The Social Fund for Development (SFD) was established by a Presidential Decree in 1990, in collaboration with the World Bank and UNDP, the European Union and three Arab Funds, mainly to mobilize national and international resources to be used for human development. SFD could secure US$ 1,550 million donations and soft loans. It facilitates and supports the economic reform program and mitigates its adverse effects on vulnerable and low income population groups. It helps to mitigate poverty and reduce unemployment by providing new job opportunities through financing small enterprises and by offering donations for community development and infrastructure works. SFD addresses structural social problems through further employment creation and income generation and through stimulation of institutional relations which would strengthen civil society and provide increased social awareness. One of the SFD's mandate is to activate local NGOs and build their capacities. It also helped make poverty alleviation a main priority in the national development strategy. SFD, contrary to some concepts, is not a poverty program. It covers three national priorities; poverty, economic development, and employment. ERSAP was successful in economically moving the country forward. Economic growth was considered the most important engine to create job opportunities and generate resources to alleviate poverty. However, the social sector has not been exposed to the same level of efforts. There is still a need to focus on social development as high national priority by holding a national conference on social development in Egypt, through various tested mechanism, that made the World Bank and the European Union rank it as the best social fund among 55 social funds in the world. Answer the following questions. What does SFD stand for? What is SFD used for? How did the government provide new job opportunities? What are three main priorities of SFD? Who fund SFD? True False silahkan download kunci jawaban pada link berikut:
Write True or False
http://www.ziddu.com/download/4479896/KuncijawabansolaUASKesos.pdf.html
SOCIAL FUND FOR DEVELOPMENT
Posted by Deni Hamarismul | 08.38 | BAHASA INGGRIS KESEJAHTERAAN SOSIAL | 1 comments »EROSION: THE NATURE OF THE PROBLEM
Posted by Deni Hamarismul | 07.54 | BAHASA INGGRIS AGRONOMI | 0 comments » Erosion is an important natural process, resulting in the distribution of the product of geologic weathering, and is part of both soil formation and soil loss. The world's landscapes have been sculpted by erosion. When the result is particular enough, we enshrine them in National Park as we did in Grand Canyon. Where erosion has worn down mountain and spread soil over the plains, or deposited rich alluvial silt in river bottoms, we gladly farm it. Erosion is a disaster only when it occurs in the wrong place at the wrong time. In some places, erosion occurs so rapidly, that anyone can see it happen. Deep gullies are created where water scours away the soil, leaving fencepost and trees sitting on tall pedestals as the land erode away around them. In most places, however erosion is more subtle. It is a creeping disaster that occurs in small increments. A thin layer of top soil is washed off fields year after year until nothing eventually nothing is left but poor-quality of subsoil that requires more and more fertilizer and water to produce any crop at all. The net effect, worldwide, at this general, widespread topsoil erosion is a reduction in crop production equivalent in removing about 1 percent of world cropland each year. Many farmers are able to compensate for this loss by applying more fertilizer and by bringing new land into cultivation. Continuation of current erosion rate, however, could reduce agricultural production by 25 percent in Central America and Africa and 25 percent in South America by the year 2000. The total annual soil loss from croplands is though to be 25 billion metric tons. About twice that much soil is loss from rangelands, forest, and urban construction site each year. In addition to reduce land fertility, this erosion result in sediment-loading of river and lake, siltation of reservoirs, smothering of the wetlands and coral reefs, and clogging of water in takes and waterpower turbines. It makes river unnavigable, increases the destructiveness and frequency of floods, and cause gullying that turns good lands into useless wastelands. I. Answer the following questions based on the text. 1. What is erosion? 2. When is erosion called a disaster? 3. What has happened in the Grand Canyon? 4. How does erosion happen rapidly? 5. How does subtle erosion happen? 6. What are the effects of topsoil erosion? 7. How do farmers compensate the effect of topsoil erosion? 8. How much is the total annual soil loss from croplands? 9. How could continuation of current erosion rates in 2000 reduce agricultural production? 10. What is the effect of erosion in river? II. Choose the correct words in brackets. silahkan download kunci jawaban pada link berikut:
HACKER AND CRACKER
Posted by Deni Hamarismul | 10.46 | BAHASA INGGRIS TEKNIK INFORMATIKA | 0 comments » Cracker is one who attempts to break into the system via cracking or guessing user passwords. Most of the crackers are young teenage punks who are very malicious and seek to get their kicks from destroying or alternating data on a system. The media often times mistakes the cracker for the hacker. Moreover, cracker's level of education or intelligence on the system and its inner working etc. is very low. Hacker, in the other hand, is an individual who yearns for knowledge. The hackers are very knowledgeable individuals. They often times know several programming languages, work extensively with the inwards and outwards of UNIX, have a firm understanding of all TCP/IP implementation and protocols. They keep abreast on all the security related issues involving computers. Breaking into a system for a hacker is a thrill, it is a challenge that they take on. The hacker takes much delight in exploring the system from the outside/inside searching vigorously for misconfigurations, bugs, and holes in the operating system that would allow them to break into a machine. Once in the system the challenge has been completed and they have succeeded in breaking in. it is against hacker ethics to alter any data aside from the logs that are needed to clean their tracks. They have no need or desire to destroy data as malicious crackers. They are there to explore the system and learn more. The hacker has a constant yearning and thirst for knowledge that increases in intensity as their journey progresses. silahkan download kunci jawaban pada link berikut: http://www.ziddu.com/download/4534408/AnswerkeyINFORMATIKA.pdf.html
Hacker and cracker are two terms that are closely related to computer. The first is so familiar that almost all computer users, either beginners or experts, know about it. However, the latter is apparently not as familiar as the familiar as the first. Rarely do computer users know what cracker is. Unlike hacker, this term is hard to be found in our daily conversation in spite of the topic. Consequently, such question as what cracker is and whether cracker is similar to hacker or not.
