jbptppolban-gdl-estisugiha-13290-1-latihan-e

Reading Exercises
for Intermediate Students
Modul Soal-soal Latihan Bahasa Inggris

untuk Pengabdian kepada Masyarakat
Oleh
Dra. Esti Sugiharti, MA., PhD
196202261989032001
Jurusan Bahasa Inggris

Politeknik Negeri Bandung
July 2021
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Table of Contents
Table of Content ……………………………………………………………………….. 2
Introduction …………………………………………………………………………….. 3
Chapter 1: Summarizing a text ..………………………………………………………... 4
Chapter 2: References ………………………………………………………………….. 16
Chapter 3: Guessing the meaning of words through context …………………………... 20
References …………………………………………………………………,………….., 23
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Introduction
Reading Exercises for Intermediate Students is a module for students who want to develop their
reading skills. It has been written as my community services, one of the ‘Tri Dharma Perguruan
Tinggi’ tasks in the academic year of 2021. It aims to assist students at intermediate level to
practice reading texts on their own.
The focus of the reading skills is on summarizing a text, identifying references, and guessing
the meaning of words in context. Students may practice these exercises within their own pace
without the assistance of teachers. The reading texts are authentic materials taken from several
articles published on the Internet. These materials have been selected so that students will get
accustomed to reading original texts that are not intended for students. This may help them
develop their reading skills.
Hopefully, these materials will be useful for those who want to increase their reading skills.
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Chapter 1
Summarizing a Text
Summarizing is one of the important reading skills that you need to develop as a student. When
you read a text book you may need to understand the contents of the book by summarizing the
texts. Summarizing may be defined as rewriting the main ideas of a text in a shorter or concise
form (Mikulecky & Jeffries, 2004).
To summarize a text, the first step is to find the topic and main idea of each paragraph of a text
and then combine these main ideas into several sentences to form the summary of the whole
text (Mikulecky & Jeffries, 2004). In every paragraph, there is a topic that is the subject matter
of the paragraph. The topic may be written in a word or a phrase. There is also a main idea.
The main idea is the writer’s idea about the topic. It might be stated in the topic sentence of the
paragraph. Or, you may use your own sentence. It should be stated in a complete sentence.
Read the texts below.
Paragraphs 1-5 are taken from a passage entitled “A Brief History of Ballet”. Write the topic
and the main idea of each paragraph. Re-write the main idea using your own words. This
sentence may be called the summary sentence of each paragraph.
1. Paragraph 1
A Brief History of Ballet
Ballet originated in the Italian Renaissance courts of the 15th century. Noblemen and
women were treated to lavish events, especially wedding celebrations, where dancing and
music created an elaborate spectacle. Dancing masters taught the steps to the nobility, and
the court participated in the performances. In the 16th century, Catherine de Medici — an
Italian noblewoman, wife of King Henry II of France and a great patron of the arts — began
to fund ballet in the French court. Her elaborate festivals encouraged the growth of ballet
de cour, a program that included dance, decor, costume, song, music and poetry. A century
later, King Louis XIV helped to popularize and standardize the art form. A passionate dancer,
he performed many roles himself, including that of the Sun King in Ballet de la nuit. His love
of ballet fostered its elevation from a past time for amateurs to an endeavor requiring
professional training.
https://www.pbt.org/learn-and-engage/resources-audience-members/ballet-101/brief-history-ballet/
Topic: _____________________________________________________________
Main idea: __________________________________________________________
The summary sentence: ________________________________________________
____________________________________________________________________
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2. Paragraph 2
By 1661, a dance academy had opened in Paris, and in 1681 ballet moved from the courts
to the stage. The French opera Le Triomphe de l’Amour incorporated ballet elements,
creating a long-standing opera-ballet tradition in France. By the mid-1700s French ballet
master Jean Georges Noverre rebelled against the artifice of opera-ballet, believing that
ballet could stand on its own as an art form. His notions — that ballet should contain
expressive, dramatic movement that should reveal the relationships between characters —
introduced the ballet d’action, a dramatic style of ballet that conveys a narrative. Noverre’s
work is considered the precursor to the narrative ballets of the 19th century.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
3. Paragraph 3
Early classical ballets such as Giselle and La Sylphide were created during the Romantic
Movement in the first half of the 19th century. This movement influenced art, music and
ballet. It was concerned with the supernatural world of spirits and magic and often showed
women as passive and fragile. These themes are reflected in the ballets of the time and are
called romantic ballets. This is also the period of time when dancing on the tips of the toes,
known as pointe work, became the norm for the ballerina. The romantic tutu, a calf-length,
full skirt made of tulle, was introduced.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
4. Paragraph 4
The popularity of ballet soared in Russia, and, during the latter half of the 19th century,
Russian choreographers and composers took it to new heights. Marius Petipa’s The
