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Buku Reading IV
Buku Reading IV
STUDENTS’ WORKSHEET
NAME :
REG. NO :
CLASS :
LECTURER :
1
PREFACE
Grammar is one part in learning English, which should get priority especially in teaching
and learning process. Grammar has an important role in English teaching and learning process
because grammar permeates all language skills such as speaking, reading, writing, and
listening.Normally, teachers are supplied with textbooks, which determine what they teach.
Indeed teaching grammar should emphasize on how to teach and not what to teach. Learning
grammar needs an appropriate technique and material to avoid students feeling bored in teaching
and learning process.
University students learn grammar for five semesters. This worksheet is intended for the
second year or the forth semester students. The presence of this worksheet assists the students to
practice much because the writer believes that practice answering or doing many grammar tasks
is more valuable and understandable than listening much explanation from the teacher.
Finally, the writer is aware that even though she has tried to do the best for this
worksheet, yet the weakness may occur anyway. Therefore, constructive criticism is always
appreciated.
The writer
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CONTENTS
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UNIT I
Source: Google.Com
Skimming can save you hours of laborious reading. However, it is not always the most
appropriate way to read. It is very useful as a preview to a more detailed reading or when
reviewing a selection heavy in content. But when you skim, you may miss important points or
overlook the finer shadings of meaning, for which rapid reading or perhaps even study reading
may be necessary.
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Use skimming to overview your textbook chapters or to review for a test. Use skimming to
decide if you need to read something at all, for example during the preliminary research for a
paper. Skimming can tell you enough about the general idea and tone of the material, as well as
its gross similarity or difference from other sources, to know if you need to read it at all.
To skim, prepare yourself to move rapidly through the pages. You will not read every word; you
will pay special attention to typographical cues-headings, boldface and italic type, indenting,
bulleted and numbered lists. You will be alert for key words and phrases, the names of people
and places, dates, nouns, and unfamiliar words. In general follow these steps:
1. Read the table of contents or chapter overview to learn the main divisions of ideas.
2. Glance through the main headings in each chapter just to see a word or two. Read the
headings of charts and tables.
3. Read the entire introductory paragraph and then the first and last sentence only of each
following paragraph. For each paragraph, read only the first few words of each sentence
or to locate the main idea.
4. Stop and quickly read the sentences containing keywords indicated in boldface or italics.
5. When you think you have found something significant, stop to read the entire sentence to
make sure. Then go on the same way. Resist the temptation to stop to read details you
don't need.
6. Read chapter summaries when provided.
If you cannot complete all the steps above, compromise: read only the chapter overviews and
summaries, for example, or the summaries and all the boldfaced keywords. When you skim, you
take a calculated risk that you may miss something. For instance, the main ideas of paragraphs
are not always found in the first or last sentences (although in many textbooks they are). Ideas
you miss you may pick up in a chapter overview or summary.
Good skimmers do not skim everything at the same rate or give equal attention to everything.
While skimming is always faster than your normal reading speed, you should slow down in the
following situations:
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When you skim introductory and concluding paragraphs
When you skim topic sentences
When you find an unfamiliar word
When the material is very complicated
Scanning, too, uses keywords and organizational cues. But while the goal of skimming is a
bird's-eye view of the material, the goal of scanning is to locate and swoop down on particular
facts.
Facts may be buried within long text passages that have relatively little else to do with your
topic or claim. Skim this material first to decide if it is likely to contain the facts you need.
Don't forget to scan tables of contents, summaries, indexes, headings, and typographical cues.
To make sense of lists and tables, skim them first to understand how they are organized:
alphabetical, chronological, or most-to-least, for example. If after skimming you decide the
material will be useful, go ahead and scan:
1. Know what you're looking for. Decide on a few key words or phrases–search terms, if
you will. You will be a flesh-and-blood search engine.