I. Answer the questions briefly.
II. Decide which statement is true or false.
III. Find the synonyms of the words in the box.
THE DESCRIPTION OF STANDARDIZATION
Posted by Deni Hamarismul | 08.27 | BAHASA INGGRIS TEKNIK INDUSTRI | 1 comments » Standardization is the application of standards in the manufacture of products so that one is like nay other. Standardization applied not only to the product themselves but also to the methods used in their manufacture. For example, manufacturing companies use standards for their employee rules as use standards for their employee rules as well as for their products. There are usually standards for safety and work procedures in areas that affect employee behavior. There are, in addition, numerous technical standards that the product must meet. An electrical part must operate a specified number of times without failure. The part must also fit into the types of equipment it is supposed to. The use of standards within a company is usually a matter of common sense. The success may depend upon the competence of supervisory personnel and the effectiveness of the organization as a whole. There are also standards that originate outside the company. These standards are set through industrial and professional associations at the national, regional, and international level. A typical industrial association for setting standards is the National Electrical Manufacturers Association (NEMA). Through NEMA, the leading electrical equipment manufacturers set and use standards for a wide variety of products, from lamp bases to electric-power-transmission equipment. Such standards apply to electric power requirements, use, durability, reliability, and so forth. Another group, the American Society for Testing Materials (ASTM) sets standard specifications and testing methods for materials. The American Standards Association (ASA) was established to serve as a clearinghouse and coordinator for the standardization work done by such groups as the above. Answer these questions based on the text above! silahkan download kunci jawaban pada link berikut: http://www.ziddu.com/download/4517563/AnswerkeyINDUSTRI.pdf.html
Fill in the blanks with the suitable words provided!
THE PROCESS OF DIGESTION
Posted by Deni Hamarismul | 08.07 | BAHASA INGGRIS ILMU KEPERAWATAN | 0 comments » The process of digestion begins when food is taken into the mouth. Chewing breaks the food into smaller pieces, thereby exposing more surfaces to the saliva. Saliva itself has a double function, it moistens the food, so facilitating swallowing, and it contains ptyalin, which begin the conversion of starch into simple sugars. Digestion do not occur until the food passes down through the oesophagus into the stomach. The stomach has both chemical and physical function. The walls of the stomach, which are protected by a layer of mucus, secrete juices composed of several enzymes and hydrochloric acid. The most powerful enzyme is pepsin, which are protected by a layer of mucus, secrete juices composed of several enzymes and hydrochloric acid. In addition, during these chemical reactions waves contraction and relaxation, known as peristalsis, sweep the walls of the stomach. They churn the food particles into a semi-solid mass known as chyme. From the stomach, the chyme passes into the small intestine through the pyloric sphincter. Much undigested material is still present. Proteins have not been completely broken down, starches are still being converted into simple sugars, and fats remain in large globule. In the small intestine the process of digestion is completed by the action of bile, which is secreted by the liver and released by the pancreas, and erepsin and invertase, secreted by the walls of the small intestine. Food, which are still undigested pass on in a liquid state into the large intestine, and are now called feces. Absorption of the products of digestion takes place mainly through the wall of the small intestine. Its inner surface is covered with minute hair-like projections called vili. Each villus contains several bloods capillaries and a specialized lymphatic vessel, known as lacteal. Glucose, fructose, galactose and the amino acids are all absorbed directly into the blood by entering the blood capillaries inside the vili. Glycerol and the fatty acids, on the other hand, pass into lacteals. The lymph then carries the fat up to the left internal jugular vein, where it enters the bloodstream. I. Answer these questions based on the text above. II. Answer these following questions with your own words. silahkan download kunci jawaban pada link berikut:
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Complexity in spoken language can be avoided.
Posted by Deni Hamarismul | 14.34 | BAHASA INGGRIS UMUM | 3 comments »Some strategies are: Research has shown, for example, [that primary and secondary level learning can be greatly enhanced] [when teachers recognise their students' own languages and dialects], [which may or may not be related to the language of instruction],... Research has shown that learning styles, cognitive development, motivation, degree of subject difficulty, and test and exam conditions have an important effect on outcomes in the primary, secondary and higher education systems
and that this effect can be determined by changes in teaching practice.
A Framework for a Listening Skills Lesson
Posted by Deni Hamarismul | 06.55 | BAHASA INGGRIS UMUM | 4 comments »Listening is one of the most challenging skills for our students to develop and yet also one of the most important. By developing their ability to listen well, we develop our students' ability to become more independent learners, as by hearing accurately they are much more likely to be able to reproduce accurately, refine their understanding of grammar and develop their own vocabulary
Outline a framework that can be used to design a listening lesson that will develop your students' listening skills and look at some of the issues involved.
The basic framework
Pre-listening
While listening
Post listening
Applying the framework to a song
Some conclusions
The basic framework
The basic framework on which you can construct a listening lesson can be divided into three main stages. Pre listening, during which we help our students prepare to listen.
While listening, during which we help to focus their attention on the listening text and guide the development of their understanding of it.
Post listening, during which we help our students integrate what they have learnt from the text into their existing knowledge.
Pre-listening
There are certain goals that should be achieved before students attempt to listen to any text. These are motivation, contextualization, and preparation.
Motivation
It is enormously important that before listening students are motivated to listen, so you should try to select a text that they will find interesting and then design tasks that will arouse your students' interest and curiosity.
Contextualization
When we listen in our everyday lives we hear language within its natural environment, and that environment gives us a huge amount of information about the linguistic content we are likely to hear. Listening to a tape recording in a classroom is a very unnatural process. The text has been taken from its original environment and we need to design tasks that will help students to contextualize the listening and access their existing knowledge and expectations to help them understand the text.
Preparation
To do the task we set students while they listen there could be specific vocabulary or expressions that students will need. It's vital that we cover this before they start to listen as we want the challenge within the lesson to be act of listening not of understanding what they have to do.
While listening
When we listen to something in our everyday lives we do so for a reason. Students too need a reason to listen that will focus their attention. For our students to really develop their listening skills they will need to listen a number of times - three or four usually works quite well - as I've found that the first time many students listen to a text they are nervous and have to tune in to accents and the speed at which the people are speaking.
