situation The situation and the No signal words Before she
and explanation can be used to (Reading other went to see
explanation explain the meanings of sentences which doctor, Suzan
unfamiliar words. surround the had suffered
unknown word is from insomnia
required) for several
years. Every
night she found
it hard to fall
asleep.
Exercise 1
Read the sentences below and write the meaning of underlined words and the
signal words that help you guess the meaning of such word.

1. Most banks usually have safe deposit boxes. These boxes are in the vault at
the bank. The vault is a room that has a very heavy door with a very safe
lock in it.
The meaning of vault is __________________________
The signal word that helps you guess the meaning is _____________________
2. A small, reddish-brown migratory bird that sings sweetly is called a
nightingale.
The meaning of nightingale is __________________________
The signal word that helps you guess the meaning is _____________________
3. Some plants catch and eat insects. They are called carnivorous or flesh-
eating plant.
The meaning of carnivorous is __________________________
The signal word that helps you guess the meaning is _____________________
4. Physical coordination – the smooth working together of parts of the body – is
necessary for an athlete.
The meaning of physical coordination is __________________________
The signal word that helps you guess the meaning is _____________________
5. Agents of erosions, like wind, moving water, rain, cyclone and glaciers, are
always at work changing the earth‘s surface
The meaning of agents of erosions is __________________________

6
 The signal word that helps you guess the meaning is _____________________
6. Although parrots can make a good imitation, or copy, of human speech, they
have no real language.
The meaning of imitation is __________________________
The signal word that helps you guess the meaning is _____________________
7. Mary will stop at the supermarket to buy household utensils, such as pots,
dishes, spoons, forks, knives, and glasses.
The meaning of utensils is __________________________
The signal word that helps you guess the meaning is _____________________
8. He was very old and looked very feeble; in contrast, he was surprisingly
active for his age.
The meaning of feeble is __________________________
The signal word that helps you guess the meaning is _____________________
9. He was not obese like his brother. On the contrary, he was quite thin.
The meaning of obese is __________________________
The signal word that helps you guess the meaning is _____________________
10. Mother was nervous, conversely, father was quiet and gentle.
The meaning of nervous is __________________________
The signal word that helps you guess the meaning is _____________________
11. You can survive if you can swim but you will die if you can‘t swim when you
fell into the water.
The meaning of survive is __________________________
The signal word that helps you guess the meaning is _____________________
12. Some people find that peering into a video screen causes eyestrain and some
do not.
The meaning of peering is __________________________
The signal word that helps you guess the meaning is _____________________
13. Like his father, who is gregarious, he enjoys the company of others.
The meaning of gregarious is __________________________
The signal word that helps you guess the meaning is _____________________
14. An archeologist is an expert in ancient things.
The meaning of archeologist is __________________________
The signal word that helps you guess the meaning is _____________________

Exercise 2
Use context clues to write a definition of the underlined word in each of the
following sentences.
1. The teacher said that the child has dyslexia, a condition that makes it
difficult for someone to read.
___________________________________________________________
2. When you are in an ebullient mood, you are happy and excited about
something.
___________________________________________________________
3. The hotel provides toiletries, such as soap and toothpaste, that you need to
wash yourself.
___________________________________________________________
4. The article is tedious and the other one is just as boring.
___________________________________________________________
5. My aunt is very friendly and outgoing, but her husband is taciturn.
___________________________________________________________
6. His behavior is contemptible and certainly deserves no respect.
___________________________________________________________

7
 7. Condiment like ketchup, soy sauce, and salsa are added to food to make it
taste batter.
___________________________________________________________
8. Aspirin should alleviate your headache. However, coffee could make it worse.
___________________________________________________________
9. The people at the table next to mine were arguing so noisy that I heard every
word of their altercation.
___________________________________________________________
10. He is ambidextrous; he can use both his left and his right hand with equal
skills.
___________________________________________________________

Exercise 3
In each of the following items, there is a word you may not know. Guess the
meaning of the word from the context of the sentences. Then compare your
work with another student.

1. What does ―ravenous‖ mean?

________________________________________________________
Could I have a piece of bread? I missed breakfast and I am simply ravenous.

2. What does ―flippers‖ mean?

________________________________________________________
We were all surprised to see how fast Johnny was swimming. Then we saw
that he was wearing flippers on his feet.
3. What does ―wink‖ mean?
________________________________________________________
Ani winked to me from across the room. It was a signal not to say anything
about what we had seen.
4. What does ―sallow‖ mean?
________________________________________________________
The poor child had sallow skin as he/she has lived in an unhealthy climate.
5. What does ―dike‖ mean?
________________________________________________________
After so much rain, the river flowed over the dike and into the fields.
6. What does ―gaudy‖ mean?
________________________________________________________
She was wearing such gaudy clothes that it was easy to find her in the
crowd.
7. What does ―mold‖ mean?
________________________________________________________
The liquid plastic was poured into a mold and left there until it was hard.
8. What does ―pressing‖ mean?
________________________________________________________
The state of environment is one of the pressing problems of our time.

Exercise 4
Read the following sentences and find the meanings of the underlined words.

1. Semantics is the study of meaning in a language while pragmatics is the

study of how people use a language in social situations.
semantics =

8
 pragmatics =
2. Millennium means a period of 1,000 years.
millennium =
3. Parasite is the name given to a person supported by another and giving him
nothing in return.
parasite =
4. An optimist is known as a person who looks upon the bright side of things.
an optimist =
5. Alzheimer‘s disease is a type of serious disease of the brain that causes loss
of memory and ability to speak clearly.
Alzheimer‘s disease =
6. An amateur refers to a person who paints pictures, performs music, plays,
etc. for the love of it, not for money.
an amateur =
7. Ambition can be described as a strong desire to be or to do something.
ambition =
8. Genre is known as a kind or a style of text.
genre =
9. Materialism is regarded as a tendency to value material things such as
money too much.
materialism =
10. Bed-wetting refers to the state of young children who urinate while sleeping.
Bed-wetting =

Exercise 5
Individually or in pairs, find an article, read it carefully and write notes
concerning the context clues of unfamiliar words found.

Unfamiliar Words Types of context clues Meaning

Good luck!

9
 UNIT 4. LET’S TALK SCIENCE

Objective: The students are able to understand general information by skimming a

text.

Read the following text and answer these questions:

1: What is this text about?
2. What type of text is this text?

You just tried to answer questions about general idea of a text. What you already
did is called skimming.

10
 What is Skimming?

As you know, flexibility is one sign of a power reader. Fluent readers are able to
adapt their reading skills to meet the demands of the reading task before them,
varying rates of speed and levels of comprehension to suit their purpose for
reading. Readers often encounter a great deal of material that they would like to
cover either because they are interested in a particular topic or simply because
they want to stay current in their field or with local, national, and world events.
When good readers want to cover large amounts of material quickly, they skim.

To skim is to pass quickly over material - as quickly as you can - while getting a
general, holistic view of the content. Skimming is not for situations where a high
level of comprehension is required, but is very useful when it may be appropriate to
accept a level of comprehension somewhat lower than that obtained at average
reading speeds. You should aim for the main idea(s), the outline, the major
supporting details, and an idea of the organizational pattern. Previously we have
discussed using skimming to preview material prior to a more in-depth reading.
Unlike preview skimming, overview skimming is the mode to use when you are not
planning to eventually read the entire work. Overview skimming will be your only
reading of the selection and is most useful for relatively easy to moderately difficult
material. Skimming is most useful for obtaining a surface understanding and is not
recommended for in-depth understanding or analysis.

Skimming is a reading technique that can help you to:

 read more quickly

 decide if the text is interesting and whether you should read it in more detail

Skimming is a fast reading technique. Use it to obtain the gist of a piece of text (i.e.
to quickly identify the main ideas in the text). Skimming is used to quickly
identify the main ideas of a text. When you read the newspaper, you're probably
not reading it word-by-word; instead you're scanning the text. Skimming is done at
a speed three to four times faster than normal reading. People often skim when
they have lots of material to read in a limited amount of time. Use skimming when

11
you want to see if an article may be of interest in your research.

A. How is 'skimming' different from 'scanning'?

The term skimming is often confused with scanning. Remember:

Skimming is used to obtain the gist (the overall sense) of a piece of text.
E.g. Use skimming to get the gist of a page of a textbook to decide whether it is
useful and should therefore be read more slowly and in more detail.
Scanning is used to obtain specific information from a piece of text.
E.g. Use scanning to find a particular number in a telephone directory.

Sometimes you can use both reading methods. After you have skimmed a piece of
text to decide whether the text is of interest, you may wish to use scanning
techniques to locate specific information.

B. What are the basic differences between skimming and rapid reading?
1. In skimming it is advisable to leave out material. In some cases you may
skip whole sentences or parts of paragraphs, sometime half or three-
quarters of a paragraph if you feel you've grasped the main idea. In
skimming, whole blocks of text containing minor details or less important
information may be selectively skipped over.
2. Skimming also differs from rapid reading in that lowered levels of
comprehension are acceptable. Aim for 50% comprehension when skimming
- 60% would be a little above average. If you find yourself consistently
scoring 70 to 80%, you are not skimming fast enough.
3. Skimming rates vary from task to task, but as a rule of thumb, try to skim at
least twice as fast as your rapid reading rate.

FLEXIBILITY FOR POWER READERS

MODE OF READING RATE COMPREHENSION
SLOW: Study and
critical reading - used
when material is difficult
200 to 300 wpm 80 - 90%
or when high
comprehension is
required.
AVERAGE: Pleasure and
rapid reading - used for
everyday reading of
250 to 500 wpm 70%
magazines, newspapers,
independent reading, and
easier texts.
ACCELERATED:
Skimming and scanning
- used when the highest
800+ wpm 50 - 60%
rate is desired.
Comprehension is
intentionally lower.

12
C. How do you skim read?

Don't read the whole text word-for-word. Use as many clues as possible to give you
some background information. There might be pictures or images related to the
topic, or an eye-catching title. Let your eyes skim over the surface of the text and,
whilst thinking about any clues you have found about the subject, look out for key
words.

Follow this procedure for efficient skimming:

1. Do a minimal preview of length, title, subtitle, publication information,
visual aids, difficulty level. As with any preview, this aids in comprehension
and speed.
2. Read selectively for main ideas. Key parts to focus on are usually a lead, first
paragraph (usually the introduction), beginnings of key paragraphs, last
paragraph (usually the conclusion).
3. Time yourself and keep the correct mind-set.
4. Vary your rate. Read key parts carefully and reread them if necessary; race
past or through unimportant material. Use a crutch to vary rate:
o pacing device to keep your eyes moving quickly through less
important material,
o reading aloud when you encounter material you find difficult to
understand,
o highlighting for information you may want to review or find quickly
later.
5. Move your eyes in a wide spiral pattern. A very wide "S" curve is appropriate
for most textbooks. Use the straight down pattern when skimming academic
journal articles, magazines, newspapers, or other material formatted in
columns.
6. Use a soft focus. Relax your eye and facial muscles, look slightly above the
line of print, and let your eyes float down the page. Try to read lines, not
individual letters and words.

Here are some more advice for efficient skimming.

Practice. Developing skimming ability requires practice. The more you practice,
the better. Magazine articles and chapters from supplementary textbooks are a
good source of material for additional skimming practice. Set a goal of 800 wpm
even if repeated practice on the same article is necessary. Check a page or two of
the book or magazine to discover the approximate number of words per page.
Determine the number of pages you must cover each minute to achieve 800 wpm.

Check Comprehension. Skim an article and then write a paragraph stating the
main ideas plus a few of the details. Reread the article at a rapid reading rate to
determine whether or not you correctly identified the main idea and only the most
important details.

Skim regularly and often. The more you skim, the more you gain in confidence,
and the better your chances of making skimming a permanent reading skill. Use
skimming everyday in order to establish the habit; it will prove valuable throughout
your life.

13
 There are many other strategies that can be used when skimming. Some people
read the first and last paragraphs using headings, summarizes and other
organizers as they move down the page or screen. You might read the title,
subtitles, subheading, and illustrations. Consider reading the first sentence of each
paragraph. This technique is useful when you're seeking specific information rather
than reading for comprehension. Skimming works well to find dates, names, and
places. It might be used to review graphs, tables, and charts.

D. Why skim?
Some advantages of skimming:
 Improves other reading rates - Learning to skim rapidly can help you
improve your speed for study reading and average reading as well.
 Keeps you informed - Use skimming to building background knowledge.
Skimming will help you keep informed in political affairs or other areas when
you don't have the time to read very much.
 Speeds supplementary assignments - Skim supplementary material and you
may be pleased and surprised to find how much information you will
comprehend.
 Increases your sources of reference - Skim to build up your knowledge of
reference materials. Skim journals or reports in your major field of study
when you don't have the time to read them thoroughly. Knowing the article
exists, the author, and perhaps its main idea can be important. Citing the
main idea of the article in class or in discussion with your professor will
make you seem very well informed. In addition, if you want to use the article
later, you will know where to find it when you are ready for more detailed
perusal.
 Brings useful material to your attention - People who have the habit of
skimming a large amount of material will invariably come across certain
articles or parts of books that are of great importance to them. These
important parts can be read more carefully, but if you had never developed
the habit of skimming, you might never have become aware of this important
information.

E. When is skimming helpful to students?

Use skimming as part of your regular textbook reading and studying.

 Before reading -
Use skimming to preview - establish context, purpose, and content
Preview Skimming - Use preview skimming in textbook reading - Reading to
Comprehend and Learn (PSQ5R)

 During reading - Use skimming to find

o thesis,
o main idea,
o major supporting details,
o organizational pattern,
o overall style,
o main characters,
o plot outline.

 After reading - Use skimming to review - organizing, analyzing, evaluating,

and reacting

14
F. Exercises

Exercise 1
Instruction: Read the paragraphs below and answer the question following

Text 1

We cannot drink sea water, for two reasons. First, the bacterial count may be too
high for our health. The second and main reason is that the salt content of sea
water (about a quarter-pound of salt to a gallon of water) is too great for the human
body. Even though a certain amount of salt is necessary for body cells to stay
healthy, an excess leads to dehydration, and death.

What is this text mostly about?

A. How much salt is contained in sea water.

B. Why it is easier to swim in ea water than fresh water.
C. Why the human body needs salt.
D. Why it is dangerous to drink sea water.

