Materi Eap

Description
UNIT 1: DESCRIPTION
Objectives:
After learning this unit, the students are expected to be able to:
1.
mention the social function of description genre;
2.
skim the general ideas through the generic structure of description;
3.
scan the specific ideas through the generic structure of description;
4.
identify the cohesive devices in description and use them in other descriptions;
5.
identify the sentence structures commonly used in description and use them in other descriptions;
6.
identify noun phrases and use them in other descriptions ;
7.
identify the parallel structures with conjunction s but, and, and or and use them in other
descriptions ; and
8.
identify adjectives and their comparative forms to express facts and opinions and use them in
other descriptions.
Part A: A City and Its Facilities
Activity 1: Pre-Reading
Answer the following questions.
1. Have you ever been to big cities?

2. If yes, what makes you impressed?
3. What do you usually find in big cities?
4. How would you describe them?
5. Do you like them?
Activity 2: While-Reading
Answer the following questions while reading the whole passage.
1. What is the text about?

2. How many paragraphs are there?
3. Which paragraph tells you about historical interest?
4. Which paragraph tells you about the general description of Sydney?
5. Which paragraph tells you about the city‟s entertainment and facilities?
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Description
Welcome to Sydney
1 Sydney is
population of over 3,000,000. It is a colorful,
modern city, but it has also a natural beauty
with green parkland and perhaps the world’s
most beautiful deep-water
harbor.
2 As well as being famous for its modern buildings and roads, there are many
places of historical interest in Sydney. For example, Mrs. Macquarie’s Chair,
the area called the Rocks dating back to the early nineteenth century, and
the attractive terrace houses of Paddington are all close to the harbor and
the city center.
3 Sydney has many attractions which tourists can enjoy – surf beaches, a
zoo, Koala Bear Park, and an Opera House which is situated at the water’s
edge. Some say that this is one of the most beautiful examples of modern
architecture in the world. For further entertainment there is a wide variety of
restaurants, theaters, nightclubs, sports, and social clubs.
4 There is also a very efficient network of communications within the city
including public telephones, an underground railway, buses, and taxis.
5 Sydney has a very pleasant, temperate climate. The average temperature
in summer is 21.7C and in winter 12.6C.
6 There are few places in the world where a visitor can find such a rich
variety of natural and historical beauty, entertainment, and culture. Ask any
Sydneysider about his city, and he’ll say there’s no place like it.
(Adapted from Developing Strategies, 1985)
Activity 3: Post-Reading
Answer the following questions. Do not read the whole text, but just read the paragraph you think
appropriate to answer each question.
1. How many people are there inhabiting Sydney?

2. How does the writer feel about the harbor?
3. How many places of historical interest does the writer mention in the text? What are they?
4. Do you think that Sydney is a hot city?
5. Do you think that you will find a city like Sydney in Indonesia?
Activity 4: Parts and Facilities
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Description
Complete the following diagram, which represents the description of Sydney. Two of them have
been done for you. How are they related to Sydney?
Sydney
the capital city
............................ ............................
............................ ............................
............................ ......... ...................

............................ ............................
The writer‟s
opinion on Sydney
Activity 5: True, False, and Not Given

State whether the following sentences are True, False, or Not Given in the text. To answer the
questions, give a check ( ) in the right column.
Statement True False Not

Given
1. Sydney has a number of historical heritages which go back to the

nineteenth century.
2. The people of Sydney are not proud of their city.
3. The historical places are all close to the harbor and the city center
because the early settlement was near the coast.
4. The city is more densely populated compared to other big cities in

Australia.
5. You will probably find few numbers of entertainments in Sydney.
Activity 6: Spatial Cohesion and Reference
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Description
Read the text once more. This time pay attention to the underlined words or phrases. What do they
refer to? One has been done for you. Do them in the same way.
Welcome to Sydney
Sydney is Australia’s oldest, largest, and liveliest state capital with a population of
over 3,000,000. It is a colorful, modern city, but it has also a natural beauty with
green parkland and perhaps the world’s most beautiful deep-water harbor.
As well as being famous for its modern buildings and roads, there are many places of
historical interest in Sydney. For example, Mrs. Macquarie’s Chair, the area called the
Rocks dating back to the early nineteenth century, and the attractive terrace houses
of Paddington are all close to the harbor and the city center.
Sydney has many attractions which tourists can enjoy – surf beaches, a zoo, Koala
Bear Park, and an Opera House which is situated at the water’s edge. Some say that
this is one of the most beautiful examples of modern architecture in the world. For
further entertainment there is a wide variety of restaurants, theaters, nightclubs,
sports, and social clubs.
There is also a very efficient network of communications within the city
including public telephones, an underground railway, buses, and taxis.
Sydney has a very pleasant, temperate climate. The average temperature in
summer is 21.7 C and in winter 12.6 C.
There are few places in the world where a visitor can find such a rich variety
of natural and historical beauty, entertainment, and culture. Ask any Sydneysider
about his city, and he’ll say there’s no place like it.
Activity 7: Description: Being and Having

Read the following sentence describing Sydney.
Sydney is Australia‟s oldest, largest, and liveliest state capital with a population of over 3,000,000.
The sentence can be cut into the following formula.
X = Y
Noun, or Noun Phrase Be Noun, or Noun Phrase
i
Sydney s Australia‟s oldest, largest, and liveliest state capital with a
population of over 3,000,000.
The other sentences with the same formula include:
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Description
1. It is a colorful, modern city, but it has also a natural beauty with green parkland and perhaps the
world‟s most beautiful deep-water harbor.
2. For example, Mrs. Macquarie‟s Chair, the area called the Rocks, which dates back to the early
nineteenth century, and the attractive terrace houses of Paddington, are all close to the harbor and the
city center.
Find sentences in the text that are similar to the formula.
The formula can also be extended in the following.
=
X Be Y
Noun, or Noun ≠ Noun/Noun Phrase, Adjective, or Prepositional Phrase
Phrase Be not
Sydney is not a cold city
The harbors are beautiful
The city is near the beach
Think of your own city or town, and write sentences similar to the formula.
1. -------------------------------------------------------------------------------------------
2. -------------------------------------------------------------------------------------------
3. -------------------------------------------------------------------------------------------
You can also describe Sydney by using the verb „have‟.
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Description
... it has also a natural beauty with green parkland and perhaps the world‟s most beautiful deep-water
harbor.
This sentence can be broken down into the following formula.
=
X Have, or has Y
Noun, Noun Phrase ≠ Noun, or Noun Phrase
Do/does not have
It has also a natural beauty with green parkland and

perhaps the world‟s most beautiful deep-water
harbor.
does enough Indonesian restaurants.
It not have
enough trees in each sides.
The streets do not have
Find other sentences in the text which have the same construction as the formula.
Describe what your town or city has.
1. -------------------------------------------------------------------------------------------
2. -------------------------------------------------------------------------------------------
3. -------------------------------------------------------------------------------------------
The other way of describing Sydney is by using introductory subject there.
There is also a very efficient network of communications within the city, including public telephones, an
underground railway, buses, and taxis.
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Description
There Be / be not Noun Phrase
There is (also) a very efficient network of communications within the city,

including public telephones, an underground railway, buses, and
taxis.
There are not enough Indonesia restaurants in Sydney.
Find similar sentences in the text.
Make your own sentences describing facilities which exist in your home town, by using the sentence
structures: It is/They are; It has/They have; There is/are. Apply also the cohesive devices.
1. ------------------------------------------------------------------------------------------------------
2. ------------------------------------------------------------------------------------------------------
3. ------------------------------------------------------------------------------------------------------
4. ------------------------------------------------------------------------------------------------------
5. -----------------------------------------------------------------------------------------------------
Activity 8: Description: Noun with pre- and post-modifiers

Read the following sentences and pay attention to the underlined words.
Sydney is Australia‟s oldest, largest, and liveliest st ate c apital with a population of
over 3,000,000.
A noun can be modified by a number of pre- and post-modifiers. For example:
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Description
Deictic Number Describing Classifying Noun Qualifier
Australia‟s oldest, largest, State capital with a population of

liveliest over 3,000,000
The area called the Rocks
Notes:
Classifying : function and origin (filler: noun, gerund, and adjective)
Describing : quality, size, age, color, and shape (fillers: adjective, present and past participle)
Number : cardinal and ordinal
Deictic : articles and possessive adjectives
Qualifier : additional information (filler: adjective clause, present participle phrase, past participle
phrase, infinitive phrase, prepositional phrase, adjective phrase, cardinal/ordinal
number)
Now find the other nouns with their pre- and post-modifiers in the text. Place each word in the right
categories, and translate them to understand the meanings.
Qualifier/ Additional
Deictic Number Describing Classifying Noun Information
Describe your home town by using nouns with pre- and post-modifiers.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
4. ..................................................................................................................................
5. ..................................................................................................................................
Activity 9: Description: Parallel Structure

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Description
In describing things, you may give more than one attribute to a thing by using conjunction and, you may
contrast to a thing by using but, or you may give an alternative to a thing by using or. In this situation,
you need to make the things parallel. With these conjunctions you will combine a noun with the same
category of a noun, a verb with the same category of a verb, a phrase with the same category of a phrase,
a sentence with a sentence, etc.
Look at the examples from the text.

Parallel structure between adjectives and between nouns
There are few places in the world where a visitor can find such a rich variety of natural and historical
beauty, entertainment, and culture.
Parallel between clauses with conjunction but and between phrases with conjunction and
It is a colorful modern city, but it has also a natural beauty with green parkland and perhaps the
world’s most beautiful deep-water harbor.
Parallel structure between sentences
Take it or leave it.
Identify the parallel structures in the following sentences.
1. The swimming is very good and the beaches are as clean as any you will find.
2. Ask any Sydneysider about his city and he‟ll say there‟s no place like it.
3. There are not enough restaurants where you can eat well and take the children.
4. Sydney is Australia‟s oldest, largest, and liveliest state capital with a population of over 3,000,000.
5. You may talk about the play or the film you have seen recently.
6. The wild country side, the rugged mountains, and the colored fishing boats are still printed on my
memory.
7. The attractive waterside bars and the busy tavernas vibrate with bouzouki music until the small
hours.
8. Speak to the friendly local people and they will show you where to eat the most delicious local food.
Write your own sentences using parallel structures.
1. ..................................................................................................................................
2. ..................................................................................................................................
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Description
3. ..................................................................................................................................
4. ..................................................................................................................................
Part B: Tourist Resort
Activity 1: Description: Opinion

Read the following passage quickly and mention the facilities the tourist resort has.
I Fell in Love with Crete

1 The island of Crete is perhaps most famous for its history. The Palace of Knossos is
certainly one of the most impressive sights in the world. But Crete has more to offer
tourists than just history. The wild country side, the rugged mountains, and the
colored fishing boats are still printed on my memory.
2 And at the heart of it all is Aghios Niklaos, a most picturesque village situated on
the north coast of the island. The attractive waterside bars and the busy tavernas
vibrate with bouzouki music until the small hours. Speak to the friendly local people,
and they will show you where to eat the most delicious local food. Of course, like
other Greek islands, Crete is very crowded in the high season. But the swimming is
very good and the beaches are as clean as any you will find.
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Description
3 Nobody has ever gone to Crete without wanting to go back again, again, and again.
(Taken from Developing Strategies, 1985)
Read the following sentence and pay attention to the underlined words.
The Palace of Knossos is certainly one of the most impressive sights in the world.
We often compare the quality of two or more things in our life to find a better or the best thing.
In general, there are three types of adjectives used for comparing qualities. First, suffix „-er‟ is used for
comparative (comparing two things) and „-est‟ for superlative (comparing more than two things) for the
root adjectives such as:
pretty low prettier lower prettiest

happy happier slower lowest
slow high higher fresher happiest
fresh slowest
highest
freshest
Other adjectives derived from other parts of speech use „more‟ for comparative and „most‟ for
superlative. For example,
interesting beautiful more interesting more most interesting most

impressive attractive beautiful more beautiful most
picturesque nervous impressive more impressive most
attractive more attractive most
picturesque more picturesque most
nervous nervous
Other adjectives do not follow both rules. They are compared with different forms. For examples:
good bad better worse best worst

far far farther further farthest
furthest
Talk to your friend about the following things:
the palace of Knossos Aghios Niklaos the local people

there the swimming the beaches
the holiday in general the food
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Description
Ask your friend the following.
1. What do you think of ...?

2. Do you like ....?
3. Is/are the ... good?
And tell your friend to answer like this:
I think, it is one of the most ... .

or
Yes , they are some of the most ....
seen
I have ever been to …………………… in the world .
met
Pay attention to the use of the before most in the sentences.

Talk to your friend about things in your surrounding and then write them according to the above
formula.
1. films 2. books 3. cars 4. motorcycles
5. souvenirs 6. town‟s facilities 7. politics 8. economy, etc.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
4. ..................................................................................................................................
5. ..................................................................................................................................
Activity 2: Description: Comparison

Study the following formula for comparing two things.
Formula 1,
much more interesting than

I think
better
Aghios Niklaos is Olympia. the food is that in Athena.
Formula 2,
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Description
any you will

I think it is as clean as find.
they are as beautiful as the beaches in Bali.
or
Formula 3
he is
I think
old enough
to marry her.
he is too young to marry her.
Write similar sentences and then talk to your friend near you about them.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
4. ..................................................................................................................................
5. ..................................................................................................................................
Activity 3: Criticism
Read the following text about what a columnist found about food in London.
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Description
Corrine Leslie’s Food Talk

Britain’s liveliest food columnist finds out the truth
Is it really true what they say about the food in Britain?

The vegetables are always too soggy.
There are not enough restaurants where you can eat well
and cheaply and take the children.
They put too many things on the plate at the same time.
There is too much salt in everything.
There are too few places where you can eat after midnight.
Well those are some of the things they say.
(Taken from Developing Strategies, 1985)
In groups collect any criticism you may have of the following:

living in a big city living in
a country a popular holiday
resort television in your
country your education etc.
Make your criticism like this:

... is far too ... for me
It‟s not ... enough There‟s
not enough ...
The beaches are too ...
You can talk these to your friend first, and then write them in the following space.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
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Description
4. ..................................................................................................................................
5. ..................................................................................................................................
LESSON SUMMARY
1. Description is a factual text used to describe particular living and non-living things.
2. The generic structure of description:
 identifying the things
 describing parts
3. The language features:
 Spatial relation (moving from parts to parts)  Reference items: it, they, he, etc.
 Conjunctions: and, but, or
 Sentence Patterns: S + is/are + (C/Adj)
S + has/have + C
There + is/are + C
 Noun phrases: D^ Num^ Des^ Class^ Noun
 Parallel structure: S + conj + S
NP + conj + NP
N + conj + N
V + conj + V
Adj + conj + Adj
 Degrees of Comparison:
1. the + most interesting + book the + oldest + town
2. more attractive + than higher + than
3. as + clean + as
4. old + enough
5. too + young
Part C: Exercise on Description

Activity 1: Skimming and Scanning
Read the following text and answer the questions.
Give yourself a
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Description
NIKKAX
and see what it gives you
Tough and steel body designed for strength yet light enough for comfort
Wide range of interchangeable lenses
Built-in exposure meter
Slim, elegant carrying case
Smooth, noiseless mechanism
Pictures at the tips of your fingers
(Adapted from Reading & Thinking: Discovering Discourse, 1987)
1. What is being advertised in the text?

2. How many aspects are advertised?
3. What is the following text that may follow about?
Give a tick ( ) in column True, False, or Not Given based on the above advertisement.

Given
1. It is made of metal, so that it is very heavy.
2. It has a good quality, but you will find it difficult to carry.
3. You can change with other lenses you want so that you can have a
picture you like.
4. It is unbreakable because it is made of metal.
5. It is very expensive.
Activity 2: Summarizing
Label Numbers 1, 2, and 3 with the correct letters of the following words or phrases expressing
other parts of the camera.
A. light design B. exposure meter C. thin case
D. comfortable case E. smooth mechanism
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Description
t ough body
(1) ………
……
interchangeable
NIKKAX
lenses
(2) ………
…
(3) ………
…
Activity 3: Grammar Practice

A. Directions: Choose A, B, C, or D that best completes the sentences.
1. ... are a number of luxurious hotels that tourists can stay in.
A. It
B. Its
C. They
D. There
2. Tourists can also enjoy the colorful ... boats provided by the resorts.
A. fishing
B. fish
C. fished
D. fishes
3. The restaurants also provide cheap, simple, but ... menu that can attract many tourists to come.
A. delicacy
B. delicatessen
C. delicious
D. delicate
4. You can also find ... beach in the area, where you can enjoy beautiful panoramas.
A. the good
B. the better
C. the well
D. the best
5. Sydney has ... facilities than Melbourne does.

A. the most complete
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Description
B. more complete
C. completer
D. more completer
B. Directions: Identify the one underlined word or phrase A, B, C, or D that should be corrected or
rewritten.
1. Sydney have a pleasant, temperate climate that people can enjoy most of the
A B C
weather there.
D
2. There are not buses enough that people find it difficult to go to the cities.
A B C D
3. To be a secretary, you should be good at dealing with people as business A

B C counterparts, listening to any kind of people, and organize
business meeting.
D
4. Sydney has a very efficient transportation system. They cover buses, taxies,
A B
underground lane ways, and monorail.
C D
5. The Opera House is more than usual theaters you can found anywhere else.
A B C D
C. Fill in the blanks in the sentences on the left column with the words on the right.
1. A. most
The ... important thing you need for survival in the forest is a lighter. B. as
2. The hotel has ... good facilities as other hotels can have. C. industrial
3. To read a book is less easy than ... listen to a tape. D. capital
4. Semarang is a historical, cultural, and ... city in Central Java. E. to
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Report
UNIT 2: REPORT
Objectives:
At the end of this unit, the students are expected to be able to:
1. mention the social function of report genre;
2. skim the general ideas through the generic structure of report;
3. scan the specific ideas through the generic structure of report;
4. identify conjunctions in report and use them in other reports;
5. identify the sentence structures commonly used in report and use them in other reports; and
6. identify noun phrases and use them in other reports.
Part A: Algae
1. What are algae? Do they belong to plant or animal?

2. Where are they usually found?
3. Do you realize that they are classified into various types?
4. How are they classified?
Read the text quickly and find the answers to the following questions.
1. What are algae?

2. How are they classified?
3. How many types of algae are there?
4. What does the writer seem to write in the next paragraph?
Algae
1 Algae are primitive forms of life, single-celled or simple

multiple-celled organisms that are able to conduct the process of
photosynthesis. They are generally found in water, but can also be
found elsewhere, growing on such surfaces as rocks or trees. The
various types of algae are classified according to pigment.
2 Blue-green algae, or Cyanophyta, can grow at a very high temperature and under
high intensity of light. This type of algae is the oldest form of life with photosynthesis.
Fossilized remains of blue-green algae more than 3.4 billion years old have been found
in some parts of Africa.
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Report
3 Green algae, Chlorophyta, are generally found in fresh water. They reproduce on the
surfaces of enclosed bodies of water such as ponds or lakes and have the
appearance of a fuzzy green coating on the surface of the water.
4 Brown algae, or Phaeophyta, grow in shallow, temperate water. This type of algae is
the largest in size and most recognizable as a type of seaweed. Their long stalks can be
enmeshed on the ocean floor, or it can float on the ocean’s surface.
5 Red algae, Rhodophyta, are small delicate organisms found in the formation of coral reef:
they secrete lime from the sea water to foster the formation of limestone deposits.
(Adapted from Longman Practice Test for the TOEFL, 1989)
Answer the following questions by reading the relevant paragraph only.
1. In what places do algae usually grow?

2. What algae are the oldest?
3. What are the biggest algae?
4. Can we press red algae without crushing them?
5. What algae can help to form limestone deposit?

State the following sentences whether they are True, False, or Not Given in the text. To answer the
questions, give a check ( ) in the right column.