Ideally the listening tasks we design for them should guide them through the text and should be graded so that the first listening task they do is quite easy and helps them to get a general understanding of the text. Sometimes a single question at this stage will be enough, not putting the students under too much pressure.
The second task for the second time students listen should demand a greater and more detailed understanding of the text. Make sure though that the task doesn't demand too much of a response. Writing long responses as they listen can be very demanding and is a separate skill in itself, so keep the tasks to single words, ticking or some sort of graphical response.
The third listening task could just be a matter of checking their own answers from the second task or could lead students towards some more subtle interpretations of the text.
Listening to a foreign language is a very intensive and demanding activity and for this reason I think it's very important that students should have 'breathing' or 'thinking' space between listenings. I usually get my students to compare their answers between listening as this gives them the chance not only to have a break from the listening, but also to check their understanding with a peer and so reconsider before listening again.
Post-listening
There are two common forms that post-listening tasks can take. These are reactions to the content of the text, and analysis of the linguistic features used to express the content.
Reaction to the text
Of these two I find that tasks that focus students reaction to the content are most important. Again this is something that we naturally do in our everyday lives. Because we listen for a reason, there is generally a following reaction. This could be discussion as a response to what we've heard - do they agree or disagree or even believe what they have heard? - or it could be some kind of reuse of the information they have heard.Analysis of language
The second of these two post-listening task types involves focusing students on linguistic features of the text. This is important in terms of developing their knowledge of language, but less so in terms of developing students' listening skills. It could take the form of an analysis of verb forms from a script of the listening text or vocabulary or collocation work. This is a good time to do form focused work as the students have already developed an understanding of the text and so will find dealing with the forms that express those meanings much easier.Two key areas of developing our students' listening skills.
The type of listening tasks we choose
The way we prepare our students before listening
Types of listening tasks
Comprehension check questions are by far the most common type of listening tasks our students are given in class. Look at almost any language course book listening activity and you will find these. Sometimes they will be multiple choice questions, sometimes true false statements and sometimes open W/H questions. In many ways there is nothing wrong with this, but how often do we really do these kinds of tasks in our everyday lives? Do you sit down to watch TV or listen to the radio with a set of questions in front of you? I very much doubt it. As such these types of activities aren't developing our students' abilities to understand and process what they've heard in any meaningful kind of way.Preparing students for listening
Over many years I have taught lessons that so thoroughly prepared students to listen for the sole purpose of getting the correct answers to a set of prescribed questions that they could hardly fail to get a question wrong. I prepared the students by thoroughly pre-teaching all possible unknown words, checked that the students understood the context of the listening and then made sure that they and had predicted the possible answers to all the questions. Results were generally good, so what's wrong with this?Well the problems begin the moment the students step outside the classroom into the real world. They are surrounded by a vast range of spontaneous and unpredictable language. They have no control over the range of vocabulary they may encounter or the kind of things they will hear or need to respond to. This is why many times; even higher level students who do very well in the classroom find it so difficult to cope when faced with a 'real' situation. We simply haven't taught them in a way that will help them cope with this
Listening skills are hard to develop. Students can do a variety of work before listening to help them understand the listening.
Why do pre-listening tasks?
Aims and types of pre-listening tasks
Selection criteria
Why do pre-listening tasks?
In real life it is unusual for people to listen to something without having some idea of what they are going to hear. When listening to a radio phone-in show, they will probably know which topic is being discussed. When listening to an interview with a famous person, they probably know something about that person already. A waiter knows the menu from which the diner is choosing their food.In our first language we rarely have trouble understanding listening. But, in a second language, it is one of the harder skills to develop - dealing at speed with unfamiliar sounds, words and structures. This is even more difficult if we do not know the topic under discussion, or who is speaking to whom.
So, simply asking the students to listen to something and answer some questions is a little unfair, and makes developing listening skills much harder.
Many students are fearful of listening, and can be disheartened when they listen to something but feel they understand very little. It is also harder to concentrate on listening if you have little interest in a topic or situation.
Pre-listening tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension.
Training your students to bring their own knowledge and their skills of prediction to their listening work can only help them when listening to the language outside the classroom. These skills are as much a part of listening as understanding pronunciation or listening for details.
ENGLISH FOR COMMUNICATION SCIENCE
Posted by Deni Hamarismul | 10.18 | BAHASA INGGRIS ILMU KOMUNIKASI | 0 comments »THE MASS MEDIA AND MASS COMMUNICATION We have emphasized the dominance of traditional mass media in research and some criticism of society's effort at mass communication. In recent years, this equating of mass media with mass communication has proven troublesome as the variety of media forms merge and multiply with changes in technology and social need. Take for example, videotext, a system of distributing personalized information from central computer databases to subscribers through telephone lines or cable television. The media product is unique for each individual. The consumer interacts with the computer, similar to asking questions of a librarian. Small audio cassettes, the sort used for dictation and personal listening of music, were one of the essential media in instigating popular support of the 1979 Iranian revolution. The spiritual leader of the revolt, the Ayatollah Khomeini, then exiled in Paris, communicated to millions in faraway Iran by cassette. Motorcyclists passed along the small tapes among mosque, bazaars and homes where the grassroots of the revolution met (Katirayi, 1987). New tapes were frequently smuggled into the country, swiftly duplicated and then distributed. Rural China has used "media forum" to spread limited issues of newspapers and radio receivers among an immense population. Forum leaders (called cadres) interpret the media, translating news and information into local dialects, answering questions and giving local examples to supplement stories. Folklore group tour remote villages, giving plays on simple health practices interspersed with entertainment. In short, the dividing fine between the mass media and individual media is blurred. New media, personal of "small" media are gradually making their way into use. Mass communication should be viewed more as an institution than as simple particular technologies. Society needs information to exist as an organized community. Collective behavior – organizing, forming of institutions, providing services, merging specialized skills-is probably central to a good definition. This activity may be informal (as with the Iranian revolution), crudely skilled (as with the Chinese rural media forums) or a personal, high-tech dialogue (as with the computer-based videotext). KEITH R. STAMM, JOHN E. BOWES, The Mass Communication Process: "A Behavioral and Social Perspective"
Determine the appropriate meaning of the underlined words by choosing one of the words in the brackets.