Nutcracker, The Sleeping Beauty and Swan Lake, by Petipa and Lev Ivanov, represent
classical ballet in its grandest form. The main purpose was to display classical technique —
pointe work, high extensions, precision of movement and turn-out (the outward rotation
of the legs from the hip)—to the fullest. Complicated sequences that show off demanding
steps, leaps and turns were choreographed into the story. The classical tutu, much shorter
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and stiffer than the romantic tutu, was introduced at this time to reveal a ballerina’s legs
and the difficulty of her movements and footwork.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
5. Paragraph 5
In the early part of the 20th century, Russian choreographers Sergei Diaghilev and Michel
Fokine began to experiment with movement and costume, moving beyond the confines of
classical ballet form and story. Diaghilev collaborated with composer Igor Stravinsky on the
ballet The Rite of Spring, a work so different —with its dissonant music, its story of human
sacrifice and its unfamiliar movements — that it caused the audience to riot.
Choreographer and New York City Ballet founder George Balanchine, a Russian who
emigrated to America, would change ballet even further. He introduced what is now known
as neo-classical ballet, an expansion on the classical form. He also is considered by many to
be the greatest innovator of the contemporary “plotless” ballet. With no definite story line,
its purpose is to use movement to express the music and to illuminate human emotion and
endeavor. Today, ballet is multi-faceted. Classical forms, traditional stories and
contemporary choreographic innovations intertwine to produce the character of modern
ballet.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
Re-read paragraphs 1-5 and rewrite the summary sentence of each paragraph.
Paragraph 1: _________________________________________________________
Paragraph 2: _________________________________________________________
Paragraph 3: _________________________________________________________
Paragraph 4: _________________________________________________________
Paragraph 5: _________________________________________________________
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Combine the five sentences above to become one short paragraph. You may use linking
words to link ideas among each sentence. The short paragraph is the summary of the
whole text. Write your summary below.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. Paragraphs 6-9 are taken from a text entitled “The Story of Swan Lake in Black and
White”. Write the topic, the main idea, and the summary sentence of each paragraph.
The Story of Swan Lake in Black and White
Swan Lake is perhaps the most well-known ballet, next to The Nutcracker. Petipa
choreographed this famous ballet, danced to a glorious score by Tchaikovsky, in 1877. Swan
Lake is the love story of Prince Siegfried, who on a hunting trip encounters a flock of swans,
falls in love with the Swan Queen, Odette, and swears his allegiance and undying love to
her. As a result of a curse by the evil sorcerer Baron von Rothbart, Odette can only take
human form between midnight and daybreak. Only faithful, true love can break the spell.
This love is expressed in the White Swan pas de deux, danced to one of the most familiar
sections of the music, and is both gentle and tender.
https://michiganopera.org/the-story-of-swan-lake-in-black-and-white/
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
7. Paragraph 7
To prevent his spell from being broken, von Rothbart transforms his own daughter, Odile, to
look exactly like Odette. Dressed in black, she is presented to Price Siegfried at his birthday
party, and he thinks she is actually his beloved Odette. Filled with seduction, confidence
and bravura dancing, the Black Swan pas de deux is in complete contrast to the White Swan
pas de deux. Technically one of the most difficult variations for a ballerina, this piece is
famous for its 32 fouettés, a turn requiring the dancer to use her leg to whip herself around,
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made even harder turning on pointe. Many consider it to be the most exciting dancing in
the entire ballet.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
8. Paragraph 8
Swan Lake doesn’t end well. Thinking she is his Odette, Prince Siegfried swears his love for
Odile, both destroying his future with the Swan Queen and dooming her to death. In most
productions, the prince, distraught, commits suicide by jumping into the lake. But there
have been many variations on a theme. The Bolshoi Ballet created great controversy in the
ballet world with a 1984 production that had a different ending, where Prince Siegfried and
Odette lived happily ever after.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
9. Paragraph 9
For more information on Swan Lake, please have a look at our website where you can
access and view two very different versions of the full ballet – one traditional and one non-
traditional. You can also connect via Zoom for a virtual meeting of our new Dance
Dialogues on Tuesday, August 18 at 3 p.m. Guest facilitator David Lyman, dance critic, will
share the history and background of Swan Lake, and compare and contrast the Bolshoi and
the Matthew Bourne productions. Please join us!
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
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Paragraph 6: _________________________________________________________
Paragraph 7: _________________________________________________________
Paragraph 8: _________________________________________________________
Paragraph 9: _________________________________________________________
Combine the four sentences above to become one short paragraph. You may use linking
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. Paragraphs 10-12 are taken from a text entitled “A Trip to Rome”. Write the topic, the