2. Look for only one keyword at a time. If you use multiple keywords, do multiple scans.
3. Let your eyes float rapidly down the page until you find the word or phrase you want.
4. When your eye catches one of your keywords, read the surrounding material carefully.
If you are scanning for facts to answer a specific question, one step is already done for you: the
question itself supplies the keywords. Follow these steps:
1. Read each question completely before starting to scan. Choose your keywords from the
question itself.
2. Look for answers to only one question at a time. Scan separately for each question.
3. When you locate a keyword, read the surrounding text carefully to see if it is relevant.
4. Re-read the question to determine if the answer you found answers this question.
Scanning is a technique that requires concentration and can be surprisingly tiring. You may have
to practice at not allowing your attention to wander. Choose a time and place that you know
works for you and dive in.
Skimming Scanning
A technique for fast reading. A reader A technique in which a reader
Definition
reads the article in order to get the general tries to search a particular text
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idea of it. or word in the document
Ability to find quickly
Ability to go through the article Use of fingers can be
quickly effective while looking
Requirement Ability to understand what can be for a specific
relevant and not in reading information
Focus on key words
Generally to search a
Generally to get the general idea of
telephone number from
an article
a list
Purpose To sample a book before actually
To find a particular
purchasing it
quotation in a book
For information:
The main idea is the central, or most important, idea in a paragraph or passage. It states
the purpose and sets the direction of the paragraph or passage
The main idea may be stated or it may be implied.
When the main idea of a paragraph is stated, it is most often found in the first sentence of
the paragraph. However, the main idea may be found in any sentence of the paragraph.
To find the main idea of any paragraph or passage, ask these questions:
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1. Who or what is the paragraph about?
2. What aspect or idea about the ‘who’ or ‘what’ is the author concerned with
D. Exercising
Read the following Article and explain based on your understanding!!!
Based on data from research firm AdsTensity, Indonesia's tobacco industry spent a total
of IDR 6.3 trillion (approx. USD $474 million) on television advertisement in 2016; the biggest
spenders in this industry being Djarum (IDR 1.91 trillion), Gudang Garam (IDR 1.32 trillion),
and HM Sampoerna (IDR 1.25 trillion).
Elvira Lianita, Head of Fiscal Affairs and Communication at HM Sampoerna, said the
government needs to re-think whether a full ban would be appropriate as there already exists
Law No. 109/2012 that limits tobacco-related adds in Indonesian media (there is a limit to the
timing and content of the add, for example the cigarette itself is not allowed to be visible
anymore). Lianita added that it would have far-reaching effects if the government bans tobacco-
related adds on television and radio because not only earnings of the tobacco industry are to
decline but also government revenue, revenue of media institutions, and the welfare of many
small Indonesian tobacco farmers as well as workers in the country's cigarette plants.
Budi Darmawan, Corporate Communications Manager at Djarum, said the ban would
have a big impact on the tobacco industry of Indonesia because among all forms of
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advertisement, advertisement on television proves to be the most effective form of
advertisement. That is the reason why Djarum spends a significant portion of its budget on TV
adds.
The DPR's proposal shows that the Indonesian government is in favor of tobacco control
and the public's health protection. Earlier, there had been uncertainty about the government's
stance toward the tobacco industry. It was seemingly facing a dilemma: curtail tobacco
consumption in order to enhance people's health or let the tobacco industry produce, sell and
advertise freely in order to safeguard government revenue from the tobacco industry. However,
Indonesia is still one of the few Asian countries that is yet to ratify the World Health
Organization (WHO)’s Framework Convention on Tobacco Control (FCTC).
In January 2017 the Indonesian government raised the cigarette excise tax by an average
of 10.54 percent, while the value-added tax on cigarettes was pushed up 9.1 percent in the same
month. These hikes pose serious challenges for Indonesia's cigarette industry but are regarded a
good move for child protection and public health.