1. The variety of media forms merge and multiply with changes in technology and social need. (Spread / meet / unite)
2. Folklore group tour remote villages, giving plays on simple health practices interspersed with entertainment.(make over / put something between / hide something away)
3. Rural China has used “media forum” to spread limited issues of newspapers and radio receivers among an immense population. (a few / enormous / various)
4. We have emphasized the dominance of traditional mass media in research and some criticism of society’s effort at mass communication. (accentuate / choose / explain)
5. Small audio cassettes are the sort of tools used for dictation and personal listening of music. (meaning / type / simple)
6. We have emphasized the dominance of traditional mass media in research. (looking / view / study)
7. The fine dividing between the mass media and individual media is blurred. ( unclear / clear / easy)
8. New tapes were frequently smuggled into the country, swiftly duplicated and then distributed. ( collected / passed out / pulled out )
9. They made a hard effort to distribute the tapes that had been duplicated. ( emotion / attempt / power)
10. After the new tapes were smuggled into country, they duplicated them swiftly. (in shift / lately / quickly)
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HOW A VOLTMETER WORK
Posted by Deni Hamarismul | 17.25 | BAHASA INGGRIS TEKNIK ELEKTRO | 1 comments » You know that an ammeter measures the rate at which electric charges move trough a material, and that the rate of current flow trough given material varies directly with the potential difference (or "voltage") across it. That is to say the greater the voltage, the greater (other things being equal) will be the current flow. A meter called a voltmeter measures voltage. It consists of an ammeter placed series with a special piece of material, which limits current flow. Measuring the current that flows in meter circuit makes the measurement of voltage. The special piece of material is called a multiplier resistor. For a given ammeter and given multiplier resistor, large current will flow when the voltage is high, and small current will flow when the voltage is low. The meter scale is calibrated in volts, and read directly. It is the multiplier resistor which determines the scale range (as did that shunt in the ammeter) It is always desirable to keep current flow in a voltage measuring circuit as low as possible, lest the act of connecting the meter was not present. For this reason, the meter used is always a millimeter or micrometer-never an ammeter. The multiplier resistor will be built into most of voltmeter you will use, so you can measure voltage by making very simple connection. Whenever the (+) meter terminal is connected to the (+) terminal of voltage source, and the (-) meter terminal to the (-) terminal of the voltage source; with nothing else connected in series, the meter will reward voltage directly. Whenever you are using a voltmeter, take a great care to observe correct meter polarity, and to choose a meter having a maximum scale range greater than maximum voltage you expect to read. VAN VALKENBURGH, NOOGER & NEVILLE, Inc. Basic Electricity I. Answer the question briefly. II. Find the synonym of the words from the box. silahkan download kunci jawaban pada link berikut:
III. Decide which statement is true or false.
http://www.ziddu.com/download/4479712/AnswerkeyT.ELEKTROPUBLISH.pdf.html
How can group work help in a large class when resources are lacking?
How can good discipline be developed in a large class?
What are the advantages of a large class?
Classroom Management
What are the challenges of teaching a large class?
• It's difficult to keep good discipline going in a large class.
• Students of different ages and different abilities, wanting to learn different things at different speeds and in different ways have to be provided for.
• Each student can’t be given individual attention they need.
• Books or teaching and learning aids may be lacking.
Classroom Management
How can group work be used to help learning in a large class?
In a large class, student pairs and groups can help each other and learn from each other. They won't get bored listening to teacher talk. Some tested strategies are:
Classroom Management
Organize groups to suit students’ abilities
Teachers of large classes could try:
– mixed-ability groups: The more able learners in the group can help the others to master the work so that the teacher need not teach some parts..
– same-ability groups: The teacher can leave the groups of faster learners to get on with the work on their own. S/he can give extra help to individual learners in the slower groups.
– using group leaders/monitors: Some teachers appoint faster, more able learners as group leaders or monitors who can help slower learners.
Classroom Management
• Monitor the groups yourself
The teacher needs to move around the classroom to see what progress learners are making and what problems are coming up. S/he can give advice, encouragement and extra individual help where it is needed.
Classroom Management
How can group work help in a large class when resources are lacking?
Group work can help teachers manage with few textbooks, or even only one text book.
• If teachers do not have enough books for each student, form groups so that each group has one book.
• If teachers have only one book: - let each group have some time to work with the book. The other groups can do activities that fit in with the theme of the passage in the book.
Classroom Management
For example, if the topic is 'family life‘, groups who have not yet read can work on pre-reading tasks around 'family life'. They can write down words they know on that topic, or talk about their families. The groups who have finished reading can talk about what they have read, or write down a summary. After about ten minutes give the book to another group, so that by the end of the lesson all the groups will have done some work with the book.
Classroom Management
With or without group work, if only one book is available, the teachers could:
• write the important bits of text on the blackboard before the lesson.
• make the text into a dictation, so everyone has a copy of the text written down.
Classroom Management
How can good discipline be developed in a large class?
Establish a code of behavior that is created by teacher and learners together. It should state clear basic rules of conduct that learners understand, such as:
• They have to work quietly;
• They may talk, but not loudly;
• Students who have finished the lesson tasks can read a book to keep them busy.
Classroom Management
Use the environment outside the classroom. It offers a new, different space when students get noisy or bored, and helps to reduce overcrowding.
• Teachers can work with some groups inside the classroom while the other groups are working outside (use different tasks or the same task)
• Teachers need to set up outdoor activities clearly and carefully and monitor them.
Classroom Management
Appoint responsible group leaders who can help maintain discipline. They can also give out and take in work for the groups, and explain what groups must do.