main idea, and the summary sentence of each paragraph.
Rome was once the centre of a powerful Roman state. You can travel back in time thanks
to numerous monuments of these olden days. There’s a single package that includes tickets
for the Roman Colosseum, the Forum and the Palatine Hill. The package is an excellent
choice for travellers because you don’t have to queue. The Roman Forum was once the
centre of everyday life, and when the Romans wanted some fun, they went to the
Colosseum, which is one of the major Roman attractions. The Palatine Hill is the main
Roman hill and is the origin of the Roman State. You can visit all these and many more
ancient attractions, such as the Pantheon, a former Roman temple, and a few important
squares, as part of a guided tour that takes a little over three hours. You can also visit
ancient and other landmarks on your own by bike, which enables you to explore streets
that are inaccessible to cars and buses. You’ll also get a ticket to the Colosseum.
https://www.youth-hostel.si/en/travelogues/IT/a-trip-to-rome?linksubid=PPC-
ANG_Travel&gclid=EAIaIQobChMIz8fT25S58wIVibaWCh1HGAq2EAAYASAAEgI5HfD_BwE
Topic: _____________________________________________________________
Main idea: __________________________________________________________
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____________________________________________________________________
11. Paragraph 11
Those who prefer to sightsee in the evening will find the evening golf cart tour an excellent
idea. Experience Rome’s soul at night while driving past major landmarks and enjoying
delicious Prosecco and artisanal beer. There’s also an evening electric bike tour that will
take you to the top of the Aventine Hill where you can enjoy the sunset and the view of the
city. You’ll be driving past less known streets far from traffic and will discover a few
landmarks along the way. The tour ends with the best Roman pizza and a glass of wine. The
next guided tour is dedicated to street food and will take you to five establishments where
the Romans have been enjoying food for centuries. The tour starts in the Campo de’ Fiori
market full of local products, from prosciutto to cheese. Then you can take a walk around
various historical parts of the city where you can taste famous Italian dishes, from pizza to
ice cream. The next tour, however, is a bit more elegant and will take you to medieval wine
cellars where you’ll learn about wine production. It includes a free meal and there’s a
matching glass of wine for each dish.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
12. Paragraph 12
The Galleria Borghese is housed in a real villa and is one of the most important Roman
galleries with a rich collection of art from 15th to 18th centuries that includes the works of
Bernini, Rubens, Raphael and Caravaggio. Explore the gallery with the help of experienced
guides who will tell you stories and secrets and explain how the works of art came to be. Of
course, you can experience the gallery on your own at your own pace. Don’t forget to visit
the wonderful gardens.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
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Paragraph 10: _________________________________________________________
Paragraph 11: _________________________________________________________
Paragraph 12: _________________________________________________________
Combine the four sentences above to become one short paragraph. You may use linking
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
13. Paragraphs 13-20 are taken from a text entitled “Tuscany”. Write the topic, the main
idea, and the summary sentence of each paragraph.
Tuscany is a transitional region occupying much of the former grand duchy of that name
near the base of the Italian peninsula. The characteristic landscape is a blend of gently
rolling hills leading on to sharply peaked mountains that pose a formidable barrier between
Tuscany and regions to the south. It is bordered in the north and northeast by the Tuscan-
Emilian Apennines and the Apuan Alps, these being separated by a series of long valleys
from the sub-Apennine hills of Mount Albano, Mount Pratomagno, and others. South of
Siena the surface rises to less fertile mountains and plateaus, such as the Metallifere
Mountains, Mount Amiata, and Mount Argentario on the coast. The lowlands of Tuscany
are either interior valleys, such as that of the Arno River, or coastal plains, such as
the Maremma. Area 8,877 square miles (22,992 square km). Pop. (2012 est.) 3,692,828.
https://www.britannica.com/place/Tuscany
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
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14. Paragraph 14
The name Tuscany is derived from an Etruscan tribe that settled there about
1000 BCE. Tuscia came into official use under the Roman Empire in the 3rd century CE.
Politically united under the barbarian Lombards as a duchy with its seat at Lucca in the 6th
century, Tuscany was next set up as a county by the Franks in 774. In the 11th century the
area passed to the Attoni family, who, already holding Canossa, Modena, Reggio, and
Mantua, became an important power of central Italy. The most famous representative of
this line, Matilda, supported Pope Gregory VII (1073–85) in the Investiture Controversy.
After her death in 1115, the cities of Tuscany gradually affirmed their independence, and
the area lost its traditional unity. For the next four centuries these cities fought among
themselves; supremacy was won first by Pisa and then by Florence, and the area became
the greatest centre of Renaissance culture. After the advent of the Medici as rulers of
Florence in 1434, with the family’s gradual consolidation of power over the area, Tuscany
was transformed into a principality.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