Text 2

There are four basic "ingredients" that go into the "recipe" for making soil: tiny
pieces of rock, decayed plants and animals, water, and air. When small pieces of
rock break off larger ones, they form the basis of all soil. This breaking can occur in
several ways: through the action of glaciers pushing rocks along the ground and
grinding them against other rocks; through the action of chemicals in water eating
away at rocks; through changes in temperature causing water to freeze in rocks
and crack the rock open; through the force of wind throwing sand and pebbles
against rocks; and through the movement of plant roots splitting rocks apart. This
rocky, ground-up material is called the parent material of the soil.

What is this text mostly about?

A. The importance of worms in creating soil.

B. The grinding of rocks by glaciers.
C. How rocks break down to form soil.
D. The composition of different kinds of rocks.

Text 3

Sound waves are movements, or vibrations, in the air made by sounds. When these
sound waves enter the canal of your outer ear, they hit your ear drum, a thin,
tough sheet of tissue stretched tightly along the canal that separates your outer ear
from your middle ear. As the sound waves hit, the ear drum begins to vibrate,
much the same way that a drum does when it is hit with a stick. This vibration of
the ear drum causes three tiny bones in your middle ear to vibrate too. They, in
turn, send vibrations to a liquid that fills the deepest part of your inner ear. The
moving liquid presses on the nerve cells which control your hearing, and these, in
turn, pass the sound message on to your brain.

15
What is this text mostly about?

A. The importance of protecting the ear drum.

B. The structure of the ear.
C. The process by which we hear sound.
D. How deaf people can be helped to hear sound.

Text 4

There are some activities your body automatically continues whether you're awake
or asleep. Without them, you could not go on living. For example, your heart beats
and you breathe; your blood continues to flow, bringing food and oxygen to all the
cells in your body. Sleep is also the time when those body cells that have worked
hard all day and become worn out are repaired, replaced, and build up new
supplies of energy for the following day. This is also the time when you grow the
most. During sleep, your brain, which pays attention to the outside world when
you're awake, now takes a rest. Your eyes close so that your brain does not get
signals about things you see when you're awake. Ordinary sounds also do not
disturb you now. Your brain is still active to keep you alive, but you lose the sense
of being yourself. This is called consciousness.

What is this text mostly about?

A. The automatic processes of the body.

B. What happens when you are asleep.
C. What happens to the body when it is deprived of sleep for long periods.
D. Consciousness.

Text 5

Even though the zebra is a member of the horse family, its unusual color pattern
sets it apart from its relatives. The zebra's parallel stripes of black or brown on a
white or almost-white background are like a design which covers the whole animal,
even its tail, mane, and ears. Zebras have stripes to make them blend in with the
scenery and to keep them safe from attack. This is very much like what soldiers do
in wartime, as they cover their helmets with leaves and attempt to hide their
artillery by drawing leaf-covered nets over them to blend them in with the scenery.
This is called camouflage. Though the zebra doesn't know this word, it practices
camouflage very effectively. Since zebras live in the same grasslands as lions, their
main enemy, this protection is very necessary.

What is this text mostly about?

A. How zebras protect themselves from their predators.

B. Why zebras are not good zoo animals.
C. How zebras find food.
D. Why zebras cannot be ridden like horses.

16
Text 6.

Billions of dust and water particles are constantly floating in the air. The sky gets
its color from the sun, whose sunlight is a mixture of violet, blue, red, green,
yellow, and orange rays - all the colors of the rainbow. When the sun is high in the
sky, these red-orange-yellow light rays stream down to earth from the sun, and we
see the sun as yellow. But the violet-blue-green rays behave differently - they do
not stream down directly to earth. Instead, they are scattered by the dust and
water particles in the air. So when we look up, we see the blue light rays reflected
by the particles, or a blue sky. When the sun is sinking low near the horizon at
sunset, the violet-blue green light rays follow an even longer, scattered path in the
atmosphere than during the day. So we see more reds and yellows, which make the
sunset look red.

What is this text mostly about?

A. How rainbows are made and why they form an arch.

B. The importance of the sun for life on earth.
C. The dangers of certain types of sunray.
D. Why the sun and the sky have different colours at different times of day.

Text 7.

Blood looks as if it is solid red, but it really is not. If you look at blood under a
microscope, you will see that it is made up of four different parts: plasma, red blood
cells, white blood cells, and platelets. The plasma, which is the actual fluid, is a
yellowish-white liquid. It contains the red blood cells, the white blood cells, and
platelets, along with proteins, minerals, digested food, and wastes. However, there
are more red blood cells in the blood than any of these other substances, and it is
the hemoglobin - a red pigment - in the red blood cells that gives your blood its
color.

What is this text mostly about?

A. Why blood looks red.

B. The function of blood.
C. Why people are in different blood groups.
D. What happens when the body loses blood.

Text 8

The weight of air pushing against the earth is what weathermen call air pressure.
This weight changes from place to place and from time to time in the same place.
These changes are sometimes caused by changes in temperature. When the sun's
heat warms the air, it makes the air currents rise skyward. Since warm air weighs
less than cold air, the warm air pushes less against the earth, or exerts low
pressure. When the heavier, cold air pushes with more weight against the earth, it
exerts heavier, or high pressure.

17
What is this text mostly about?

A. How clouds form.

B. How weather forecasters can predict the next day's weather.
C. The influence of temperature on air pressure.
D. The different kinds of cloud.

Text 9

Your blood has special cells in it that fight disease and infections. These cells,
called white blood cells, are produced in your bone marrow - the soft tissue that
fills the inside of your bones. White blood cells work like an army to attack and kill
harmful germs that get into your body. When an infection develops on your skin,
for example, the bone marrow produces more white blood cells than usual. These
white cell "soldiers" move to the area where the germs are and actually chew them
up and destroy them. They also eat away at the tissue around the germ, and soften
and liquify it. The white cells then break apart and, along with the destroyed germs
and liquified tissue, form the thick yellow-white substance called pus. The pus
oozes out of the infection slowly and dries up as the wound heals

What is this text mostly about?

A. Why blood looks red.
B. The four components of blood.
C. What white blood cells are made of.
D. The function of white blood cells.

Text 10

The elephant uses its trunk in more ways than any animal uses any part of its
body. The trunk is both amazingly strong and very delicate. With it an elephant can
pull down a mighty tree or gently take a peanut from a child's hand. The elephant
smells, drinks, and feeds itself with its trunk. No animal has a better nose, and the
elephant depends heavily on its sense of smell. When the elephant does find food, it
lifts up the food with its trunk and brings it to its mouth. An elephant does not,
however, drink through its trunk. Rather it sucks up the water through the trunk
and then squirts it into its mouth, swallowing with a loud, gurgling sound.

Elephants also use their trunks to give themselves showers. Though elephants
belong to the group of mammals called pachyderms, which means "thick-skinned,"
actually their skin is very tender. Even though their skin is 1-inch thick, elephants
have no layer of fat under their skin, so they are very sensitive to cold and to
extreme heat. On hot days, elephants cool off by giving themselves a shower with
their trunks. An elephant's trunk can hold six liters of water. Elephants can also
feel the shape of objects with their trunks, as well as determine whether these
objects are hot or cold, rough or smooth. The mother elephant guides her babies
along with her trunk, and also uses it to caress her mate. Trunks are also used in
fighting. Here, the elephant grasps its enemy with its trunk and then uses its tusks
as a weapon.

What is this text mostly about?

18
A. How elephants keep cool in the hot sun.
B. How elephants protect their babies.
C. How elephants use their trunks.
D. How elephants find food.

Exercise 2

Read the text below and answer the questions about the text.

Pulp Friction

Every second, 1 hectare of the world's rainforest is destroyed. That's equivalent

to two football fields. An area the size of New York City is lost every day. In a year,
that adds up to 31 million hectares -- more than the land area of Poland. This
alarming rate of destruction has serious consequences for the environment;
scientists estimate, for example, that 137 species of plant, insect or animal become
extinct every day due to logging. In British Columbia, where, since 1990, thirteen
rainforest valleys have been clearcut, 142 species of salmon have already become
extinct, and the habitats of grizzly bears, wolves and many other creatures are
threatened. Logging, however, provides jobs, profits, taxes for the govenment and
cheap products of all kinds for consumers, so the government is reluctant to
restrict or control it.

Much of Canada's forestry production goes towards making pulp and paper.
According to the Canadian Pulp and Paper Association, Canada supplies 34% of
the world's wood pulp and 49% of its newsprint paper. If these paper products
could be produced in some other way, Canadian forests could be preserved.
Recently, a possible alternative way of producing paper has been suggested by
agriculturalists and environmentalists: a plant called hemp.

Hemp has been cultivated by many cultures for thousands of years. It produces
fibre which can be made into paper, fuel, oils, textiles, food, and rope. For
centuries, it was essential to the economies of many countries because it was used
to make the ropes and cables used on sailing ships; colonial expansion and the
establishment of a world-wide trading network would not have been feasible
without hemp. Nowadays, ships' cables are usually made from wire or synthetic
fibres, but scientists are now suggesting that the cultivation of hemp should be
revived for the production of paper and pulp. According to its proponents, four
times as much paper can be produced from land using hemp rather than trees, and
many environmentalists believe that the large-scale cultivation of hemp could
reduce the pressure on Canada's forests.

However, there is a problem: hemp is illegal in many countries of the world. This
plant, so useful for fibre, rope, oil, fuel and textiles, is a species of cannabis, related
to the plant from which marijuana is produced. In the late 1930s, a movement to
ban the drug marijuana began to gather force, resulting in the eventual banning of
the cultivation not only of the plant used to produce the drug, but also of the
commercial fibre-producing hemp plant. Although both George Washington and
Thomas Jefferson grew hemp in large quantities on their own land, any American
growing the plant today would soon find himself in prison -- despite the fact that
marijuana cannot be produced from the hemp plant, since it contains almost no
THC (the active ingredient in the drug).

19
 In recent years, two major movements for legalization have been gathering
strength. One group of activists believes that ALL cannabis should be legal -- both
the hemp plant and the marijuana plant -- and that the use of the drug marijuana
should not be an offense. They argue that marijuana is not dangerous or addictive,
and that it is used by large numbers of people who are not criminals but productive
members of society. They also point out that marijuana is less toxic than alcohol or
tobacco. The other legalization movement is concerned only with the hemp plant
used to produce fibre; this group wants to make it legal to cultivate the plant and
sell the fibre for paper and pulp production. This second group has had a major
triumph recently: in 1997, Canada legalized the farming of hemp for fibre. For the
first time since 1938, hundreds of farmers are planting this crop, and soon we can
expect to see pulp and paper produced from this new source.

Comprehension Questions

1 The main idea of paragraph one is:

A. Scientists are worried about New York City
B. Logging is destroying the rainforests
C. Governments make money from logging
D. Salmon are an endangered species

2 The main idea of paragraph two is:

A. Canadian forests are especially under threat
B. Hemp is a kind of plant
C. Canada is a major supplier of paper and pulp
D. Canada produces a lot of hemp

3 The main idea of paragraph three is:

A. Paper could be made from hemp instead of trees
B. Hemp is useful for fuel
C. Hemp has been cultivated throughout history
D. Hemp is essential for building large ships

4 The main idea of paragraph four is:

A. Hemp is used to produce drugs
B. Many famous people used to grow hemp
C. It is illegal to grow hemp
D. Hemp is useful for producing many things

5 The main idea of paragraph five is:

A. Hemp should be illegal because it is dangerous
B. Recently, many people have been working to legalize hemp
C. Hemp was made illegal in 1938
D. Marijuana is not a dangerous drug

20
Vocabulary Questions

Instruction:
Please choose the best answer for each question

1. "Every second, 1 hectare of the world's rainforest is destroyed. That's

equivalent to two football fields."

What does "equivalent to" mean?

a) more than
b) less than
c) the same as
2. "In British Columbia, where, since 1990, thirteen rainforest valleys have
been clearcut, 142 species of salmon have already become extinct."

What does "clearcut" mean?

a) a few trees have been cut down
b) many trees have been cut down
c) all the trees have been cut down

3. "Logging, however, provides jobs, profits, taxes for the govenment and
cheap products of all kinds for consumers, so the government is reluctant
to restrict or control it."

What does "reluctant" mean?

a) doesn't want to
b) is not allowed to
c) would like to

4. "According to its proponents, four times as much paper can be produced

from land using hemp rather than trees."

What does "proponents" mean?

a) people who are against something
b) people who support something
c) people in charge of something

5. "In the late 1930s, a movement to ban the drug marijuana began to
gather force."

What does "gather force" mean?

a) Appear

21
 b) get stronger
c) get weaker

6. "One group of activists believes that ALL cannabis should be legal."

What does "activists" mean?
a) people trying to change something
b) people against the government
c) people who smoke marijuana

7. Many species of wildlife are becoming extinct __________ the rainforests

are being destroyed.
a) therefore
b) Since
c) So
d) Consequently
8. __________ logging provides jobs and profits, the government is reluctant
to control it.
a) So
b) Consequently
c) Due to
d) Since

9. Hemp can be used to make paper, __________ it could reduce the need for
logging.
a) therefore
b) so
c) due to
d) Because

10. Hemp was grown throughout history __________ its versatility; it can be
used to make many different things.
a) due to
b) Because
c) Since
d) as a result

11. Hemp is related to the marijuana plant; __________, it is illegal in many

countries.
a) So
b) Because

22
 c) due to
d) as a result

12. Hemp cannot be used to produce marijuana __________ its low THC
content.
a) Because
b) As
c) because of
d) Consequently

13. Marijuana is less toxic than alcohol or tobacco. __________, some people
believe it should be legalized.
a) So
b) Therefore
c) Due to
d) Because

14. __________ Canada has legalized hemp farming, we can expect to see
pulp and paper produced from hemp very soon.
a) Therefore
b) Due to
c) So
d) As

EXERCISE 3

Instruction: Read the text below and find the main idea of each paragraph.

THE PERSONAL QUALITIES OF A TEACHER

What personal qualities are desirable in a teacher? Probably no two people would
draw up exactly similar lists, but I think the following would be generally accepted.