Classroom Management
What are the advantages of a large class
• When there are many students in a class, they can share many different ideas and interesting life experiences. This stimulates students and enlivens those parts of your lesson where students can discuss and learn from each other.
• During project work, students can learn to share responsibility and help each other. This also brings variety and speeds up the work.
Classroom Management
Teaching EFL learners requires a knowledge of the developmental differences of their students and of the appropriate management skills. These personal observations and experiences would provide ideas for classroom management and teaching strategies:
• Inside and outside the EFL learners classroom
• New Dimension
• Classroom management and discipline
• Using the board
• Routines and activities
• Work
Classroom Management
Inside and outside the EFL learners classroom
EFL learners market continues to grow amidst a decade of changing attitudes towards this sector of teaching. The teacher is viewed as a highly-skilled professional who has the knowledge, skills, flexibility and sensitivities of both of the students and of the language, and one who is able to balance and combine the two successfully. Most problems encountered by teachers are due to a lack of understanding of the developmental differences among the students and of the appropriate classroom management skills to deal with these.
Classroom Management
Differences include conceptual and cognitive variations, variations in attention spans and motor skills such as drawing and cutting, as well as social and emotional differences. An understanding of these differences can help develop the flexibility that EFL teachers require.
Classroom Management
New dimension
Classroom management skills need to take on a new dimension to control and cater to the needs of students. Since it is not possible for possible to observe all classes at the school, they should take charge of their own self-development. These personal observations will provide a starting point for further reflection and discussion in their schools.
Classroom Management
Classroom management and discipline
• In class, only books and pencil cases should be on tables. Avoid clutter – the younger the learner, the more organized the classroom..
• Use two areas of the classroom. For presentation of new language, practice activities using individual students, storytelling and opening and closing of lesson, the teacher will be near the board and half-faces the students. For the rest of the class, the teacher should move around the class a lot.
Classroom Management
Using the board
• Present new language at the board. Use lots of flashcards. Involve all students - ask individuals to perform small tasks: pointing to something, choosing a picture or sticking it on the board.
• Explain and demonstrate tasks you want students to do at the board. If using a worksheet, stick it on the board and demonstrate.
Classroom Management
Routines and activities
• Establish routines: Everyone starts the lesson feeling confident and attentive.
• Surprise activities can help to settle a class if students become too excited.
• When changing activity, try raising your voice to attract attention. This becomes a signal that students recognize.
Classroom Management
Work
• Be aware of what sort of work which students is good at. The teachers should observe the skills of matching, comparing and classifying. These are skills students will develop and adapt.
• When students are doing work, let them finish as much as possible. Fast finishers can be given another task.
Classroom Management
The fundamental qualities of classroom management.
Three attitudinal qualities of a teacher or a facilitator that assist students in the learning process are empathy (seeing things from the students' view point), authenticity (being yourself) and acceptance (of students' ideas and opinions).
Have you ever stopped to think how you walk? Have you been aware of where you put your feet and how you move your weight from your rear foot to your front foot? Have you noticed how you move your arms and body at the same time you move your feet? If you had to think about all these things, you probably could not walk. Walking is a habit. A habit is something you learn to do so well and you can do it without thinking about how to do it. When you were learning to write, you had to think about how to form each letter. Now you do it without thinking. Scientists say people form habits because they get benefit from them. Some habits are easy to see. For example, you eat with knives, forks and spoons. If you did not cut up your food with knife, it would be hard to make pieces that are easy to chew. Eating a meal without a fork would make your hands very sticky. Imagine trying to eat a bowl of soup without a spoon! The benefit from other habits, such as biting fingernails, is not so easy to see. But people who bite their fingernails gain relief from nervous tension, so they get some benefit from this habit. Everyone has both good and bad habit. A good habit is one that does you good only. Brushing your teeth after every meal and before you go to bed is a good habit. A bad habit is one that gives some benefits, but also harms you in some way. Biting your fingernails may relieve nervous tension, but it also leaves ugly nails. People will usually give up, or break habits if they no longer get the benefit from them. A nail-biter is perhaps a young person whose nervous tension comes from lack of self-confidence. When such a person gains confidence, the nervousness probably disappears, and there is nothing to gain from biting nails. To break most bad habits, you must find some way to make your habit more unpleasant. If you have been arriving at school late, remind yourself it is not fun to miss recess or have stay after school for being tardy. (Young Students Learning Library Vol 7) Exercise 1. ?>?>?>smile habit benefit good confidence motivation think learn stop disturb
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OCCUPATIONAL DISEASE
Posted by Deni Hamarismul | 16.13 | BAHASA INGGRIS ILMU KEPERAWATAN | 0 comments »In the 20th century, innovations in manufacturing and the introduction of new and more toxic raw materials and chemicals compounded the problems of occupational health. Particular dangers, undreamed of by workers of the 19th century, were associated with exposure to radioactive materials; to the wide range of chemicals used in the manufacture of paints, plastics, herbicides, and building materials; and to electromagnetic radiation, notably in the form of X rays, ultra violet light, microwaves, and infrared radiation.
Many human cancers were shown to be related to occupational exposure: bladder cancer by exposure to aniline dye; lung cancers by inhalation of chromium compounds, radioactive ores, asbestos, arsenic, and iron; skin cancer by regular handling of certain products of coal, oil, shale, lignite, and petroleum; and skin cancer, leukemia, and bone cancer by exposure to radium and X rays.
Physical conditions in the workplace, such as extreme heat or cold, prolonged loud or high-pitched noise, and vibrations caused by tools and machinery, have also come to be recognized as contributing to the development of specific diseases or chronic health problems. Finally, emotional and psychological stresses associated with work, and their medical consequences, have taken their place in the growing list of diseases labeled as occupational.