Given
1. Algae may comprise one or more than one cell, which can conduct the
process of photosynthesis.
2. Cyanophyta can grow in a desert.
3. Cyanophyta lived in South Africa.
4. Green algae can grow in running water.
5. Brown algae can grow on the ocean floor as well as float on the
surface of the ocean.
6. Brown algae can grow in Java sea.
7. Brown algae and red algae can grow at the same place.
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Report
Activity 5: Classification of Algae

Read the text once more and fill in the boxes of the classification of algae.
Algae
Activity 6: Definition & Classification

Look at the sentences below on the way they define algae.
Algae are primitive forms of life, single-celled or simple multiple-celled organisms that are able to
conduct the process of photosynthesis.
The formula:
Things Verb of being Definition

defined
Algae are single-celled or simple multiple-celled organisms that are able to
or
Definition Passive verb Things defined

Single-celled or simple multiple-celled organisms are called algae.
that are able to conduct the process of
photosynthesis
Define something you know best using the same structure.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
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Report
Look at the sentences below on the way they classify algae.
The various types of algae are classified according to pigment.
You can also classify algae using the following sentence.
Algae can be classified into 4 types according to pigment.
Classify anything that you know best following the above examples.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. .................................................................................................................................
Activity 7 : Sentences with modality: must, will, can, may (probability and usuality: ability)
Pay attention to the following sentence taken from the text.
Blue-green algae, or Cyanophyta, can grow at a very high temperature and under high intensity of light.
Modal must, will, can, and may can also mean probability or usuality: ability. Can in the above sentence
means usuality: ability. But others can also mean probability. Pay attention to the following sentences.
Modality meaning probability
1. Algae are generally found in water, but can also be found elsewhere, growing on such surfaces as
rocks or trees.
2. Green algae, Chlorophyta, will be found in fresh water.
3. It must rain soon. The clouds are very thick and dark.
4. You may also find algae on trees.
Write sentences with modals which mean probability or ability.
1. ………………………………………………………………………………..
2. ………………………………………………………………………………..
3. ……………………………………………………………………………….
Activity 8: Noun with pre- and post-modifier
In Unit 1 you have studied nouns with pre- and post-modifier. In this activity, we will study nouns
pre- and post-modifier again to intensify your knowledge. Look at the example taken from the text.
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Report
Algae are a primitive form of life, single-celled or simple multiple-celled organisms that are able to
Deictic Number Describing Classifying Noun Additional

Information
a primitive form of life
small delicate organisms found in the formation

of coral reefs
single-celled or organisms that are able to conduct

simple- multiple the process of
celled photosynthesis
the oldest forms of life with

photosynthesis
You may also find nouns with pre- and post-modifiers in other texts.
Deictic Number Describing Classifying Noun Additional Information
the 3rd big suite room paid for you

a - - - man wearing black glasses
- - big company problems to discuss tonight
- - - - room 2
the 4 red fishing boats available in the harbor
Now identify the following underlined noun phrases in terms of their pre- and post-modifiers and provide
the meanings in Bahasa Indonesia.
1. Carbon is a solid non-metallic chemical element (symbolized C) occurring in the pure crystalline
form as diamond and graphite.
2. It is also found in the combined form as a constituent of all organic materials, including coal and
petroleum, and of inorganic compounds such as limestone and baking powder.
3. Despite its wide distribution, carbon constitutes only 0.19 per cent of earth‟s crust.
Part B: Carbon
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Report
Activity 1: While-Reading 1
Read the whole passage below rapidly in order to answer these questions concerning specific
details:
1. What is the proportion of carbon in the earth‟s crust?

2. Where are diamonds found?
Now read the passage again paragraph by paragraph in order to answer the comprehension
questions.
Paragraph 1
Carbon
Carbon is a solid non-metallic chemical element (symbolized C) occurring in
the pure crystalline form as diamond and graphite. It is also found in the combined
form as a constituent of all organic materials, including coal and petroleum, and of
inorganic compounds such as limestone and baking powder. Despite its wide
distribution, carbon constitutes only 0.19 per cent of earth‟s crust.
1. What does as in line 3 mean?

A. in the form of
B. since
C. similar to
2. Sentence 2 means …
A. carbon includes coal and petroleum.
B. organic materials contain coal and petroleum.
C. coal and petroleum are examples of organic materials.
3. Summarize the paragraph by completing the following diagram.
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Report
Name of Forms Example

element
As a constituent Examples
organic materials
combined
Paragraph 2
The two elementary forms of carbon have very different properties. In diamond
the atoms are so tightly bound one to another that it provides man with his hardest
known substance. On the other hand, the second crystalline form of carbon, graphite,
is a soft black substance with atoms hexagonally arranged in parallel sheets. Each
sheet is only loosely bound to that above and to that below it, giving graphite a
slippery feeling and explaining its use as lubricant and in writing instrument. The
„lead‟ of lead pencils is basically graphite. Another important difference between
diamond and graphite is that of electrical conductivity. Diamond is a non- conductor
while graphite conducts in the direction parallel to hexagonal sheets. Both have high
melting and boiling points.
4. What are the two elementary forms of carbon?

5. What are the differences of the two forms?
6. What does the word „that‟ which appears twice refer to?
7. What gives graphite its slippery feeling and explains its uses mentioned in the text?
8. Complete the following table to show what determines the properties given in the table.
SUBSTANCE MOLECULAR STRUCTURE PROPERTY
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diamonds hard
graphite soft
9. The properties on question 8 depend on ... .

10. In what ways are diamonds and graphite different? In what ways are they similar?
11. Find the constructions of nouns with pre- and post-modifiers and provide the meanings in Bahasa
Indonesia.
Paragraph 3
The optical properties of diamond are extremely significant. It has the highest
index of refraction of any familiar gemstone and therefore reflects more light back
to the eye than any other gem. It has also remarkable dispersive power: the light is
broken up into colors of spectrum. The optical factors combined with the unusual
clarity and transparency of the mineral, give diamonds its brilliance. Over 90% of
the world‟s diamonds come from South Africa where they are found in kimberlite
rock in the crater of extinct volcanoes. It takes several tons of kimberlite obtained
from the earth by mining methods to yield a fraction of carat of perfect diamond.
The popular interest in diamonds concentrates on their value as gemstones, but the
stones have greater value as industrial tools.
Industrial diamond tools may be used to drill or shape glass ceramic articles and to grind
and polish steels. Artificial diamonds have been produced by heating and compressing
carbon in the form of graphite or carbon-containing compounds such as carbohydrates.
12. What optical properties of diamonds are mentioned?

13. What explains diamond‟s ability to reflect so much light back to the eye?
14. What sentence explains the meaning of dispersive power?
15. What does the underlined word „yield‟ mean?
16. What are needed in order to produce artificial diamonds?
A. Graphite, carbon-containing compounds, and carbohydrate
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B. Either graphite or carbon-containing compound

C. Graphite and carbohydrate
17. Choose the best title for the paragraph.
A. Diamonds as gemstones and in industrial tools
B. The optical properties of diamonds
C. The occurrence and properties of diamonds
Paragraph 4
At low temperature all forms of carbon are relatively inert but at elevated temperatures will
combine with oxygen to form oxides. Any form of carbon when combined with a large
quantity of oxygen at an elevated temperature forms carbon monoxide. Carbon monoxide is
also formed in the complete combustion of petroleum products and is found in appreciable
percentages in the automobile exhaust. Elementary carbon, when heated in an atmosphere
of excess oxygen, is converted to the dioxide. Carbon dioxide is moderately non-reactive.
Materials which burn at relatively low temperature, such as wood, petroleum products, and
paper, do not continue to burn in CO 2. For this reason carbon dioxide is used as fire-
suppressing agent in the extinguishers. Carbon is stable towards water but undergoes slight
oxidation when heated with oxidizing acids. In reaction with alkali, however, it does not
suffer any attack.
18. Suggest a title for the paragraph.

19. Complete the following table to show how carbon combines with oxygen.
FORM OF CARBON AMOUNT OF OXYGEN RESULT
any form
20. What does the underlined word „inert‟ mean?

21. What is found in automobile exhaust?
22. What are wood, petroleum products, and paper examples of?
23. Why is CO2 used as a fire-suppressing agent?
24. What does the underlined phrase „undergoes slight oxidation‟ mean?
25. In what ways is carbon monoxide produced?
26. Find the constructions of nouns with pre- and post-modifiers and provide them with the meanings in
Bahasa Indonesia.
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Activity 3: Conjunction
Pay attention to parts of the text.
1. In diamond the atoms are so tightly bound one to another that it provides man with his hardest
known substance. On the other hand, the second crystalline form of carbon, graphite, is a soft black
substance with atoms hexagonally arranged in parallel sheets.
2. The popular interest in diamonds concentrates on their value as gemstones, but the stones have
greater value as industrial tools.
3. Carbon is stable towards water but undergoes slight oxidation when heated with oxidizing acids. In
reaction with alkali, however, it does not suffer any attack.
4. It has the highest index of refraction of any familiar gemstone and therefore reflects more light back
to the eye than any other gem.
5. Diamond is a non-conductor while graphite conducts in the direction parallel to hexagonal sheets
Ideas in sentences may be combined logically through conjunctions to make addition, contrast, sequence,
cause and effect, alternative, or concession. In fact there are two types of conjunctions: internal and
external. Internal conjunctions (underlined and bold) connect ideas in two different sentences, whereas
external conjunctions (underlined and italic) connect ideas within a sentence, between main clause and
sub clause or between two paratactic clauses.
List of conjunctions
Logical Meaning Mostly occur at the beginning of Mostly occur between clauses
sentences
Contrast However but while
Yet whereas
But
On the other hand
Meanwhile
Nevertheless
Otherwise
Addition In Addition and
Moreover
Furthermore
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Sequence First and then

Second
Next
Finally
Then
Cause and Effect Therefore so (that) and
As a result therefore
Accordingly
Consequently
As a consequence
Thus
Alternative Or or
Concession - although
Combine the two sentences in each number using both types of conjunctions.
1. Cactus does not need very much water. It can adapt well in deserts.
2. Changes in temperature break rocks into pieces. The wind blows the pieces away.
3. Temperatures in deserts are extremely high during the day. At night they are often very low.
4. There is very little rainfall in deserts. Few plants can live there.
5. In a culture which believes in individual achievement, one pursuits his success for his individual
achievement. In a culture which believes in group achievement, one pursuits success for the sake of
the group achievement.
6. A society holds norms and values of individuals in the group. An individual follows the rules in the
society.
Activity 4: Description of Nature and Human Intervention Pay

attention to the sentences below.
There are two ways of describing nature. If the scientists let the nature tell what it does by itself, then
active sentences are used. For examples:
1. In reaction with alkali, however, it does not suffer any attack.

2. Materials which burn at relatively low temperature, such as wood, petroleum products, and paper, do
not continue to burn in CO2.
However, when the scientists intervene the nature, passive voice is used to keep the themes right.
Formula of Passive Voice
be + V3 (-ed/-en)
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1. For this reason carbon dioxide is used as fire-suppressing agent in the extinguishers.
2. Carbon monoxide is also formed in the complete combustion of petroleum products and is found in
appreciable percentages in the automobile exhaust.
3. Industrial diamond tools may be used to drill or shape glass ceramic articles and to grind and polish
steels.
Describe other natural things by letting them tell what they do by themselves and by intervening
them.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
Activity 5: Structure Highlight
Pay attention to the sentences below.
When you have the same subjects in complex clauses, you may delete the subject and their finites (tense
and modality) in the sub clause and change the verbs into past participle for passive and present participle
for active.
1. Carbon is stable towards water but undergoes slight oxidation when heated with oxidizing acids.
2. Any form of carbon when combining with a large quantity of oxygen at an elevated temperature
forms carbon monoxide.
Change the following sentences in the same way.

For examples:
When it is heated, ice melts.
When heated, ice melts.
1. When the fluid heats at low level for a period of 7 years it becomes a pearl.
2. Glass will crack if it receives high heat for a long period of time.
3. Before you have a make-up you need to wash you face.
4. The bull sea lion will kill his pups when he sees them without guards from their mother.
5. Because they are tired, they‟d rather stay at home.
Make the same sentences of your own.
1. ..................................................................................................................................
2. ..................................................................................................................................
3. ..................................................................................................................................
Activity 6: Adverb
Adverb will collocate with verb and adjective to produce verb and adjective phrases. In general, it is
formed by adjective + suffix –ly. For example:
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Adjective + Ly Adverb
quick ly quickly
happy ly happily
interesting ly interestingly
In the text this construction can be seen in the following sentences:
1. Materials, which burn at relatively low temperature such as wood, petroleum products, and paper, do
not continue to burn in CO2.
2. At low temperature all forms of carbon are relatively inert.
3. The optical properties of diamond are extremely significant.
4. In diamond the atoms are so tightly bound one to another that it provides man with his hardest known
substance.
5. On the other hand, the second crystalline form of carbon, graphite, is a soft black substance with
atoms hexagonally arranged in parallel sheets.
A number of adverbs have the same forms as adjectives, for example: fast, hard, etc.
Make the same constructions of you own.
1. ............................................................................................................................
2. ............................................................................................................................
3. ............................................................................................................................
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Report
LESSON SUMMARY
1. Reports are factual genres used to describe generic living and non-living things.
2. The generic structure of report:
 General classification
 Describing parts and function, behavior, habitat, uses (non-living)
3. The language features:
 Spatial relation (moving from parts to parts)
 Temporal relation
 Logical relation
 Reference items: it, they, he, etc.
 Conjunction: addition, comparison, time, consequence
 Sentence Patterns: Passive: be + V3 (-ed/-en)
When heating…….
When heated …….
 Noun phrases: D^ Num^ Des^ Class^ Noun^ Qualifier
 Verb phrase: Adverb + verb
 Adjective phrase: Adverb + adjective
 Parallel structure: S + conj + S
NP + conj + NP
N + conj + N
V + conj + V
Adj + conj + Adj
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Report
Part C: Exercise on Report

Read the text quickly and answer Questions 1 – 5 based on the following text.
A nuclear family consists of a married couple and their children. Most people are born into nuclear
family – their family of orientation – and then go on to establish a nuclear family of their own – their
family of procreation. The only possible members of a family of orientation are mother, father,
brothers, and 5 sisters. Your family of procreation may include your husband or wife, sons, and
daughters.
The extended family is another term sociologists use to describe family relationships. Exactly who
is considered a member of an extended family differs from country to country, but in the United States
the extended family is usually 10 considered to include children, parents, and other relatives who live
with them in the same house or very near by.
Family may also be viewed in term of the number of partners in a marriage. In our country we
have monogamous families – there is only one husband and one wife in a marriage partnership. In
some societies, though, there are polygamous 15 families with more than two marriage partners.
Polygyny is the form of polygamy in which there is one husband and two or more wives. Polyandry is
the form of polygamy in which one wife has two or more husbands.
(Adapted from Longman Practice Test for the TOEFL, 1989)

A. Nuclear family
B. Extended Family
C. Types of family in the world
D. Family in United States
2. How many types of family are there according to the text?

A. 2
B. 3
C. 4
D. 5
3. What kind of a family does a son or a daughter have when he or she grows up and is married?
A. family of orientation
B. family of procreation
C. extended family
D. nuclear family
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4. What might the word „relatives‟ in line 10 mean?

A. husband
B. wife
C. children
D. grandparents
5. What may the following text be about?

A. the member of nuclear family
B. the member of extended family
C. the member of polygamous family
D. family without marriage system
Now summarize the types of families in a diagram. Some parts have been done for you. Complete
the rest by adding the other members of classification.
mother, father, brother,

Orientation
sister
Nuclear
(3 ) (6)
(1 )
Family (4)
(2 )
(7 )
(5)
(8 )

A. Directions: Choose A, B, C, or D that best completes each sentence below.
1. Whatever the reason, ozone levels in the atmosphere … to have dropped recently.
A. appears
B. appearing
C. appear
D. appeared
2. The Ilama and the camel, … native to very different parts of the globe, are members of the same
family.
A. although
B. and
C. but
D. when
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3. Deciduous trees ... their leaves at regular intervals.

A. are shedding
B. sheds
C. shed
D. which shed
4. ... surprises many youngsters.

A. Butterflies are insects
B. Butterflies as insects
C. Butterflies being insects
D. The fact that butterflies are insects
5. The sun ... vast amount of gases.

A. gives off
B. with
C. which
D. from
B. Directions: Identify the one underlined word or phrase that should be corrected or rewritten.
1. When heating to a particular degree of heat, iron will expand.

A B C D
2. Being California is the most populous state in the Union, it has the largest
A B C number of votes in the electoral college.
D
3. Largely covering by ice, Antarctica hardly receives any rainfall. A

B C D
4. The rattle snake relishes warmth and find sun-baked south western country roads.
A B C D
5. New Englanders are an industrious and thrifty people who are proud of themselves
A B C
on being individuals of few words.
D
6. The United States shares extremely long borders with either Canada and Mexico.
A B C D
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7. Dallas is a city which enjoys both growth and prosperously.

A B C D
8. Students are expected to attend the class regularly, do their homework

A B C
conscientiously, and dress appropriate for classes.
D
9. Elephants are well-known as the largest land mammals, but they are easy
A B C
outweighed by whales.
D
10. Inevitably, while the hands of the clock move towards zero hour, the contestants
A B C
becomes increasingly nervous.
D
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Recount
UNIT 3: RECOUNT
Objectives:
1. mention the social function of recount genre;
2. skim the general ideas through the generic structures of recount;
3. scan the specific ideas through the generic structure of recount;
4. identify the cohesive devices in a recount and use them in other recounts; 5. identify sequential and
temporal conjunctions in recount and use them in other recounts;
6. identify sequential and temporal structures in a recount and use them in other recounts; and
7. identify sentence structures commonly used in recounts.
Part A: The Mole Gang
Activity 1: Pre- Reading A

Look at the picture of a mole rat and read a short description about it.
Mole rats are stocky rodents, with small or minute eyes and
ears, short legs, and short tails. The fur is short and soft except
for the naked mole rat (Heterocephalus glaber), which has
only a few hairs scattered over its wrinkled skin. The mole rats
burrow just under the surface of the earth, digging with their
front claws or incisor teeth. They feed mainly on roots and
bulbs and store food in chambers of their burrows.
(The New Encyclopedia Britannica, Ready Reference Vol. 8.

1995: 231)
1. What is a mole-rat?
2. Where does it live, on the earth or underground?
3. How can a gang of persons be referred to as a “mole-gang”?
4. What do people usually put in the strong-room of a bank?
Read the short description about an ancient city.
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Recount
The ancient city has a complicated system of underground passages underneath it. The passages are
formed by the beds of old rivers, service tunnels to the underground railway, and by sewers ancient and
modern.
Look at the map of the city below, and then answer the questions underneath.
1. Identify the parts of the city located underground:

a) the beds of old rivers
b) service tunnels of the underground railway
c) the main sewer
2. Identify some parts of the city located on the city grounds:

a) the Park
b) the North District area
c) the river
3. Find some buildings indicated on the map:
The Central Bank The Exhibition Center

The Metro Station The Railway Station
The Police Station The Cathedral
The Bus Station The Royal Palace
The text is about a “mole-gang” who attempted to rob the underground strong room of the Central
Bank. They started off at the North District of the city and followed the underground passages lying
under the ancient city. Trace the route of the mole-gang on the map.
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Recount
1. What was the starting point of the gang‟s underground route?

2. In which parts of the route did they need to dig their way?
3. What was the last point of their underground route?
4. How did the police know about their attempt to rob the bank?
… and now the latest news on the sensational “Mole-Gang” attempt on the Central Bank last night.
The would-be-robbers chose a most unusual method of reaching their goal – the underground
strong room of the Central Bank. Rather than attempting to enter it through the main bank
building, they
5 followed the complicated system of underground passages that lies under the ancient city. The
passages are formed by natural caves, the beds of old rivers, service tunnels to the underground
railway, and of course sewers ancient and modern. By digging patiently from one tunnel to the next,
they managed to create a route over two kilometers in length which ran from a drain in the run-
10 down North District of the city where most of them live, to the main sewer which runs only
twenty meters from the strong room of the bank. Starting off in the North District, it passed just
west of the main Bus Station to turn sharp east following an old river bed. Then they dug through to
join up with the main town sewer – a very smelly business. After following this for about 500 yards,
they cut 15 again through to join one of the service tunnels of the Metropolitan railway. From this
they passed under the Cathedral. From there they went along another underground river, past the
Police Station into the sewer near the bank and they were just one meter away from success when
the police, who had received a phone call to warn them of the attempt, caught up with them.
20 A spokesman said later today: ”I rather admire them, It must have taken them months to cover
the distance – and they were very accurate in their route finding. It was almost a pity to stop them.
Of course, what they did not know was that, since this sort of underground crime has become so
frequent in recent years, the police now have a computerized map of most of the tunnels
25 that exist under the city. That’s how the police were able to catch most of the ‘human moles’.”
(Adapted from Successful Listening for First Certificate 1988: 74-75)
1. Why were the gang called “the human-moles”?