First, the teacher's personality should be pleasantly live and attractive. This does
not rule out people who are physically plain, or even ugly, because many such have
great personal charm. But it does rule out such types as the over-excitable,
melancholy, frigid, sarcastic, cynical, frustrated, and over-bearing : I would say too,
that it excludes all of dull or purely negative personality. I still stick to what I said
in my earlier book: that school children probably 'suffer more from bores than from
brutes'.

Secondly, it is not merely desirable but essential for a teacher to have a genuine
capacity for sympathy - in the literal meaning of that word; a capacity to tune in to
the minds and feelings of other people, especially, since most teachers are school
teachers, to the minds and feelings of children. Closely related with this is the

23
capacity to be tolerant - not, indeed, of what is wrong, but of the frailty and
immaturity of human nature which induce people, and again especially children, to
make mistakes.

Thirdly, I hold it essential for a teacher to be both intellectually and morally honest.
This does not mean being a plaster saint. It means that he will be aware of his
intellectual strengths, and limitations, and will have thought about and decided
upon the moral principles by which his life shall be guided. There is no
contradiction in my going on to say that a teacher should be a bit of an actor. That
is part of the technique of teaching, which demands that every now and then a
teacher should be able to put on an act - to enliven a lesson, correct a fault, or
award praise. Children, especially young children, live in a world that is rather
larger than life.

A teacher must remain mentally alert. He will not get into the profession if of low
intelligence, but it is all too easy, even for people of above-average intelligence, to
stagnate intellectually - and that means to deteriorate intellectually. A teacher
must be quick to adapt himself to any situation, however improbable and able to
improvise, if necessary at less than a moment's notice. (Here I should stress that I
use 'he' and 'his' throughout the book simply as a matter of convention and
convenience.)

On the other hand, a teacher must be capable of infinite patience. This, I may say,
is largely a matter of self-discipline and self-training; we are none of us born like
that. He must be pretty resilient; teaching makes great demands on nervous
energy. And he should be able to take in his stride the innumerable petty irritations
any adult dealing with children has to endure.

Finally, I think a teacher should have the kind of mind which always wants to go
on learning. Teaching is a job at which one will never be perfect; there is always
something more to learn about it. There are three principal objects of study: the
subject, or subjects, which the teacher is teaching; the methods by which they can
best be taught to the particular pupils in the classes he is teaching; and - by far the
most important - the children, young people, or adults to whom they are to be
taught. The two cardinal principles of British education today are that education is
education of the whole person, and that it is best acquired through full and active
co-operation between two persons, the teacher and the learner.

(From Teaching as a Career, by H. C. Dent)

24
 UNIT 5. LET’S GO GREEN

Objectives :
1. The students are able to identify the topic of a passage by using key phrases or
keywords.
2. The students are able to distinguish which topic is too general or too specific.

I. What is a topic?

Exercise 1

In each group of words, circle the word which you think is the best topic for
all the other words. Work with another student. Work as fast as you can. Time
limit: two minutes.

1. tulips daffodils flowers hyacinths crocuses

2. pistachios cashews nuts almonds pecans

3. Biochemistry Physiology Medical Subjects Neurology

Anatomy Kinesiology

4. The Old Man and the Sea Reading for Pleasure The Pearl
The Chocolate War The Incredible Journey Night

5. fax machine typewriter word processor office mobile telephone

photocopying machine

A. S t a t i n g the topIc

Exercise 2

In this exercise, the topic is not included in each group of words. Write the
topic above the words. Work with another student. Time limit: three minutes

1. Topic:
manager product buyer stock clerk cashier
butcher bagger

2. Topic:
pineapple kiwi papaya mango
guava
3. Topic:
German Italian Basque Flemish Dutch

4. Topic:
Copernicus Brahe Kepler Galileo Newton

25
 5. Topic:
Dayak Javanese Sundanese Madurese

B. W o r k i n g with the topIc

Exercise 3
In this exercise, the topics are given. Write a list of things that fit the topic.

Topic 1: Public Holidays

_______________________________
_______________________________
_______________________________
_______________________________

Topic 2 : Major Corporations

_______________________________
_______________________________
_______________________________
_______________________________

Compare your list with another student. Are they the same? Why or why not?

Exercise 4
In this exercise, you will learn how to refine your topic so that it is neither
too general nor too specific.

1. Topic :
baseball football tennis basketball squash

2. Topic :
editorials news stories columns photographs weather report
business report

3. Topic :
Tongue sole laces heel shank toe
lining
II W h a t is a p a r a g r a p h?

Exercise 1

Some of these groups of sentences are paragraphs and some are not. Read
them carefully and answer the questions.

1. Global warming has become perhaps the most complicated issue facing
world leaders. On the one hand, warnings from the scientific community are
becoming louder, as an increasing body of science points to rising dangers
from the ongoing buildup of human-related greenhouse gases — produced
mainly by the burning of fossil fuels and forests. On the other, the
technological, economic and political issues that have to be resolved before a
concerted worldwide effort to reduce emissions can begin have gotten no
simpler, particularly in the face of a global economic slowdown.

26
 Is this a paragraph?
If yes, what is the topic?

2. Nearly 20 million Americans attended the first Earth Day celebration on

April 22, 1970, to this day among the most participatory political actions in
the nation's history. In the decades since, Earth Day has spread across the
globe with thousands of events in more than 180 countries. While the
momentum for the first Earth Day came from the grass roots, many
corporations say that it is often the business community that now leads the
way in environmental innovation — and they want to get their customers
interested. In an era when the population is more divided on the importance
of environmental issues than it was four decades ago, the April event offers a
rare window, they say, when customers are game to learn about the
environmentally friendly changes the companies have made.
Is this a paragraph?
If yes, what is the topic?

27
A. R e c o g n i z i n g the topic of a paragraph

Exercise 2
Read this paragraph. Make a check after the best topic. Write “too specific” or
“too general” after the other topics. Give explanation of your choice.

One way to measure environmentalism on college campuses is to size up their

efforts to cut energy use or to recycle garbage. In rankings released on Monday, the
Sierra Club‘s Sierra Magazine anoints Green Mountain College in Vermont, which
gets heat and electricity by burning locally sourced wood chips and methane from
cow manure, as the nation‘s greenest college. The magazine based its list on
responses to an 11-page questionnaire sent to 900 colleges and universities. It said
that 162 institutions responded. The survey, the magazine‘s fourth, found that
some colleges have integrated environmental studies across the curriculum. Others
have installed composting toilets and solar panels, and some, like Green Mountain
College, aim to become carbon neutral. The top campuses, based on criteria
ranging from energy sources to financial investments:

1. Green Mountain College, Poultney, Victoria

2. Dickinson College, Carlisle, Pa.
3. Evergreen State College, Olympia, Wash.

28
 4. University of Washington, Seattle
5. Stanford University, Stanford, Calif.
6. University of California, Irvine.
7. Northland College, Ashland, Wis.
8. Harvard University, Cambridge, Mass.
9. College of the Atlantic, Bar Harbor, Me.
10. Hampshire College, Amherst, Mass.

a. The Nation‘s Greenest Colleges

b. The List of Green Colleges in USA
c. The Go Green Campuses in USA

Explanation: __________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

B. S t a t i n g t h e t o p i c of a p a r a g r a p h

Building a backyard greenhouse will be one of the best investments you will ever
make. Not only will you be able to grow more flowers, herbs, fruits, vegetables and
plants all year round, but you'll be proud to know that you made something with
your own two hands. Also, building your own greenhouse just makes economical
sense. You can build a greenhouse at just a fraction of the cost of buying a pre-
built one. Most pre-built greenhouse you buy need to be assembled anyway, you're
really just paying hugely inflated prices for the material. However, building your
own greenhouse is not as easy as hammering some wood and plastic together. You
need to take into account materials, dimensions, ventilation, heating, positioning
and irrigation just to name a few things. That is why, you must find and follow
guide to building your own perfect greenhouse. It doesn't matter if you are a master
carpenter or a total beginner, If you require a big or small greenhouse, or if you
have a big or small budget.

Topic :
Explanation :______________________________________________________
______________________________________________________
______________________________________________________

C. F i n d i n g the t o p i c s e n t e n c e

29
Exercise 3
Read the paragraphs below and underline the topic sentence. Remember, the
topic sentence is not always in the first sentence in the paragraph. Discuss
your choices with the class.

Scientists believe that the earth‘s climate may be warming up. This trend probably
began thousands of years ago. Many areas of the earth used to be covered with ice
that has now melted. However, in recent years, the warming trend has speeded up.
Scientist think that part of the reason for this may be carbon dioxide pollution from
industry and automobiles. The carbon dioxides mixes with other gases. This
pollution covers the earth like a blanket and keeps it warmer. Another reason for
the warming may be the fact that the earth is losing its forests. Forests are an
important part of the earth‘s system for using up carbon dioxide and keeping the
air temperature cool.

ON GO GREEN PROJECT? WHO‟S AFRAID

A project for students is to build up students‘ language skills and knowledge of
going green. The project is divided into six lessons and leads to a final outcome of
students creating a group e-zine/magazine with the title ‗Amazing world of going
green‘. In each lesson, students find out about different aspects of go green and
produce a piece of work to include in their e-zine/magazine.

30
 UNIT 6: OUR FRANTIC LIFE

Objectives:
1. To find the main idea in a paragraph
2. To identify the supporting ideas in a paragraph

How many times do you

feel that this world is going
smaller? How many times
do you feel that you can‘t
even breathe due to piles of
homework you have to work
on? How many times do
you have to run to school
as you miss the school
bus? Often, perhaps. Yes,
our world is getting busier
as today‘s people get busier
too. People now are heading to their hectic life. This
can be seen since the morning, the roadsides are
jammed with cars parked at all angels. Families with
sleepy children are hurrying to every direction. They
seems to be all day busy with unending business.
Streets seem never sleep with all the people passing
come and go. The following is a text telling you about
one of the hectic cities in the world.

New York - The City that Never Sleeps

New York, the Big Apple, is America, and probably the greatest city in the
world. Enriched with an extensive system of public and private universities,
training colleges, medical schools, business schools and art schools, it is truly one
of the great educational cities.

Set at the mouth of the great Hudson River, New York is the largest urban
area of America. It is a town where the unusual is commonplace, the dramatic
expected. New York is a series of neighborhoods that are the real melting pot of
America – a city of diversity where people have come from all over the world to build
their lives. This is reflected in the neighborhood names. Conjure with the ideas of
the Bronx, Hell‘s Kitchen, Spanish Harlem, Little Italy and Chinatown.

Art and artists are a way of life in New York, from the small studios of
Greenwich Village to the magic of Broadway, providing everything from musicals to
Shakespeare starring top-rank actors and actresses. We can also throw in the

31
world-famous Carnegie Hall, the Metropolitan Opera, the New York City Ballet, the
New York Philharmonic, and uncountable numbers of music and theatre venues.
Museums do not come better than the Guggenheim, Metropolitan Museum of Art,
Whitney Museum of Art, Whitney Museum of American Art and the American
Museum of Natural History. And if you do need the best research library there is,
the New York Public Library is waiting for you with ten million books and ten
million manuscripts, including George Washington‘s farewell address drafted in his
own hand.

New York is also the home town of some of the most famous sports teams in
America – the Jets and the Giants at football, the Knicks at basketball, the
Islanders and Rangers at hockey, and the Yankees and the Mets at baseball.

Things to ponder:

 What does the writer want to say about New York?

 What is the writer intention in writing the above text?

MAIN IDEAS AND SUPPORTING DETAILS

A. DEFINITION OF A PARAGRAPH
A group or specially and intentionally related sentences; a thought unit;
sentences that revolve around a single idea and is a writer‘s attempt to develop an
idea or part of an idea.
Organization of a Paragraph
1. Statement of the main idea.
2. Elaboration of the main idea and supporting details.
3. Restatement of the main idea-summary of main ideas or conclusions.

B. TOPIC
The topic is the subject that the selection is about. The main idea can usually be
located if you can determine what the topic is. To find the topic of a selection,
ask the simple question, ―Who or what is the selection about?‖
EXAMPLE:

Consumers concerned about the hazards or noise can reduce noise

pollution in many ways. They can purchase noisy products such as
garbage disposals and lawn mowers with reduced noise levels.
They can also use sound-absorbing materials in their home.
Carpeting can be installed instead of hard flooring, and cork and
fabric can be used in rooms that tend to be noisy. Also, people can
become less noisy themselves. They can learn to avoid shouting, to
close doors without slamming them, and to play radios, TV sets,
and stereos at moderate levels.
TOPIC OF THIS PARAGRAPH: noise pollution or noise
pollution in the home.

[Link] IDEA
• Chief point an author is making about a topic. It sums up the author‘s primary
message.
Topic Sentence; Statement of the main idea. It is the statement under which all
other material in the paragraph – examples, reasons, facts, details and other
evidence – can fit.

32
EXAMPLE: (refer to above example)
Notice that all information is after the first sentence is about ways
to reduce noise pollution. The first sentence is the most general-- it states that
there are ways to reduce noise pollution. It summarizes the other statements in the
paragraph.

D. LOCATION OF THE TOPIC SENTENCE

Topic sentences are usually in the first sentence of the paragraph, but not always.
They may also be located within the paragraph or at the end of the paragraph.
They may even appear twice – at the beginning and at the end.
EXAMPLE:

 WITHIN A PARAGRAPH – Preceded by one or more

introductory sentence that may relate the main idea to the previous paragraph,
arouse the reader‘s interest or give background for the main reason.

The physical complaints of neurotics – people who are overly anxious,

pessimistic, hostile, or tense – were once largely ignored by physician. Many
doctors believed that the frequent complaint of neurotic were exaggerations.
However, new research shows that neurotics are, fact, more likely to have
physical problems. Specifically, researchers found neurotics stand a greater chance
of having five particular ailments: arthritis, asthma, ulcers, headaches, and heart
disease. In addition, there is evidence that people who are pessimistic in their
teens and twenties are more likely to become ill or die in their forties.

Main idea: Third sentences. The two sentences before the topic
sentence introduce the question of the physical health of neurotics. The
topic sentence gives the writer‘s main ideas on the topic. The last two
sentences develop the main idea by giving specific details of the relevant
research.
 END OF THE PARAGRAPH
Previous sentences build up to the main idea.