I. Answer the following questions.
1. When did the first serious awareness of occupational diseases appear?
2. What factors influence the occupational health?
3. What are the particular dangers undreamed of b the workers of the 19th century?
4. What kinds of human cancers were shown to be related to occupational exposure?
5. What is another cause of the occupational disease?
II. Find the synonym of these words.
1. dangerous (par.1) 5. exposure (par.3)
2. workplace (par.1) 6. regular (par.3)
3. wide (par.2) 7. tools (par.4)
4. problems (par.2) 8. extreme (par.4)
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Study the following dialogue and answer the questions! The following dialogue for question numbers 1-3.
Situation: Soraya meets Adam at the cafeteria.
Soraya : Hello, Adam. How are you getting on?
Adam : Fine, thanks. How are you?
Soraya : I’m very well. Thank you.
Adam : Have you finished your lunch?
Soraya : Yes, I think so. I’d better go now, or I’ll be late at the office. Good bye, Adam.
Adam : Good bye, Soraya. See you tomorrow
1. What does Soraya say when she meets Adam? (score 8)
2. What does Soraya say before leaving? (score 8)
3. What is Adam’s reply to what Soraya says before leaving? (score 8)
4. Make up your own conversation based on the following situations. (score 14)
You have a new friend at school. Greet him/ her and introduce yourself
5. X: Hi, Rin. Would you accompany me to the book store?
Y: Oh, that’s great. I’d love to.
The underlined sentence is used to.... (Score 8)
6. Jenifer : Would you come to our workshop tomorrow?
Alison : That would be great.
In the dialogue Jenifer is giving Alison.... (Score 8)
7. Make up your own conversation based on the following situation. (score 15)
Nanang’s birthday will be held on August 29th, 2008. You are invited to attend his birthday, but you don’t have a couple. So, you ask Fatima to accompany you attending the birthday.
8. Complete the following dialogue.
Harry and Yani promised to meet at the music concert last night but Harry didn’t appear. So the following day he phoned her. (Score 8)
Harry : ….
Yani : No excuse. You broke the promise.
Harry : Listen! Last night a friend of mine got an accident, so I took her to the hospital.
9. Fatih : Do you give me your word on that?
Nisa : You have my word on that.
The underlined sentence express …. (Score 8)
10. Make a long dialogue consist of asking a promise and offering a promise. The topic is free. Longer is better. (score 15)
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CHOOSE THE BEST ANSWER BASED ON YOUR OWN UNDERSTANDING
1. X : We’ll have a long holiday next month.
What are you going to do?
Y : ....
X : I hope you have a nice trip.
a. I am thinking of going to Bali
b. Sorry, I can’t tell you
c. It’s not your business
d. I have nothing to do
e. I don’t know what to do
2. Hasan : Do you think the station will be crowded?
Hamid : Of course. There are … who want to go to their home town to celebrate
the Lebaran day.
a. only a few people b. no people
c. a lot of people d. only one person
e. few persons
3. Ria : What do you think about thiscomputer, Ana?
Ana : I think it’s a good one. What pentium is it?
Ria : It’s pentium one.
Ana : What about the price?
Ria : Rp 5 millions.
Ana : Wow, …. The fair price for pentium one is usually about Rp 2 millions.
a. what a cheap computer b. I like the price
c. I agree with its price d. I don’t think so
e. it’s too expensive
4. Bowo : I feel tired and I feel dizzy.
Sri : I think …. Don’t leave the bed if it is not necessary.
a. you must drink hot water
b. you should lie down and have some rest
c. you can see the doctor tonight
d. I will take you to the hospital
e. I must take some rest, too
<<<<<>>>>>
5. Rindu : Mom, I am nominated in the singing contest.
Mama : Great! I’m really proud of you.
The underlined utterance is an expression of ....
a. will b. pride c. hope
d. plan e. satisfaction
6. Ina : What do you think of your new red dress?
Eta : .... It goes with my shoes.
Ina : I think so. You look beautiful on it.
Eta : Thank you.
a. I am very satisfied with it b. I don’t think so
c. Sorry to hear that d. I don’t like it
e. It’s too difficult to do
7. A : I’m not happy about it.
B : Please give me a second chance, Sir.
The underlined words express ……………
a. asking opinion b. giving opinion
c. hope d. dissatisfaction
e. satisfaction
8. A : I can’t think of anything better.
B : Thank you for your compliment, Sir.
a. asking opinion b. giving opinion
c. hope d. dissatisfaction
e. satisfaction
<<<<<>>>>>
9. Steward: I’ve put your bag in the back and here’s the magazine you might like to read on the plane.
Passenger: Oh, thanks ………….
a. I feel annoyed with my luggage
b. The trip will be too long
c. It’s really satisfying
d. I can’t bear it indeed
e. It will give me something
10. Budi : How is your new company getting on?
Timi : Very well. ………….. with the way things are going
a. I’m very unhappy b. I’m not satisfied
c. I always complain d. I’ve got trouble
e. I’m very satisfied
11. Budi : How is your new company getting on?
Timi : I’m not satisfied with the way things are going
The underlined sentence express ………..
a. advice b. curiousity
c. satisfaction d. dissatisfaction
e. information
12. Benny : What do you think about the Shakespeare’s play we’ve just seen, Nony? I like it very much.
Nony : Well, .... The actors used old English, so it’s hard for me to understand.
a. I was not satisfied b. I felt crazy
c. I had no idea d. I was surprised
e. I couldn’t appreciate it
13. Rindu : Mom, I am nominated in the singing contest.
Mama : Great! I’m really proud of you.
The underlined word is a synonym of ....
a. willingness b. pride
c. hopeless d. plan
e. competition
<<<<<>>>>>
14. Adi : Why do you look so sad?
Ati : Someone stole my money when I was going to school by train.
Adi : You should have kept your money in your bag.
From the dialogue we know that Adi ……
a. didn't keep her money in her bag.
b. feels sorry to hear Ati's story
c. was in the same train
d. had saved her money well.
e. advised Ati to keep her money well
15. Mimi : Have you visited the doctor?
Najib : Yes.
Mimi : What did he advise you?