2. Why were the gang called “the would-be-robbers”?
3. Why was part of their activity called “a very smelly business”?
4. Why did the police spokesman admire their work?
Activity 5: Recount Structure

A recount shows past activities, shown in an orientation, followed by events, and ended with a re-
orientation.
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Recount
Now read the text about the mole-gang again and summarize the story about their attempt to rob
the bank starting from the North District until the point when the police came to catch them.
Arrange in the following recount structure.
Recount Summary
Structure
Orientation The “human moles” almost succeeded in robbing the Central Bank through an
unusual way.
Event 1 They started off …
Event 2, etc. They went through …
They were about to enter into the Bank when …

Reorientation
Part B: Surgery for Iraqi Bombing Victim
1. What is a bomb blast/bomb explosion?

2. How can a bomb blast cause damage to the local people?
3. Have you ever heard about the idiomatic expression: “The pen is mightier than the sword”? What
does the idiom mean?
4. How can journalists provide support to bomb blast victims?
5. In what ways can people of different nations cooperate to help bombing victims?
Read the story about an Iraqi bombing victim, Mohamed Haytham Saleh, and find the answers to
the following questions.
1. How was his condition after he underwent surgery at the local hospital?
2. How did his father try to look for help for the boy?
3. Why was the effort to help the boy temporarily cut off?
4. What was the fund that the Rotaractors had collected used for?
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Recount
Surgery for Iraqi Bombing Victim
1 Mohamed Haytham Saleh was not supposed to be in the line of fire. But
when U.S. and Iraqi forces clashed in his hometown of Fallujah in the fall of 2003, a
bomb exploded near the 10-year-old, severely injuring his left eye.
Mohamed underwent surgery at a local hospital, but his condition only went worse.
5
Fearing his son would lose sight, Mohamed’s father made a desperate appeal for help
to a Japanese freelance journalist who was working in the region. The reporter,
Shinsuje Hashida, contacted an acquaintance in Japan to see what could be done.
Hashida’s decision to call on Rotaractor Masaki Hitosugi turned out to be
10 Mohamed’s ticket to Japan for an operation that would save his vision. Hitosugi, a chair
of the Rotaract Club of Numazu, brought Mohamed’s case to the club and its members
immediately organized a drive for donations to help the boy.
The club was well on its way to collecting enough money to bring Mohamed
to Japan for treatment, when Hashida’s vehicle was attacked some 20 miles south of
15
Baghdad, and he and a colleague were killed. The incident, which made national
headlines in Japan, temporarily cut off the Rotaract club’s link to Mohamed and his
father. Fortunately, Hashida’s wife, Yukiko, knew of the effort and stepped in to help.
Meanwhile the media coverage surrounding Hashida’s death thrust Mohamed’s story
20 into the national spotlight. Donations began to pour in from around the country. In all,
the Rotaract club and their sponsors collected more than US$ 200,000 to support
Mohamed’s travel, medical expenses, and continued care.
Mohamed and his father arrived at Tokyo’s Narita International airport in June
2004 to a crowd of reporters and television cameras. The pair spent more than a month
25
in Japan, and local Rotaractors tended to their needs while Mohamed had surgery and
received follow-up care and eyeglasses. When Mohamed returned to Fallujah in July,
his vision was fully restored.
Rotary-No-Tomo
(The Rotarian, March 2005)
Match the names of persons and bodies in Column X with each of their respective efforts or roles to
help Mohamed listed in Column Y. Write the letters indicating the answers between the brackets in
Column X.
X Y
1. – ( ) Doctors at a local hospital in A. appealed for assistance to have Mohamed‟s eye operated
Fallujah abroad.
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Recount
2. – ( ) Mohamed‟s father B. continued the link to inform about Mohamed‟s case and
look for assistance to help him.
3. – ( ) Shinsuje Hashida C. performed unsuccessful eye-operation.
4. – ( ) Masaki Hitosugi D. performed successful eye-operation.
5. – ( ) Yukiko Hashida E. reported Hashida‟s case and his attempts to help the 10-
year-old boy.
6. – ( ) The media F. collected financial funding for Mohamed to have an eye-
operation in Japan.
7. – ( ) The Rotaractors of Nuzamu & G. contacted the Rotaract Club of Numazu to appeal for help
other sponsors for Mohamed‟s case.
8. – ( ) Some doctors in Japan H. brought Mohamed‟s case to the club and organized a
drive for donations.
Choose the best word or phrase suitable to the underlined idiomatic expressions as used in the text.
1. He was not supposed to be in the line of the fire.

A. on fire
B. in the war zone
C. a front line for shooting
D. in the condition of burning
2. Mohamed‟s father feared that his son would lose sight.

A. became blind
B. became unseen
C. lost his eyes
D. be not pleasing to the eyes
3. His attempt turned out to be Mohamed‟s ticket to Japan.

A. to buy a ticket for Mohamed to go to Japan
B. to provide Mohamed a ticket to go to Japan
C. to issue a ticket for Mohamed to go to Japan
D. to provide the opportunity for Mohamed to go to Japan
4. Hitosugi brought Mohamed‟s case to the club.

A. brought Mohamed to the club
B. passed on Mohamed‟s case to help him
C. informed the club about Mohamed‟s condition
D. informed Mohamed about the club
5. The club immediately organized a drive for donations to help the boy.
A. drove around to donate
B. donated to the organization
C. prepared to make donations
D. facilitated people to donate
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Recount
6. The club was well on its way to collecting enough money.

A. at the point of
B. accomplishing efforts in
C. in the midst of
D. about to start
7. Yukiko knew of her husband‟s effort and stepped in to help.

A. entered
B. acted
C. walked in
D. came in
8. The media covering Hashida‟s death thrust Mohamed‟s story into the national spotlight.
A. made the media write a report about Mohamed
B. made Mohamed‟s story known nation-wide
C. pushed Mohamed‟s case aside from the national coverage
D. highlighted Mohamed‟s case
9. Donations began to pour in from around the country.

A. came down heavily
B. came in abundant
C. were flowing down
D. were encouraging
10. The local Rotaractors tended to their needs while they were in Japan.
A. looked after them
B. solved their problems
C. paid for their needs
D. paid attention to their problems
Answer the following questions by quickly reading the relevant parts only.
1. How did Mohamed become a bomb-blast victim?

2. Which part of his body was injured?
3. What efforts did Mohamed‟s father do to help his son?
4. What assistance was necessary to make Mohamed get better again?
5. How was Mohamed‟s condition when he and his father returned to Fallujah?
Activity 6: Identifying Cohesive Elements
A text has elements that occur repeatedly, often in different forms, providing some cohesive ties between
them.
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Recount
Examine the cohesive elements of Mohamed and his father in the following:
Mohamed and his father arrived in Narita International Airport, where a crowd of
reporters were waiting for them. The pair spent more than a month in Japan, and they
returned to their home country in July 2004. Both father and son were very grateful for
the helpful Japanese, since without their assistance, Mohamed‟s vision could not have
been fully restored.
Underline the words or phrases referring to Mohamed. The example has been provided for you.
Mohamed Haytham Saleh was not supposed to be in the line of fire. But when U.S. and
Iraqi forces clashed in his hometown of Fallujah in the fall of 2003, a bomb exploded near
the 10-year-old, severely injuring his left eye. Mohamed underwent surgery at a local
hospital, but his condition only went worse. Fearing his son would lose sight, Mohamed‟s
father made a desperate appeal for help to a Japanese freelance journalist who was
working in the region. The reporter, Shinsuje Hashida, contacted an acquaintance in Japan
to see what could be done to help the boy.
Activity 7: Applying Temporal Sequences
The story of Mohamed consists of events having temporal sequences. It started from the bomb blast
accident injuring his left-eye, and concluded with his return to his home country with his vision fully
restored.
Complete the relevant events in Column 3 based on the flow of thoughts in the story. Make use of
the key words in Column 2.
Temporal Key words Events

Sequences
1 2 3
Orientation bomb blast in Fall 2003, Mohamed‟s left eye was
injured in a bomb blast
Event 1 local hospital, went worse
Event 2 his father‟s appeal for help
Event 3 Hashida‟s attempt to contact …
Event 4 Hitosugi reacted
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Recount
Event 5 vehicle attack, killed, cut off
Event 6 stepped in to help
Event 7 media coverage, donations
Event 8 went to Japan in June 2004
Event 9 eye surgery in Japan
Re-orientation fully restored when father and son returned home in

July 2004
Activity 8: Identifying Temporal Sequence Markers
Temporal sequences can be identified by using various markers, such as, time markers (as soon as,
meanwhile, etc.), conjunctions (first, second, third, … next).
Identify the temporal sequence markers in the following text.
When Mohamed Haytham Saleh was walking home from school, a bomb exploded near
the 10-year-old boy, severely injuring his left eye. Mohamed was immediately sent to a local
hospital, and then underwent surgery. Unfortunately there were very limited medical facilities, so
that his condition went worse.
Fearing Mohamed would lose sight, his father made a desperate appeal for help to
Shinsuje Hashida, a Japanese freelance journalist in Baghdad. After hearing the story, the reporter
contacted an acquaintance in Japan to see what could be done. The acquaintance, Hitosugi, was
chair of the Rotaract Club of Numazu, who then brought Mohamed‟s case to the club. At the
time the club was organizing a donation to help Mohamed, Hashida was unfortunately killed
when his vehicle was attacked some 20 miles south of Baghdad.
Supply the proper conjunctions and other temporal sequence markers to complete the text.
The incident of Hashida‟s death made national headlines in Japan, ……it temporarily cut off the
Rotaract club‟s link to Mohamed and his father. Fortunately, Hashida‟s wife, Yukiko, knew of the effort
…… she stepped in to help. She reported about her late husband and his intentions to help Mohamed. The
media coverage surrounding Hashida‟s death thrust Mohamed‟s story into the national spotlight, …...
donations began to pour in from around the country. …...the Rotaract club and their sponsors collected
more than US$ 200,000 to support Mohamed‟s travel, medical expenses and continued care.
…… preparations for Mohamed and his father to go to Japan were arranged. A crowd of
reporters and television met them …... they arrived at Tokyo‟s Narita International airport in June 2004.
…... their stay in Japan, local Rotaractors tended to their needs. At first Mohamed had to go through
several medical check-ups, …… he underwent surgery, …… he was under follow-up care, and …… he
received eyeglasses.
In the end, …... Mohamed returned to Fallujah in July, his vision was fully restored.
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Recount
Activity 9: Summarizing: Recount

Read the story of Surgery for Iraqi Bomb Blast Victim again quickly, then summarize it in one
paragraph, arranging it in the following recount structure:
Recount Summary
Structure
Orientation A bomb blast ……
Event1 His father ……

Event2, etc. ……
Mohamed returned with his vision restored

Re-orientation
Part C: Vitamins
1. What is vitamin?
2. Why is vitamin necessary for the human body?
3. What food contains vitamin B?
4. What will happen if someone lacks vitamin B?
You are going to read parts of a text, followed by some problems about each of them.
Orientation:
The story of Christian Eijkman is quite picturesque. He had been sent by his
government to the East Indies toate
investig
the ravages of-beri amongst the
native population. The mission decided it was an infection, but Eijkman was not
satisfied with the report and stayed behind to continue his investigation.
Check whether the statements below are True, False, or Not Given.

Given
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Recount
Eijkman was assigned on a mission to study the case of the beri-beri

disease among the native population.
The mission was concluded after deciding that beri-beri was an infectious
germ disease.
Because he was not satisfied, Eijkman did not return to his home country
as soon as the mission had been accomplished.
Event 1:
Check whether the statements below are True, False, or Not Given.

Given
While Eijkman was walking in the hospital yard, he noticed that some
fowls looked unhealthy.
He understood that the fowls were unhealthy by reading reports and
observing the behavior and physical condition of the birds.
He made a hypothesis, stating that the birds were infected by the germs
because they were fed on the leftovers of the hospital patients.
He proceeded carrying out bacteriological tests, even though his mission

was accomplished.
During the investigation, Eijkman often observed the fowls in the hospital
yard carefully.
Event 2:
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Recount
His experiments were rudely interrupted when a new superintendent of

hospitals found that the fowls were being fed on the milled rice (namely, with
bran removed), and ordered them to be givenrice.unmilled
Eijkman protested
that they were now his experimental birds. However, he was rudely rebuffed with
the reply that the mission had ruled that the disease was caused by human
infection, and that to pursue his poultry experiments furtherublic
was a waste of p
money. So the fowls were given the crude rice, which was regarded as not good
enough for hospital patients, and as far as the disconsolate Eijkman was
concerned, his experiment was scuttled.
1. Why did Eijkman protest against the superintendent‟s decision?

2. Why did Eijkman have to cancel his experiment?
3. Why was the superintendent persistent in his decision?
Event 3:
Then one day going passed the poultry -run, he saw that the fowls were
“perking up” and, later, that they were normal. So he posed himself a second
hypothesis. Was there something in the milling of rice which caused -beri?the beri
He studied the medical records of prisoners fed on polished rice. -seven
In thirty
prisons, unpolished rice was served,
and in only one was there a case of -beri.
beri
In fifty-one prisons, polished rice was served and in-sixthirty
of them beri-beri
was rife. He had no doubt that -beri
beriwas related to the diet of milled rice.
Complete the lines below by choosing the proper answer.
1. Eijkman was surprised because the fowls in the hospital garden… .

A. were dying
B. got well
C. remained unwell
2. He first thought that the cause of the beri-beri ravage was … .

A. the patients‟ leftovers
B. the milled rice
C. the unmilled rice
3. The subjects of Eijkman study were … .

A. the fowls
B. the prisoners
C. the prisoners and the birds
Re-orientation:
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Recount
But, due to the influence of Pasteur and Koch, the vogue of the time, Eijkman
still believ
ed that beri
-beri was a germ disease and that the substance in the bran
was just the antidote. In 1906, he revised his opinion and declared: “There is
present in rice polishing a substance of a different nature from
, orproteins, fats
salts, which is indis
pensable to health and the lack of which causes nutritional
poly-neuritis.”
(Taken from: 1962: 160)
Science in Our Lives,
Check whether the statements below are True, False or Not Given.

Given
Eijkman was firstly of the opinion that beri-beri was caused by an
infectious germ and that the bran of unmilled rice provided an antidote
against the disease.
Eijkman made his first opinion since he was influenced by the concepts of
germ disease well-known during the period.
Later Eijkman revised his opinion, stating that there was a substance in the
bran of rice, indispensable to health.
A lack of the nutritional substance, later called vitamin, will cause various
diseases in men and animals.
Read quickly the text completely and find the answers to the following questions.
1. Why was Eijkman sent to the East Indies?

2. Why did he stay behind even though his mission was completed?
3. What was his first opinion regarding the cause of the beri-beri?
4. What was his revised opinion about the substance he investigated?
5. In what way was his revised opinion different from the previous one?
6. What is the indispensable substance called today?
7. Supply a title to the text.
Activity 4: Applying Nouns with Pre- and Post-Modifiers

In Units 1 and 2 you have studied Nouns with pre- and post-modifiers. Below are other examples found in
the text.
Deictic Number Describing Classifying NOUN Qualifier/ Additional

(D) (N) (Des) (Cl) (N) Information
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Recount
The medical reports of prisoners fed on

polished rice
Notice that the additional information modifying NOUN may consist of:
Types of Post-Modifiers Examples

N Adj-Cl
Adjective Clause
crude rice, which was regarded not good
N PsP-Ph
Past Participle Phrase
unpolished rice served to the prisoners
N PrP-Ph
Present Participle Phrase
the fowls walking on the hospital garden
N To-inf-Ph
To-infinitie Phrase
the mission to investigate the beri-beri disease
N Adj-Ph
Adjective Phrase
milled rice, good enough for patients
N Prep-Ph
Prepositional Phrase
some fowls in the hospital yard
N Num the
Number
year 1912
Each of the pre- and post-modifiers may occur in combination with others in modifying Nouns, for
examples:
D Des N Prep-Ph PrP-Ph a new
superintendent of hospitals observing the fowls
D Cl N Prep-Ph PsP-Ph the medical reports

of prisoners fed on polished rice
Now identify the categories of pre- and post-modifiers in the following.
1. the ravages of beri-beri amongst the native population
2. some fowls in the hospital garden, having peculiar limpness in the neck, droopiness of the wings, and
wobbliness of the legs
3. the leavings of the food served to the beri-beri patients
Find the NOUNs as Head Words and their modifiers in the following.
4. milled rice, which was regarded good enough for hospital patients
5. the medical records of prisoners fed on polished rice
6. a substance of a different nature from proteins, fats, or salts
Activity 5: Identifying Predicates in Past Form versus Past Participle Phrases
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Recount
Predicates in past forms and past participle phrases are often troublesome because they look alike, e.g.
Predicate The nurse served the food to the hospital patients at noon.
Predicate The food was served to the hospital patients at noon.
Clause Predicate The food, which was served to the hospital patients, ... .
Past Participle
The food served to the hospital patients at noon, … .
Phrase
Predicate Eijkman conducted the experiments on the fowls.

Predicate The experiments were conducted on the fowls.
Clause Predicate The experiments, which were conducted on the fowls, … .
Past Participle
The experiments conducted on the fowls, … .
Phrase
Identify whether the following underlined words are predicates or phrases:

1. He also discovered that the fowls were fed on the leavings of the food served to the beri-beri
patients.
2. He proceeded to carry out the bacteriological test, which used the fowls as the experimental birds.
3. He noticed that milled rice fed to some prisoners indicated an increased number of beri-beri cases in
the prisons.
Activity 6: Summarizing: Recount

Summarize the story of Eijkman in finding vitamin in a short paragraph. Arrange it in the
following recount structure.
Recount Structure Summary

Orientation
Event1
Event2, etc.
Reorientation
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Recount
LESSON SUMMARY
1.
Recount is a text for the purpose of informing or entertaining.
2.
The generic structure of a recount consists of:

Orientation

Event 1, Event 2, …Event n

Re-orientation (optional element)
3.
Recount is usually arranged in a temporal sequence.
4.
The language features of a recount are:  Temporal relation of sequences of events 
Temporal sequence markers: e.g.:
first, second, third. … last
…. then …
first… then… finally.

The use of past tense

The use of action clauses (e.g. They went through underground passages), material clauses (e.g.
They dug holes), and processes (e.g. The fowls became better)

Focus on individual or specific participants (e.g. the gang, the patient, the fowls).
Part D: Exercise on Recount
Activity 1: Reading Comprehension

Read the following text and answer the questions 1 – 5.
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Recount
Eijkman was assigned on sion

a mis
to study the case of the
-beri
beri
disease of
the native population. He came to East Indies with some other doctors to investigate
what caused the disease. After some investigation, the mission. The was concluded
team decided that-beri was an ectious
inf germ disease. Eijkman, however, was
not satisfied. He did not return to his home country as soon as the mission had been
accomplished. He stayed behind to continue his investigation,
even thoughother
doctors had returned to Holland.
One day Eij
kman recognized that the fowls in the hospital garden -beri had beri
symptoms, as they were fed on the leavings of the food served-to beri
the beri
patients. He then made a hypothesis, that the food was carrying the germs from
humans to the poultry.
Then anew hospital superintendent changed the diet of the fowls from milled
to un-milled or crude rice. Because of that, Eijkman had to cancel his experiments.
However, Eijkman later noticed that the fowls were getting better. He checked
the instance withmedical
the records of prisoners consuming different types of rice,
and posed himself another hypothesis. He stated -beri that
was beri
related to the diet
of milled rice. In his final report, Eijkman declared that the bran of rice contained a
substance which s indispensable
i to health and the lack of which causes nutritional
poly-neuritis.
On your answer sheet, choose:

A when the statement is True; B
when the statement is False; or
C when the statement is Not Given.
Statement
1. The team consisted of Eijkman and some other doctors.
2. The mission of the team was to study about the case of the beri-beri disease, because there were
many cases of the disease in Holland.
3. The team consisted of doctors working in the hospitals in Holland.
4. After doing the investigation, the team decided that the native population suffered from an
infectious germ disease.
5. When the mission was concluded, the doctors except for Eijkman returned to Holland.
Activity 2: Completing Sentences

Choose A, B, C, or D that best completes Sentences 6 – 15.
6. Eijkman still continued his ..., even when the mission had been concluded.
A. investigation
B. investigating
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Recount
C. investigator
D. investigate
7. The native population suffered from the disease after ... consumed polished rice.
A. he
B. she
C. they
D. their
8. Just ... Eijkman noticed that some fowls in the hospital garden were not quite healthy.
A. like
B. then
C. than
D. as
9. Eijkman knew about the … condition of the birds after he read some reports.
A. physics
B. physician
C. physical
D. physically
10. Eijkman had to cancel his experiments … a new hospital superintendent changed the diet of the
fowls.
A. when
B. while
C. whereas
D. whenever
11. The police had watched the “human moles” through a … map of most of the tunnels.
A. compute
B. computer
C. computator
D. computerized
12. When the gang were about to blast the room, the police caught up with … .
A. they
B. them
C. their
D. theirs
13. A policeman said later that day that he ... admire them.
A. had rather
B. could rather
C. would rather
D. should rather
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Recount
14. It … them months to cover the distance underground.