A study at one prison show that owning a pet can change a hardened prison
inmate into a more caring person. Another study discovered that senior citizens,
both those living alone and those in nursing homes, became more interested in life
when they were given pets to care for. Even emotionally disturbed children have
been observed to smile and react with interest if there is a cuddly kitten or puppy
to hold. Animals, then, can be a means of therapy for many kinds of individuals.

 BEGINNING AND END OF THE PARAGRAPH

We are on our way to becoming a cashless, checkless society, a trend that began
with the credit card. Now some banks are offering ―debit cards‖ instead of the
credit cards. That costs of purchases made with these cards are deducted from
the holder‘s bank account instead of being added the a monthly bill. And
checking accounts, which are mainly used for paying bills, are going electronic.
Now some people can make computer transactions over their pushbutton phones
to pay bills by transferring money from their account to the account of whomever
they owe. Soon we may be able to conduct most of our business without signing a
check or actually seeing the money we earn and spend
.

33
.
E. MAIN IDEAS THAT ARE INFERRED
Sometimes a selection lacks a topic sentence but that does not mean that it lacks a
main idea. The author simply lets the details of the selection suggest the main
idea. You must figure out the implied idea by deciding the points of all the
details.
EXAMPLE:
In ancient times, irrational behavior was considered the result of demons and evil
spirits taking possession of a person. Later, Greeks looked upon irrational behavior
as a physical problem – caused by an imbalance of body fluids called “humors” – or
by displacement of an organ. In the highly superstitious Middle Ages, the theory of
possession by demons was revived. It reached a high point again in the witch-hunts
of eighteenth-century Europe and America. Only in the last one hundred years did
true medical explanations gain wide acceptance and were categories of illnesses
changed.
No sentence is a good topic sentence that covers all other sentences. We must ask
ourselves, ―What is the main point the author is trying to make up with these
details?‖ ―Does all or most of the material support this idea?‖ In this case, the
details show that people have explained mental illness in man different ways over
the years. Although this is not stated, it is a broad enough summary to include all
other material in the paragraph-it is the main idea.

F. SUPPORTING DETAILS
• A paragraph contains facts, statements, examples-specifics which guide us to a
full
understanding of the main idea. They clarify, illuminate, explain, describe, expand
and illustrate the main idea and are supporting details.
Determining Supporting Details
1. Decide which details help to further the story line.
2. Decide which details help you to understand the main idea.
3. Answer question raised by the main idea (who, what when, why or how).

[Link] of Supporting Materials

1. COMPARISONS in which one thing is shown to be like another.
EXAMPLE: Skilled college students are like the unskilled students in their desire
for a diploma.
2. CONTRASTS in which one things is shown to differ from another.
EXAMPLE: Skilled students are different from unskilled students in that they use
a method to read a textbook.
3. STATISTICS
EXAMPLE: 75 percent of the students who do not attend class regularly receive
grades of C or worse.
4. GRAPHS
EXAMPLE: Figure 9-1 is one type of graph.
5. QUOTATIONS from authorities
EXAMPLE: Professor Smity admits, ―I tell students they don‘t need to attend
my class if they don‘t want to. I know, however, that if they don‘t
come, they won‘t pass.‖
6. VIVID DESCRIPTIONS
EXAMPLE: The students took the exam from the professor‘s hand, quickly
looked at the grade, gave a sigh or relief and began to smile.

34
Exercise 1
Identify the main idea of each paragraph by choosing the best answer

1. Soccer players learn many skills when playing soccer. Soccer players learn how
to dribble and pass the ball. They also learn how to control the ball so they can
eventually score. Most importantly, soccer players learn how
to work together with their teammates.

What is the main idea of the paragraph?

A) They also learn how to control the ball so they can
eventually score.
B) Soccer players learn how to dribble.
C) Soccer players learn many skills when playing soccer.

You‟re doing a terrific job! Let‟s do some more.

2. There are many fun things to do at the beach.

Swimming is one thing that can be done at the beach.
Snorkeling is another thing that can be enjoyed. Playing
beach volleyball can be a lot of fun. It is also fun to look for
shells. Some people simply like to sunbathe.

What is the main idea of the paragraph?

(A) There are many fun things to do at the beach.

(B) It is also fun to look for shells.

(C) Some people simply like to sunbathe.

3. rain forest is home to many creatures. Monkeys, toucans and

macaws live in the rain forest. Blue Morpho butterflies and
anteaters also live in the rain forest.
What is the main idea of the paragraph?

A) Sloths and tapirs are other creatures that live in the rain forest.

B) The rain forest is home to many creatures.

C) Monkeys, toucans and macaws live in the rain forest.

4. Winter provides the opportunity for many outdoor

activities. Many people enjoy ice skating on a pond. Swimming in
the pond in summer can also be fun. Skiing can be a
thrilling experience too. After a new snowfall, you can even build a
snowman!

What is the main idea of the paragraph?

35
5. Native Americans used the trees to build their houses. They hunted
and trapped animals in the forests for food. They found
roots and berries that they could eat. Some plants found
in the forests were used as medicines.

What is the main idea of the paragraph?

6. students had fun on their field trip. They visited the

Marine Museum. They were able to tour a tug boat, and they
bought souvenirs in the gift shop. After the tours they ate a
picnic lunch in the park.

What is the main idea of the paragraph?

7. Mary was planning a birthday party. She bought the

invitations and put them in the mailbox. She ordered a birthday
cake. She played with her new puppy. Then she planned some
games to play at the party.

What is the main idea of the paragraph?

8. Mrs. Clark was baking a cake. She took a bowl from

the cupboard. She measured all of the ingredients into the bowl.
She watched her favorite TV show. She put the cake into the oven to
bake.

What is the main idea of the paragraph?

Exercise 2

Read each paragraph carefully. Choose the best answer to the questions that
follow.

1. Juan loves to play games. His favorite game is chess because it requires a great
deal of thought. Juan also likes to play less demanding board games that are based
mostly on luck. He prefers Monopoly because it requires luck and skill. If he‘s
alone, Juan likes to play action video games as long as they aren‘t too violent.

What is the main idea of this paragraph?

a. Juan dislikes violence.

b. Juan likes to think.
c. Juan enjoys Monopoly.
d. Juan enjoys playing games.

36
 2. Maria is watching too much television. A toddler shouldn‘t be spending hours
staring blankly at a screen. Worse yet, some of her wild behavior has been inspired
by those awful cartoons she watches. We need to spend more time reading books
with her and pull the plug on the TV!

What is the main idea of this paragraph?

a. Watching a lot of television isn‘t good for Maria.

b. Books are good.
c. All cartoons are bad.
d. Some cartoons are bad for Maria.

3. Samantha, I can‘t eat or sleep when you are gone. I need to hear your scratchy
voice and see your lovely toothless smile. I miss that special way that you eat soup
with your fingers. Please come home soon!

What is the main idea of this paragraph?

a. Samantha, you have bad manners.

b. Samantha, you should see a dentist.
c. Samantha, I miss you.
d. Samantha, I have lost my appetite.

4. Someday we will all have robots that will be our personal servants. They will look
and behave much like real humans. We will be able to talk to these mechanical
helpers and they will be able to respond in kind. Amazingly, the robots of the future
will be able to learn from experience. They will be smart, strong, and untiring
workers whose only goal will be to make our lives easier.

Which sentence from the paragraph expresses the main idea?

a. Someday we will all have robots that will be our personal servants.
b. We will be able to talk to these mechanical helpers and they will be able to
respond in kind.
c. They will look and behave much like real humans.
d. Amazingly, the robots of the future will be able to learn from experience.

Exercise 3
Read the paragraph and then select the main idea for the paragraph.

1. The frog sat on the side of the pond. He was very still. His green color made him
hard to see. A bug flew near him. His tongue zipped out, and he gobbled it up.
Then the frog was still again. He waited for the next bug.

The main idea in this passage is:

Frogs are green.
Frogs eat bugs.
Frogs do not move.
Frogs live in ponds.

2. It was backward day at school. The students had to do things backward. Some

37
 of them wore their T-shirts backward. They took a test before they studied the
lesson! Dessert was served first instead of last. They tried to walk home
backward, but they bumped into each other and fell down.

The main idea in this passage is:

Dessert is supposed to come last.
The students had a backward day.
It is hard to do things backward.
Students failed their tests.

3. Jon held the ball in his hands. He bounced it slowly on the ground. Once.
Twice. He crouched low and then jumped. The ball flew into the air. Up, up, up,
it went. Then down, down, down, into the basket. "Yes!" he yelled. "Nothing but
net!"

The main idea in this passage is:

How to throw a basketball.
Jon could jump.
Jon liked basketball.
Jon makes a basket.

Unit 6: Our Frantic Life (Part 2)

Objective:
To identify the implied main ideas in as paragraph

Finding the main idea when it is not in the topic sentence

Sometimes the topic sentence does not completely state the author's idea
about the topic. In this case we can say that the main idea is implicit. In this case
what you have to do is to sum up the main idea with your own words as it is not
explicitly stated.

Consider this paragraph below.

In some industrialized countries, people are retiring from work at an early
age. This is especially true in Europe, where many workers retire at age 55. In
1970, about half the men aged 55 continued to work. Now, only about 10-30% of
that age group continues to work. The reason for this trend is economic. Some
European governments wanted people to retire early so that their jobs could go to
younger people. But early retirement has created new economic problems.
Governments are having trouble paying the pensions and health costs for all the
additional retired people.

Topic: Early retirement

Underline the topic sentence. Then circle the letter In front of the best statement of

38
the author's main Idea.

a. Early retirement starts at age SS.

b. In some industrialized countries, more people are retiring early.
c. The trend early retirement is creating economic problems in Europe.

The best choice is c. Choice a is too specific. Choice b does not include an
important part of the main idea-the economic problems which are the result of
early retirement.

Exercise 1
Read each paragraph to find the topic.

Consequences of an Aging Population

1. The average age of the population of many countries is getting older. That
means that businesses in those countries must adjust to older customers. In fact,
many companies are working to respond to the special needs of the elderly. One
example of this is the medical industry. New medicines and technologies are being
developed especially for the health problems of older people. Another business that
offers services for the elderly is the tourist industry. Many travel agents offer
special trips for groups of older people. And, finally, there are many different kinds
of products made for the elderly. These include everything from shoes and
shampoos to magazines and furniture.

Topic:

Underline the topic sentence. Then circle the best statement of the author's main
Ides.
a. The medical industry is developing new medicines for the elderly.
b. New products and services are being developed by many companies.
c. Many companies are developing products and services for the Increasing elderly
population.

2. In industrialized countries today, many elderly people suffer from

depression. The main cause of this is loneliness. In the past, older people usually
lived with other members of the family. They usually had some responsibilities
around the home. For example, older women could help take care of the children or
prepare meals. Older men could help their sons at work or around the house.
These days, married children often prefer to live on their own, sometimes far away
from their parents. Thus, older people may be cut off from family ties. They may
feel cut off from the world around them. Life has changed so much so quickly that
older people sometimes feel that they do not belong any more.

Topic:

Underline the topic sentence. Then circle the letter In front of the best statement of
the author's main Idea.
a. The elderly people in industrialized countries are often depressed because of
loneliness.
b. Older people used to live with other family members and helped take care of the
children.

39
c. Some elderly people may feel the world has changed too quickly for them.

Exercise 2

Read each passage. Then circle the letter of the statement that effectively
sums up the main idea.

1. A number of recent books with titles like Raising Cain, Real Boys, and Lost
Boys all focus on the same issue: Today‘s teenage boys are feeling more anxiety
than ever before about their physical appearance. Bombarded by advertising
featuring well-muscled, semi-clad young men, teenage boys are experiencing what
teenage girls have been coping with for years. They are afraid that they cannot
possibly live up to the media‘s idealized image of their gender. Young boys below
the average in height, weight, or both suffer the most. Often, they are brutally
teased by their brawnier peers. Some react to the ridicule by heading for the gym
and lifting weights. Yet even those who successfully ―bulk up‖ don‘t like feeling that
they are considered worthless if they lose their hard-won muscle tone. Others,
convinced that no amount of body building can help, often withdraw from social
contact with their peers. This is their way of avoiding taunts about their size or
shape. Still, they are understandably angry at being badly treated because of their
body type. Although school psychologists generally recognize that boys today are
having severe body image problems, they are at a loss about what to do to solve
those problems.

Main Idea:
................................................................................................................................
..

a. More than in previous generations, teenage boys are getting into body building.
b. Teenage boys today are showing more anxiety about their physical appearance
than did boys of previous generations.

1. In 1997, the U.S. Consumer Products Safety Commission reported that

skateboarding injuries were up by 33 percent. Mountain climbing injuries were also
up by 20 percent. Similarly, snowboarding injuries showed an increase of thirty-
one percent. By all accounts, many Americans are having a love affair with risky
sports; as a result, they are injuring themselves in ever greater numbers. One
reason for the growing participation in risky, or extreme, sports has been put forth
by Dan Cady, a professor of popular culture at California State University.
According to Cady, previous generations didn‘t need to seek out risk. It was all
around them in the form of disease epidemics, economic instability, and global
wars. At one time, just managing to stay alive was risky, but that feeling has all but
disappeared, at least for members of the privileged classes. To a degree Cady‘s
theory is confirmed in the words of adventure racer Joy Marr. Marr says that risk
has been ―minimized‖ in everyday life, forcing people to seek out challenges in order
to prove themselves. (Source: Karl Taro Greenfield. ―Life on the Edge.‖ Time.
September 6, 1999, p.29).

Main Idea:
………………….............................................................................................

40
a. According to Professor Dan Cady if California State, many Americans yearn for
the days when just staying alive was a difficult task.
b. More and more Americans are taking up high-risk sports; as a result, injuries
from these sports are increasing.

3. It was really chaos. I could never forget that terrible day. What I remembered
was that everybody was panic. They all tried to save themselves while the Earth
was shaking continually. The babies were crying that seemed to understand that
the world was about to end. Parents were busy taking care of their families and
belongings. After about 10 minutes the Earth stopped shaking and everybody felt
relieved. It was really an unforgettable experience for me.

Main Idea: .............................................................................................

a. It was unforgettable day

b. The situation when the Earthquake happened.

Exercise 3

Identify the main idea of each paragraph.

1. By nine o‘clock in the morning, the streets are lined with people somewhere
in the distance; a band is heard playing a marching song. Shopkeepers are locking
their doors and joining the crowds. Everyone is craning their necks to see how long
it will be before the first float reaches them.