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g. Allowed (Regular Verb), allover
(noun)
h. Rethink (verb)Thinker(Noun)
i. Law (Noun), Lawyer (Noun)
j. Excited(adjective)-excitedly
(adverb)- excitement (noun)
k. Complete(verb)-completely (adverb),
Completeness (Noun)
l. Current (adjective) currently (adverb)
m. Framework (Noun),Framing (Verb)
n. Consume (verb)-Consumer (Noun)
consumerism (noun).
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2. Comprehension exercises
Checking the fact
Is the following information given in the text of the table below?
Write yes, if it is and No, if it is not
Yes No
The government has to revise Law No. 32/2002 on
Broadcasting
This ban would also have a big affect on government
revenue as well as on revenue generated by media
institution because tobacco companies are the fifth-largest
advertiser in Indonesia.
Indonesia's tobacco industry regularly spent a total of IDR
6.3 trillion
Elvira Lianita, Head of Fiscal Affairs and Communication
at HM Sampoerrna, said the government has not to re-think
whether a full ban would be appropriate as there already
exists Law No. 109/2012 that limits tobacco-related adds in
Indonesian media
The DPR's proposal explicitly states that the Indonesian
government is in favor of tobacco control and the public's
health protection.
In January 2017 the Indonesian government did not have a
plan to raise the cigarette excise tax by an average of 10.54
percent
Indonesia is still one of the few Asian countries that is ever
to ratify the World Health Organization (WHO)’s
Framework Convention on Tobacco Control (FCTC).
The Indonesian Consumers Foundation (YLKI) urges the
government to completely ban tobacco-related
advertisement on television.
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II. List of Words Not found in the reading text
Equal Consequently
Essential Adequate
Persuasion Annual
Political Crowded
Precisely citizen,
Squeezes command
Substance companionship
Filthy compose, composer
Purchase conflict
Majority conflicting
Marginal constitution
Acquisition construction
Beneficial
Cavity
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UNIT II
READING TEXTS
A. Text Types
Look at the picture below and understand the kinds of the text!!!
For information
There are 5 major texts types:
Narrative
Descriptive
Directive
Expository
Argumentative
Students’ Worksheet
Descriptive texts are concerned with the location of persons and things in
space.
They will tell us what lies to the right or left, in the background or
foreground, or they will provide background information which, perhaps,
sets the stage for narration.
Descriptive It is immaterial whether a description is more technical-objective or more
impressionistic subjective.
Text
State or positional verbs plus adverbial expressions are employed in
descriptions
Examples:
1. The operation panel is located on the right-hand side at the
rear;
2. New Orleans lies on the Mississippi.
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TEXT
Global warmth begins with sunlight. When light from the Sun reaches the Earth, roughly
30 percent of it is reflected back into space by clouds, atmospheric particles, reflective
ground surfaces, and even ocean surf. The remaining 70 percent of the light is absorbed by
the land, air, and oceans, heating our planet’s surface and atmosphere and making life on
Earth possible. Solar energy does not stay bound up in Earth’s environment forever.
Instead, as the rocks, the air, and the sea warm, they emit thermal radiation, or infrared
heat. Much of this thermal radiation travels directly out to space, allowing Earth to cool.
Some of this outgoing radiation, however, is reabsorbed by water vapor, carbon dioxide,
and other gases in the atmosphere (called greenhouse gases because of their heat-trapping
capacity) and is then re-radiated back toward the Earth’s surface. On the whole, this re-
absorption process is good. If there were no greenhouse gases or clouds in the atmosphere,
the Earth’s average surface temperature would be a very chilly -18°C (0°F) instead of the
comfortable 15°C (59°F) that it is today.
What has scientists concerned now is that over the past 250 years humans have been
artificially raising the concentration of greenhouse gases in the atmosphere at an ever-
increasing rate. By 2004, humans were pumping out over 8 billion tons of carbon dioxide
per year. Some of it was absorbed by “sinks” like forests or the ocean, and the rest
accumulated in the atmosphere. We produce millions of pounds of methane by allowing
our trash to decompose in landfills and by breeding large herds of methane-belching cattle.