A. will take
B. would take
C. will have taken
D. would have taken
15. The gang ... very accurate in ... route findings.

A. were ... his
B. were ... their
C. were … theirs
D. was … his
Activity 3: Checking Grammar

Identify the one underlined word or phrase that should be corrected or rewritten.
16. Originally cultivate in India, the banana was brought to the Americans by
A B C the Portuguese who
later found it in Africa.
D
17. The camel could survived to live in the desert without water for up to two
A B
weeks after drinking as much water as it wanted.
C D
18. While travel, musicians called minstrels played an important part in A B
C the cultural life in the thirteenth Century.
D
19. Locating between the Tigris and the Euphrates, the city of Babylon was rich. A B
C D
20. The newly elected governor impressed the reporters with her interested
A B C D news conference.
Activity 4: Filling Gaps

Part A. For Questions 21 – 23, complete the text by filling in the blanks with the proper words in the
right column.
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Recount
Early (21) … the police caught a “mole-gang” attempting to rob the bank through A. when
the system of underground passages. The gang made a route under the city (22) … B. today
almost reached the bank (23)… the police followed them. They started from a drain C. morning
in the North District, passed through tunnels and under certain buildings into the D. and
main sewer near the strong room of the bank. When the men were preparing to blast
the room, the police caught up with them.
Part B. For Questions 24 – 26, complete the text by filling in the blanks with the proper words in the
right column.
The gang started from a drain in the North District, passed through tunnels and A. However
underground passages. (24) … they went under certain buildings, until they B. Because
arrived into the main sewer near the strong room of the bank. (25) …, when the C. Because of
men were preparing to blast the room, the police caught up with them. (26)... that D. Afterwards
most of them were caught red-handed.
Part C. For Questions 27 – 29, complete the text by filling in the blanks with the proper words in the
right column.
Hashida‟s wife, Yukiko, reported about (27) ... late husband who became a A. his
victim of a bomb blast in the Iraqi war and his intention to help Mohamed. The B. their
story had a large media coverage and donations began to pour in around the C. they
country. Afterwards preparations for Mohamed and his father to go to Tokyo D. her
were arranged, and (28) … arrived in Japan in June 2004. Mohamed had to go
through several medical check-ups, and he underwent surgery. A month later
when father and son returned to (29)… home country, Mohamed‟s vision was
fully restored.
Activity 5: Arranging Sentences

Arrange the sentences below in the proper order of events.
1. Mohamed underwent surgery at a local hospital, but his condition went worse.
2. When Mohamed returned home the next month, his vision was fully restored.
3. In Fall 2003, Mohamed‟s left eye was injured in a bomb blast.
4. Donations began to pour in after Mohamed‟s story was covered by the international media.
5. To help Mohamed, his father asked for assistance to a Japanese journalist working in the region.
30. The proper order of events is … .
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Recount
A. 1–2–3–5–4
B. 2–3–1–5–4
C. 3–2–1–4–5
D. 3–1–5–4–2
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Procedure
UNIT 4: PROCEDURE
Objectives:
1. mention the social function of procedure genre;
2. skim the general ideas through the generic structures of procedure;
3. scan the specific ideas through the generic structure of procedure;
4. identify the cohesive devices in a procedure and use them in other procedures;
5. identify sequential and temporal conjunctions in procedure and use them in other procedures;
6. identify sequential and temporal structures and use them in other procedures; and
7. identify sentence structures commonly used in procedures.
Part A: Operating an Electric Mixer
Activity 1: Pre-Reading 1
Read the information in the box and answer the questions that follow.
Instructions: the act or action to provide knowledge or information.

Instructions specify the actions necessary to achieve a particular result. They
express relations between actions. These relations include method and
purposes.
(The British Council, 1979: 27).
1. What is an instruction?
2. How is an instruction set up?
3. What does an instruction express?
4. Can you change the order of actions in an instruction?
Activity 2: Pre-Reading 2
Look at the picture of an electric mixer and answer the following questions.
1. What is an electric mixer?

2. What is its function?
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Procedure
3. What is necessary to operate an electric

mixer?
4. Show the parts of the electric mixer
on the picture. Parts of an electric
mixer with a stand and mixing bowl:
a. switch
b. ejector
c. air intake
d. beater: 1) beater shaft
2) beater vanes e. drive-cap
f. handle
g. cord band
h. power cord plug
i. cord
j. main body
k. air outlet
l. fitting hole
m. hanging hole
n. beater & kneading hook
insert holes
o. detent
p. base
q. push button
r. mixing bowl
s. turntable
t. spatula
u. kneading hook
Activity 3: While-Reading: Following Instructions 1: Using an Electric Mixer Read the

instructions below.
1. Place the mixing bowl containing the ingredients on the turn table.
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Procedure
2. Firmly attach the drive-cap to one of the beaters.

3. Firmly insert both beaters in the position. To keep in firm position, the beater with the drive-cap
should be inserted into the opening as illustrated.
4. Mount the mixer body on the stand, matching the fitting holes with the detents at the stand.
5. Plug in to the power source, and switch on the mixer to start mixing. Remember that the
ingredients in the mixing bowl should not be filled above the beater‟s vanes to avoid the spatter of
the ingredients.
6. After the mixing is completed, switch off and unplug. Then push the ejector to remove the beaters,
and remove the mixing bowl from the turn table.
Now examine the following pictures. Put the proper number in each of the boxes based on the order
of the instructions for using an electric mixer.
After reading the instructions how to use an electric mixer, answer the following:
1. What is the use of the mixing bowl?

2. What is the function of the drive-cap?
3. How should the mixer body be attached to the stand?
4. Why is it necessary to fill the level of the ingredients in the bowl lower than the level of the beaters‟
vanes?
5. How do you start operating the electric mixer?
6. What should you do after the mixing is completed?
7. How do you remove the beaters from the mixer body?
8. What is the last activity in using the electric mixer as stated in the above instruction?
Activity 5: Following Instructions 2: Using the Dictionary
Follow the instructions for consulting the meaning(s) of a term in the dictionary.
1. Open the page indicating the first, and then the following letters of the term.
2. Scan entry words on the page until you find the term.
3. If a term is not indicated in the entry words, find it at the entry word related to it.
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Procedure
4. If there is more than one entry of the term, read the definition(s) and example(s) of the term.
5. Choose the most suitable definition based on its context and distribution.
6. Determine the most appropriate meaning of the term.
Dictionary Page (Longman Dictionary of Contemporary English, 1981: 691)

Refer to the dictionary page on the previous page, then find the meanings of minute:
First, find entry words on the page showing …….… as the initial letter and …….… as the
following letter. Scan the words having both letters, then the following ones, until you find
the term “m i n u t e”.
Since there are …….… entries of the term, choose the most suitable definition based on its
context and distribution. (How many do you find?) Read the definitions and example(s) of
the term. Finally, determine the most appropriate meaning of the term.
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Procedure
Examples: State the meaning of “minute” as used on the following examples:

- Examine the ingredients; see that the substance is found in minute quantities.
- Please wait! It won‟t take a minute for me to get dressed.
- Listen attentively, and then write the minutes of the meeting in this book.
Activity 6: Following Instructions 3: Filling out a Bank Check

Look at the picture of a check of Midland Bank below, read the tape-script underneath to
fill out the bank check.
20
Tape-script:
Alex : Good morning.
Cashier : Good morning.
Alex : I would … I would want to know how to make out this check.
Cashier : Right, … erm ... Do you want to draw out some money?
Alex : Yes, … Twenty pounds.
Cashier : Twenty pounds, … OK (Yes). Well, the first thing you need to do is to
write today’s date in the top right-hand corner where you see the line.
(Yes). At the top you just write today’s date (Yes) and the year. You
must put the year in. And if you want to draw out money after it says
PAY ….
Can you see … over on the left-hand side?
Alex : The first … er … line?
Cashier : That’s it; on the first line it says PAY and you write CASH, afterwards.
Alex : In letters.
Cashier : Yes, CASH (Yes). You must write CASH. OK. Then underneath that, right
underneath, you have to write the amount of money you want. So just
twenty pounds and then you write ONLY at the end of the words. Then
at the end of that line where you can see the box, see over on the right-
handside, you have to write the amount you want in numbers (In
numbers?). Mmm-mm. (Yes). And then underneath that box, the last
thing you have to do in the right-hand corner is just write your signature.
Alex : Thank you very much.
Cashier : OK, Bye-bye then.
Alex : Bye.
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Procedure
(Taken from Listening Task, 1988: 30)
Activity 7: Following Instructions 3: Making a Scatter Diagram
This is an example of scatter diagrams:
Instructions to make a scatter diagram:
1. List the pairs of scores used for data.

2. Lay out an X (horizontal) axis and a Y (vertical) axis.
3. On the X axis, or baseline, begin low scores on the left and increase toward the right of the graph.
On the Y axis, or vertical, low scores begin at the bottom and increase toward the top of the graph.
4. For each individual, locate the intersection of the X and Y axes equivalent to its scores on the X
and Y variables, respectively.
5. Mark the intersection with a dot and repeat the operation for all individuals in the study.
(Stephen Isaac & William B. Michael, 1982: 1981)
Following the above instructions, make a scatter diagram of the pair of scores below.
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Procedure
Pairs of raw scores used for The scatter diagram:
data:
Y
X
35
24 X Y
25 39 27 38
24 39 28 37
25 36 29 36
31 43 19 34
22 38 28 37
39 43 27 32
24 35 25 38
25 40 30 41
31 41
Activity 8: Sequential and Temporal Markers in Procedures
Procedures deal with some orderly actions that should be followed one after the other.
Notice that they are related to certain sequential or temporal activities in an instruction.
Sequential or temporal activities are indicated by words like:
First, … Later, … Finally, …
Firstly, … Secondly, … Last, …
At first, … Then,… Next, …
Put the sentences underneath in the proper order, and supply the proper phrases from the box.
1. First of all, 2. On the baseline, 3. After the data are completed,

4. Next, 5. Finally, 6. On the vertical axis,
… for each individual, locate the intersection of the X and Y axes equivalent to his scores on the X and
Y variables, respectively.
… lay out an X (horizontal) axis and a Y (vertical) axis.
… list the pairs of scores used for data.
… mark the intersection with a dot and repeat the operation for all individuals in the study.
… or the X axis, begin low scores on the left and increase toward the right of the graph.
… or the Y axis, low scores begin at the bottom and increase toward the top of the graph.
Activity 9: Procedure Structures

A procedure has a goal or a purpose, followed by the steps to achieve the goal.
Do the following tasks to outline or summarize the above procedures.
Task 1: Using an Electric Mixer Goal/

Purpose:
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Procedure
Complete the following paragraph to summarize how to achieve the above goal:
First … the mixing bowl containing the ingredients on the turn table, Then, … the drive-cap to one of
the beaters. Next, … both beaters in the position. Afterwards, … the mixer body on the stand,
matching the fitting holes with the detents at the stand. Next … into the power source, and … the
mixer to start mixing. Remember to … the ingredients in the mixing bowl lower than the beaters, to
avoid the spatter of the ingredients. After the mixing is completed, … off the mixer, then … it from the
source power. Then … the ejector to remove the beaters. Finally, … the mixing bowl from the turn
table.
Task 2: A Dictionary Use Goal/ Purpose:
Step1
Open …
Step2
Scan …
Step3
If a term is not available at the entry, If there is more than one entry of a
… term, …
Step 4
Determine the meaning of the term based on …
Task 3: Cashing a Check Goal/

Purpose:
Suppose you want to … money from the bank, using a … . First write … date and the year on the
top … corner. Write PAY, then CASH, on the … line to show that you intend to … money. Then
underneath it write the … of money you want on the line … followed by ONLY. Next, write the
amount in … inside the box at the … of the line. Last, write your … in the space at the … of the
check.
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Procedure
Part B: A Bottle Garden
Activity 1: Pre-Reading Activity
1. What is a bottle garden?
2. Where do people usually put a bottle garden,

inside or outside the house?
3. What is interesting about a bottle garden?
(Adapted from Successful Listening for First

Certificate, 1988: 15)
Read an introduction to making a bottle garden, and answer the questions.
1. Who is the narrator in the program?

2. What program is it? Is it an incidental, weekly, or monthly program?
3. What is he talking about?
Tape script 1:
Presenter : And now for this week‟s edition of “Gardening Today”, Roy Harris starts off by telling us
about a kind of gardening you can do indoors.
Roy : Well, making a garden inside the house might sound a bit strange, but let me explain. What I‟m
going to talk about is bottle-garden, that is, making a garden in a bottle. The great thing
about these is that they‟re a really good way of growing plants inside the house. They
might require a bit care to actually set up and get going, but once you‟ve got a bottle
garden established, it will really look after itself. You won‟t even need to water it,
because a bottle garden will produce its own moisture. And visitors to your home are
always fascinated by a bottle garden. They always want to know how you got the plants
into the bottle in the first place. It‟s got the same sort of fascination, I suppose, as a ship
in a bottle.
(Adapted from Successful Listening for First Certificate, 1988: 15)
Activity 3: While-Reading 2:
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Procedure
Read the next part of making a bottle garden, and answer the following questions.
1. What materials and tools are used?

2. Why are the tools attached to long handles?
3. How many times is it necessary to water the bottle garden? Why?
Tape script 2:
Roy:
Well, how do you set about making a bottle garden? You can buy bottle gardens in shops
of course, but I think it‟s much more fun to make your own. You need a large bottle to
start with, of course and that should be easy to find. Those big jars you can use for wine-
making are ideal, for example, or goldfish bowls. The bowl does have to let light in, so
green glass isn‟t suitable.
Er …, after that, the next stage is to make sure that the water produced by the plants can
drain away. So you need to put some lumps of charcoal in the bottom of the bottle to let
the water escape and keep the garden “sweet” as we say.
Then you pour some fine soil into the bottle. You can get really fine soil in special
mixtures from gardening shops if you want to save yourself some trouble, why not?
Life‟s too short! Then you put in your plants. Here‟s your chance to grow colorful sub-
tropical plants, which wouldn‟t survive out of doors.
And now you might wonder how you get them into the bottle. In fact, you can do this quite easily by
fixing an ordinary fork and spoon to long sticks and using these to lower the plants into
position in the bottle, so you‟re working at arms‟ length, as it were. Then cover up the
roots and firm down the soil. Usually you put tall plants in the middle and small plants
round the side, but, if you‟re only ever going to view the garden from one side, then
make a slope and put your tallest plants at the back.
Finally, when you‟ve got all your plants in position, give them some water. And that‟s
the only time you‟ll ever need to do it.
(Adapted from Successful Listening for First Certificate, 1988: 15)
Activity 4: Diagramming
Read Tape script 2 once more, and complete the diagram to summarize the orderly actions and
respective functions in making a bottle garden. Use the following terms in the proper order.
lumps of charcoal, water, bottle or bowl, colorful plants, fine soil
Goal/ Purpose:
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Procedure
No. Actions Functions

1
Activity 5: Post-Reading Activity

After reading both parts, answer the following questions.
1. How are people usually fascinated when they see a bottle garden?
2. Why is green glass unsuitable for making a bottle-garden?
3. How is making a bottle garden more interesting than buying one?
4. What plants are usually used for making a bottle garden?
5. How are the plants arranged if they will be viewed from all sides?
Part C: First Aid to a Heatstroke
Activity 1: Pre-Reading Activity

Read the definition of heat strokes, and answer the questions following it.
A heatstroke is a life-threatening condition, also called heat hyperpyrexia or sunstroke, in which over
exposure to extreme heat and a consequent breakdown in the body„s heat-regulating mechanisms cause
the body to become dangerously overheated. Without emergency treatment, the victim lapses into coma
and death soon follows.
(Complete Family Health Encyclopedia, 1990: 526)
1. What is a heatstroke?
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Procedure
2. Where do people usually get a heatstroke?

3. What is necessary to help a heatstroke victim?
4. What will happen to the victim if he is not given first aid treatment?
Activity 2: While-Reading Activity

Look at the instructions to provide first aid to a heat stroke victim.
1. Move the victim to a cool, shady place and remove clothing.

2. Place him or her in a half-sitting position and support the head and shoulders (e.g.
using a pillow).
3. Cover the victim with a wet sheet and keep it wet.
4. Fan him or her with a magazine or an electric fan until the temperature drops to 38ºC.
5. Seek medical help immediately.
(Complete Family Health Encyclopedia, 1990: 526).
Answer the following questions after reading the instructions.
1. Where should the heat stroke victim be located?

2. Which position is recommended?
3. How can a cooling condition be provided?
4. Why is it necessary to make the body temperature drop?
Activity 3: Post-Reading Activity

Answer the following questions after you have read the instructions to help a heat stroke victim.
1. Where and when may someone suffer from heat stroke?

2. How is the condition of the victim when he or she suffers from heat stroke?
3. What are essential to give first aid to the victim?
4. Should medical treatment be provided following the first aid? Why?
Activity 4: Diagramming
Fill out the diagram to show the goal, the orderly actions, and each of their functions to provide
first aid to a heat stroke victim.
Goal/ Purpose:
No. Actions Functions
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Procedure
Activity 5: Completing Text 1

Complete the following paragraph using the words or phrases in the box.
1. exposure 2. due to 3. to cool itself 4. humid

5. environment 6. hot climate 7. be caused
Heatstroke most commonly happens … prolonged, unaccustomed … to the sun in a … It is more likely
to occur in … conditions, which reduce the body‟s ability … by the evaporation of sweat. Heatstroke can
also … by working in an extremely hot … .
Activity 6: Completing Text 2

Complete the paragraph using the appropriate forms of verbs between brackets.
Heatstroke … (often precede) by fatigue, weakness, faintness and much sweating. When the sweating …
(stop), the skin … (become) hot and dry, breathing … (be) shallow, and the pulse … (become) rapid and
weak. When the condition … (progress), body temperature … (rise) dramatically, and without treatment,
the victim … (may lose) consciousness and … (may die).
Activity 7: Rearranging sentences: Using a Toaster to Make Sandwich

Rearrange the following statements in the proper order to make a set of instructions about using a
toaster to make sandwich.
No. of order Statement

Lower the upper baking plate carefully onto the bread and then clasp the handgrips
together.
Smear the slices of bread evenly with a thin layer of butter.
Remove the plug from the electric socket after use.
First, put the plug into the electric socket on the wall.
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Procedure
Clean the baking plates with a damp cloth or sponge after using them. Do not put
them under running water.
Prepare the ingredients to make the filling of your toasted sandwich.
Open the appliance after 2 or 3 minutes and check whether the toasted sandwich is
sufficiently brown.
Close the appliance, press the blades tightly together and lock them using the clips.
Lay the slices of bread with the buttered side on the lower cooking plates, top with
the filling, and cover with the second slice with the buttered side up.
LESSON SUMMARY
1. Procedure is a factual text designed to describe how something is accomplished through a
sequence of actions or steps.
2. The generic structure of a procedure:
 Goal /Purpose
 Step 1, Step 2 …. Step n (a series of steps oriented to achieving the goal)
3. The language features of Procedure:
 Temporal conjunctive relations
 Temporal conjunctive markers: e.g.:
 first, second, third, … last
 … and … then …
 first … then … finally
5. The use of simple present tense, often imperatives
6. The use of material clause (e.g. … until you have completed it) and action clauses (e.g. first,
write your name in the box)
7. Used for generalized human agents (e.g. you)
Part D: Exercise on Procedure
I. Read the following text and answer Questions 1 – 5.
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Procedure
This is how you can set about making a bottle garden. You can
buy bottle gardens in shops of course, but it‟s much more fun to
make your own. To start with you need a large bottle. Big jars
you can use for wine-making or goldfish bowls are ideal
examples. The bowl does have to let in light, so green glass
isn‟t suitable.
After that, the next stage is to make sure that the water produced by
the plants can drain away. So you need to put some lumps of charcoal in the bottom of the bottle to let
water escape and keep the garden “sweet”.
Then you pour some fine soil into the bottle. You can get really fine soil in special mixtures from
gardening shops if you want to save yourself some trouble. Then you put in your plants. Here‟s your
chance to grow colorful sub-tropical plants, which wouldn‟t survive outdoors during winter.
Well, you might wonder how you get the plants into the bottle. In fact, you can do this quite easily by
fixing an ordinary fork and spoon to long sticks and using these to lower the plants into position in the
bottle. So you‟re, as it were, working at arms length. Then cover up the roots and firm down the soil.
Usually you put tall plants in the middle and small plants round the side, but if you‟re only going to
view the garden from one side, then make a slope and put your tallest plants at the back. Finally, when
you‟ve got all the plants in position, give them some water. And that‟s the only time you‟ll ever need
to do it.
Questions 1 – 5: Give a check in the proper column to show whether each of the statements below is
True, False, or Not Given.