Main idea: _________________________________________________________________

2. The sky became dark and threatening. A funnel of dust began forming in the
air and soon reached down to touch the ground. Debris was seen swirling around
as everything was swallowed up, twisted and then dropped.

Main Idea: _________________________________________________________________

3. The beavers‘ comical-looking flat tail, which is three quarters of an inch

thick, six or seven inches wide perhaps a foot long, is unique in the animal‘s world.
N the water it serves as a rudder for swimming and on land it props the beaver
upright while the animal is cutting tress. It also serves as a radiator through which
the heavily insulated beaver passes off excess body heat. The beaver uses its broad
tail for an early warning system by slapping it against the water‘s surface, making a
resounding whack that can be heard half a mile away.

Main Idea: _________________________________________________________________

2. Have you ever carried on a conversation with someone only to think

afterward,‖ We simply did not communicate‖? Almost any experienced teacher has
explained as assignment or concept in detail only to have a student raise his hand
and ask a question that the teacher has just explained the answer to. One student
in the classroom panel discussion caused a great merriment when he broke into
the discussion and told of an incident related to a point which the panel had
finished discussing five minutes earlier. Perhaps you have had the experience of
suddenly realizing during a class lecture or public speech that you had no idea

41
what the speaker was talking about. On these occasions you obviously were
present in the body only.

Main Idea: _________________________________________________________________

42
 UNIT 7: A LOOK BACK TO THE PAST

Objectives:

1. To identify an explain paragraph development

2. To identify the synonym from the vocabulary used in a paragraph
3. To identify the signaling words in a paragraph development

------------------------------------------------------------------------------------------------------------------
---------

Do you recognize the event or building in these pictures? Where can you see
them? Do you know their history?

b. ______________

a.______________

c. _______________

d._______________

The First Hawaiians

The first people to settle in the Hawaiian Islands were the Polynesians. They came
from the Marquesa Islands, many thousands of miles to the southeast. In about 500
A.D., the Polynesians on the Marquesa Islands were facing many problems. They had
lost a war with other Polynesians. On their islands there were too many people and not
enough food. So some of them decided they wanted to start a new life somewhere else.
The Polynesians had learned songs and poems about a wonderful place far to the
north. We do not know how this knowledge became a part of their culture. Maybe they
had guessed it from the birds that flew to the north and never returned. Or perhaps they
had seen bits of wood arrive with the north winds. We do know that the Polynesians
were excellent sailors. They had no instruments to help them. Instead, they used the
sun, the stars, the ocean currents, and the wind to guide them. They managed to travel

43
to many distant places in the Pacific Ocean.
The people from the Marquesa Islands filled their boats for a long journey. They
used large double canoes, about 80-100 feet long. in these canoes, they put food,
water, goats, pigs, chickens, and plants. They carried everything they needed for their
way of life, even statues of their gods. Many of the canoes were probably lost at sea. But
a few did find their way to the Hawaiian Islands.
These early settlers were a very fierce and warlike people. They practiced canni-
balism (eating people). However, in Hawaii they lost their violent ways and lived
peacefully. Over the next few centuries, more Polynesians joined them in Hawaii. The
many different tribes lived together quietly for about 500 years. For a period of several
hundred years they had no contact with other people. Then, in about 1200 A.D., a new
group of people arrived from Tahiti. These people introduced a very different way of life.
Their religion was full of strict rules and angry gods. Anyone who broke the rules could
be put to death. They might be killed and sometimes even eaten by other people.
However, the newcomers, too, became less violent after a while. They did continue to
fight among themselves, but they no longer practiced cannibalism.
No one knows what happened to the first settlers on the island. They may have
mixed in with the invaders. Or they may have died or moved to other islands. For the
next 500 years, the people on the islands again had no contact with anyone from the
outside world. Each island had its own king and chiefs, and for many centuries no
single ruler was successful in controlling all the islands.
Then, in 1800, a king—Kamehameha—managed for the first time to gain power
over all of the Hawaiian Islands. But this event now seems of little importance in the
history of the islands. Another event was much more important in the long run: in 1778
Captain James Cook's ships landed in Hawaii. With the arrival of the Europeans, Hawaii
was changed forever.

Questions

1. This passage is about the Marquesa Islands.

2. In order to find the way to Hawaii, the Polynesians fought a war with Tahiti.
3. The Polynesians from Marquesa came to Hawaii with lots of food and supplies.
4. You can infer from this passage that all the Marquesans arrived safely in Hawaii.
5. When they first arrived in Hawaii, the Marquesans probably found a new god.
6. The Tahitians who arrived in 1200 A.D. became the rulers of the Hawaiian Islands.
7. The original Marquesan settlers in Hawaii are still living in Honolulu.
8. The first person to control all of the islands was a European.

Word Power

These words and phrases are taken from the passage. Fill in the table with
their synonym and antonym. Check your dictionary if necessary.

Word/phrase Synonym Antonym

settle (paragraph 1, line 1)
excellent (par. 2, line 4)
distant (par. 2, line 5)
large (par. 3, line 3)
lost (par. 3, line 4)
fierce (par. 4, line 1)
be put to death (par. 4, line 6)
violent (par. 4, line 7)

44
be of little importance (par. 6, line 2)
in the long run (par. 6, line 2)

Exercise 1

Try to memorize all of the groups of numbers below. After 80 seconds, your
teacher will tell you to turn the page and write the numbers from memory.

a) 2 3 4 5 6
b) 5 10 15 20 25
c) 1 3 6 7 12
d) 3 7 11 13 19

1. Try to remember the groups of numbers. Do not look back. Write the numbers here:
a) ___________________________________
b) ___________________________________
c) ___________________________________
d) ___________________________________

2. After you have written as many of the numbers as you can remember, look back and
check your work?
a) Which groups were the easiest to remember?
b) Why were they easier?
c) What made the other groups difficult to memorize?

The Importance of Patterns

It is natural for us to seek for patterns in everything. They help our brain understand
pieces of information and remember them. Therefore, identifying the organization pattern of
a text may be essential for reading comprehension.
There are four common patterns in which a writer states his ideas: Listing of related
ideas or examples, Sequence, Comparison/Contrast, and Cause-Effect.

1. Listing of related ideas or examples

In this pattern, the writer's main idea is stated in the form of a generalization. This
is followed by a list of supporting details.

Example 1:
People have many different ideas about what makes a great vacation. Some people like to go for
long walks in the forest, where they won't see anyone for days. Others prefer to spend their
holiday in an exciting city. There they can visit museums, theaters, and good
restaurants. Still others enjoy the fresh air at the seashore. They can spend their days at

45
the beach and listen to the ocean waves at night. A few people decide to stay at home
and do some major household projects. They might spend their vacation painting a
porch or washing all the windows in their apartment.

 The main idea in this paragraph is: People have many different ideas about what makes a great
vacation..
 How many different ideas about vacations does the author mention?

Look at the underlined words. They will tell you each time the author lists
another way to spend a vacation. These underlined words are signal words. They function
somewhat like traffic signals. Each signal calls your attention to something—in this case,
the author's examples. In a listing pattern, the writer's main idea is a general statement
that is followed by a list of supporting details.

Some signal words for the listing pattern are:

a few other (s) another first

several many in addition second
numerous a variety besides third
the main for example one last

Example 2:

In the following paragraph, the main idea and the signal words are underlined.
Working with another student; write out the main idea. Then write examples next
to the signal words on the lines below.

In the past few years, scientists have found several new fuels to replace gasoline for
automobiles. One of these fuels is methanol, a form of wood alcohol. It can be used in
many cars in almost the same way that gasoline is used. Natural gas is another
alternative fuel for cars. However, cars that burn this fuel must be equipped with special
tanks of natural gas. A third alternative, and perhaps the best, is electricity. Cars fueled
by electricity have no engine at all, though they do have to carry large batteries.

Main Idea:
Signal words Examples

One of these ________________________________________

Another ________________________________________

A third ________________________________________

2. Sequence
In this pattern, the writer's main idea includes a series—events or steps that follow
one after another.

Example:
Albert Einstein was born near the end of the 1800s in Ulm, Germany. He
graduated from the University of Zurich in Switzerland at the age of 26. Fourteen years later

46
he won the Nobel Prize for Physics. For the next ten years he lived in Germany. Then in the
early 1930s, he had to leave Germany because of Hitler and the Nazi Party. He moved to the
United States, where he lived until the time of his death at the age of 74. He lived a long and
productive life.

The main idea is: Albert Einstein lived a long and productive life. The signal words help you notice
the important events in his life. The important idea is that things happen in a certain order.

Some signal words for the sequence pattern:

first next last after at last

finally later before while
at the same time

Other signal words for this pattern are dates, years, times of the day, seasons,
and plain numbers.

3. Comparison/Contrast
In this pattern, the writer's main idea explains similarities and/or differences. A
comparison can include only similarities, or similarities and differences, while
a contrast includes only the differences.

Example:
Visitors see some similarities between New York and San Francisco. Bath cities, for
example, are exciting cultural centers. They are equally attractive to people from
many parts of the world. The cities are also alike because they both have many beautiful
buildings, large, lovely parks, and grand bridges. On the other hand, the two cities have
important differences. One difference is the lifestyle. New Yorkers are always in a hurry and are
much less friendly than residents of San Francisco. The streets in the California city are very
clean, unlike New York, where the streets are often dirty. Another major difference is safety:
San Francisco has much less crime than New York.

The main idea of this paragraph is: There are both similarities and differences between New York and San
Francisco. The statement points at the similarities and differences the writer mentions.

Some signal words for the comparison-contrast pattern:

Signals of difference: Signals of

similarity:
however but like
unlike rather both
on the other different from similarly
hand while in the same way
in contrast yet as
although less than same
conversely also
in common

Comparative forms of adjectives and adverbs are also used to signal difference (older,
faster).

47
4. Cause-Effect
Causes and effects are part of our daily lives. Therefore, this pattern is found very
often in history books, science texts, and novels. It is important to recognize the cause-
effect pattern when you read. Some words can signal which part is a cause or effect.
Otherwise, you need decide we just need to identify if the cause-effect relationship
exists.

Example 1:
1) I forgot my umbrella this morning. I was caught in the rain. (What happened first?
Next?)
2) A cause-effect sentence does not always put the cause first. In sentences 3 and 4,
because is the signal word. It stays with the part of the sentence that tells the
cause, even if the cause comes after the effect in the sentence. In order to under-
stand a cause-effect pattern, always ask, "What happened first?" Then you will
know the cause.
forgot umbrella (cause)
… (time passes)
caught in the rain (effect)

3) Because I forgot my umbrella, I was caught in the rain. cause  effect

4) I was caught in the rain because I forgot my umbrella. effect  cause

When the main idea is that one event or action causes another, authors use the
cause-effect pattern.

Example 2:
In 1989, the Exxon Valdez oil tanker spilled millions of gallons of oil in Alaska's
sea. Biologists who have studied the local wildlife have noted the consequences of the
spill. It has resulted In a great decline in the number of birds in the area. The spill also
has caused many young harbor seals to suffer from brain damage and death. Killer
whales also felt the impact of the spill. Since 1989, more than one third of the whale
population has disappeared.
The main idea of this paragraph is: The oil spill in Alaska resulted in many harmful effects
on animals. The signal words call your attention to each cause or effect the author
mentions.

Exercise 1

Each of the sentences below is written in one of the four patterns. Working with
another student, guess the name of the pattern of each sentence. Write the letters of
the pattern on the line In front of each sentence. Use these abbreviations:

L—Listing S—Sequence CC—Comparison/Contrast CE—Cause/Effect

1. Nicole and Brigette woke up very early on the morning of the international roller skating
competition and ate a quick breakfast.

48
2. The roller skating rink in Miami was much larger than the rink in their home town in
France.
3. Among the competitors, there were skaters from Japan, Korea, Australia, Russia, Argentina,
and many other countries.
4. Since the competition was taking place in the United States, the largest group of
competitors was American.
5. The competition began in mid-morning with free skating for couples, and the first
scores were posted after lunch.
6. A young Korean couple won this category because they worked so perfectly together.
7. Nicole and Brigette felt that the French couple had given a much livelier performance
than the Korean couple.
8. Nicole was competing in several categories, including women's free skating, women's
school figures, and pair skating.
9. After they had finished competing, the two girls stayed to watch the couple‘s
competitions.
10. They had both won some prizes, so they left the skating rink feeling very happy and
excited.

Exercise 2

Each of the sentences in this exercise is a possible beginning for a newspaper

article. Working with another student, decide which pattern you think the author
would use in the article. Then write the letters of that pattern beside the
sentence.

L—Listing S—Sequence CC—Comparison/Contrast CE—

Cause/Effect

1. The success of Milan's soccer team is due in large part to good management
and good luck.
2. Making a pizza at home can be quick and simple if you follow these steps.
3. The industrial Italy of today is a far different place from the rural Italy of just a
generation ago.
4. The Mafia would never be so powerful in Italy if the Italian government hadn't helped it in
some way.
5. Italian society has undergone a number of profound changes in recent years.
6. The only way to save the artistic treasures of Italy is to drastically reduce the number of
cars in Italian city centers.
7. The career of Francesco Guccini---one of Italy‘s most loved pop/folk singers—began in a
cafe in Bologna.
8. Changes in life style have brought changes in the eating habits of many Italians.
9. The standard of living of most Italians today is not very different from that of their
European neighbors.
10. Applying for citizenship in Italy is a complicated bureaucratic process that may take
over a year.

Exercise 3

49
In each paragraph, there is a different pattern and a missing sentence. Working
with another student, decide what the pattern is and which sentence fits best. The
missing sentences are listed at the end of this exercise.

L—Listing S—Sequence CC—Comparison/Contrast CE—

Cause/Effect

1. For the tourist in Italy, Bologna has many advantages over the more popular city
of Florence. First of all, there are far fewer tourists there. This means that museums and
monuments are much less crowded. Since there are few foreigners, you can also get a
much better idea of how Italians live. Furthermore, the Bolognese tend to be more
friendly to visitors than the Florentines.