Najib : He said that ....
a. I should stop smoking b. I could stop smoking
c. I may stop smoking d. I mustn’t smoke
e. I ought to smoke
16. Mawar : This telegram is for my husband. He’s out on duty. What do you recommend me to do?
Putri : Why don’t you ring him and tell him that a telegram’s arrived?
In the dialogue above, Mawar is asking for Putri’s ....
a. advice b. curiousity
c. agreement d. permission
e. information
<<<<<<>>>>>>
17. Pay attention to the following sign.
What would you expect to see this warning?
a. there are no jobs in the office
b. there are no food during vacation
c. there are no cassette available
d. there are no video available
e. there are a lot of rooms available
18. What would you say if your friends are cheating during the test?
a. beware of the picpockets
b. look out, A car is behind you
c. be careful or the teacher will catch you
d. keep swimming near the seashore
e. watch your step, please.
<<<<<>>>>>
19. X : Excuse me, sir. May I close the door? It’s windy outside.
Y : Oh,sure.
In the dialogue, X is asking for ....
a. help b. opinion
c. permission d. agreement
e. information
20. Dad: Deal. You may go with your friends but don’t be late.
Son: Thanks. You’re the best, Dad.
The underlinded sentence express
a. rejecting permission b. Asking permission
c. denying permission d. refusing permission
e. giving permission
21. Son : Dad, may I use your car? Mine is in the garage.
Father : By all means. I’m not using it.
The underlined words are used to ask for ....
a. advice b. permission
c. suggestion d. possibility
e. agreement
22. Rina : May I go to Pangandaran, Mom?
Mother : Yes, but don’t forget to take care of yourself.
Rina : Thanks, Mom.
From the dialogue above, we know that mother ... Rina to go to Pangandaran.
a. allows b. orders
c. forbids d. avoids
e. stops
<<<<<>>>>>
23. You : Sorry, but is a cheque available here?
Cashier : Yes, certainly
You : Thank goodness for that!
The underlined sentence express ……..
a. pain b. pleasure
c. permission d. relief
e. opinion
24. You : I’m terribly sorry, I think I’ve broken it
Your friend : It’s okay. The main buttons come out, that’s all.
You : …………….
Fill the blank with relief expression.
a. I’m very relieved to hear that
b. Ouch,it hurts me so much
c. This is great, isn’t it?
d. Oh,it’s wonderful, isn’t it?
e. Have fun go mad.
25. Dewi: I’m so pleased
Dewa: I’m glad you like it
The underlined sentence expresses ……….
a. pain b. pleasure
c. permission d. relief
e. opinion
26. What would you say if you have sprained one of your ankle.
a. What a relief. It’s coming at last
b. Thank god. He was saved
c. thank heaven. I need it very much
d. I can’t stand it. The pain is getting worse and worse
e. I’m delighted to hear it.
27. What would you say if your leg was getting scramped while swimming.
a. What a relief. It’s coming at last
b. Thank god. He was saved
c. thank heaven. I need it very much
d. Ouch, that hurts
e. I’m delighted to hear it.
<<<<<>>>>>
28.
The statements above are about .........
a. pleasure b. certainty c. surprised
d. invitation e. advertisement
An old man from Hanover, Germany, had had enough of his cat. Hewas feed up with her scratching all the furniture and making a mess. So he gave her to a friend, who lived on the other side of his town. He told his friend that he was getting too old to look after her. A week later, on a very cold winter day, the old man returned home from shopping and was surprised to see the cat shivering on his doorstep. The man was moved by the fact that his pet had found her way back from the other side of the town in such a cold weather. He took the cat inside and gave her lots of loving attention.
29. Where does the story take place?
a. At the door step b. At the stairs
c. in Hanover c. In a shop
e. In a town
30. The purpose of the text is .......
a. to classify the naughty cat
b. to amuse readers with past event
c. to describe the cat
d. to give the solution to the reader
e. to give a report to the old man
31. After shopping, the man found the cat ......... on his doorstep.
a. crying b. sleeping
c. sneezing d. coughing
e. trembling
32. “So he gave her to a friend”. The underlined word means……
a. transfered b. picked out c. presented d. let e. took
Learning English through music and songs can be very enjoyable. You can mix pleasure learning when you listen to a song and exploit the song as a means to your English Progress. Some underlying reason can be drawn to support the idea why we use songs in language learning.
Firstly, “the song stuck in my head” phenomenon (the echoing in our minds of the last song we heard after leaving a restaurant, shopping malls, etc) can be both enjoyable and sometimes unnerving. This phenomenon also seems to reinforce the idea that songs work on our short-and-long term memory.
Secondly, a song is general also use simple conversation language, with a lot of repetition, which is just what many learners look for sample text. The fact that they are effective makes them many times more motivating than other text. Although usually sample, some songs can be quite complex syntactically, lexically and poetically and can be analyzed in the same way as any other literary sample.
Furthermore, songs can be appropriated by listeners for their own purposes. Most pop songs and probably many other types don’t have precise people, place or time references.
In addition, songs are relaxing. They provide variety and fun, and encourage harmony within oneself and within one group. Little wonder they are important tools in sustaining culture, religion patriotism and, yes, even revolutions
Last but not least, there are many learning activities we can do with songs, such as studying grammar, practicing selective listening comprehension, translating songs, learning vocabulary and studying the culture.
Thus, from the elaboration above, it can be concluded that by learning through music and songs, learning English can be enjoyable and it is fun to English.
33. What is the writer’s purpose in writing the text?
a. to describe the song
b. to tell that singing is important
c. to amuse the readers with the song
d. to persuade the readers learning English through music and song is enjoyable.
e. to say that it is important learning English with English song
34. What topic does the writer introduce in the text?
a. English song
b. learning how to sing
c. learning English is the same as learning the song
d. learning music and English song is enjoyable
e. why use song in learning English
35. Which is not the argument that supports the idea that using music and songs can be enjoyable in language learning?
a. through songs we can learn grammar, practice listening comprehension and learn vocabulary
b. the songs are effective that make learners more motivated.
c. songs work on our short-and-long term memory
d. though songs cannot be appropriated by listeners for their own purpose, songs don’t have precise people, place or time references
e. through songs learners are relaxed.