Given
1. A fish bowl is suitable for making a bottle garden because it does
not let in light.
2. You can buy really fine soil at the garden shop; and it saves time
and energy.
3. The charcoal should be put in the bottle after you‟ve put in the
fine soil.
4. Use a fork and a spoon tightened to long sticks to lower the plants
into position in the bottle.
5. Making a bottle garden is less expensive than buying one at the
garden shop.
II. Choose A, B, C, or D that best completes Sentences 6 – 15.
6. A dictionary contains words that are arranged in an … order.

A. alphabet
B. alphabets
C. alphabetical
D. alphabetically
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Procedure
7. A university student needs to … the dictionary when he finds technical terms he is not familiar with.
A. consult
B. consultant
C. consultative
D. consultation
8. He should open the page, indicating the first, and … the following letters of the term.
A. than
B. then
C. thus
D. so
9. If a term is not indicated in the entry words, find … at the entry word related to it.
A. it
B. its
C. them
D. theirs
10. If there is more than one … of the term, choose the most suitable definition based on its context and
distribution.
A. entry
B. entries
C. entities
D. entrance
11. On the X …, or baseline, begin low scores on the left and increase toward the right of the graph.
A. ox
B. axe
C. axis
D. axes
12. Low scores on the Y axis begin at the bottom … increase toward the top of the graph.
A. and
B. but
C. since D. while
13. For each individual, locate the intersection of X and Y axes equivalent to the scores on the X and Y
variables … .
A. respect
B. respected
C. respective
D. respectively
14. Mark the intersection with a dot and … for all individuals in the study.
A. repeat
B. repeatedly
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Procedure
C. repetition
D. repetitive
15. Scatter diagrams are useful to learn … the X and Y variables have high or low correlations.
A. wetter
B. wether
C. weather
D. whether
III. For Sentences 16 – 20, identify the one underlined word or phrase that should be corrected or
rewritten.
16. First peeling the potatoes in streaming water, cut them into small cubes,
A B C then boil them until they are soft.
D
17. Remember to lock the doors and windows, check the electricity, and A
B
cleaning the garbage bin before you leave the house . C
D
18. Make sure the engine is well-maintaining; and check whether the
A B C
connections, pumps, and lights are working properly.
D
19. Push the handgrips of the baking blades firmly and a light will be on; A
B this indicate that the toaster is working.
C D
20. Use a sponge tightened to a wire to clean the sides of the bottle regularly,
A B
but your bottle garden will look beautiful.
C D
IV. For Questions 21 – 23, complete the text by filling in the blanks with the proper words in the
right column.
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Procedure
To start with, put the microphone on the table. Do not put it on the A. needle
same table as the (21) … . Remember not to move the microphone B. control
during the recording. C. indicator
Adjust the recording level by means of the recording level (22) D. recorder
… . The needle of the recording level must stay in the white area.
Do not allow the (23) … to reach the colored area.
V. For Questions 24 – 26, complete the text by filling in the blanks with the proper words in the
right column.
Suppose you want to draw money from the bank using a check, first write A. name
today‟s (24) … and the year on the top hand corner. Write PAY, then CASH, on B. amount
the first line to show that you intend to draw money. Then underneath it write the C. date
(25) … of money you want on the line, followed by ONLY at the end of the D. signature
words. Next write the amount in the box at the left side. The last thing you have
to do is write your (26) … on the bottom of the right-hand corner.
VI. Complete the diagram below about summarizing the steps in using a dictionary by choosing
the best phrases or words A, B, C, or D to answer Questions 27 – 30.
Goal/ Purpose:
Checking the meaning of a term in the dictionary
(27) Step 1
Open the page indicating the …, and then the following letters of the terms.
A. first letter
B. first word
C. next letter
D. previous term
(28) Step 2
… on the page until you find the term.
A. Read all words carefully
B. See related words
C. Scan entry words
D. Look at entry words
(29) Step 3
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Procedure
If a term is not available at the entry, find If there is more than one entry of
it at the entry word … it. a term, choose the most suitable
A. behind definition.
B. above
C. next to
D. related to
(30) Step 4
Determine the meaning of the term based on its … .
A. context
B. distribution
C. neither of the two
D. context and distribution
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Explanation
UNIT 5: EXPLANATION
Objectives:
1. mention the social function of explanation genre;
2. skim the general ideas through the generic structure of explanation;
3. scan the specific ideas through the generic structure of explanation;
4. identify conjunctions in explanations and use them in other explanations;
5. identify the sentence structures commonly used in explanations and use them in other explanations;
and
6. identify verbs and use them in other explanations.
Part A. Creating Atmosphere in Movies
You are going to read an article about how atmosphere is created by music in the film “Jaws”.
Before you do that, answer the following questions.
1. Did you ever watch “Jaws”?

2. If yes, what was the movie about?
3. Did it scare you?
1. Now, read the text quickly and match the words below to indicate synonyms
1. frightening suggest succession

2. creator advise unsettling composer
3. upsetting menacing
4. sequence
5.
Creating Atmosphere in “Jaws”
The theme music to the movie “Jaws” is dramatic, tense and menacing. The composer creates this
atmosphere through the way he uses sound.
First, he begins with such low, deep sounds that suggest something scary. Then the music moves
back and forwards between two different pitches so that it is very unsettling.
After that, he varies the duration of sounds. In the beginning there are long sounds followed by
long silences. When the movie becomes more dramatic the sounds become shorter and they are repeated
in quick succession. As the sounds become louder and louder, the excitement builds up.
He also uses different instruments: a growling deep tuba at the beginning and then more screechy
high pitched sounds from violins, trumpets, and horns.
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Explanation
The composer helps to make “Jaws” a film full of fear and tension through his use of sound.
Answer the following questions based on the text above.
1. What is the theme music in “Jaws” like?

2. How does the composer use the music to create atmosphere in the movie?
3. What instrument produces growling sound?
Match the causes of the atmosphere of “Jaws” in Column A with the right paragraphs in Column
B. One paragraph might be used more than once.
A B
1. low and deep sounds A. Paragraph 4
2. altering pitches B. Paragraph 3
3. long sounds and silences C. Paragraph 2
4. short and quick sounds
Activity 4: Causes of the Atmosphere in “Jaws”

Read the text once more and fill in the boxes of how the composer creates the atmosphere in
“Jaws”.
1) frightening
2) unsettling
sounds
3) 5)
short and
Composer 6)
quick sounds
4) growling
instruments
violins high pitch
Activity 5: Causes and Effects

Look at the sentences below regarding the way how the atmosphere in the movie is created.
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Explanation
1. First, he begins with such low, deep sounds that suggest something scary.
2. When the movie becomes more dramatic the sounds become shorter and they are repeated in quick
succession.
3. As the excitement builds up, the sounds become louder and louder.
The underlined words show cause and effect or explain how things work. There are more conjunctions
and other kinds of words that can be used to explain how things work as shown in the following.
CONJUNCTIONS because; since; Because the gases cool down, they

as; become liquids.
if; When a material is solid, the molecules
when; are very close together.
If you put liquid in a container, it flows
thus; so; as a
into the shape of the container.
result; accordingly;
consequently; etc
PREPOSITIONS because of; as a Because of cooling down, the gases

result of; as a become liquids.
consequence of; on
account of; owing to;
due to; etc
VERBS lead to; Heat makes the molecules more

result in; spaced out, so they can move about a
cause; make; bit.
produce; etc.
NOUN PHRASES The effect of; The effect of plant maturation is that
The result of; flowers are formed.
The consequence of; etc.
Now fill in the following space with the right choice.
because if make produce cause
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Explanation
The concentrations of greenhouse gases are reported to increase substantially.

Scientists believe that further increase may (1) … excess warming of the earth's climate. Moreover, many
scientists believe this warming could (2) … side effects. An example is the changing of the earth's wind
patterns. These wind patterns control the amount of rain received in a particular area. (3) … the
greenhouse gases warm the earth's climate too much, areas that now receive plenty of rainfall could
become deserts. Moreover, some scientists speculate that additional increases in warming could (4) …
another effect, a rise in the ocean levels. How would this rise occur? An increase in global temperature
would melt the polar ice caps, thus emptying more water into the oceans. Scientists also predict that (5)
… oceans rise, which may be as high as 1 meter, flood reaches port cities and coastal lands.
Activity 6: Passive Voice

It is common to use passive structures in explanation text, especially when people interfere in the
process. The passive structures are constructed with a form of the auxiliary be (e.g. am, is, are, was,
were, been, be) and the past participle of a main verb (e.g. written, spoken, listened). Examples:
Present is
Past was
Present perfect has been
It revealed.
Past perfect had been
Future will be
is going to be
Read the following sentences and choose the answer from the options.
1. This survey … at investigating the effectiveness of the appraisal system in our company.
A. aimed
B. were aiming
C. aiming
D. be aiming
E. aim
2. The survey … last month.

A. was conducting
B. conducts
C. was conducted
D. conducting
E. conducted
3. The data … by means of a questionnaire survey and three focus group interviews.
A. collected
B. were collected
C. collecting
D. collects
E. were collecting
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Explanation
4. In the questionnaire, respondents … ten questions regarding the current appraisal system.
A. were asking
B. asking
C. ask
D. were asked
E. asked
5. It … that the respondents were generally quite satisfied with the system, but about half of them were
stated that it should … out less frequently.
A. is finding; carry
B. found; carried
C. was found; be carried
D. finds; be carrying
E. find; carries
6. In the focus group interviews, the respondents … the opportunity to discuss the system openly.
A. given
B. were giving
C. were given
D. giving
E. are giving
7. Some respondents complained that the appraiser … too little about them to give detailed and
objective comments.
A. knows
B. is knowing
C. is known D. knew
E. knowing
8. The findings indicate that the rationale for conducting the appraisal exercise should … more clearly
to our staff.
A. explaining
B. explains
C. be explained
D. explain
E. be explaining
Part B: Deserts
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Explanation
You are going to read an article which explains why deserts remain dry. Before you do that, check
whether you know the meanings of the words taken from the text.
1. desert : ………………………………………………
2. current : ………………………………………………
3. water vapor : ………………………………………………
4. condense : ………………………………………………
5. barrier : ………………………………………………
6. moisture : ………………………………………………
7. evaporate : ………………………………………………
Read the following passage quickly and mention the three main reasons which make deserts dry.
1. Reason 1 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Reason 2 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Reason 3 : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
How Deserts Remain Dry
1 There are three possible reasons why deserts remain dry. These are high mountain barriers, cold
ocean currents, and high pressure systems.
2 First is due to mountain barriers. When warm air passes over the ocean, it picks up
moisture in the form of water vapor. As this moist air travels over the land, it rises to pass over
mountain ranges. When it begins to rise, the air cools and this causes the water vapor to condense into
droplets which fall as rain. When the air reaches the other side of the mountain barrier, it has lost all
its moisture and so the other side of the mountain remains dry.
3 Another reason is cold ocean currents. Air passing over cold ocean currents is cooled, and
therefore is unable to pick up and hold much moisture. When this cold air mass reaches the warm desert,
any moisture in the air is evaporated and so does not fall as rain and so the desert remains dry.
4 The last reason deals with high pressure systems. In a high pressure system, the air is dry
and is moving downwards. As this system moves over the land, it draws in moisture from the land
surface. Consequently, the moisture does not fall as rain and so the desert remains dry.
(MEDSP, 1989:13)
Read the text again and answer the following questions.
1. Why is the air which passes over cold ocean not able to pick and hold moisture?
2. How does the cold ocean current keep desert dry?
3. What is the air like in the high-pressure system?
4. What does the air draw from the land surface when it moves over the land?
Activity 4: Ordering Sentences
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Explanation
Put the sentences in the right order to show how Mountain Barriers keep deserts dry. Write
Numbers 1 to 6 to show the right order.
The air that reaches the other side of the mountain does not contain moisture anymore.
Moisture rises to pass over mountain ranges.

Air picks up moisture from the ocean in the form of water vapor.
Warm air passes over the ocean.

Moisture travels over the land.
The cool air condenses the water vapor causing rains.
Activity 5: Identifying reference

Read the following paragraph taken from “How Deserts Remain Dry”. What does each of the
words in the box refer to?
1 When warm air passes over the ocean, it picks up moisture in the form of water vapor. As this
moist air travels over the land, it rises to pass over mountain ranges. When it begins to rise, the air
cools, and this causes the water vapor to condense into droplets which fall as rain. When the air
reaches the other side of the mountain barrier, it has lost all its moisture and so the other side of
the mountain remains dry.
1. it in line 1 refers to …
2. this in line 2 refers to …
5. this in line 3 refers to …
Page | 85
Explanation
Activity 6: Identifying clause markers

Read the following sentence explaining the deserts.
When warm air passes over the ocean, it picks up moisture in the form of water vapor.
The sentence contains a clause maker when
Format: Marker Clause Clause

Sentence: When warm air passes over the it picks up moisture in the form of water vapor.
ocean,
Find sentences in the texts that are similar to the formula.
1.
2.
3.
4.
5.
Activity 7: Identifying structures of an explanation text
Generally, the structure of explanation text includes general statement and sequenced explanation and
sometimes is closed by a conclusion. The structure of explanation text is shown as in the following
boxes.
How come tears come out of our eyes when we cry?
General statement Tears flow from our eyes when we cry; they contain chemicals and
hormones produced by our bodies.
Sequenced When we become upset, our brains and bodies overreact and work
explanation (SE) 1 overtime by producing chemicals and hormones.
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Explanation
SE 2 Crying helps eliminate these extra chemicals that we don't need. The
chemicals and hormones disappear from our body through the form
of tears. As our tears flow, they sooth our sadness or distress by
withdrawing these chemical agents.
Conclusion That is why many people feel calmer or more refreshed after crying –
because the tears get rid of these hormones that are produced when
we are sad, happy, or distressed.
Now read the jumbled sentences below. Then, to show how VOLCANOES CAN CAUSE
WILDFIRES, put Numbers 1 to 5 in the right order.
General statement … 1. If you could look inside a volcano you would see layers of rock
that have been formed by flows of lava. The lava comes from deep
SE 1 … inside the Earth.
2. As well as lava, some volcanoes produce ash clouds and burning
SE 2 …
cinders. The cinders can cause wildfires. Lava flows are hot
3. enough to set fire to trees and houses. Strong winds sometimes fan
SE 3 …
the flames, causing wildfires.
Conclusion … When fires are started by volcanoes, the best way to extinguish the
flames is water bombing from helicopters.
4.
Volcanoes are mountains formed from molten lava. The lava flows
out of the ground and forms layers of solid rock.
5.
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Explanation
LESSON SUMMARY
1. Explanations are factual genres used to explain the processes involved in natural and social
phenomena. Explanations answer the questions: ‘why’, ’how’, ’what causes’, ‘what happens
when/if …’.
2. The generic structure of explanation:
 A generalized statement of the phenomenon to be explained
 The details of how and why set out in a series of logical steps, in paragraphs, until the
explanation is completed
3. The language features of explanations:  logical sequence
 time relationships: first, then, following, finally
 cause/effect relationships: as a consequence, so, if
 'timeless' present tense: are, turns, happens
 action verbs (natural phenomenon): falls, rises, changes
 passive verbs (human intervention): is saturated, are pushed
 non-human participants: the sea, the mountains, the computers
 general nouns: cars, boats, spiders, schools
 use of pronouns: their, they, them
 conjunctions: when, then, first, after this, so
Part C: Exercise on Explanation

Read the following text and answer the questions.
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Explanation
1. When oil is distilled, it breaks down into … .

2. The function of a „fractionating tower‟ is to … .
3. What happens at the bottom of each compartment?
Based on the text, state whether each of the following statements is True, False, or Not Given by
giving a tick in the appropriate column.

Given
1. People need to process crude oil before using it.
2. When oil is distilled, it is heated in a fractionating tower.
3. All ingredients of crude oil boil and vaporize at the same temperature.
4. Before refining process, crude oil is separated into different fractions.
5. Diesel condenses a little lower down than asphalt.
6. The vapors at the bottom of the tower are the coolest.
7. There are at least seven trays in the fractionating tower.
Activity 2: Labeling a rocket diagram

Read the text carefully and label the parts of the rocket motor.
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Explanation
A rocket operates on the principle of action and reaction. Its upward movement
is the reaction to a downward force created by escaping gases.
These gases are produced when two propellents burn inside the rocket. The two
propellents (the fuel and the oxidant) are pumped by turbines into the combustion
chamber. Here, the fuel is ignited. When the fuel burns, it releases energy in the form
of hot gases. The gases escape through the exhaust at great speed. They provided the
thrust which forces the rocket upwards.
The two propellents are stored in tanks. These tanks are the largest part of the
rocket’s structure, and the weight of the propellents represents about 90% of the weight
of the whole rocket. The turbines are located below the tanks. Their function is to
pump the propellents from the tanks along the pipes. The propellents pass through
control valves and injectors into the combustion chamber.
Read the text again carefully and label the parts of the rocket motor.
Activity 3: Grammar Exercise

Identify the underlined word or phrase A, B, C, or D that would not be accepted in standard
written English and then revise it.
1. A battery, by definition, consisting of a group of two or more primary or

A B
secondary battery cells, which convert chemical energy into electrical energy.
C D
2. A portion of the chemical energy transformed into heat, and a portion into an
A B C D electric
current.
3. Primary battery cells can only be renewed during down time, because of they
Page | 90
Explanation
A B C replenish their
chemicals.
D
4. A chemical action sets the electrons free due to it triggers the cathode slowly
A B C to
dissolve into the liquid electrolyte.
D
5. A circuit providing the escape route for the newly paroled electrons, and they
A B C rush
down the hatch in the form of an electric current.
D
6. Unfortunately, their freedom is short-lived, however, once an electrical

A B
conductor is connected to the two elements; the current flowing through it is
C
recaptured as electricity.
D
7. Secondary battery cells meriting less discussion, as they automatically

A B
recharge, when an electric current is injected through them.
C D
8. One is well advise to carry jumper cables in our cars, for those times when,
A B C much to
ones chagrin, the battery fails to start.
D
Page | 91
Exposition
UNIT 6: EXPOSITION
Objectives:
After learning this unit, the students are expected to be able to:
1. mention the social function of exposition genre;
2. identify the generic structure of an exposition genre;
3. explain language features of exposition genre;
4. skim the general idea through the generic structure of expositi on;
5. scan the specific details through the generic structure of exposition; and
6. identify the cohesive devices in an exposition and use them in other texts of exposition.
Part A: Levels of Government
You are going to read a text about the levels of government in Australia. Before that, answer the
following questions.
1. What do you know about the meaning of the levels of government?