Nitrogen-based fertilizers and other soil management practices lead to the release of
nitrous oxide into the atmosphere.
Once these greenhouse gases get into the atmosphere, they stay there for decades or
longer. According to the Intergovernmental Panel on Climate Change (IPCC), since the
industrial revolution began in about 1750, carbon dioxide levels have increased 35 percent
and methane levels have increased 148 percent. Paleoclimate readings taken from ice cores
and fossil records show that these gases, two of the most abundant greenhouse gases,
are at their highest levels in at least the past 650,000 years. Scientists have very
high confidence (a phrase the IPCC translates to “greater than 90 percent
certainty”) that the increased concentrations of greenhouse gases have made it
more difficult for thermal radiation to leave the Earth, and as a result, Earth has
warmed.
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Comprehension exercises
Answer T if you think the statement is True and F if You think the statement is
false!!!
Yes No
The sunlight causes Global Warmth
The remaining 70 percent of the light is not absorbed
by the land, air, and oceans, heating our planet’s
surface and atmosphere and making life on Earth
possible.
Solar energy stays bound up in Earth’s environment
forever
If there were no greenhouse gases or clouds in the
atmosphere, the Earth’s average surface temperature
would be a very chilly -18°C (0°F) instead of the
comfortable 15°C (59°F) that it is today.
that over the past 250 years humans have been
artificially raising the concentration of greenhouse
gases in the atmosphere at an ever-increasing rate is
what has scientists concerned now.
Nitrogen-based fertilizers and other soil management
practices lead to the release of nitrous oxide into the
atmosphere.
Earth has warmed because the increased concentrations
of greenhouse gases have made it more difficult for
thermal radiation to leave the Earth
since the industrial revolution began in about 1750,
carbon dioxide levels have increased 35 percent and
methane levels have increased 148 percent.
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UNIT III
Facts
A statement of fact can be correct or
incorrect. You can check it by doing
research.
Mercury is the
Monkeys
planet are
closest
mammals.
to the sun.
Opinions
A statement of opinion cannot be proved
true or false. It is a belief or judgment. It
often contains a word of judgment, such
as best, should, or beautiful. It may begin
with the words In my opinion or I believe.
Bananas
She is the
are
the
coolest
best fruit
girl in
on
a summer
school!day.
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Yes No No Yes
Yes No No Yes
Opinion Fact
Opinion Fact
Yes No
Fact Opinion
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B. EXERCISES
1. Is the information relevant—that is, directly related to the topic, the main idea being
developed about the topic, and the author’s purpose?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Is the information complete, or has the author tried to influence the reader by including
only information that supports his/her position?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_
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UNIT IV
Source.Google.com
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Reading for pleasure or as a way to relax, like when reading a novel, newspaper or
magazine is usually a ‘passive’ exercise. When you are studying reading should
been seen as an ‘active’ exercise, in other words you engage with your reading to
maximise your learning. One of the most effective ways of actively engaging with
your reading is to make notes as you go along – linking points, pulling out key
snippets of information etc. By writing notes, in your own words, you will be
forced to think about the ideas that are presented in the text and how you can
explain them coherently.
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opinion and which is the opinion of the author. You will need to work on
these areas - like all life skills, taking effective notes improve with practice.
e. Mapping
Mapping is a note-taking technique which creates a visual representation of
lecture material. When the lecture is heavy with content, Mapping provides
organization and structure, connecting main ideas with secondary and
supporting ideas. Mapping is a useful technique for both visual and
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read/write learners. This technique can also be utilized when previewing and
reviewing texts or taking notes for class.
B. STUDENTS’ WORKSHEET
Read the article below and do the instruction below!!!