Sentence: ________ Pattern: ______

2. Bologna's Etruscan origins go back at least 2,400 years. It became a Roman

city in the 2nd century B.C. With the fall of the Roman Empire, it came under
Byzantine rule. Then it fell to the armies of northern barbarians, called the
Longobards. Bologna became an independent city-state in about 1000. In 1507,
the city came under the rule of the Roman Catholic Church. This ended with the
arrival of Napoleon and the French army in 1796. Then, in 1859, the city joined
the Kingdom of Savoy, which became the Kingdom of Italy in 1861.

Sentence: ________ Pattern: ________

3. Bologna's progressive, or leftist, city government is the result of a number of

historical factors. Many centuries of sometimes brutal rule under the Popes
undoubtedly influenced the Bolognese. During those years, they learned to distrust
the Church and all established power. By the early 20th century, there was already
a strong leftist movement in Bologna. The conservative parties further lost influence
in the 1920s and 1930s. At that time, they supported the Fascists and the Nazis.
The leftists, on the other hand, gained in influence in those years.

Sentence: ________ Pattern: ________

4. In their fondness for Bologna, the Bolognese have given their city a number of
nicknames. To some, it is known as Bologna "the red." This name comes in part
from the strong leftist political tendencies of the city. To others, it is Bologna "the
wise" because of its university. The oldest university in Europe, the University of
Bologna is still an important intellectual and cultural center. And finally, some like to
think of Bologna as "the fat," a paradise for food lovers. And indeed, the local cooking
tends towards richness and plenty—delicate stomachs, be careful!

Sentence: _______ Pattern: ________

Missing sentences:

50
a. In 1816, Bologna was once again ruled by the Church, with the help of the
Austrian Empire.
b. It also comes from the many red-toned buildings in Bologna that give the city a
unique coloring.
c. The porticos lining Bologna's streets make them far more pleasant for walking than
Florence's narrow and noisy streets.
d. Medieval Bologna was an independent city-state, and the Bolognese developed a
long-lasting love of independence and self-government.

Exercise 4

Go back to the passage about Hawaii at the beginning of this unit, and answer
these questions.

1. What is the overall pattern of this reading?

2. What are some signal words that helped you decide on this pattern?
3. What is the pattern for paragraphs 1, 3, 5, and 7?

Exercise 5

Fill in the blanks with the appropriate word or phrase from the list. What
pattern does each paragraph use?

1. however likewise another difference similarly whereas also

while but on the other hand

Even though Arizona and Rhode Island are both states of the U.S., they are
different in many ways. For example, the physical size of each state is different.
Arizona is large, having an area of 114,000 square miles, (1)__________ Rhode
Island is only about a tenth the size, having an area of only 1,214 square miles.
(2)___________ is in the size of the population of each state. Arizona has about four
million people living in it, (3)___________ Rhode Island has less than one million.
The two states also differ in the kinds of natural environments that each has. For
example, Arizona is a very dry state, consisting of large desert areas that do not
receive much rainfall every year. (4)___________ Rhode Island is located in a
temperate zone and receives an average of 44 inches of rain per year. In addition,
(5)___________ Arizona is a landlocked state and thus has no seashore, Rhode
Island lies on the Atlantic Ocean and does have a significant coastline.

2. when during because therefore eventually if

When Europeans came to Hawaii in the early 1800s, they did not like the
hula.. (1)________, they discouraged this dance and it almost disappeared from
Hawaii. However, in the late 1800s King Kalakaua formed a special dance group.
The people were (2)___________ able to save this important tradition.

3. in the same way likewise another similarity

similarly whereas too while both however

Even though we come from different cultures, my wife and I are alike in
several ways. For one thing, we are (1)________ thirty-two years old. In fact, our

51
birthdays are in the same month, hers on July 10 and mine on July 20. (2)
________ is that we both grew up in large cities. Helene was born and raised in Paris
and I come from Yokohama. Third, our hobbies are alike (3) _________. My wife
devotes a lot of her free time to playing jazz piano. (4) _________, I like to spend time
after work strumming my guitar. A more important similarity concerns our values.
For example, Helene has strong opinions about educating our children and raising
them to know right from wrong. I feel (5) _________. Our children should receive a
good education and also have strong moral training.

4. firstly then before finally after that and

however besides because

I, as usual, enjoyed the last Eid shopping as I visited different markets and
bought dresses for myself and the other members of my family. (1)_______, my
mother and I went to New Market (2) _______ bought two attractive dresses for my
younger sister. (3) _______ we went to Gowsia Market, visited three shops, and
bought a very nice dress for my mother. (4) _______ we went to Elephant Road,
visited several shops, and bought two Punjabis — one for me and one for my father.
(5) _______, we bought a fine dress for our maid servant. (6) _______, we went to
Eastern Plaza, and purchased some cosmetics for my mother, sister and the maid
servant. The last Eid shopping was really a happy experience to me.

Exercise 6

1. Find a newspaper or magazine article written in English. Make a copy of

the article and cite its source. The topic of the article can be one of the
followings:

1. Comparing or contrasting of two cities or places

2. Do‘s and don‘ts (how to behave) in a certain culture
3. History of an important or famous place or landmark
4. A myth in one culture

2. Read through the article and take a note about:

1. the overall pattern of the article

2. some signal words that have helped you decide on this pattern?
3. which of the paragraphs uses a sequence, listing, comparison/contrast, or
cause-effect pattern
4. some signal words that have helped you decide on the pattern of this
paragraph
5. synonyms and antonyms of 10 (ten) words taken from the text.

3. This project is to be presented in the following meeting.

52
 Unit 7: A Look Back to the Past (Part 2)

Objectives:

1. To identify an explain paragraph development in a text

2. To communicate the result of the paragraph analysis

Individual Presentation in Small Groups

1. Make a group of 4 (four) students.

2. In your group, take turn to present the article and the notes you have made
about it.
3. Ask questions about the article your friend is presenting.
4. During your classmate‘s presentation, take a note of:
 The title, topic and main idea of the article
 The pattern(s) used in the article and the signal words
 New or important vocabulary on your classmate‘s list
 The thing(s) that you find interesting about the article
5. Check and revise your notes. Submit them along with your presentation
material to your teacher.

Good luck

53
 UNIT 8: WORD WORLD

Objectives:

1. To define a narrative text

2. To identify types of narrative texts
3. To identify and explain the components of a narrative text
4. To identify and explain the language features that describe the characters, plot,
and setting of a story

We live in a world of words. When these words are put together to

communicate a meaning, a piece of text is created. When you speak or write to
communicate a message, you are constructing a text. When you read, listen to, or
view a piece of text, you are interpreting a meaning.
Creating a text requires us to make choices about the words we use and how
we put them together. If we make the right choices then we can communicate with
others. Our choice of words will depend on our purpose and our surrounding
(context).
There are two main categories of texts – literary and factual. Literary texts
include stories, movie scripts, limericks, fairy tales, plays, novels, song lyrics,
mimes, and soap operas. They are constructed to appeal to our emotions and
imagination. Literary texts can make us laugh or cry, think about our own life or
consider our beliefs. There are three main text types in this category: narrative,
poetic, and dramatic.

54
 LITERARY TEXTS

Narrative Poetic Dramatic

In this unit, we are going to study narrative text type which tells a story
using spoken or written language. It can be communicated using radio, television,
books, newspapers, or computer files. Pictures, facial expressions, and camera
angles can also be used to help communicate meaning. Narratives are usually told
by a story teller. This person gives his/her point of view to the audience and
determines the order in which the events of the story will be told.
Discuss with your friends the following topics!
1. When you were kids, your grandparents or parents often read or told you
stories. Working with your friends, tell your favorite story and put forth the
reasons why you like it most!
2. Still in the discussion with your group members, make a list of the most
recent fiction you have read and decide which one is the most engaging then
tell the reasons for it!
3. Discuss with your friends about the benefits of reading fiction!

Have you ever read Sleeping Beauty, Cinderella Story, the Legend of
Tangkuban Perahu, or Harry Potter? Did you enjoy reading such stories? If
so, get the more enjoyable reading activity by having these ones by which you
can learn about language and life wisdoms!

Text 1

SINBAD AND THE GENIE

One day, Sinbad the Sailor was by the sea. He sat down by the water. Somebody
called to him. There was an old bottle near him. He looked at the bottle. In it, there
was a very, very little person. It was a genie. ―Help! Help!‖ said the genie. ―Please
let me out!‖
Sinbad opened the bottle. A big, gray cloud came out. In the cloud, there
was a very, very big genie.
―Thank you, Sailor. And now, I am going to eat you. My last meal was 5,000
years ago. I am very hungry.‖
The genie was very big and strong, and he had Sinbad in his hand. Sinbad
was small and not very strong, but he was clever.
He said to the genie, ―How can you eat me – little thing like you?‖

55
 ―Little?‖ said the genie, in a terrible way. ―I am very big!‖
―How can you be very big?‖ asked Sinbad. ―You were in this little bottle!‖
―I changed,‖ said the genie. ―You can see that!‖
―No, no,‖ said Sinbad. ―I see only a little bottle.‖
The genie‘s face was all red. He was very terrible to see. ―I can change!‖ he
said. ―Look at me!‖
The genie went into his big, gray cloud. Then the cloud went away. The genie
was little, and he was inside the bottle again.
Sinbad put the top on the bottle. He put the bottle in the sea and walked
away ―Good bye for another 5,000 years!‖ Sinbad said.

Exercise 1

1. Mention the main characters of the story?

2. Was Sinbad a smart person? If so, how can you come to the conclusion?
3. What short of cloud coming out of the bottle?
4. How did the genie look like after coming out of the bottle?
5. What did Sinbad do to defeat the genie?
6. Why was the genie‘s face all red?
7. What did Sinbad do to keep the genie inside the bottle?
8. Can you infer whether Sinbad and the genie will meet again?

Exercise 2
Fill in the table with the characteristics of the main characters mentioned in
the story!
Sinbad The Genie

Smart foolish

Exercise 3

Discuss with your friends about the moral value of the story!

Exercise 4
Read the passage very carefully and pay more attention on the italicized
words. Then, working with other students, answer the following questions!
Text 2
HIGH HOPES

I had a nightmare the other night. I dreamt I was bungee jumping, that's

56
when you throw yourself off a bridge and your feet are attached to an elasticized
rope that pulls you back again. I didn't do the jump properly, in fact, I did it
extremely badly because I fell only a few meters and was dangling dangerously just
below the bridge for ages.
Then I woke up and thanked my lucky stars enthusiastically that it had been
only a dream. I lay quietly in bed the following morning and wondered how I had
come to have such a terrible dream. Never would I contemplate the idea of jumping
off a bridge with or without an elasticized cord. Then I remembered I had seen a
film on the television the night before showing some students bungee jumping. The
funny thing about this strange sport is that you often see people jumping off but
you never see them come back. As I said, in no circumstances could I be persuaded
to do it for the simple reason that I am terrified of heights. I remember once sitting
petrified at my desk at work listening to a colleague describing how he had jumped
out of a plane by parachute on one occasion in order to raise some money for
charity, I can recall how I almost fell off my chair in fear. No sooner had he finished
telling his story than I had to get up and go and lie down quietly in a darkened
room. I can still remember one incident that illustrates my fear of heights — I
haven't got over it yet and it's still very vivid in my mind.
I never have to find an excuse to go the seaside. I always agree to it when
someone suggests going to the coast. I never can resist the sight and smell of the
sea. A trip had been planned for the weekend. I always used to pack the night
before one of these trips and invariably I rarely slept in anticipation of the event.
That's what comes of working in a large city day in day out. We set off early and
reached our destination quite quickly at about 11 a.m. Hardly had we finished our
morning coffee in a small cafe when it started to rain really heavily. Then we
decided to drive around to the front and watch the sea as it pounded violently
against the beach. We were just going to abandon the whole idea of staying there
any longer when the sun made an appearance suddenly.
As quickly as the rain had started equally as speedily it stopped. We all got
out of the car and walked slowly up the cliff at the end of the town. Usually you get
a magnificent view of the bay at the top but on this particular afternoon rarely had
I seen so much mist. And that, in a manner of speaking, was my down fall.
Although I knew this particular piece of land quite well, the fog had obscured the
edge of the cliff and although I was walking very slowly as I always do on high
ground, I stepped on a piece of grass which I thought was solid but soon discovered
was anything but. I slipped immediately and began to descend almost as if I was
nearly doing a slow motion bungee jump only this time I was the right way up.
With a jolt I stopped abruptly and realized I was going nowhere. Only then did I
start to panic. I could hear the sea but I didn't dare look down and I started to yell
as loud as I could. I waited patiently on my little edge for at least half an hour while
I was being assured that help would come soon.
Eventually a rope was dropped down to me and I gradually hoisted myself up
to the top of the cliff. By now the mist had cleared completely and I took a quick
look down to discover that I had only been about half a meter from the beach. But I
thought I'd conceal that information subtly.

Questions for comprehension

1. How did the writer do the bungee jumping?

2. How did he thank his lucky stars?
3. How did he lay on his bed the following morning?
4. How often did he use to pack before going for trips?
5. How did he reach his trip destination?
6. Had he finished the coffee when it started to rain?

57
7. How did the sea pound against the beach?
8. How did he wait on his little edge for at least half an hour while he was being
assured that help would come soon?

Exercise 5

Read the passage quickly and list the italicized words. Then try to define
them using a dictionary or making a guess of your own!

No Word Definition
1. Properly correct or suitable

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

58
22.

23.

24.

25.

Grab a book of fiction of your favorite and tell your friends in class about the
story briefly, and how it successfully changes your perspectives on life!

59
 UNIT 9: MY BED TIME STORIES

Objectives:

1. To define a narrative text

2. To identify types of narrative texts
3. To identify and explain the components of a narrative text
4. To identify and explain the language features that describe the characters, plot,
and setting of a story
5. To express appreciation on a narrative text

The Art of Describing

A good narrative uses words to paint a picture in our minds of:

 what the characters look like (their appearance)

 where the action is taking place (the setting)

 how things are happening (the action)

To do this the narrator will use groups of words to describe things. Compare the
language used in the description below:

Factual Sentence Descriptive use of language

There were two dogs in the yard. They In the yard were two fierce German
looked fierce. Both were German shepherds, carefully guarding the small
shepherds. They were guarding the shed and ready to attack anyone who
shed. They would attack if anyone approached.
approached.
It was a hot day. Joel was sweating. The sun continued to beat down on
Joel. The back of his shirt was wringing

60
 wet and drops of sweat rolled lazily
down his red face.
The house was dark. It was scary. The darkness was occasionally broken
There were noises. There was a storm. by flashes of lightning. The shutters
Lucy could see two eyes ahead. banged in the swirling wind, each time
making the hairs on the back of Lucy‘s
neck stand up. Her heart pounded like
a drum. Then she saw it: two green
eyes, glowing like radioactive marbles
looking straight at her.