2. Can you mention some examples of the levels of government?
3. Is it necessary that a country has some levels of government? Why?
4. Do you think that each level of government handles a specific duty?
5. What happens if a country has only one level of government?
Activity 2: Understanding the meaning and use of words or phrases

The following words and phrases appear in the text. Study the meanings of those words as they are
used in the text.
1. level (Sentence 1) : …………………………………………………………

2. necessary (Sentence 2) : …………………………………………………………
3. a number of (Sentence 3) : …………………………………………………………
4. in order (Sentence 5) : …………………………………………………………
5. look after (Sentence 5) : …………………………………………………………
6. defense (Sentence 5) : …………………………………………………………
7. middle sized (Sentence 6) : …………………………………………………………
8. prevent (Sentence 7) : …………………………………………………………
9. rubbish (Sentence 9) : …………………………………………………………
10. disease (Sentence 9) : …………………………………………………………
Activity 3: Comprehending text

Read the text and answer the questions.
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Exposition
Three Levels of Government
(1) In Australia there are three levels of government: the federal government, state governments,
and local governments. (2) All of these levels of government are necessary. (3) This is so for a number of
reasons.
(4) First, the federal government is necessary for the big things. (5) It keeps the economy in order
and looks after things like defense. (6) Similarly, the state governments look after the middle sized
things. (7) For example they look after law and order, preventing things like vandalism in schools. (8)
Finally, the local governments look after the small things. (9) They look after things like collecting
rubbish, otherwise everyone would have diseases.
(10) Thus, for the reasons above, we can conclude that the three levels of government are
necessary.
(Taken from Making Sense of Functional Grammar,1995: 117-118)

2. How many levels of government are mentioned in the text? What are they?
3. Do you think that the division of the levels is important? Why?
4. What is the role of each levels of the government?
5. Which level of government handles the relationship with other countries?
Activity 4: Understanding the levels of government and their functions

Complete the following diagram to show the levels of government and their functions.
Australian
Government
Federal
Government
Handlin g everyday practical activities
Activity 5: Indentifying References

Read the text once more and pay close attention to the underlined words or phrases. What do they
refer to?
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Exposition
No Words/Phrases References
1 This is so (Sentence 3) …
2 It (Sentence 5) The federal government
3 they (Sentence 7) …
4 the three levels of government …
(Sentence 10)
Activity 6: Understanding Text Structure and Elements

An exposition has a generic structure: thesis (consisting of position and preview), arguments (consisting
of point and elaboration), and reiteration (restatement of thesis).
To check your understanding of the generic structure of the text above, complete the diagram
below.
THE IMPORTANCE OF THE THREE LEVELS OF

GOVERNMENT
Thesis
(Sentence 2)
Argument 1 Argument 2 Argument 3

(Sentences …) (Sentences 6 & 7) (Sentences …)
Reiteration
(Sentence …)
Activity 7: Understanding Conjunctions

Some conjunctions appear in the text: (1) first, (2) similarly, (3) for example, (4) finally, and (5) thus.
Examine how these conjunctions organize the ideas in the text. The first three conjunctions are used to
help the second paragraph of the text (arguments) proceed smoothly. Those conjunctions are called
internal conjunction. Meanwhile, the conjunctions such as and, but, and and therefore are external
conjunctions to add, compare, order, and explain events. The development of the arguments which
elaborates the part of the thesis in the first paragraph (… a number of reasons) can be clearly recognized
by the words first, similarly, and finally. The last conjunction thus is used to conclude the information
having been stated previously (in the arguments).
The following are some other internal and external conjunctions that are usually found in an
exposition genre. Study the meaning and the use of these conjunctions.
1. accordingly
2. also
3. as well
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Exposition
4. furthermore
5. however
6. in addition
7. lastly
8. obviously
9. therefore
Activity 8
Complete the following text with proper conjunctions from the box.
A. Also C. Firstly E. Therefore

B. As well D. Lastly
There is no one best way to deal with pests in agriculture. Pesticides are commonly used, but this
may cause many problems. Combining different management operations is the most effective way to
control pests.
(1) …, the chemical in pesticides may build up as residues in the environment. This reduces the
quality of farm produce. (2) …, pests can gradually become resistant to pesticides. This means that newer
and sometimes stronger ones have to be developed. Some pesticides affect non target animals such as
fish and bees. This affects the natural balance. (3) …, aiming to completely wipe out agricultural pests
may be very expensive. Sometimes pest damage costs less than the method of control. (4) …,
understanding the ecology of the area helps a lot in pest control. Natural enemies can be used to control a
pest. Pesticides which don‟t affect the natural enemies should be chosen.
(5) …, integrated pest management is a safe and more effective option in agriculture.
Compare between Australia and Indonesia in terms of their levels of government. Answer the
following questions.
1. Is Indonesian government also divided into some levels?

2. How many levels of government does Indonesia have? What are they?
3. Who rules each level of government in Indonesia?
4. Complete the table below about the levels of government in Indonesia.
Levels Name of Levels Who Rules the Levels
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Exposition
1 … President
2 Province …
3 …/… Regent/Mayor
Part B: Education
The following words and phrases appear in the text. Study the meanings of those words as they are
used in the text.
1. universities : ……………………………………………………………………………
2. college : ……………………………………………………………………………
3. campus : ……………………………………………………………………………
4. organization : ……………………………………………………………………………
5. government : ……………………………………………………………………………
6. knowledge : ……………………………………………………………………………
7. training : ……………………………………………………………………………
8. course : ……………………………………………………………………………
9. education : ……………………………………………………………………………
10. fund : ……………………………………………………………………………
Activity 2: Comprehending Information

Read the text, and then answer the question about it.
(1) British and American universities are similar in their

pursuit of knowledge as a goal but are quite different in their
organization and operation.
(2) English universities and colleges, because of their selective
intake, are relatively small. (3) American universities, which combine a
number of different colleges and professional schools, however, are
large, sometimes with 20,000 to 25,000 students on one campus. (4)
Teacher training colleges and polytechnics are alternatives to the
university course for some students in England, being established for
specific purposes. (5) In contrast, virtually all schools of education,
engineering, and business studies are integral parts of universities in
the United States. (6) In England, universities receive about 70% of their
financial support through Parliamentary grants. (7) Similarly, in the
United States, public institutions receive about 75% of their funds from
local, states, and federal sources, but private colleges and universities
receive little or no government support. (8) In England, personal
financial aid is provided by the government to over 80% of the students,
through local education authorities, according to the parents’ income. (9)
In the U.S, student aid is administered by the university or the
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Exposition
sponsoring agency and is provided by the private organizations and the

state or federal governments.
(10) Obviously, British and American universities have similar
educational aims but different means for achieving these aims.
(Adapted from Paragraph to Essay, 1975: 23)
1. What does the text tell us about?

2. What is the best title for the text?
3. Why are universities in England smaller than those in America?
4. How are universities in America funded?
5. How are the student aids in British and American universities organized?
Activity 3: Identifying the Similarities between British and American Universities

Based on the text, identify the similarities between British and American Universities.
British and American universities both:

1. …
2. …
Activity 4: Identifying the Differences between British and American Universities

Based on the text, identify the differences between British and American Universities.
British Universities American Universities
1. … 1. …
2. … 2. …
Activity 5: Identifying the Way of Comparing and Contrasting

Answer the following questions about the comparisons and contrasts in the text.
1. How many things are compared and contrasted in the text?

2. What are compared and contrasted in the text?
3. How are the comparisons and contrasts done? Do they alternate examples of subject A and B, or do
they list all A‟s examples together followed by all B‟s examples together?
Activity 6: Logical Cohesion
Pay close attention to the following paragraphs.
(1) In England, universities receive about 70% of their financial support through Parliamentary grants.
Similarly, in the United States, public institutions receive about 75% of their funds from local,
states, and federal sources, but private colleges and universities receive little or no government
support.
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Exposition
(2) Teacher training colleges and polytechnics are alternatives to the university course for some students
in England, being established for specific purposes. In contrast, virtually all schools of education,
engineering, and business studies are integral parts of universities in the United States.
In the first paragraph, there is a connector, similarly, which indicates that the sentences being
connected have the same information. In the second paragraph, the connector is, in contrast,
indicating that the information in the two sentences is different.
Find other connectors in the text and explain their meaning and functions.
Activity 7: Understanding Text Structure and Its Elements

To check your understanding of the generic structure of the text above, complete the diagram
below.
BRITISH AND AMERICAN
UNIVERSITIES
Thesis
(Sentence 1)
Argument 1 Argument 2 Argument 3 Argument 1

(Sentences …) (Sentences …) (Sentences …) (Sentences …)
Reiteration
(Sentence …)
Activity 8: Constructing Thesis and Reiteration in an Exposition Text Read the

following arguments carefully.
………………………………….
………………………………………………………………………………………………………
………………………………………………………………………………………
For example, the paragraph is introduced by either a topic sentence or a topic introducer
followed by a topic sentence. In the essay, the first paragraph provides introductory material and
establishes the topic focus. Next, the sentences in the body of a paragraph develop the topic sentence.
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Exposition
Similarly, the body of an essay consists of a number of paragraphs that expand and support the ideas
presented in the introductory paragraph. Finally, a terminator – whether a restatement, a conclusion, or an
observation – ends the paragraph. The essay, too, has a device which brings its ideas to a logically and
psychologically satisfying completion: the concluding paragraph.
………………………………………………………………………………………………………
……………………………………………………………………………………….
(Adapted from Paragraph to Essay, 1975)
1. Based on the arguments above, think of the thesis and the reiteration. Write them in the spaces
provided.
2. Based on the thesis, the arguments, and the reiteration, provide the best title for the text. Write it in
the space provided.
Part C: Water for Living
Discuss with your partners the following questions about water.
1. Explain the importance of water in our life.
2. Mention some sources from which we can get the water.
3. What do you think if you live in a place with little or no water?
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Exposition
Activity 2: Understanding the meaning and the use of words

The following words appear in the text. Study the meaning of those words as they are used in the
text.
1. due to (Sentence 3) : ………………………………………………..................

2. well (Sentence 4) : ………………………………………………………….. 3. dry up
(Sentence 4) : ………………………………………………………….. 4. drill (Sentence 5) :
………………………………………………………….. 5. disgraceful (Sentence 13) :
………………………………………………………….. 6. rely on (Sentence 15) :
………………………………………………………….. 7. afford (Sentence 16) :
…………………………………………………………..
Read the following text, and then answer the questions about it.
(1) Sir, for the past six weeks the people of my village have had no water. (2) I think the District
should do something to solve the problem. (3) It is due to the following reason.
(4) Several months ago our well was drying up and we wrote to the District Officer about it. (5)
He promised to send drilling equipment to dig another well. (6) We waited for a month but the equipment
did not come. (7) Then, we wrote to the District Officer again. (8) He replied that he had decided not to
dig another well in the village but to put in piped water. (9) We were very pleased to hear this. (10) That
was three months ago.
(11) Now our well has dried up and we have no piped water. (12) We have written again to the
District Officer but we have received no reply. (13) There are 274 people in my village and we think it is
disgraceful of the District Officer to break his promise to us. (14) If he had told us he could not help us,
we would have arranged to dig a new well ourselves. (15) Because he promised to help, we relied on him;
but now we have no water. (16) It will take us at least two months to dig a well ourselves because we
cannot afford to hire drilling equipment.
(17) We still expect that the government will realize the promise so that we can get a way of the
more serious problem.
Yours faithfully,
Dr. I.T. Leung
(Adapted from Understanding Modern English, 1972: 27)

2. Why did the writer write to the District Officer?
3. What was the response of the District Officer about it?
4. What was the purpose of the writer?
5. What problem was encountered by the villagers?
6. How did the villagers feel about the situation?
7. What are the villagers doing to overcome their problem?
Activity 4: Understanding References
Read the text once more. This time, pay close attention to the underlined words or phrases. What
do they refer to? Number one has been done for you.
I (Sentence 2) : the writer (Dr. I.T. Leung)
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Exposition
It (Sentence 3) : …………………………………………………….
It (Sentence 4) : …………………………………………………….
He (Sentence 8) : …………………………………………………….
This (Sentence 9) : …………………………………………………….
That (Sentence 10) : …………………………………………………….
We (Sentence 12) : …………………………………………………….
The promise (Sentence 17) : …………………………………………………….
1. Are you familiar with the form of the text? What kind of text is it?
2. Where can you usually find such a text?
3. Why do people like writing such a text?
4. What issues does such a text usually discuss?
Activity 6: Identifying Logical Cohesion

Examine the following sentence taken from the text.
“We have written again to the District Officer but we have received no reply” (sentence 11).
The sentence above consist of two clauses: (1) we have written again to the District Officer and (2) we
have received no reply. The two clauses are connected by a conjunction, but. The conjunction indicates
contrast. Other conjunctions that have similar functions are and (augmentation) and or (alternation). The
two clauses are connected by and, but, and or to form a compound sentence – a sentence that consists of
at least two independent clauses, which are connected by coordinate conjunctions.
Find other compound sentences in the text above.

1. …………………………………………………………………………………………………
2. …………………………………………………………………………………………………
3. …………………………………………………………………………………………………
Based on the examples above, construct your own compound sentences. The sentences should deal
with your opinion about water.
1. …………………………………………………………………………………………………
2. …………………………………………………………………………………………………
3. …………………………………………………………………………………………………
Activity 7: Cloze Procedure

In the following text, some words or expressions are missing. Complete the text with the appropriate
expressions from the box. One expression is used once only.
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Exposition
clinic in busy must doctors can from means like

spend average patient number waiting attend sees friends
thorough is the
Too Many Patients
Sir, in a recent Editorial, “a Shortage of Doctors”, you wrote, ”so many patients attend the out
patients clinic of the City Hospital that the doctors cannot possibly give them all a thorough
examination.”
This is not true. A large (1) … of the people in the clinic (2) … room are not patients. They are (3)
… and relatives of the patients. The (4) … number of patients who attended the (5) … each day in March
always a (6)… month – was 72. There are six (7)… on full-time duty at the clinic (8) … 8.30 a.m. to 5.00.
p.m. This (9) … that on an average day each doctor (10) … only 12 patients. He can usually (11) … at
least 30 minutes with each (12) …. This is normally sufficient time for a (13) … examination.
The problem at the out patients clinic (14) … not the number of patients who (15) … but the
number who attend at (16) … same time. Most of the patients (17) … to come to the clinic (18) … the
mornings. This means that they (19) …….often wait 2 hours before a doctor (20) … see them. This
problem would be solved if patients who are not seriously ill came to the clinic in the afternoons.
Yours faithfully,
Director, City Hospital
Part D: The Effects of Global Warming
Answer the following questions before you read the text about The Effects of Global Warming.
1. What do you know about the meaning of global warming?

2. What are the indicators of global warming?
3. What are the causes of global warming?
4. What are the effects of global warming on our life?
5. Can you propose a solution to stop global warming?
Activity 2: Understanding Vocabulary

The following words are related to the topic of the text. Explain the meaning of these words.
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Exposition
1. global warming : …………………………………………………………………... 2.

temperature : …………………………………………………………………... 3.
atmosphere : …………………………………………………………………... 4.
greenhouse gas : …………………………………………………………………...
5. heat waves : …………………………………………………………………..
6. lifecycle : …………………………………………………………………... 7. shifting
: …………………………………………………………………... 8.
agriculture : …………………………………………………………………... 9.
disorder : …………………………………………………………………...
Activity 3: While-Reading Read

the following text.
Global Warming
(1) Global warming is a natural phenomenon in which the average temperature of Earth’s
atmosphere increases. (2) Scientists state that this phenomenon is caused by rising levels of heat-
trapping gases, known as greenhouse gases, in the atmosphere. (3) I think we have to anticipate
the unexpected effects brought about by this climate change.
(4) In a warmer world, it is predicted that more people will get sick or die from heat
stress. (5) More frequent and intense heat waves will further contribute to this trend. (6) At the
same time, there will be some decreases in the number of cold-related deaths. (7) Diseases such
as malaria, now found in the tropics and transmitted by mosquitoes and other animal hosts, are
projected to widen their range as these animal hosts move into regions formerly too cold for
them.
(8) Similarly, plants and animals will find it difficult to escape from or adjust to the
effects of global warming. (9) Scientists have already observed shifts in the lifecycles of many
plants and animals, such as flowers blooming earlier and birds hatching earlier in the spring. (10)
Many species have begun shifting where they live or their annual migration patterns due to
warmer temperatures.
(11) Global warming may also affect agricultural production. (12) Farming regions such
as California’s Central Valley that bring in irrigation water from distant mountains may suffer as
the winter snowpack, which functions as a natural reservoir, melts before the peak growing
months. (13) Crops and woodlands may also be afflicted by more insects and plant diseases. (14)
Agricultural areas will need to adapt to changing conditions, such as by shifting the types of
crops grown or investing in drought-tolerant or heat-tolerant varieties.
(15) No one argues that global warming has become a big problem in the future. (16) We
need to find a rapid and proper solution to this; otherwise, we will suffer from diseases and other
forms of disorders.
(Adapted from Microsoft® Encarta® 2008. © 1993-2007 Microsoft Corporation)
Activity 4
Based on the text, write:
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Exposition
A if the statement is True; B if

the statement is False; or C if
the statement is Not Given.
1. The increase of temperature of the Earth‟s atmosphere is called global warming.

2. Global warming occurs only in developed countries which have four seasons.
3. Malaria is a disease which is caused by the extreme change of climate.
4. The life cycles of many plants and animals may change due to the change of climate.
5. People can make use of global warming to increase agricultural production.
Activity 5: Choose A, B, C, or D that best completes Sentences 6 – 10.
6. The text above tells us about … .

A. a serious problem in world climate
B. the effects of global warming
C. the description of climate change
D. the diseases caused by global warming
7. The writer‟s point of view about the issue is stated in paragraphs … .

A. 1 and 2 C. 1 and 5
B. 2 and 3 D. 3 and 4
8. The main idea of paragraph two is … .

A. the effect of global warming on people‟s health
B. the kinds of diseases caused by climate change
C. the lifecycle of mosquitoes bringing malaria
D. the extreme change of world climate and its effect
9. Global warming occurs because of… .

A. the climate change
B. the progress in industries
C. the change of climate pattern
D. the greenhouse gases
10. The word “due to” (Sentence 10) can be best replaced by the word … .
A. affects C. influences
B. because of D. in terms of
Activity 6: Reference
What do the following pronouns refer to in the text?
1. their (Sentence 7) : ……………………………………………………………

2. it (Sentence 8) : ……………………………………………………………
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Exposition
3. they (Sentence 10) : ……………………………………………………………

4. this (Sentence 16) : ……………………………………………………………
Activity 7: Complete the diagram below based on the information from the text.
The Effects of Global Warming
(1) … (2) … The effects of global

warming on agricultu
re
(3) …
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Exposition
LESSON SUMMARY
1. Exposition is a factual text used to put forward a point of view or argument.
2. The social function of exposition is to persuade the reader or listener that the fact is the case.
3. The generic structure of exposition:
 Thesis: position and preview
 Argument: point and elaboration  Reiteration: restatement of thesis
4. Language features:
 Focus on generic human or non-human participants
 Use of simple present tense
 Use of relational processes
 Use of internal conjunction to state argument
 Reasoning through causal conjunction or nominalization
Part E: Exercise on Exposition
Read the following text, and do the exercises about it.
(1) I think the Canterbury Council should construct more activity centers in most local areas. (2)
There are some reasons for this.t
(3) Firstly, during the school holidays, many children who don‟t have much on their minds can
attend their local activity centers. (4) It will keep them busy and they can also learn to do lots of different
things. (5) Another reason is children can encourage others to attend the local activity centers. (6)
Children will not get bored because they can have lots of fun. (7) Finally, it might stop children from
vandalizing properties that don‟t belong to them because they can go to the activity centers, have fun, and
enjoy themselves.
(8) These are the main reasons why I think we should have more activity centers.
(9) It will be educational and a very good experience for lots of children.
(Adapted from MEDSP, 1989: 17)
A. Exercise 1
Based on the passage, choose:
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Exposition
A if the statement is True; B if

the statement is False; or
C if the information is Not Given.
1. Canterbury is the name of a city in Kent, England.