1. Write down the main idea of each paragraph
2. Make a mind mapping related to the text below
Michael Jordan Averaged 30.4 Points Per Game at Age 32 While Shooting 50
Percent
At age 32, the greatest player ever led his team to a previously, and still,
unfathomable 72-10 record in the regular season and won the NBA Finals MVP
award for his immense effort in helping the Bulls down the Sonics in the 1995-96
NBA Finals (he had turned 33 by the time the season was over).
The old man shot 50 percent from the field and 83 percent from the line; oh yeah, he
also made 111-of-260 three-point attempts, which is 43 percent from three-point
range! Eat that tidbit of info.
He scored a total of 2491 points and did not miss one game of the regular season
playing 82. You want to talk GOAT here? "There's one player that's the perfect 10;
that has it all: Michael Jordan," said Alonzo Mourning in an interview seen in the
Jordan vid 'His Airiness.'
There are people out there that mat want to attempt to somehow hoist someone as
being greater than MJ, so let us compare Jordan and...say...Bryant at age 32. Age 32
Jordan 82 games; Age 32 Bryant 66-of-66 games (so far).Age 32 Jordan 37.7
minutes per game; Age 32 Bryant 33.8 minutes per game. Age 32 Jordan 50 percent
from the field; Age 32 Bryant 46 percent from the field. Age 32 Jordan 83 percent
from the free-throw line; Age 32 Bryant 83 percent from the free-throw line. Age 32
Jordan 43 percent from three-point range; Age 32 Bryant 33 percent from three-point
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range. Age 32 Jordan 6.6 rebounds per game; Age 32 Bryant 5.2 rebounds per game.
Age 32 Jordan 4.3 assists per game; Age 32 Bryant 4.8 assists per game. Age 32
Jordan 2.2 steals per game; Age 32 Bryant 1.1 steals per game. Age 32 Jordan 0.5
blocks per game; Age 32 Bryant 0.1 blocks per game. Age 32 Jordan averaged 2.4
turnovers (negative statistic) per game, while Bryant averages 3.0 turnovers in less
minutes. Age 32 Jordan averaged 30.4 points per game and led the NBA in scoring
for the record eighth time. Bryant at age 32 is averaging 25.1 points per game and
hurt his ankle in Game 66. Kobe shot 6-of-20 in that game.
Not only did Jordan do this at age 32-33, but he won two more titles at ages 33-34
and 34-35. He led the NBA in scoring ate ages 33-34 and 34-45 (his ninth and 10th
scoring titles). He also got the NBA Finals MVP two more times in a row, and he
NEVER lost in the Finals finishing at 6-0 with six Finals MVPs.
Say what you will about how he had fresher legs because he retired, and I will say
that the 10-time scoring champion Michael Jordan, the player who never once let his
team lose in any Finals and the player who averaged over 20 ppg at age 40, the guy
who has the highest scoring average in NBA History at 30.1 ppg for a career that
spanned from 1984 to 2003 and the guy with the highest scoring average in playoffs
history at 33.6 is the greatest player of all time.
So, don't even try to hate on the greatest to ever lace them up, because we both know
that if the age 32 1996 Jordan came alive to play, he could, and would, destroy age
32 Kobe, and he would do it on purpose, and repeatedly!
Source: bleacherreport.com
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Second
Paragraph
Third Paragraph
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UNIT V
ANALYZING TEXT
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3. EXERCISES
Text 1
Read the text below and do the assignment below!!!
Human body is actually a living machine and is like all other machines. This
living machine needs fuel to supply it with energy. The fuel is provided by the
food which we eat. However do we know how much we need to stay healthy?
The energy value of food is usually measured in calories. A calorie is the
amount of heat which is required to raise the temperature of 1 kg of water by 1
degree C. The number of calories which people need per day varies. It depends
on the activity, which the people are involved in. For example; people will need
more calories for standing than for sitting, people need more for running than
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4. Students’ Evaluation
You are going to read some paragraph in order to answer some questions.