15. Paragraph 15
During the foreign invasions of Italy in the late 15th and early 16th centuries, the Medici
were twice expelled (1495–1512 and 1527–30), but they were restored by the Holy Roman
emperor Charles V in 1530, and the Medici rulers used the title grand duke from 1569. The
culture and economy of the area declined beginning in the 16th century.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
16. Paragraph 16
In 1737, on the death of the last Medici grand duke, Gian Gastone, Tuscany was assigned
to Francis of Lorraine, future husband of the Habsburg heiress Maria Theresa, beginning
the rule of the Habsburg-Lorraine family. Under Francis and his son the grand duke Leopold
I (later the Holy Roman emperor Leopold II), the great period of Tuscan reform took place.
Internal trade barriers were removed, ecclesiastical privileges reduced, and the death
penalty abolished. With the French domination of the peninsula, during the late
1790s, Ferdinand III was forced to flee from the duchy. In 1801 Napoleon
Bonaparte founded the Tuscan kingdom of Etruria for Louis of Bourbon-Parma, nephew of
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the Spanish queen, but in 1808 annexed it to the French Empire and finally in 1809 gave it
to his sister Élisa to rule. With the defeats of Napoleon in 1814, Ferdinand III was restored
to Tuscany, but many of the reforms introduced by the French were retained.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
17. Paragraph 17
Under Ferdinand and his son Leopold II, during the first half of the 19th century, Tuscany
was noted among Italian states for its tolerance toward liberals and its progressive
government. With the spread of liberal revolutions through Italy in 1848, Leopold granted
a constitution, but increasing revolutionary agitation culminated in the proclamation of a
republic (February 8, 1849) and forced the grand duke to flee. Leopold’s return under the
protection of the Austrians cost him the support of many Tuscans. When war
between Piedmont and Austria (the Second War of Italian Independence) broke out in
1859, Leopold, after refusing both to grant a constitution and to join Piedmont in the fight,
was expelled by the Florentines. With a provisional government controlled by the nobleman
Bettino Ricasoli working for Italian unification under Piedmont, the Tuscans, in
a plebiscite of March 11–12, 1860, voted overwhelmingly for annexation. Tuscany formally
became part of the new Italian state with the proclamation of the kingdom on February 18,
1861.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
18. Paragraph 18
Tuscany is one of the most prosperous agricultural regions in Italy, specializing in cereals
(especially wheat), olives and olive oil, and wines, notably those of the Chianti district near
Siena. Vegetables and fruit are also grown, and cattle, horses, pigs, and poultry are
extensively raised. Tuscan agriculture is characterized by the mezzadria system, with the
landlord, who provides capital and current expenses, sharing the harvest with the tenant,
who supplies the labour. There is, however, a growing tendency to the organization of
agricultural cooperatives.
Topic: _____________________________________________________________
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Main idea: __________________________________________________________
____________________________________________________________________
19. Paragraph 19
The storms and floods of 1966 dealt a severe blow to Tuscan agriculture, as well as
inundating Florence and Grosseto. Watered chiefly by the Arno and Ombrone rivers,
Tuscany has few rivers capable of supporting major hydroelectric projects, but borax
deposits at Larderello produce enough underground steam to power a major generating
station. Among the mineral resources, easily worked iron ore from the offshore island
of Elba is nearing exhaustion, but lead, zinc, antimony, mercury, copper, and iron pyrites
are still produced in the region. Lignite (brown coal) is mined around San Giovanni Valdarno,
and the marble of Carrara is world famous.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
20. Paragraph 20
Metallurgy, chemicals, and textiles are major industries; and the region is famous for its
artisan industries, especially in Florence, the capital. Tourism is important at the coastal
resorts and the historical centres of the region. Increasingly, Tuscany is also a retirement
centre of choice for well-to-do people from around the world, especially from northern
Europe. Livorno, the major port, has shipbuilding industries. Other important centres
are Piombino, Lucca, Pistoia, Grosseto, Pisa, and Siena.
Topic: _____________________________________________________________
Main idea: __________________________________________________________
____________________________________________________________________
Paragraph 13: _________________________________________________________
Paragraph 14: _________________________________________________________
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Paragraph 15: _________________________________________________________
Paragraph 16: _________________________________________________________
Paragraph 17: _________________________________________________________
Paragraph 18: _________________________________________________________
Paragraph 19: _________________________________________________________
Paragraph 20: _________________________________________________________
Combine the eight sentences above to become one short paragraph. You may use
linking words to link ideas among each sentence. The short paragraph is the summary
of the whole text. Write your summary below.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
15
Chapter 2
References
Read the text below. Write the reference as indicated in each text in the box.
1. Text 1
Romeo and Juliet Summary