As you read the descriptive passages, you might find some expressions
which are not put into their literal meanings, so that you have to interpret the
meanings based on the given context. Some of the common components used in
descriptive texts which require more ability in grabbing the meanings are:
metaphor, simile, and personification.

Metaphor is defined as a figure of speech containing an implied comparison, in

which a word or phrase ordinarily and primarily used of one thing is applied to
another.
Examples: darkness is metaphorically compared to ―the curtain of the night‖
the moon is metaphorically compared to ―the queen of the night‖

Simile is a figure of speech in which one thing is likened to another by the use of
like, as, etc.
Examples: Her heart pounded like a drum.
Green eyes glowing like radioactive marbles
Personification is a figure of speech in which a thing, quality, or idea is
represented as a person.
Examples: His nerves run wild
The tree sees the future as an abating storm
Those figures of speech are used to elevate the meaning of words to their utmost
beauty level. Thus, the reader of fiction has to able to infer the meanings which fit
to their contexts.

Before reading the provided stories, do the following activities!

1. Working in group of two or three, grab a book of fiction and try to read it.
2. Write some difficult expressions on your notebook.
3. Share with your friend the expressions and try to guess the meanings
through discussion.

61
To gain the ability of grabbing the meaning of figurative speech, do the
following reading exercises in discussion with members of your group of two
or three. Find the meanings of metaphor, simile or personification found in
the passages!

Exercise 1

Buck‘s first day on the Dyea beach was like a nightmare. Every hour was
filled with shock and surprise. He had been suddenly jerked from the heart of
civilization and flung into the heart of things primordial. No lazy, sun-kissed life
was this, with nothing to do but loaf and be bored. Here was neither peace, nor
rest, nor a moment‘s safety. All was confusion and action, and every moment life
and limb were in peril. There was an imperative need to be constantly alert, for
these dogs and men were not town dogs or men. They were savages, all of them,
who knew no law but the law of club and fang
From an excerpt of Jack London‘s The Call of the Wild

Exercise 2
HAIRS

Everybody in our family has different hair. My Papa‘s hair is like a broom, all
up in the air. And me, my hair is lazy. It never obeys barrettes or bands. Carlos‘s
hair is thick and straight. He doesn‘t need to comb it. Nenny‘s hair is slippery –
slides out of your hand. And Kiki, who is the youngest, has hair like fur.
But my mother‘s hair, my mother‘s hair, like little rosettes, like little candy
circles all curly and pretty because she pinned it in pin curls all day, sweet to put
your nose into when she is holding you, holding you, and you feel safe, is the warm
smell of bread before you bake it, is the smell when she makes room for you on her
side of the bed still warm with her skin, and you sleep near her, the rain outside
falling and Papa snoring. The snoring, the rain, and Mama‘s hair that smells like
bread. (Sandra Cisneros‘s the House on Mango Street)

Exercise 3
A KITE‟S TALE

The sun shone brightly and the west breeze blew. The kite was flying this
way and that way tied to her string. Suddenly the string snapped. The kite was

62
free. She soared high in the air until she could see far, far away. The kite followed
some parrots who took her to see the rainforests. The air was cool and the kite got
wet. The kite followed some crocodiles who took her to see the rivers. The air was
misty and the kite caught a fish. The kite followed some wallabies who took her to
see some desserts. The air was hot and the kite got tired. So the kite followed the
sun who took her back home, right to her string.
Jeany Eather

Establish a reading club by which you can share with your friends knowledge
and experiences got from reading books.

63
 UNIT 10: CAN YOU GUESS WHAT I MEAN?

Objective: The students are able to make an inference by making a logical

connection drawn between what they know or notice and what they do not know

A. WHAT IS AN INFERENCE
Pretend that you have had professor Arlene Brown as a mathematics instructor
for the past two semesters. She is a friendly person who always greets her classes
in warm manner. This past Tuesday, professor Brown gave a difficult midterm
examination in your algebra courses. It covered rather complex material, and many
of your classmates were concerned about their grades.
When the class met again on Thursday morning, Professor brown arrived late,
and when she came through the door she was not smiling at al. In fact, she walked
briskly to the front of the room, slammed her briefcase on the desk, gruffly told the
students to take out their notebooks, and began to cover new material immediately.
Consequently, most of your classmates concluded that Professor Brown was upset
about something.
They based that conclusion on three factors; first, their knowledge of what
people in general behave when they are upset; second, the experience they have
had with professor Brown in previous session; third, their using her behavior or
actions as clues. That she was upset was reasonable conclusion because it rested
solidly on their knowledge and experience and flowed logically from the clues of
facts at hand.
What we have been discussing here is inference-―educated guesses‖ by which
we go beyond what is explicit in order to fill in informational gaps, come to logical
conclusions and make sense of the world around us. In other words, an inference
is a logical connection that you draw between what you know or notice and what
you do not know.
Exercise 1
Complete the following statements by making inferences from what is known.

1. We may infer from the large diamond necklace and platinum rings the woman
wore that she is probably...
a. Beautiful b. Wealthy c. Poor d. Charming
2. We may infer from the pale face of Ana that she is ....

64
 a. Sick b. Good c. Lazy d. Nice
3. We may infer from man‘s grease-stained hands and fingernails that he probably
has been...
a. Working on engines b. Molding clay [Link] bricks
4. We may infer from grade A that Sally got that sally is....
a. Clever b. Lazy c. Poor d. Rich

B. MAKING INFERENCE FROM CONVERSATION

Have you ever overheard part of a conversation and tried to imagine what it was
about? If so, you are making inferences. In the following exercises, you will practice
inferring information from short dialogues.
Exercise 2
Read this conversation and infer the answer to the question
A : So how was it?
B : Terrible.
A : Really? You were so excited about going.
B : I know, but I tell you, I‘m glad to be back
A :What happened?
B : First of all, there was the weather. It rained everyday. Not just a little, but
all day.
There we were gorgeous beaches and no sun!
A :I guess you didn‘t get much of the tan
B : Look at me, I‘m as pale as before
A : At least you must have gotten some rest
B : Rest! the second day we were there, my husband got sick. He was sneezing
andd
coughing for three days and nights. And then I caught his cold. I felt just
awful for
another three days.
A : well, how was the food?
B :That was the only nice things about the whole week. Except that we were too
sick, to
enjoy it half the [Link] new here in the office?
A : Not much, it‘s been a slow week.

Questions

65
[Link] are these people?
2. What is their relationship?
3. What are they talking about?
4. Are they men or women? How can you tell?
Exercise 3
Read this conversation and infer the answer to the question
A : Fill it up, please.
B : Regular or super?
A : Want me to check the oil?
B : No, that‘s all right.
A : what about the windshield. Need a cleaning?
B : Sure, go ahead.
A : OK
B : How much?
A : ten fifty
B : here, put it on my Visa
A : We don‘t take credit cards!
B : No credit cards! Hope I‘ve got cash. Let‘s see, let me check in my jacket
pocket.
No, oh here, it makes ten. I must have another fifteen cents on me
somewhere.
A : Don‘t worry about it
B : Really I‘m sorry. I thought I can use my Visa
A : ok, you can give me next time
Exercise 4
1. Where are there people?
2. What are they talking about?
3. Are they men or women? How can you tell?

C. INFERENCE IN READING

Making inference is not restricted to everyday situations only. When you are
reading you also have to make inference quite frequently. This happens because
the meaning of a sentence, a paragraph, or an article is not always stated directly.
In many cases the readers In have to rely on clues and hints given to arive at the
meaning of the text. So quite similar to daily situations, an inference in reading is

66
an intelligent guess about what the author does not say by using the hints and
clues the author does give.

Exercise 5
In each of these paragraphs, someone is talking about their job. Working with
another student, infer what the job is. Then underline the words or phrases
that helped you guess.
1. "The minute you climb in, you start feeling excited. There's nothing so exciting
for me, not even a jet plane. You get in and start up and off you go. And then you've
got to pay attention every minute. There's always someone doing something crazy
who's likely to end up under your wheels. I sometimes think it's a miracle if I can
get all the way there with no accidents. You've always got to be thinking ahead.
There are a lot of people in this job who have stomach problems from the tension.
They lose their hearing too, because of the noise. You've got to be tough on this job,
you know."
Job:
2. "My day starts at four o'clock in the morning. That's when my feet hit the floor.
I'm at work at five-thirty and I finish at two in the afternoon. It between I do a lot of
walking. I wear out a lot of shoes each year maybe four or five pairs. And my poor
feet, at the end of the day they're really hurting. The other problem is the dogs.
Sometimes you can make friends with them and they'll follow you around. But
other times, they can be mean. I've been bitten a couple of times. I can't say as I
care much for dogs any more. But it's not all bad, my job. One thing I like is the
way you meet a lot of people. You learn all about their private lives, too. It never
gets boring."
Job:
3. "The most important thing is to understand people. You've got to know what
they're thinking. If you can figure that out you can get them to do anything. They
come in with an idea about what they want. You get them talking about
themselves, about what they like. If it's a man, you talk about baseball, or
something like that. if it's a woman, you ask her about fashions. That way they get
comfortable with you. You ask them a lot of questions and get them saying yes.
Then they just get into the habitat of saying yes. In the end you can put them into

67
Exercise 6
 In these paragraphs, the topic is never stated directly. Working with
another student, Infer what each paragraph is about and write the topic
below. Underline any words or phrases that helped you guess.
1. In the early days, people thought it would have a positive effect on family life. It
brought the whole family together in one room. It also put an end to the usual
family quarrels. Everyone stayed quiet and just listened, for a change. But now it is
clear that not all the effects are positive. Some researchers believe that it prevents
parents and children from having normal relationships. The members of the family
may be sitting together, but most of the time no one talks. No one relates to anyone
else in the room. The only communication that happens is one-way: from the actors
to each individual. And this brings up another problem. Many children spend most
of their free time this way. That means that they have no idea of what family life
can be. The picture they get of a family-from what they see-is false and too simple.
It leaves out many negative aspects and many uncertainties. This may mean that
they may not be able to tolerate real family life with all its complexities.
Topic:
How can you tell?

2. Some of us have done this hundreds of times-we sometimes think we could do it

in our sleep. But if it's your first time, don't worry. It's really a very simple
procedure. First you sort everything into piles. It's better to separate things
carefully at this point or you can cause real damage. Then when one pile is ready,
let technology work. Be sure you follow the directions. And remember that it, better
not to do too many things at once. Mistakes can be expensive. The step depends on
your equipment. You may be able to put technology tc
again. Or you may have to use old-fashioned methods and take it outside. In any
case, it will eventually be time to make piles again and put everything where it
belongs. And then you are done--for now. All too soon the time will come to repeat
the whole procedure again!
Topic:
How can you tell?

68
D. HOW TO MAKE INFERENCE
There are no specific steps to follow in making inferences, because each
inferences depends on the situation and the facts that the author gives us and
on our knowledge and experience with the situation. However, there are some
points that you should keep in mindwhile you read.
1. Be sure to understand the literal meaning first
2. Ask yourself some question:
a. What the author is trying to tell you?
b. Why does the author need to give you that fact?
3. Consider the descriptive language or the figurative language that the writer
use.
4. Consider the author‘s purpose

E. SUMMARY
The meaning of a sentence, a paragrapgh, a passage may be stated directly.
Frequently, however, the text only hints at or implies the meaning. You must then
use the hints, clues, and other evidences given to determine what the maning is.
When you do this you are making inference.

69
 UNIT 11: Let’s Make an Outline

Objective: The students are able to make an outline from the text they are reading.

What is outlining?
Outlining is a method that condenses or shortens a great deal of material into
manageable units and helps you keep track of the main ideas and important
details. An outline organizes information by relating main ideas and details to the
topic of the text. An outline also helps you identify the controlling ideas of a long
reading and provides you with a study guide that should be used to prepare for
class discussions and tests. However, outlining is time-consuming.
Therefore, it is most useful when you need to study complex or difficult material.
When you outline, beware of including too many details, as many students do. If
you choose to outline as an information organizer, be sure to include only main
ideas, major details, and a few examples that are essential to your understanding
of the main ideas.

There is no need to write complete sentences in an outline. Key words and short
phrases will do. As you make an outline, be sure to keep its purpose in mind-to
condense information so that you can remember it.

There are three methods students use to outline information that they need to
know. The most important idea to remember when outlining is to use the main idea
strategy. That is, ask yourself what the selection is about, what are the most
important points that the writer makes, and how does the writer support her
information.

Method 1-The Formal Outline

I. Helps students organize information
A. Shows relationship of Main ideas to Controlling Idea in longer selections
B. Shows relationship of Details to Main Ideas
II. Helps students prepare for class and tests
A. Condenses large amounts of information

70
 1. Groups important ideas and details together
a. Makes remembering easier
b. Makes material clearer and more meaningful
2. Eliminates rereading of entire text before class or test

As you will see in the practice exercise that follows, you must use the game
plans that you learned in the previous chapters before you make a-. outline. The
outlining strategy is to:
1. Use the previewing, main idea, and marking and annotation strategies.
2. Think and decide what the topic is. This becomes the title of the outline.
3. Think and decide which main ideas and details are important.
4. Make the main ideas the major headings (roman numerals). 5. List the details
under the main
ideas.

Exercise 1
Example:
The following is a brief textbook selection and an outline of it. The selection is
marked and annotated so that you can see how the outline is developed from the
strategies used while reading. You will notice that the topic becomes the title, the
important main ideas become the roman numerals, the most important details
related to the main idea become the capital letters, and minor details related to
important details become arabic numbers. When you make your outline, you must
think carefully to decide (1) which main ideas and details are important enough to
include and (2) how the information is related. You will also see that words of the
selection have been paraphrased (stated in the reader's own words), which lets the
reader check his or her understanding and helps him or her remember the content.