The railroad was not the first institution to impose regularity on society, or to draw
attention to the importance of precise timekeeping. For as long as merchants have set out
their wares at daybreak and communal festivities have been celebrated, people have been
in rough agreement with their neighbors as to the time of day. The value of this tradition is
today more apparent than ever. Were it not for public acceptance of a single yardstick of
time, social life would be unbearably chaotic: the massive daily transfers of goods,
services, and information would proceed in fits and starts; the very fabric of modem
society would begin to unravel.
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The phrase “this tradition” refers to the preceding clause, “people have been in
rough agreement with their neighbors as to the time of day.”
A distinctively American architecture began with Frank Lloyd Wright, who had taken to
heart the admonition that form should follow function and who thought of buildings not
as separate architectural entities but as parts of an organic whole that included the land,
the community, and the society. In a very real way, the houses of colonial New England
and some of the southern plantations had been functional, but Wright was the first
architect to make functionalism the authoritative principle for public as well as for
domestic buildings. As early as 1906, he built the Unity Temple in Oak Park, Illinois, the
first of those churches that did so much to revolutionize ecclesiastical architecture in the
United States. Thereafter he turned his genius to such miscellaneous structures as houses,
schools, office buildings, and factories, among them the famous Larkin Building in Buffalo,
New IV
Reading York, and the Johnson Wax Company building in Racine, Wisconsin. Page 22
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4. In what way did Wright’s public buildings differ from most of those built by earlier
architects?
6. The passage mentions that all of the following structures were built by Wright
EXCEPT
A. Factories
B. public buildings
C. offices
D. southern plantations
7. Which of the following statements best reflects one of Frank Lloyd Wright’s
architectural principles?
A. Beautiful design is more important than utility.
B. Ecclesiastical architecture should be derived from traditional designs.
C. A building should fit into its surroundings.
D. The architecture of public buildings does not need to be revolutionary
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There are two basic types of glaciers, those that flow outward in all directions with
little regard for any underlying terrain and those that are confined by terrain to a
particular path.The first category of glaciers includes those massive blankets that cover
whole continents, appropriately called ice sheets. There must be over 50,000 square
kilometers of land covered with ice for the glacier to qualify as an ice sheet. When
portions of an ice sheet spread out over the ocean, they form ice shelves.
About 20,000 years ago the Cordilleran Ice Sheet covered nearly all the mountains
in southern Alaska, western Canada, and the western United States. It was about 3
kilometers deep at its thickest point in northern Alberta. Now there are only two sheets
left on Earth, those covering Greenland and Antarctica.
Any domelike body of ice that also flows out in all directions but covers less than
50,000 square kilometers is called an ice cap. Although ice caps are rare nowadays,
there are a number in northeastern Canada, on Baffin Island, and on the Queen
Elizabeth Islands.
The second category of glaciers includes those of a variety of shapes and sizes
generally called mountain or alpine glaciers. Mountain glaciers are typically identified
by the landform that controls their flow. One form of mountain glacier that resembles
an ice cap in that it flows outward in several directions is called an ice field. The
difference between an ice field and an ice cap is subtle. Essentially, the flow of an ice
field is somewhat controlled by surrounding terrain and thus does not have the
domelike shape of a cap. There are several ice fields in the Wrangell. St. Elias, and
Chugach mountains of Alaska and northern British Columbia.
Less spectacular than large ice fields are the most common types of mountain
glaciers: the cirque and valley glaciers. Cirque glaciers are found in depressions in the
surface of the land and have a characteristic circular shape. The ice of valley glaciers,
Whatbydoes
8. bound terrain,
the flows down
passage valleys,
mainly curves around their corners, and falls over cliffs.
discuss?
A. Where major glaciers are located
B. How glaciers shape the land
C. How glaciers are formed
D. The different kinds of glaciers
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10. It can be inferred that ice sheets are so named for which of the following reasons?