An age-old vendetta between two powerful families erupts into bloodshed. A group of
masked Montagues risk further conflict by gatecrashing a Capulet party. A young lovesick
Romeo Montague falls instantly in love with Juliet Capulet, who is due to marry her
father’s choice, the County Paris. With the help of Juliet’s nurse, the women arrange for
the couple to marry the next day, but Romeo’s attempt to halt a street fight leads to the
death of Juliet’s own cousin, Tybalt, for which Romeo is banished. In a desperate attempt
to be reunited with Romeo, Juliet follows the Friar’s plot and fakes her own death. The
message fails to reach Romeo, and believing Juliet dead, he takes his life in her tomb.
Juliet wakes to find Romeo’s corpse beside her and kills herself. The grieving family agree
to end their feud.
https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-plays/romeo-and-
juliet/
The words ‘the couple’ refer to ______________________________________
The word ‘he’ refers to ___________________________________________
The word ‘his’ refers to ___________________________________________
The word ‘herself’ refers to ___________________________________________
The word ‘their’ refers to ___________________________________________
2. Text 2
Act I
Romeo and Juliet begins as the Chorus introduces two feuding families of Verona: the
Capulets and the Montagues. On a hot summer's day, the young men of each faction fight
until the Prince of Verona intercedes and threatens to banish them. Soon after, the head
of the Capulet family plans a feast. His goal is to introduce his daughter Juliet to a Count
named Paris who seeks to marry Juliet.
Montague's son Romeo and his friends (Benvolio and Mercutio) hear of the party and
resolve to go in disguise. Romeo hopes to see his beloved Rosaline at the party. Instead,
while there, he meets Juliet and falls instantly in love with her. Juliet's cousin Tybalt
recognises the Montague boys and forces them to leave just as Romeo and Juliet discover
one another.
https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-plays/romeo-and-
juliet/
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Paragraph 1
The word ‘them’ refers to ____________________________________________
The word ‘his’ refers to ______________________________________________
Paragraph 2
The word ‘he’ refers to _______________________________________________
The words ‘her’ refer to _______________________________________________
The word ‘them’ refers to ______________________________________________
3. Text 3
Act II
Romeo lingers near the Capulet house to talk with Juliet when she appears in her window.
The pair declare their love for one another and intend to marry the next day. With the
help of Juliet's Nurse, the lovers arrange to marry when Juliet goes for confession at the
cell of Friar Laurence. There, they are secretly married (talk about a short engagement).
https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/shakespeares-
plays/romeo-and-juliet/
The word ‘she’ refers to ________________________________________________
The word ‘her’ refers to ________________________________________________
The words ‘they’ refer to ________________________________________________
4. Text 4
Act III
Following the secret marriage, Juliet's cousin Tybalt sends a challenge to Romeo. Romeo
refuses to fight, which angers his friend Mercutio who then fights with Tybalt. Mercutio is
accidentally killed as Romeo intervenes to stop the fight. In anger, Romeo pursues Tybalt,
kills him, and is banished by the Prince.
Juliet is anxious when Romeo is late to meet her and learns of the brawl, Tybalt's death,
and Romeo's banishment. Friar Laurence arranges for Romeo to spend the night with
Juliet before he leaves for Mantua. Meanwhile, the Capulet family grieves for Tybalt, so
Lord Capulet moves Juliet's marriage to Paris to the next day. Juliet’s parents are angry
when Juliet doesn't want to marry Paris, but they don't know about her secret marriage
to Romeo.
17
Paragraph 1
The word ‘his’ refers to ____________________________________________
The word ‘him’ refers to ______________________________________________
Paragraph 2
The word ‘her’ refers to _______________________________________________
The words ‘he’ refer to _______________________________________________
The word ‘they’ refers to ______________________________________________
5. Text 5
Act IV
Friar Laurence helps Juliet by providing a sleeping draught that will make her seem dead.
When the wedding party arrives to greet Juliet the next day, they believe she is dead. The
Friar sends a messenger to warn Romeo of Juliet's plan and bids him to come to the
Capulet family monument to rescue his sleeping wife.