2. Canterbury has many local activity centers.
3. It seems that the writer is interested in the life of children.
4. The writer considers that activity centers can prevent children from stealing.
B. Exercise 2
Choose A, B, C, or D that best answers each question or completes each sentence.

A. The importance of constructing more activity centers
B. The need for making children busy and have fun
C. A way of preventing children from getting bored
D. The reasons for having educational experience
2. It can be inferred from the text that … .

A. Canterbury Council has constructed many activity centers
B. There are only few activity centers in most local areas
C. Activity centers tend to make children hang around
D. The construction of more activity centers is useless
3. The word “this” (in Sentence 2) refers to … .

A. Canterbury Council‟s proposal to construct activity center
B. Keeping children busy and have fun in the holidays
C. The construction of more local activity centers
D. Learning how to do certain things
4. The writer will feel … if more activity centers are constructed in most local areas.
A. excited
B. interested
C. disappointed
D. encouraged
Activity 3
Match pronouns in column A with their references in column B
A B
1. It (Sentence 4) A. Canterbury Council
2. They (Sentence 6) B. children
C. attending local activity centers
Activity 4
Match the words in column A with those in column B having the same meaning
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Exposition
A B
1. attend (Sentence 3) A. motivate

2. keep (Sentence 4) B. visit
3. encourage (Sentence 5) C. promote
D. make
Activity 5
The sentences listed below are not arranged in the logical text sequence of thesis, argument, and
reiteration. Study the list carefully and try to decide the correct arrangement, by choosing A, B, C,
or D.
(1) Clearly, in agriculture and in industry, the progress of a country depends on the busy hands of its
working people.
(2) Finally, the establishment of efficient transportation and communication system, essential services in
a modernizing economy, relies heavily on a labor force of expert craftsmen who take pride in their
manual skills.
(3) And of course the manufacture as well as the maintenance of machines of all kinds demands a large
number of trained mechanics and technicians.
(4) To begin with, ploughing fields, planting and harvesting crops, and raising livestock are all important
to development and all require people who work with their hands.
(5) Secondly, mining natural resources, building roads and bridges, and constructing dams for irrigation
and electrical power are also important to development and also require people who know how to use
their hands skillfully.
(6) Manual labor is one of the principal development resources in any industrializing country, as the
following examples demonstrate.
A. 6–1–4–5–3–2
B. 6–4–5–3–2–1
C. 6 – 3 –1 – 4 – 5 – 2
D. 6 – 4 – 5 – 2 – 3 –1
Activity 6: Grammar
Identify the one underlined word or phrase, A, B, C, or D that should be corrected or rewritten.
Page | 109
Exposition
1. Throughout history man has change his physical environment in order to improve A
B C his way of life.
D
2. Man has modified the face of the earth by draining marshes and cutting through
A B C
mountains to building roads and railways.
D
3. However, man‟s efforts to change the physical environment has not always had
A B C beneficial
results.
D
4. Today, pollution of the air, water, and land is an increasing danger to the healthy
A B C D
of the planet.
5. Conservationists believe that it is now necessary for man limit the growth of
A B C technology in order to survive on earth.
D
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Discussion
UNIT 7: DISCUSSION
Objectives:
After learning this unit , the students are expected to be able to:
1. mention the social function of discussion genre;
2. skim the general ideas through the generic structure of discussion genre;
3. scan the specific ideas through the generic structure of discussion genre;
4. determine appropriate meanings of words and form derivative words from other parts of
speech;
5. identify the antecedents of certain referents;
6. use internal and external conjunctions;
7. identify paragraph transitional devices; 8. use simple and compound prepositions; and
9. use passive voice and sentence modifiers.
Part A: A Ban on Mobile Phones
Answer these questions.
1. Do you have a personal mobile phone?
2. What is the main function of the phone?
3. Mention some facilities provided by the phone.
4. Could you explain the procedure of using one of the facilities?
Read the whole text quickly and answer the following questions.
1. What is the function of the first paragraph?
2. Which paragraph states the argument for the issue?
3. Which paragraph states the argument against the issue?
4. How is the text organized?
Should mobile phones be banned in schools?
In the last few years there has been an explosion in the use of new communication
technologies, including mobile phones; it is estimated that over 70% of young people aged 10 -
14 now own one. Considerable debate has taken place in the press recently as to whether
pupils should be allowed to take their mobile phones to school.
5 No one can deny the positive benefits of children communicating freely with each
other, and pupils argue that using a mobile phone to talk to or text-
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Discussion
message their friends is simply one of some ways to enjoy this new technology. Many parents
are in favor too. It is easy to gain the reassurance of knowing their children, and they are more
10 independent if they have a mobile phone, since they can contact them at any time if necessary.
There are, however, some potential risks faced by some children traveling alone.
Schools point out that carrying a mobile phone could in itself make a child more vulnerable to
theft or mugging, both on the street and even in the playground. Police figures confirm that
most crimes that are committed against young people involve thefts of mobile phones. Schools
15 are concerned, moreover, that allowing pupils to bring their mobile phones to school could
create a competitive atmosphere amongst children, and this will result in some children feeling
left out and unvalued. In addition, they claim that pupils‟ education would be affected by the
distraction of phones ringing in class.
Some doctors fear that children who use mobile phones could suffer from long-term
20 brain damage. Until this is disproved, it would seem that schools might best protect their pupils
from this and other problems by making them leave their mobile phones at home.
25
Read the text once more thoroughly then answer the questions.
1. What is the issue of the text?

2. What are the benefits of taking a mobile phone to school for pupils and their parents?
3. What are the risks that might be faced by pupils taking mobile phones to school?
4. What is the danger for children using mobile phones intensively?
5. Why do finally schools not allow pupils to take mobile phones to school?
Activity 4: Checking Vocabulary

Fill in the blank with an appropriate form of verb of the underlined word in the previous sentence.
Example:
Item : In the last few years there has been an explosion in the use of new communication
technologies.
The use of new communication technologies has _____ in the last few years.
The use of new communication technologies has exploded in the last few years.
Answer :
1. In the last few years there has been an explosion in the use of new communication technologies.
Young children can _____ easily by mobile phones.
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Discussion
2. Considerable debate has taken place in the press recently. They have to _____ the result of the
debate in the press.
3. It is easy to gain the reassurance of knowing their children. Knowing the children‟s
condition _____ the parents.
4. Allowing pupils to bring their mobile phones to school could create a competitive atmosphere
amongst children.
The pupils _____ to each other because of the mobile phones.
5. Pupils‟ education would be affected by the distraction of phones ringing in class. The phones
ringing in class _____ the pupils‟ learning attention.
Activity 5: Identifying Clue

Complete the following diagram with the reasons for agreeing or disagreeing to taking mobile
phones to schools.
Taking mobile phones to
schools

State whether the following sentences are True, False, or Not Given in the text. Give a check (√) in
the right column.
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Discussion

Given
1. Pupils do not send short messages to their friends by phone.
2. Pupils can only enjoy using mobile phones by talking to their

friends.
3. Parents do not agree if mobile phones are banned in schools.
4. Parents complain that they cannot contact the teachers.
5. Taking mobile phones to school will cause jealousy among the

pupils.
6. Some pupils have suffered from long-term brain damage.
Activity 7: Identifying Referent

Pay attention to the following example.
Soekarno delivered his proclamation speech in 1945.
The pronoun his refers to Soekarno. In this sentence, the pronoun his is called the REFERENT
because it "refers back". It refers back to Soekarno, the ANTECEDENT. An antecedent is a
word for which a pronoun stands.
Read the following paragraph carefully, and pay attention to those four underlined pronouns.
What do they refer to?
No one can deny the positive benefits of children communicating freely with each other, and
pupils argue that using a mobile phone to talk to or text-message their friends is simply one of some
ways to enjoy this new technology. Many parents are in favor too. It is easy to gain the reassurance of
knowing their children, and they are more independent if they have a mobile phone, since they can
contact them at any time if necessary.
Activity 8: Using Conjunction

Pay attention to the conjunctions.
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Discussion
Should mobile phones be banned in schools?
In the last few years there has been an explosion in the use of new communication
technologies, including mobile phones; it is estimated that over 70% of young people aged 10 -
14 now own one. Considerable debate has taken place in the press recently as to whether
pupils should be allowed to take their mobile phones to school.
5 No one can deny the positive benefits of children communicating freely with each
other, and pupils argue that using a mobile phone to talk to or textmessage their friends is
simply one of some ways to enjoy this new technology. Many parents are in favor too. It is easy
to gain the reassurance of knowing their children, and they are more independent if they have a
mobile phone, since they can contact them at any time if necessary.
10 There are, however, some potential risks faced by some children traveling alone.
Schools point out that carrying a mobile phone could in itself make a child more vulnerable to
theft or mugging, both on the street and even in the playground. Police figures confirm that
most crimes that are committed against young people involve thefts of mobile phones. Schools
are concerned, moreover, that allowing pupils to bring their mobile phones to school could
15 create a competitive atmosphere amongst children, and this will result in some children feeling
left out and unvalued. In addition, they claim that pupils‟ education would be affected by the
distraction of phones ringing in class.
Some doctors fear that children who use mobile phones could suffer from long-term
brain damage. Until this is disproved, it would seem that schools might best protect their pupils
20 from this and other problems by making them leave their mobile phones at home.
25
The conjunctions in bold: and, however, moreover, and in addition belong to internal conjunctions.
The conjunctions add, compare, order, and conclude arguments and evidence. Meanwhile, the
conjunctions in italic: if and until are external conjunctions. They add, compare, order, and explain
events and activities.
Fill in the blank using the appropriate external or internal conjunctions.

1. John thought he had a good chance to get the job, __________ his father was on the company's
board of trustees.
2. You can study hard for this exam __________ you can fail.
3. Sato has always been nervous in large gatherings, __________ it is no surprise that he avoids
crowds of his adoring fans.
4. John lost a fortune in the stock market, __________ he still seems able to live quite comfortably.
5. People would agree with your ideas, __________ the government, I believe, will decline your
proposition.
6. No one can deny that police had serious involvement with the case __________they already
confessed that one of their members had had a meeting with the criminal.
7. People in general would condemn the criminalization of the government‟s legal institution
__________ I would argue that they would also disapprove any attempts to weaken the institution.
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Discussion
8. What first he has to do is to have a rest a week or two. __________he should think immediately that
he will resign soon.
9. You can take a vacation to refresh your mind __________ you can go to a tourist resort with your
family for a week.
Read the text once more and then summarize the main points of each paragraph in the following
available spaces.
Part B: A Ban on Cars
Discuss and answer these questions.
1. Have you ever been to Jakarta?
2. Mention some public transport in Jakarta.
3. What vehicles are most widely used for transportation?
4. What happens in the rush hours?
5. Do you think that those vehicles cause pollution? Why?
Read the whole text quickly and answer the following questions.
1. What is the main idea of the first paragraph?
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Discussion
2. What is the main idea of the second paragraph?

3. What is the main idea of the third paragraph?
4. What is the main idea of the fourth paragraph?
5. How are those paragraphs organized in this text?
Should cars be banned in the center of towns and cities?
Global warming caused by pollution has begun to affect us directly, with climate change
starting to affect British weather. Some people believe the time has come for drastic action to
reduce pollution caused by heavy traffic. On the one hand, there is no doubt that traffic
fumes are a major cause of pollution throughout the developed world, and become a particular
5 problem in large towns and cities. In a small country like the UK, cities are close enough
together to cause high levels of traffic fume pollution in the air over large areas of the land.
Consequently, health problems are created such as asthma, which has rapidly increased as the
number of cars on the road has risen. An additional problem in urban areas is congestion,
which wastes time and adds to costs. The average speed of traffic in central London is now
10 only 12 miles an hour, the same as it was in Victorian times. A ban on cars in the center of large
towns and cities would therefore seem sensible as it would cut pollution thereby improving
health. It would also reduce congestion, allowing buses, emergency vehicles, and delivery
trucks to be more efficient.
On the other hand, it could be argued that such a ban would create other problems. Public
15 transport in this country is expensive and sometimes unreliable. Would there be enough trains
and buses to cope with the numbers needing them? Furthermore, there is also the issue of
personal freedom. Is it right to prevent people from choosing the mode of transport they prefer?
Many people feel safer in their cars when traveling at night than they do on a bus or a train.
While there is clearly an urgent need to cut pollution, this could be achieved by developing
20 cleaner fuels and electrically powered cars, and encouraging people to use public transport
where possible, rather than forcing them to do so.
25
Read the text once more thoroughly and then answer the questions.
1. What is the issue of the text?
2. What are the problems caused by the heavy traffic in the center of large cities?
3. What are the problems caused by the ban on cars in the center of large cities?
4. What are the ways suggested to solve the problems of pollution in large cities?

Fill in the blank with the correct form of noun of the underlined word in the previous sentence.
Example:
Item : It could be argued that a ban on cars in towns would create other problems.
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Discussion
Some people have logical _____ for a ban on cars in towns.
Answer : Some people have logical argument for a ban on cars in towns.
1. Some people believe the time has come for drastic action to reduce pollution caused by heavy
traffic.
Drastic _____ of pollution is agreed by all the citizens.
2. Consequently, health problems are created such as asthma, which has rapidly increased as the
number of cars on the road has risen.
The _____ of the number of cars on the road is followed by the _____ of asthma sufferers.
3. A ban on cars in the center of large towns and cities would therefore seem sensible as it would cut
pollution thereby improving health.
Reducing pollution caused by heavy traffic will result in health _____.
4. Is it right to prevent people from choosing the mode of transport they prefer?
The _____ of choosing the mode of transport the public prefer is unacceptable.
5. This could be achieved by developing cleaner fuels and electrically powered cars, and encouraging
people to use public transport where possible, rather than forcing them to do so.
The local government should give the public _____ to use public transport.

Complete the following diagram based on the above text. What are the problems when the cars are
banned and are not banned, and what are the suggested alternatives?
Should cars be banned?

Given
1. Drastic action to reduce pollution caused by heavy traffic is
considered too early.
2. One of diseases caused by air pollution is Asthma.
3. Congestion in town makes people spend more money on gasoline.
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Discussion
4. Congestion in town is caused by air pollution.
5. The indirect impact of the ban on cars in town is on health

improvement.
6. Many people feel more convenient traveling at night by their own
cars.
7. The ban on cars in town is questionable because it violates
personal freedom.
State whether the following
sentences are True, False,
or Not Given in the text. Give a

Pay attention to the following sentences.
1. Marni declined Judy's third invitation to go out. This young man is determined, nevertheless, to
take her to dinner one night soon.
2. After mowing the yard in the hot sun, Pedro was too hungry to shower. He did wash his dusty
hands, however.
The bold-typed words are external conjunctions. External conjunctions add, compare, order, and
explain events.
Fill in the blank by using one of the external conjunctions from the box. Each conjunction might be
used more than once.
consequently therefore meanwhile indeed

however instead
1. Anna said her car would not start. Rafael will, _____, have to walk to school.
2. The long noodles splashed tomato sauce all over the front of Bella's shirt. Ordering fettuccine was a
mistake, _____.
3. He fell down the stairs. _____, he will not be attending school tomorrow.
4. Most music computers are too expensive for the average consumer. Digital keyboard instruments,
_____, can be inexpensive. They are widely available.
5. Inside the keyboard is a small computer. The computer controls a sound synthesizer.
_____, the instrument can both process and produce music.
6. I read the newspaper. _____, my gardener mowed the lawn.
7. The plan was to take a trip to Bali. _____ , we ended up just staying home.
Activity 8: Using Conjunction in text

Identify the external and internal conjunctions.
There are many reasons for both sides of question, “Should we have printed advertisement?” Many
people have strong views and feel that ads are nothing more than useless junk mail, while other people
feel they are an important source of information.
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Discussion
On the one hand, there are some reasons why we should have advertisements in newspapers and
magazines. One reason is ads give us information about what is available. Looking at ads we can find
out what is on sale and what is new in the market. This is an easy way of shopping. Another reason is
that advertisements promote business. When shop owners compete against each other the buyer saves
money, more people come to their shops and they sell more goods.
On the contrary, some people argue ads should not be put in newspapers and magazines for these
various reasons. Firstly, ads cost the shopkeepers a lot of money to print onto paper. Also some people
don‟t like finding junk mail in their letter boxes. People may also find the ads not very interesting. Ads
also influence people to buy items they don‟t need and can‟t really afford. Ads use up a lot of space and
a lot of effort has to be made to make the ads eye-catching. Ads also take up a lot of room in the papers
and I don‟t think I find some of them interesting.
In summary, although ads provide people with information, they cost a lot of money to print.
Therefore I think we should not have printed advertisement.
Activity 9: Using Passive Voice

Pay attention to the following sentences.
Consequently, health problems are created such as asthma, which has rapidly increased … .
On the other hand, it could be argued that such a ban would create other problems.
While there is clearly an urgent need to cut pollution, this could be achieved by developing cleaner
fuels and electrically powered cars, … .
The voice of a verb tells whether the subject of the sentence performs or receives the action. In
active voice, the subject performs the action expressed by the verb. Here is an example: Mary sang a
song. In passive voice, the subject receives the action expressed by the verb. Here is an example: A song
was sung by Mary. The bold-typed verbs in the above sentences “are created”, “be argued” and “be
achieved” are in the passive voice form. The Passive Voice of a verb is used when the subject of the verb
refers to the person or thing receiving the action described by the verb. Only a verb which can take an
object can be put into the Passive Voice. In the following examples, the verbs in the Passive Voice are
underlined.
Examples:
 The ball was struck by the boy.
 Gold has been found by the explorers.
In these examples, the verbs was struck and has been found are in the Passive Voice.
The subjects ball and gold refer to things receiving the actions described by the verbs.
The passive voice always consists of two parts: the verb "to be" + past participle:
Tense Passive Voice
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Discussion
Present it is cleaned it was cleaned it

Past will be cleaned it has been
Future cleaned it had been cleaned it
Present Perfect will have been cleaned
Past Perfect
Future Perfect
A. Choose the correct form of verbs, active or passive, to best fill in the lines.
1. Alexandre Gustave Eiffel ______ the Eiffel Tower for the Paris Exposition of 1889.
A. was designed
B. designed
2. The telephone ______ by Alexander Graham Bell in 1876.

A. was invented
B. invented
3. The first volume of the Lord of the Rings ______ in 1954.

A. was published
B. published
4. Michelangelo _____ the fresco of "The Last Judgment" between 1536 and 1541
A. was painted
B. painted
5. The novel Oliver Twist _____ by Charles Dickens in 1838.

A. was written
B. wrote
B. Change the following sentences into passive voice.

1. The postman slipped a letter under the door.
2. Maria slammed the skater into the wall.
3. Heavy traffic causes high levels of fume pollution in the air over large areas of the land.
4. Local officials cannot prevent citizens from choosing the mode of transport they prefer.
5. Local officials should encourage citizens to use public transport where possible.

Read the text once more then summarize the main points of each paragraph in the following
available space.
…………………………………………………………….......
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Discussion
Issue …………………………………………………………….......
…………………………………………………………….......
Argument for …………………………………………………………….......
…………………………………………………………….......
…………………………………………………………….......
…………………………………………………………….......
Argument against …………………………………………………………….......
…………………………………………………………….......
Recommendation …………………………………………………………….......
Part C: Drinking Milk
Discuss and answer these questions.
1. Do you like drinking milk?
2. How many times do you drink milk a day?
3. How do you get the milk?
4. Which would you prefer, fresh milk or canned milk?
5. How is milk produced?
Read the whole text and answer the following questions.
1. How does the writer open the text?
2. Which paragraph discusses the benefits of drinking milk?
3. Which paragraph discusses the disadvantages of drinking milk?
4. What is the function of each paragraph in supporting the whole text?
5. Do you think that the writer is for or against the drinking of milk?
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Discussion
Is drinking milk healthy for humans?
Milk is one of the most popular beverages. We have been told it is

important for growth in children and maintaining health in adults. Milk is
good for human health; however, some scientific studies have found that
drinking milk may do more harm to our bodies than good.
5 Proponents of milk state that the calcium and other vitamins and
minerals in milk make it an important part of a healthful diet for people of all
ages, and that people with lactose intolerance should still consume milk. They
claim that milk helps children grow and has benefits for adults that include
weight loss, strengthening bones, improving cardiovascular and oral health,
10 cancer prevention, and relief of illness. Realizing the importance of milk, they
do not want to stop consuming it.
Opponents of milk argue that milk contributes to obesity, calcium
deficiency, allergies, heart disease, cancer, and other health ailments.
Opponents also contend that, in the U.S., over 51% of individuals with
15 nonEuropean ancestry are lactose intolerant. They state that claims regarding
milk's benefits are merely advertising campaigns designed to promote dairy
sales that many nutritious alternatives to cow's milk exist. Dairy products,
however, contribute to other health problems. They can impair a child's ability
to absorb iron and in very small children can even cause subtle blood loss
20 from the digestive tract. Combined with the fact that milk has virtually no
iron of its own, the result is an increased risk of iron deficiency.
Milk is one-stop shopping for nutrition needed by our bodies. It is true
that most of the nutrients in milk can be gotten easily from other sources;
however, milk puts them all together in a convenient package. Realistically,
25 children eat or drink dairy products in greater amounts and more consistently
than other foods. While whole milk is not the only way to get calcium in a
child's diet, it's the most practical way.
Read the text once more thoroughly then answer the questions.
1. What is the issue of the text? 2. Mention the
nutrients in milk.
3. Why milk is claimed to give benefits for both children and adults?
4. Why milk is claimed to do more harm to our bodies than good?
5. Give two reasons why drinking milk is considered practical for children.