A. They are confined to mountain valleys.
B. They cover large areas of land.
C. They are thicker in some areas than in others.
D. They have a characteristic circular shape.
12. According to the passage, where was the Cordilleran Ice Sheet thickest?
A. Alaska
B. Greenland
C. Alberta
D. Antarctica
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18. Which of the following types of glaciers does the author use to illustrate the two
basic types of glaciers mentioned in line 1?
A. Ice fields and cirques
B. Cirques and alpine glaciers
C. Ice sheets and ice shelves
D. Ice sheets and mountain glaciers
Tools and hand bones excavated from the Swartkrans cave complex in South Africa
suggest that a close relative of early humans known as Australopithecus robustus may
have made and used primitive tools long before the species became extinct I million
Line years ago. It may even have made and used primitive tools long before
humanity’s direct ancestor, Homo habilis, or “handy man,” began doing so. Homo
habilis and its successor, Homo erectus, coexisted with Australopithecus robustus on
the plains of South Africa for more than a million years.
The Swartkrans cave in South Africa has been under excavation since the 1940’s. The
earliest fossil-containing layers of sedimentary rock in the cave date from about 1.9
million years ago and contain extensive remains of animals, primitive tools, and two or
more species of apelike hominids. The key recent discovery involved bones from the
hand of Australopithecus robustus, the first time such bones have been found.
The most important feature of the Australopithecus robustus hand was the pollical
distal thumb tip, the last bone in the thumb. The bone had an attachment point for a
“uniquely human” muscle, the flexor pollicis longus, that had previously been found
only in more recent ancestors. That muscle gave Australopithecus robustutJ an
opposable thumb, a feature that would allow them to grip objects, including tools. The
researchers also found primitive bone and stone implements, especially digging tools,
in the same layers of sediments.
19. It can be inferred from the first paragraph that all of the following may have made
and used tools EXCEPT.
A. Australopithecus robustus
B. Homo erectus
C. Homo habilis
D. Australopithecus robustus’ ancestors
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UNIT VI
1. Presentation
Source: Google.Com
A. Reading for specific information
The technique scanning or looking for specific information is very useful when
you know exactly what you are looking for in a text. Since you have a very
specific goal in mind, when you read, you only read the relevant part(s) and
ignore the irrelevant. Very much similar to reading for main points, you could
start by making a list of points you would like to locate in a text. The list will
help you find the relevant points in the text. Now, before you do some practice,
read the tips in the following section. You could use the list as an exercise for
scanning. To do this, please follow the steps below:
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a. Predict one or two tips that you think are relevant to scanning. You could
either write them down or remember them.
b. Read and see if the following list contains your prediction.
c. Read the tip(s) that you have predicted correctly, and ignore the rest.
d. If you have done all of the above steps in 30 seconds, congratulations! You
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2. EXERCISES
Text 1
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UNIT VI
1.
Source.Google.Com
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a. Fact or Opinion
You will also need to learn to distinguish between fact and opinion. Writers
often tell us what they think or how they feel, but they do not always give us the
facts. It's important to be able to interpret what the writer is saying so you can
form opinions of your own. As you read an author's views, you should ask
yourself if the author is presenting you with an established fact or with a
personal opinion. Since the two may appear close together, even in the same
sentence, you have to be able to distinguish between them.
The key difference between facts and opinions is that facts can be verified, or
checked for accuracy, by anyone. In contrast, opinions cannot be checked for
accuracy by some outside source. Opinions are what someone personally thinks
or how he/she feel about an issue. Opinions by definition are subjective and
relative.
b. Defining a Fact
Facts are objective, concrete bits of information. They can be found in official
government and legal records, and in the physical sciences. Facts can be found
in reference books, such as encyclopedias and atlases, textbooks, and relevant
publications. Objective facts are what researchers seek in laboratories or
through controlled studies. Facts are usually expressed by precise numbers or
quantities, in weights and measures, and in concrete language. The decisions of
Congress, specific technological data, birth records, historical documents, all
provide researchers with reliable facts.
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Students’ Worksheet
Since anyone can look up facts, facts are generally not the subject of disputes.