The word ‘her’ refers to ______________________________________________
The word ‘they’ refers to _____________________________________________
The word ‘she’ refers to ______________________________________________
The word ‘him’ refers to ______________________________________________
The word ‘his’ refers to _______________________________________________
6. Text 6
Act V
The vital message to Romeo doesn't arrive in time because the plague is in town (so the
messenger cannot leave Verona). Hearing from his servant that Juliet is dead, Romeo buys
poison from an Apothecary in Mantua. He returns to Verona and goes to the tomb where
he surprises and kills the mourning Paris. Romeo takes his poison and dies, while Juliet
awakens from her drugged coma. She learns what has happened from Friar Laurence, but
she refuses to leave the tomb and stabs herself. The Friar returns with the Prince, the
Capulets, and Romeo's lately widowed father. The deaths of their children lead the
families to make peace, and they promise to erect a monument in Romeo and Juliet's
memory.
18
The word ‘his’ refers to ___________________________________________
The word ‘he’ refers to ____________________________________________
The word ‘she’ refers to ___________________________________________
The word ‘herself’ refers to ________________________________________
The word ‘their’ refers to __________________________________________
The word ‘they’ refers to ___________________________________________
19
Chapter 3
Guessing the meaning of words through context
Read the texts below. Guess the meaning of the word(s) in each text through the context.
1. Text 1
Florence, facts and travel tips
Welcome to the beautiful City of Florence. Bathed in architectural beauty, artist charm
and centuries of history, Florence is an Italian city of culture.
Located in the heart of the stunning Tuscany region, the city is surrounded by natural and
manmade beauty at every turn. Home to globally-renowned landmarks such as
the Duomo Cathedral and Michelangelo’s David, Florence offers a journey of discovery
and enlightenment — as well as a feast for the senses.
https://www.italyguides.it/en/tuscany/florence
Guess the meaning of the following words:
charm: ______________________________________
stunning: _____________________________________
enlightenment: ________________________________________
2. Text 2
What are the best things to do in Florence?
Whether you’re looking to relax or delve into the history of the beautiful city, there
are many great attractions to visit.
Florence Cathedral dominates the skyline, and gives it real character and grace with its
famous red dome. If you’re an art-lover, no trip to this beautiful city is complete without a
visit to Uffizi Gallery. Home to works initially collected by the Medici family, the gallery
now houses the largest collection of renaissance art in the world. Adoration of the
Magi by Leonardo da Vinci and Primavera by Sandro Botticelli are just two of the iconic
works that take pride of place in this stunning gallery.
delve: ______________________________________
grace: ________________________________________
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houses: ________________________________________
3. Text 3
If you’re looking for some retail therapy, you’ll find it at the historic Ponte Vecchio, which
is a Medieval bridge that hosts, among other things, some authentic Italian jewelry shops.
Delve into the military history of this Tuscan city by taking a look around Palazzo
Vecchio — an eye-catching fortified palace that dates back to the 13th century. In fact,
wherever in the city you are, you’ll find historic landmarks, jaw-dropping architecture and
a quintessentially Italian ambience.
Florence has a long and illustrious history of politics, art and military might. Everywhere
you turn in this complex, fascinating city you’ll be able to learn something new about the
history of both the region and Italy. Take the Santa Croce Franciscan Church, for instance,
which is home to Giotto frescoes and the tombs of both Galileo and Michelangelo.
retail: _________________________________________
fortified: ________________________________________
quintessentially: ________________________________________
tombs: ________________________________________
4. Text 4
Step back in time with a climb up Giotto’s Campanile, a marbled Gothic tower that
delivers spectacular views across the city. And if you want to learn how the wealthiest
people of Florence lived during the Medieval era, spend some time at Palazzo Davanzati,
which is full to the brim with art, antiques and glorious architecture.
The best way to see this exquisite city is on foot — as you’ll get the chance to walk in the