Topic
Gender Differences in Aggression

Most researchers agree that greater physical aggression in males is one of the most

consistent and significant differences observed in comparative studies of gender. And these

differences have been found in virtually every culture where aggressive behavior has been

studied. Such an observation is hardly surprising. We need only consider the number of

71
men in prison for violent crimes compared to the number of women.

Greater aggression can usually be observed in boys from the time they are 2 to 2five

years old. They are more likely than girls to engage in mock fighting and rough-and-

tumble play and to have aggressive fantasies (Maccoby & Jacklin, 1974). But femaIes

can be aggressive, too. They may be even more likely than males to use indirect

forms of aggression, such as gossip, spreading rumors, and rejecting, ignoring, or

avoiding the target of aggression (Bjorkquist et al., 1992).

Gender Differences in Aggression

I. Greater physical aggression in males is consistent research finding

A. True across cultures that are studied
B. Example: greater number of males in prison for violent crimes
II. Greater aggression observed by two years
A. Boys more apt to include mock fighting, pushing, and rough stuff in play
activities
B. Girls' aggressive behavior mostly indirect
1. Gossip, ignoring
2. Avoidance of person they want to hurt

Method 2-The Modified Outline

The modified outline contains essentially the same information as the formal
outline. That is, it is made up of topics, main ideas, and details. The modified
outline, however, does not have numerals and letters in a formal way. Instead, you
may number or note the information in a way that is meaningful to you. The
following sequence demonstrates a modified outline structure:

Modified Outline
Organizes information:

72
 1. Shows relationship of main ideas to controlling idea
2. Shows support (details) for main ideas
Acts as test preparation and study aid:
1. Condenses large amounts of information
2. Makes remembering easier
3. Clarifies material
4. Makes material more meaningful
5. Eliminates rereading of large amounts of material.
Notice that the same kinds of information appear in a modified outline as they do
in a formal outline. The only difference is the format. Here is an example of a
modified outline.

Modified Outline
Gender Differences in Aggression
Research consistently finds that males are more physically aggressive
1. True across cultures that were studied
2. Greater number of males in prison for violent crimes
Differences in gender aggressiveness observed by the age of two
1. Boys' aggression IS direct: mock fighting, pushing and rough stuff in
play activities
2. Girls' aggressive behavior is indirect: gossip, ignoring and avoiding person they
want to hurt

Method 3-Divided Page

The divided page is a neat way to outline important information and test what you
know at the same time. Like the formal outline and the modified outline, you need
to use your main idea strategy by annotating and underlining the main ideas and
important details. When you use the divided page method, first you draw a line
down the center of your page. Then, you put the main ideas on the left side of the
line and the supporting details on the right side. When you have completed your
outline, you can fold the page on the line and test yourself by reading the main
ideas and trying to remember the supporting details The divided page method
allows you to organize and study the information 1)y using one process. Following
is the structure of a divided page outline.
Divided Page Outline
Organizes Information

73
 1. Shows relationship of main ideas to controlling ideas
2. Shows support (details) for main ideas
Purpose is test preparation and study aid
1. Condenses large amounts of information
2. Makes remembering easier 3. Clarifies material
3. Makes material more meaningful
4. Eliminates rereading of large amounts of material

Notice that the same kinds of information appear in a divided page that appeared
in both the formal and Modified Outlines The only difference is the format. Here is
an example of a divided page outline.

Divided Page Outline

Gender Differences in Aggression
Research consistently finds that males arc more physically aggressive
1. Condenses large amounts of information
2. Makes remembering easier
Greater aggression observed by age of two
1. Boys' aggression is direct: mock fighting, pushing and rough play
2. Girls' aggression is indirect: gossip, ignoring and avoiding person they want to
hurt

74
 UNIT 13: SUMMARIZING

Objective: The students are able to make a summary from the text they are reading.

What is summarizing?
Summarizing is the retelling of the important parts of a passage in a much shorter
form. Why summarize?
• To make sure you have understood something.
• To explain the sense of a passage to someone else.
• To review texts for examinations.
What does a good summary include?
• A good summary includes the main ideas and the major supporting points.
• A good summary does not include minor details, repeated details, or the
reader's opinions.

A. Summarizing sentences
Summarize a sentence by taking out the unnecessary words. Use summary words
to take the place of groups of words about the same topic. Keep only the words
which tell the main point of the sentence. Use as few words as possible.
Example:
The tall cowboy put the saddle on his horse, untied him from the fence, waved
goodbye and rode off into the sunset.
Summary: The cowboy left.
Explanation: You can leave out the word tall, since that is not an important fact.
All of the things that the cowboy did (put saddle on horse, untied him, waved good-
bye, and rode off) can be summarized in one word: left.

Exercise 1
 Summarize these sentences. Work with another student.
1. After she turned on the oven, Michiko mixed the sugar, flour, eggs, milk, ,oil,
and vanilla in the new blender, poured the batter into the buttered pans, and put
the cake in the oven.
Summary:
2. As the bus rolled into her hometown, Liz looked around at the familiar streets

75
and shops which she had not seen for two years.
Summary:
3, Serge put on his raincoat, picked up his umbrella from the table near the door,
turned off the lights, put out the cat, and got ready for his ten-minute walk to the
bus stop.
Summary:
4. When the Chen family returned from their vacation, they found the back door
broken open, the television set missing, and all the food in their freezer gone.
Summary:
5. In Natasha's library you can find mysteries, novels, biographies, travel books,
how-to manuals, science fiction thrillers, and reference books.
Summary:
6. With her new credit card, Yoko bought groceries at the supermarket, shoes at
the department store, and a few set of tires for her sports car at the auto supply
store. Summary:
7. During the summer along the Charles River in Boston, you can go rollerblading,
no, ning, biking, or sailing, or you can have a picnic, listen to a concert, or watch a
movie
Summary:
8. After clearing away the old leaves and branches, Bill dug up the hard ground,
mixer in fertilizer and new soil, raked it all smooth, and planted the seeds.
Summary:
9. When they heard the weather forecast, the islanders closed the windows, put
tape across the glass, moved all of their plants and chairs indoors, and stocked up
on bottles of fresh water:
Summary:
10. Sue put her pens and pencils neatly in a row, turned on the radio, stacked her
E books on the desk, got herself a soda, and sat down in her desk chair.

Summary:

connecting words tie ideas together. Examples: and, but, however, first. then,
because.)

Exercise 2

76
 Summarize this short passage. Work with another student. When you have
finished, compare your work with another pair of students.
A New Way to Visit the Wilderness
People who are looking for outdoor adventure often go to Maine. This state in
the northeastern United States contains large areas of wilderness. There you can
enjoy a new and exciting sport: white water rafting. In the past, this sport was
practiced only in the western states. But now, several outdoor travel companies
offer weekend rafting trips. They provide guide service, equipment, and even food
and they invite people who have had no experience at all. Thus, city residents, too,
can get a taste of wilderness. All they need to bring with them is a desire for
adventure.
"White water" is the water of a river when it moves very fast over rocky areas. As
the water fills with air bubbles, it looks white. The areas of white water are also the
most exciting areas for rafters-and also the most dangerous. In fact, rafting guides
must always be on the look for white water. And rafters must be ready to swim,
because the raft can tip over in white water. For that reason, rafters should always
wear special life vests that will keep them afloat.
Rafting is a sport that almost anyone can do. It does not require great physical
strength. Sometimes, at very rocky parts of the river, rafters will need to walk for a
while. They may also need to carry the rubber rafts at times, but these are very
light, Paddliag the boats is easy because they are going down river. The main
activity is simply to enjoy the wonderful wild scenery.
Most rafting companies offer overnight trips that combine with camping. This
kind of trip is ideal for a family with children over twelve. Several rafts of people will
start out from a base camp. Their food supplies, sleeping bags, tents, and other
necessities are sometimes packed onto the rafts. Or all the supplies might be
brought by car to the next camp site. The guide often is also the cook for the group
of rafters and may be quite a good chef. After a day of rafting, in any case, the food
tastes good and sleep comes easily
 Write one sentence to summarize each paragraph.
Paragraph 1:
Paragraph 2:
Paragraph 3:
Paragraph 4:
 Now tie the sentences together to make one short paragraph. Write the final
summary below. Use only the words which are absolutely necessary.

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 B. Summarizing longer passages
When you summarize an essay, textbook chapter, or magazine article with many
paragraphs, follow these steps:
Step 1. Read the passage all the way through.
Step 2. Go back to the beginning and number the paragraphs in the text.
Step 3. Divide the text into parts. Notice which paragraphs focus on the same idea.
Part one, for example, will be Paragraph #1 to Paragraph #x. Part two will
start with paragraph #y, and so forth.
Step 4. For each part, write a sentence which summarizes all the paragraphs in it.
Step 5. Tie all of those sentences together to form a summary, using signal words
and other function words,

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 UNIT 14: DESCRIPTIVE TEXT

Objective: The students are able :

5. To define a descriptive text
6. To identify the components of descriptive texts

A. Why do we write descriptions?

•To help our readers visualise a person, a thing, an animal or an event

clearly

B. When we usually write descriptions?

• When we write narrative essays
• When there is a need to give details (e.g. explaining the difference between a
gymnast
and an acrobat)

C. What would help us write descriptions?

• Adjectives (e.g. warm, quiet, magnificent, mean)
• Adverbs (e.g. shockingly, uncontrollably, sweetly)
• precise verbs (e.g. creaked, streamed in, clinched)
• factual information based on sight, sound, touch, taste and smell
• information based oil your own feelings and opinions

D. How do we organise all the details we have gathered?

• Write the details in a logical arrangement of space or location.
For example:
(a) If you want to describe a face, you might start from the hair and go down to
the forehead, eyebrows, eyes, nose, lips and chin (from top to bottom).

(b) If you want to describe your bedroom, you might start from the entrance to
the back of
the room in a logical order (or from back; front).

E. What words can he used in spatial order organisation?

You can use prepositional phrases. For example:

behind the bed underneath the rocking along the window sill
chair
on the left-hand side next to the computer above the bookshelf
at the far corner of the near the side table opposite the cupboard
room
On top of' the cupboard against the armchair between the table lamp and
the flower vase
adjacent to the dressing beside the wicker basket Next to the window
table

Execise 1
Read the following , passage and answer the questions that follow. Your

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answers must be based on the information given in the passage.

A Special Place in the Heart of a Northern Town

I Pisang! Minyak Angin! Tikar mengkuang! Mari bell! are 1 literally
translated as Bananas! Ointment! Woven mats! Come buy! These were
shouts of traders which could be heard at an open thatched-roofed building
situated at Tanjung Chali. It was at the crossroads of Jalan Pckan China
and Jahn flengkakm Kapal in Alor Setar. Farmers congregated there in the
lone, shabby building on stilts to market their orchard-grown produce and
handmade crafts. People from all walks of life would go to this place oil
Wednesdays.
II This was a typical scene at Pekan Rabu, or the Wednesday Fair, in
Alor Setar in the earl), 1920s. However, one can no longer see this long
cement- floored building by the Kedah River. Instead, Pekan Rabu is now an
imposing building in the heart of Alor Setar.
Ill Pekan Rabu was the starting point of rural Malays' involvement in
trade in 'the big city'. In the 1920s after World War I, a caring prince,
the late Tunku Yaacob ibnu Almarhum Sultan Abdul Hamill, saw the need
for rural Malays to sell their produce directly to consumers. Tunku Yaacob
created an opportunity for them to market their produce without the
involvement of middlemen. Wednesday was chosen to honour Tunku
Yaacob, who was born on that day.
IV Since business at Pekan Rabu was brisk, farmers started trading 20 every
day of the week. In 1932, Pekan Rabu was relocated to Jalan Tunku
Ibrahim, where it remains until today. An interesting variety of goods was
sold, such as Malay food, pretty woven mengkuang bags, containers and
mats. All types of Malay knives, such as the keris and the tiny pisau wali
were also sold there.
V In October 1976, a fire burnt down a large part of the market. The
loss was estimated at RM 500.000. However, this was a blessing in disguise.
The state government rebuilt Pekan Rabu as a complex in which seventy
stalls were located. The second phase of the complex was completed in
1990 at the cost of' RM 2 million. In 1995, the Federal Government
approved a budget of RM6.5 million to renovate and improve this landmark.
There are now a total of 347 stalls in the five-level complex.
VI The Pekan Rabu project has played an important role in developing
the economy of Kedah Malays. It has helped Malay traders to improve their
business skills. It led to a chain of weekly markets in other parts of Kedah. It
has allowed small Malay entrepreneurs to work as a team and to seize
business opportunities in the city. Business activities are now more
organised. In addition, Pekan Rabu has become a tourist attraction for the
unique shopping experience it offers.
VII Pekan Rabu is also special because freedom fighters sometimes met
here to deliberate on their struggle for Malaya's independence. It was also
here, during the Japanese Occupation of Malaya, that a young man called
Che Detsold fruit and handicraft. This young man is now the Prime Minister
of Malaysia, who has contributed much to the progress of Pekan Rabu. A
look back at history shows that Pekan Rabu has come a long 45 way. It is
definitely the pride of Kedahans.

I. What do the following words from the passage refer to'?

(a) which :
(b) the big city :

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(c) An interesting variety of goods :
(d) this landmark :
(e) their :

2. Where was the Wednesday fall- located?

3. What could one buy at the Wednesday Fair?
4. Why was the fair called Pekan Rabu'?
5. List four words or phrases used in the passage to describe Pekan Rabu in the
1920s.
(a) .......................
(b) .......................
(c) .......................
(d) .......................

6. Where is Pekan Rabu located now?

7. All the statements below are true except:
(a) The Pekan Rabu project has helped Malay farmers hone their skills in business.
(b) The Pekan Rabu project farmers to hold weekly fairs in JCCt encouraged
farmei
many northern towns in Kedah.
(c) Rural farmers were able to trade their own produce in the city.
(d) Pekan Rabu was the meeting place of the Japanese after World War 11.

8. The words in bold are from the passage. Circle the word or phrase in each group
that does not have the same meaning as the word or phrase in bold.
1. congregated assembled met
2. to market to advertise to sell
3. imposing impressive frightening
4. an opportunity a way a chance
5. involvement contribution participation
6. approved disallowed allocated
7. unique strange one of its kind
8. to deliberate on to discuss about to prepare for

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