However, not all facts are absolutes. Often the problem is that facts are simply
not readily available – such as battles like the Little Big Horn where all the
witnesses who could give information on what happened died in the disaster.
In 1876, Lieutenant Colonel George Armstrong Custer and his 7th Cavalry
engaged in a fight with Sioux Indians along the Little Big Horn Rivers in
Montana. Custer and his entire company were wiped out; no one survived to
tell what really happened.
In this instance, we can only read opinions on how this disaster befell Custer.
c. Determining an Opinion
Opinions are based on subjective judgment and personal values rather than on
information that can be verified. An opinion is a belief that someone holds
without complete proof or positive knowledge that it is correct. Even experts
who have studied the same issue carefully often have very different opinions
about that issue.
Opinions are often disputed, and many times involve abstract concepts and
complex moral issues such as right or wrong, fairness and loyalty. Abstract
concepts, because they are not easily understood, can never be defined to
everyone's satisfaction. For example, each of us holds a personal opinion about
what fairness or loyalty is, about gun control and abortion, and these issues
always remain a matter of opinion, not fact.
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Students’ Worksheet
d. Exercises
Exercises 1)
Preview the passage. Then read it and underline the facts. Working with another student,
answer the questions that follow.
Mysterious "Piano Man" Puzzles British Doctors
The photograph shows a tall, blond young man holding what looks like a musical score.'
His eyes scared, his shoulders rounded and slightly turned away, he appeared to avoid
contact with the camera.
Found several weeks ago on a windy road beside the sea on the Isle of Sheppey in Kent,
England, he was dripping wet and apparently very disturbed. He would not answer
questions or speak with anyone. He was wearing a black suit and a white shirt, but since all
the labels had been mysteriously cut out from his clothes, authorities had no way of even
identifying his nationality. Since then he has continued to remain silent, refusing or unable
to give information about who he is or where he comes from. He was taken to the accident
and emergency department at the Medway Maritime Hospital in Gillingham, but later was
moved to the psychiatric clinic in Dartford, where he continues to baffle' doctors.
A spokesman for the hospital says that the first clue to his identity came when someone in
the hospital had the idea of leaving him with a piece of paper and pencils and he drew a
detailed sketch of a grand piano. Hospital staff then took him to the hospital's chapel, which
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Students’ Worksheet
contains a piano. He sat down immediately at the piano and began to play, appearing calm
and relaxed for the first time since he had been found. According to reports from the
hospital, he is also a good musician and a pleasure to listen to, even if he tends to play
rather melancholy' music. One staff member identified a piece from Tchaikovsky's Swan
Lake, but acknowledged that she was not an expert in classical music.
According to a social worker assigned to the case, the young man is shy in the extreme and
avoids any kind of social interaction. Though interpreters in various northern and central
European languages have been called to the hospital to visit him, he has failed to respond to
any of them. His photograph has been circulated in newspapers around the world,
prompting hundreds of phone calls to the Missing Persons Bureau. However, none of these
has provided useful information about his identity.
There is, of course, the delicate question of whether the man is really in need of psychiatric
care or just pretending to be ill. Doctors at the hospital say that they have no reason not to
take him seriously and they have a duty to care for him as long as he needs it.
Source: Advanced Reading. Page: 91
1. What has the writer inferred from the photograph of the "Piano Man"?
2. What can you infer from the fact that he was wearing a black suit and a white shirt?
3. What can you infer about the fact that the labels had been cut out of his clothes?
4. What can you infer from the fact that the police brought him to the hospital?
5. What did the hospital staff infer from his drawing of a piano?
6. What can you infer from the description of the way he played the piano?
7. What have people at the hospital inferred about his nationality?
8. What can you infer from the doctors' reported statements in the last sentence?
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Students’ Worksheet
Student’s Exercises 2
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Students’ Worksheet
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Students’ Worksheet
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Students’ Worksheet
REFERENCES
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