footsteps of some of the most accomplished artists and scientists the world has ever
known. Just make sure you take in the very best La Dolce Vita (the sweet life) in Florence
has to offer. Stand on the bridge over the Arno, and watch sunrises and sunsets; walk
to Piazzale Michelangelo to soak up the artistic beauty of Florence; stroll around the
Medieval backstreets for a spot of boutique shopping. Whatever you do, Florence is a city
that is there to be explored.
marbled: __________________________________________
glorius: ________________________________________
exquisite: _________________________________________
21
stroll: ________________________________________
5. Text 5
What is the best time of year to visit Florence?
The peak vacation season in Florence runs from April to July. However, the busiest time is
usually between April and June, during the Maggio Musicale festival of the arts.
June is a great time to visit, as you’ll get the chance to take part in the historic processions
held in honor of the patron saint of Florence — San Giovanni. Another popular time
among tourists is Easter, as there are spectacular firework displays by the Duomo.
peak: ______________________________________________
procession: ___________________________________________
honor: ________________________________________
6. Text 6
What is the weather and climate like in Florence?
The hottest month of the year is usually August, which is why many shop and restaurant
owners close for a few weeks. Summers in Florence can get very hot and humid, and it’s
not unusual to see temperatures of more than 35C. The coldest, wettest month of the
year are November to February, but temperatures recover rapidly during March.
The city of Florence is one of the most beautiful in the world. Blessed with Medieval
architecture and a welcoming ambience, this treasure trove of art and culture will leave
an indelible mark on your heart.
recover: __________________________________________
blessed: __________________________________________
indelible: _______________________________________
22
References
A brief history of ballet. (n.d.). Retrieved from https://www.pbt.org/learn-and-
engage/resources-audience-members/ballet-101/brief-history-ballet/ 8 October 2021
A trip to Rome. (n.d.). Retrieved from https://www.youth-hostel.si/en/travelogues/IT/a-trip-
to-rome?linksubid=PPC-
ANG_Travel&gclid=EAIaIQobChMIz8fT25S58wIVibaWCh1HGAq2EAAYASAAE
gI5HfD_BwE 8 October 2021
Augustyn, A. (n.d.) Tuscany. Retrieved from https://www.britannica.com/place/Tuscany
8 October 2021
Florence, facts and travel tips. (n.d.). Retrieved from
https://www.italyguides.it/en/tuscany/florence 8 October 2021
Romeo and Juliet. (n.d.). Retrieved from https://www.shakespeare.org.uk/explore-
shakespeare/shakespedia/shakespeares-plays/romeo-and-juliet/ 8 October 2021
Mikulecky, B. S. & Jeffries, L. (2004). More reading power. 2nd Edition. Pearson Education.
Teeuwissen, J. (2020). The story of Swan Lake in black and white.
23

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Reading Exercises

for Intermediate Students

Modul Soal-soal Latihan Bahasa Inggris

Jurusan Bahasa Inggris

Table of Content ……………………………………………………………………….. 2

Chapter 1: Summarizing a text ..………………………………………………………... 4

Chapter 2: References ………………………………………………………………….. 16

Chapter 3: Guessing the meaning of words through context …………………………... 20

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

whole text. Write your summary below.

The Story of Swan Lake in Black and White

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

whole text. Write your summary below.

main idea, and the summary sentence of each paragraph.

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Paragraph 10: _________________________________________________________

Paragraph 11: _________________________________________________________

Paragraph 12: _________________________________________________________

whole text. Write your summary below.

idea, and the summary sentence of each paragraph.

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Main idea: __________________________________________________________

The summary sentence: ________________________________________________

Paragraph 13: _________________________________________________________

Paragraph 14: _________________________________________________________

Paragraph 16: _________________________________________________________

Paragraph 17: _________________________________________________________

Paragraph 18: _________________________________________________________

Paragraph 19: _________________________________________________________

Paragraph 20: _________________________________________________________

of the whole text. Write your summary below.