Match the words in Column A with their meanings in Column B.
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Discussion
A B
1. proponent A. a farm that produces milk and milk products
2. opponent B. any sort of drink other than water
3. dairy C. an action taken to stop something from happening
4. deficiency D. relating to both the heart and the blood vessels
5. nutrition E. the minerals, vitamins, and other nourishing substances that foods
6. beverage contain
7. prevention F. body condition characterized by storage of excess body fat
8. cardiovascular G. person who proposes or agrees to something
9. intolerance H. person who is against or disagrees to something
10. obesity I. the state of being short of what is needed
J. Extreme sensitivity or allergy to a drug, food, or other substance

Read the following sentences carefully. Identify whether they are pros or cons, then give a check (√)
in the right column.
Statement Pros Cons

1. Milk contains nutrition important for human bodies of both children and
adults.
2. Milk gives contribution to obesity.
3. Milk contributes to lactose intolerance.
4. Milk improves cardiovascular and oral health, and prevents cancer.
5. Milk helps children grow.
6. Milk is still needed by a person suffering lactose intolerance.
7. Milk makes children unable to absorb iron.
8. Milk can make small children suffer from subtle blood loss from the
digestive tract.
9. Milk can strengthen bones and increase weight.
10. Milk can cause allergies, heart disease, cancer, and calcium deficiency.
Activity 6: Using Preposition

A. Pay attention to the following sentence taken from the text.
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Discussion
Proponents of milk state that the calcium and other vitamins and minerals in milk make it an important
part of a healthful diet for people of all ages, and that people with lactose intolerance should still
consume milk.
The words “of”, “in”, “for” and “with” are called prepositions. A preposition describes a
relationship between other words in a sentence. In itself, a word like "in" or "after" is rather meaningless
and hard to define in mere words. For instance, when you do try to define a preposition like "in" or
"between" or "on," you invariably use your hands to show how something is situated in relationship to
something else. Prepositions are nearly always combined with other words in structures called
prepositional phrases.
For native speakers, prepositions present little difficulty, but they create troubles for EFL students.
Pay attention to these sentences: We are at the hospital to visit a friend who is in the hospital. We lie in
bed but on the couch. We watch a film at the theater but on television.
Instructions: For each question, choose the single best answer from the list in the box.
in on at for of until with to after by since
1. The train is due _______12:15 p.m.

2. My brother is coming _______ Monday.
3. She likes to jog _______ the morning.
4. He held his breath _______ seven minutes.
5. They were driving _______ the dentist's office together.
6. I think she spent the entire afternoon ______ the phone.
7. I will wait ______ 6:30, but then I'm going home.
8. My fingers were injured so my sister had to write the note _____ me.
9. Grandpa stayed up ______ two in the morning.
10. You frequently see this kind of violence ____ television.
11. He usually travels to Jakarta _______ train.
12. The professor _______ Indonesia amazed the American students _______ her stories.
B. Compound Preposition
Pay attention to the sentence in Pattern A and Pattern B.
Pattern A
Clause Preposition Phrase
its radiation leaking.
The reactor is also dangerous to lives because of
The word “because of” is a compound preposition. It indicates a relationship between the independent
clause “The reactor is also dangerous to lives” and the phrase “its radiation leaking”.
Pattern B
Clause Conjunction Clause
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Discussion
it endangers environment.
Nuclear energy should be avoided because
The word “because” is a conjunction. It indicates cause-effect relationship between two clauses, that is,
the independent clause “Nuclear energy should be avoided” and the dependent clause “it endangers
environment”.
The sentence in Pattern B can be changed into Pattern A as follows:
Clause Preposition Phrase

its danger to environment.
Nuclear energy should be avoided because of
or
due to
Now change these sentences in the same way by using: because of or due to.
1. A doctor instructed him to stay home because he had a headache.
2. The workers could not finish their works immediately because they had a very heavy load.
3. Alya is going to Jakarta because she wants to visit her uncle.
4. Some people moved to Arizona because the state has a dry climate.
5. Andy can‟t go to the movies tonight because he has an exam tomorrow.
6. His family are going to move to Bogor because they like the weather there.

Pay attention to the following sentences taken from the text.
Milk is good for human health. However, some scientific studies have found that drinking milk may
do more harm to our bodies than good.
It is true that most of the nutrients in milk can be gotten easily from other sources; however, milk
puts them all together in a convenient package.
The bold-typed word “however” is an internal conjunction that joins two ideas in two different
sentences. You need a full stop (.) to connect two different sentences or a semicolon (;), to connect the
two clauses within a sentence.
Read these examples: The bold words are external conjunctions because they add, compare, order, or
explain events or qualities.
1. The dark skies and distant thunder dissuaded Chandra from her afternoon run; moreover, she had
thirty calculus problems to solve for her morning class.
2. Leo's apartment complex does not allow dogs over thirty pounds ; otherwise, he would have bought
the gangly Great Dane puppy playing in the pet store window.
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Discussion
3. The cat ate a bowlful of tuna; then, to the squirrels' delight, the fat feline fell asleep in the rocking
chair.
4. I don't have enough butter for my bread; therefore, I'll buy butter to make my bread taste better.
A. Choose the best, most natural-sounding external or internal conjunctions for each sentence:
1. You need to work harder; ____________, you'll get fired.
A. otherwise B. moreover C. instead
2. We wanted to go to Jakarta; ____________, we went to Bali.

A. instead B. accordingly C. otherwise
3. He is a very weak president; ____________, most people support him.

A. otherwise B. instead C. nevertheless
4. We wanted to go to the beach; ____________, it started to rain and we stayed at home.

A. otherwise B. however C. namely
5. She is a very smart woman; ____________, it is not at all surprising that she got the job.
A. nevertheless B. similarly C. therefore
6. He has a terrible voice; ____________, he will go down in history as the worst singer ever.
A. undoubtedly B. otherwise C. still
7. Johan has very little money; ____________, his sister Jehan is a millionaire.
A. in contrast B. nonetheless C. similarly
8. Rini didn't have all the ingredients to bake a cake; ____________, she decided to prepare something
else.
A. finally B. indeed C. therefore
9. He couldn't tell her the truth; ____________, he lied.

A. finally B. similarly C. instead
10. I really don't know why he came; ____________, I would tell you.
A. otherwise B. instead C. in contrast
B. Connect the following pairs of sentences by using one of the external or internal conjunctions
from the box.
also consequently furthermore however

moreover nevertheless as a result therefore
1. The project will probably be successful. I don't know when it will be.
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Discussion
2. Several people are scheduled to review the data within a week. Those people will review the revised
data in three days.
3. Jim studied in the library for his chemistry quiz. It was hard to concentrate because of the noise.
4. The project manager will review the data in the morning. You should submit the data tonight.
5. The data analysis is not due until next week. The project manager decides to submit the general
report within this week.
Activity 8: Understanding Sentence Modifier

Pay attention to the following sentence taken from the text.
Realizing the importance of milk, they do not want to stop consuming it.
Sentence Modifier Main Clause
This sentence consists of two parts, the sentence modifier “Realizing the importance of milk” and the
main clause “they do not want to stop consuming it”. The doer of the action in the sentence modifier is
the subject of the main clause. This sentence is truly derived from two independent clauses “They realize
the importance of milk.” and “They do not want to stop consuming milk.”
They realize the importance of milk. They do not want to stop consuming it.
Realizing the importance of milk, they do not want to stop consuming it.
Note: The action described in the-ing-verb phrase takes place at the same time as the action of the main
clause.
Oscar arrived at the airport. Oscar took a taxi to the dormitory.
Having arrived at the airport, Oscar took a taxi to the dormitory.
Note: The action described in the having + past participle phrase precedes the action in the main clause.
Now change the following sentences in the same way.

1. My father was sick. My father could not go to the office.
2. The photographer was waving to the child. The photographer took the picture.
3. He will examine the report. Afterwards he is going to write a letter.
4. We are visiting the art gallery. Next we will go through the library.
5. They stayed up all night. The next day they looked weary in the class.
6. The director saw the new student. The director tried to help him.
7. The artists flew to the United States. The artists made the trip in one day.
8. My uncle purchased a stamp. My uncle then mailed a letter to his family.
9. The students are playing foot-ball. They will eat a big lunch.
10. Oscar worked all the year. He was able to go to college in the following year.
available spaces.
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Discussion
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Discussion
LESSON SUMMARY
1. Discussions are used to present two points of view or different
arguments about an issue. They are used to look at two
different sides of an issue.
2. The generic structure of a discussion text: Introduction
The issue or the topic of discussion
Statement of what the issue is
Statement of different groups having different views May introduce
the groups for and against.
Paragraphs
Arguments for and against, each is in one paragraph. Argument for:
First point of view ; Second point of view; Next point of view Argument
against:
First point of view; Second point of view; Next point of view
Conclusion
Summary or recommendation What is
recommended? Why?
3. The language features: Use of simple present tense
Use of general nouns to make statements about categories, e.g. uniforms, mobile phones, cars,
milk, plants, animals, people, fruit, furniture, etc.
Use of relating verbs (being & having) to provide information about the issue, e.g. Milk is one of
the most popular beverages; Plant cells have a cell wall. (Relating verbs: be, become, go, get, turn,
grow, keep, remain, look, seem, smell, taste, feel, sound, have, cost, weigh, last, etc.)
Use of thinking verbs to express the writer‟s personal view: feel, think, know, hope, like, believe,
agree, oppose, admit, realize, etc.
Use of action verbs to express the notion that some entity physically does something, which may be
done to some other entity: ban, dismiss, write, break, wiggle, etc.
Use of internal and external conjunctions: yet, but, which, that, similarly, in addition, moreover,
furthermore, on the other hand, though, nevertheless, however, consequently, therefore, as a result,
etc.
Use of varying degree of modality, e.g. must, should, might, perhaps, could
Use of adverbials of manner, e.g. deliberately, hard, carefully, intelligently, carelessly, slowly,
unintentionally, unconsciously, critically, wisely
Use of compound and complex sentences, e.g. Her husband betrays her, yet she still supports him
patiently. The man who disagrees with you is the club owner.
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Discussion
Part D: Exercise on Discussion
Activity 1: Skimming and Scanning Read the whole text carefully.
The Controversy over Using Nuclear Energy

1 Nuclear energy is commonly offered as an alternative to overcome the crisis of energy. The
debate whether the use of nuclear energy is an appropriate choice has not come to an end. Some
people agree with the utilization of it because of its benefits. Some others, however, disagree
because of its risks to environment.
Those who agree with the operation of nuclear reactors usually argue that the energy
2 produced from them can be used for multi-purposes. The reactors can produce radioisotopes
utilized in medical, industrial, and agricultural fields. They also claim that nuclear energy is the only
feasible choice to answer the everincreasing energy needs. According to them, the other sources
of energy: oil, coal, and liquid natural gas are not renewable and safe, while nuclear energy can be
sustainably produced in a safe way.
Some government officials also point out that this kind of energy is safest one in response
to environment compared to the non-renewable ones mentioned above. They claim that the
3 reactor operates on a “zero-release” basis, which means that waste materials are processed so that
none will be released into the environment. In addition, they believe, nuclear energy will never
cause pollution, but the others, especially oil and coal, really do.
However, people disagreeing with the use of nuclear energy, on the other hand, keep
criticizing that to choose it as the best alternative to overcome the growing energy needs is silly.
The silliness can be seen from the question why they are interested in nuclear power when there is
4 still an abundance of natural energy sources: oil, coal, hydroelectric, thermal, etc.
In reaction to environment, they add that the operation of the nuclear reactors does not
make any sense. Some NGOs specializing in efforts to save environment argue that their waste
products completely destroy environment and human lives. On the other hand, it is true that the
other kinds of energy like oil and coal support the environment pollution, but their contribution
5 can still be tolerated. It is also true that the nuclear reactors provide energy in great quantities, but
their contributions to destroy environment and lives cannot be avoided. A meltdown in a reactor,
for example, results in a contamination of soil and water under its core, making human lives
impossible for miles around. The reactor is also dangerous to lives because of its radiation leaking.
In this case, it is often said that under a good control no fission products are allowed to leak out
from the reactor. But who can guarantee this?
It is obvious that nuclear energy should be avoided because it endanger environment. If we
continue using it, while the radiation is very poorly controlled, then it will kill ourselves sooner or
later. The government should pay much attention to the fact and revise the choice.
A. Answer the following questions.

1. What is the main idea of the text?
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Discussion
2. Which paragraph discusses the benefits of using nuclear energy?

3. Which paragraphs explain disadvantages of using nuclear energy?
4. How is the text organized?
B. State the following sentences whether they are True, False, or Not Given in the text. Give a
check (√) in the right column.

Given
1. The writer agrees to the use of nuclear energy.
2. Nuclear energy is claimed to be the only feasible choice to answer the
ever-increasing energy needs by the opponents.
3. The main reason of those who reject the operation of a nuclear reactor
is that it is very expensive.
4. One of the reasons of those who accept the operation of a nuclear
reactor is that the nuclear energy has multipurposes.
5. The government has an important role related to the operation of

nuclear reactor.

Fill in the blank with the correct form of adjective of the underlined word in the previous sentence.
1. The debate whether the use of nuclear energy is an appropriate choice is not over.
Nuclear energy is considered very _____ by some groups of people.
2. The reactors can produce radioisotopes utilized in various fields.
The reactors, which produce radioisotopes utilized in various fields, are _____ .
3. The silliness can be seen from the question why they are interested in nuclear power when there is
still an abundance of natural energy sources.
Their interest in nuclear power is _____ .
4. They add that the operation of the nuclear reactors does not make any sense. The operation
of the nuclear reactors is not _____ .
5. Some NGOs specializing in efforts to save environment argue that their waste products completely
destroy environment and human lives. The waste products of nuclear energy is undoubtedly
_____ .
6. The government should pay much attention to the fact and revise the choice. The
government should be _____ to the fact and revise the choice.

A. Join the two halves of these sentences so that they make good sense.
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Discussion
1. We will never accept the use of nuclear a. although they support the environmental
energy pollution
2. People often choose oil and coal as b. because it will certainly destroy
energy sources environment and human lives
3. We usually prefer using liquid natural gas c. before we have studied it thoroughly
for cooking
4. Please always check the early warning d. in order to save time

system apparatus
5. We shall be able to confirm the safety of e. after we scrutinize every single aspect of
using nuclear energy the operation of a nuclear reactor
6. Please report any reactor trouble at once f. once we have studied thoroughly the
whole system
7. A meltdown in a reactor must be completely g. so that we can make an urgent decision

avoided we need
8. We should know the strengths h. so that a radiation leaking can

and weaknesses of using nuclear immediately be identified
energy
B. Choose A, B, C, or D that best completes each sentence.

1. Since he met his new girlfriend, Janu never seems to be ______ home.
A. on
B. in
C. at
D. of
2. The child responded to his mother's demands ______ throwing a tantrum.

A. with
B. by
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Discussion
C. from
D. after
3. The police caught the thief _____ the corner of Rose and Palm Streets.
A. in
B. at
C. from
D. by
4. My best friend, Sastro, is named ______ his great-grand father.

A. after
B. to
C. about
D. before
5. It has been raining ________ 5 o‟clock this morning.

A. for
B. until
C. since
D. from
C. Identify the one underlined word or phrase A, B, C, or D that should be corrected or rewritten.
1. One of the most controversial environmental issue concerns the future of our forests.
A B C D
2. The debate centers on whether we should preserve the forests in their natural state
A B and
whether we should allow them to be logged.
C D
3. Conservationists argue that we need to put a vote on the destructive of the forests.
A B C D
4. On the other hand, developers to claim that forests are a renewable resource and
A B
humankind has an urgent need of the products provided by the forests.
C D
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Discussion
5. The logging industry is a major employee and if logging were stopped, several
A B C thousand people
would be out of work.
D
D. Rewrite these sentences beginning with the words given.
Example a. The reason why we operated a nuclear reactor was to provide energy in great
quantities.
b. So that we could ………………………………………………………..
So that we could provide energy in great quantities was the reason why we operated
a nuclear reactor.
1. a. A single, tiny radiation leaking was never tolerated because it was very dangerous.
b. The leakage was so ………………that …………………………………………………
2. a. The report of a reactor trouble was late but we were able to tackle it immediately.
b. Although …………………………………………………………………………………
3. a. There was shortage of uranium, but we were able to supply the energy need well.
b. In spite of ………………………………………………………………………………..
4. a. As there was a mistake in the report, we had to reexamine the recorded data.
b. Because of ……………………………………………………………………………….
5. a. Because there has been an error in the final record, the calculation will have to be checked again.
b. Due to ……………………………………………………………………………………..
6. a. During the time we have been checking the reactor, one of us has sniffed an unusual odor.
b. While ……………………………………………………………………………………….
available spaces.
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Discussion
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Part A: A City and Its Facilities

1. Have you ever been to big cities?

1. What is the text about?

(Adapted from Developing Strategies, 1985)

1. How many people are there inhabiting Sydney?

Activity 4: Parts and Facilities

............................ ......... ...................

Activity 5: True, False, and Not Given

Statement True False Not

1. Sydney has a number of historical heritages which go back to the

4. The city is more densely populated compared to other big cities in

Activity 6: Spatial Cohesion and Reference

Activity 7: Description: Being and Having

The sentence can be cut into the following formula.

The other sentences with the same formula include:

Find sentences in the text that are similar to the formula.

The formula can also be extended in the following.

Sydney is not a cold city

The harbors are beautiful

The city is near the beach

You can also describe Sydney by using the verb „have‟.

This sentence can be broken down into the following formula.

It has also a natural beauty with green parkland and

Describe what your town or city has.

The other way of describing Sydney is by using introductory subject there.

There Be / be not Noun Phrase

There is (also) a very efficient network of communications within the city,

There are not enough Indonesia restaurants in Sydney.

Find similar sentences in the text.

Activity 8: Description: Noun with pre- and post-modifiers

A noun can be modified by a number of pre- and post-modifiers. For example:

Deictic Number Describing Classifying Noun Qualifier

Australia‟s oldest, largest, State capital with a population of

Activity 9: Description: Parallel Structure

Look at the examples from the text.

Parallel structure between sentences

Take it or leave it.

Identify the parallel structures in the following sentences.

Write your own sentences using parallel structures.

Part B: Tourist Resort

Activity 1: Description: Opinion

I Fell in Love with Crete

(Taken from Developing Strategies, 1985)

pretty low prettier lower prettiest

interesting beautiful more interesting more most interesting most

good bad better worse best worst

Talk to your friend about the following things:

the palace of Knossos Aghios Niklaos the local people

Ask your friend the following.

1. What do you think of ...?

And tell your friend to answer like this:

I think, it is one of the most ... .

Pay attention to the use of the before most in the sentences.

1. films 2. books 3. cars 4. motorcycles

5. souvenirs 6. town‟s facilities 7. politics 8. economy, etc.

Activity 2: Description: Comparison

much more interesting than

any you will

Corrine Leslie’s Food Talk

Is it really true what they say about the food in Britain?

Well those are some of the things they say.

(Taken from Developing Strategies, 1985)