36. What is the conclusion of the text above?
a. learning English can be fun and enjoyable by learning through music and songs.
b. there are many learning activities we can do with songs
c. why we use songs in learning English
d. learning music and songs can be enjoyable and fun
e. music and songs are effective to learn English.
37. The social function of the text above is
a. to explain to the readers how to come to this hotel
b. to persuade the readers to visit the hotel
c. to persuade the readers to spend the night at the hotel
d. to tell the readers that there is a good hotel nearby
e. to describe Maknyus International Hotel
38. You can reserve room in this hotel by the following ways, except ………..
a. sending an email b. train and plane
c. browsing its sites d. going by taxi
e. calling the hotel
39. “45 luxurious rooms”. The antonym of the underlined word is …………
a. comfortable b. well-appointed
c. deluxe d. comfy
e. unpleasant
40. Which one of the following services is unavailable at the hotel?
a. using deluxe rooms service
b. eating in the middle of the night
c. swimming and drinking
d. bathing with hot and cold water
e. railway station service
Choose the best answer based on your own understanding
1. Yuli: Mr. Katara, I’d like to introduce my self. _____ a new secretary at Inc.
Mr. Katara: How do you do? It’s nice to meet you.
Yuli: How do you do? It’s nice to meet you, too.
a. She’s Yuli b. I’m Katara
c. He’s Katara d. I’m Yuli
e. You’re Katara
2. Rendy : Bob, ……… to my classmate, Tom?
Bobby : With pleasure.
Rendy : Tom, this is Bobby, my close friend.
Tom : Hi, nice to meet you, Bob.
Bobby : Glad to meet you, Tom.
a. do you know b. have you met
c. have you known d. may I introduce you
e. have you seen
3. Mrs. Surya : How are you, Mr. Danu?
Mrs. Danu : Fine thanks, ……. Mrs. Surya.
Mrs. Surya : Me, too.
a. Nice to meet you b. Never mind
c. Can I help you? d. See you then
e. Forgive me
4. A: Hi, my name is Sisca. How do you do?
B: ….., nice to meet you.
a. How are you? b. I’m fine
c. What is your name d. I’m alright
e. How do you do
<<<<<>>>>>
5. X : Hi, Rin. Would you accompany me to the book store?
Y : Oh, that’s great. I’d love to.
The underlined sentence is used to ....
a. decline an invitation
b. accept an invitation
c. invite someone to go
d. ask for permission
e. ask for one’s agreement
6. Jenifer : Would you come to our workshop tomorrow?
Alison : That would be great.
In the dialogue Jenifer is giving Alison....
a. an order b. a comment
c. an advice d. a suggestion
e. an invitation
7. Your teacher is going to move to a new flat. You want to help him and offer him help.
You : Would you like me to help you move into your new flat, Sir?
Teacher : …. You are very kind. It seems nobody cares for me.
a. That’s very kind of you but I can manage it, thanks.
b. No, that’s no need. but thank you.
c. No, that’s alright, thank you.
d. Oh, really? Thanks a lot.
e. What? I think you don’t need to do that!
8. Yahya : Tomorrow night is Nanang’s birthday’s party. Can you come with me?
Maria : Sorry, I can’t. Thanks anyway.
From the underlined utterance we know that Maria ……… Yahya’s invitation.
a. agrees b. denies
c. refuses d. fulfils
e. accepts
9. Ferdi : Do you feel like coming around to see the exhibition of traditional handicraft from my province?
Iqbal : Sure. Where is it held?
Fadli : At Taman Mini Indonesia Indah.
The underlined part of the sentence is used to express....
a. plan b. order c. choice
d. sympathy e. invitation
<<<<<>>>>>
10. Hendra : You promised to remind me to go to Rina’s party last night, didn’t you?
Roni : ……..I forgot. I was so busy that I did not remind you.
a. It’s a pity b. I beg your pardon
c. Excuse me d. I am terribly sorry
e. It’s terrible
11. Harry and Yani promised to meet at the music concert last night but Harry didn’t appear. So the following day she phoned him.
Harry : …………
Yani : No excuse. You broke the promise.
Harry : Listen! Last night a friend of mine got an accident, so I took her to the hospital.
a. I am sorry that I couldn’t meet you in the music concert
b. I begged your pardon for meeting you last night
c. I apologize your fault to me
d. I am really sorry about what I said to you last night
e. Sorry to make you angry at what I’ve said to you
12. Sita : But you are my friend. I will not eat unless you eat with me.
Dewi : Very well, I will eat the fish with you, but you must first make me a promise
The underlined sentence express …………..
a. asking a promise b. offering a promise
c. breaking a promise d. rejecting a promise
e. denying a promise
13. Fatih : Do you give me your word on that?
Nisa : You have my word on that.
The underline sentence express ………..
a. asking a promise b. offering a promise
c. breaking a promise d. rejecting a promise
e. denying a promise
<<<<<>>>>>
14. Son : Dad, have you seen my report card?
Father : Sure. You are great, my son. I’m....
Son : Thank you, dad.
a. very proud of you b. fed up with you
c. happy to hear that d. ashamed of you
e. very disappointed
15. Kanda : Dinda, thanks for giving me such interesting information.
Dinda : …….
a. It’s my pleasure b. Forget it
c. I don’t care d. I like it
e. I am happy
16. Peppi : Did you enjoy your weekend in Egypt
Tukul : Exciting!
The underlined word express …………..
a. bored b. disappointed
c. happiness d. sadness
e. ability
<<<<<>>>>>
17. Umar : You look so gloomy, Hadi? What’s the matter?
Hadi : My farmland was destroyed by floods.
Umar : I know how you must feel.
The underlined sentence is used to express....
a. hope b. choice
c. apology d. sympathy
e. invitation
18. Nando : “Fred, do you know that Tony is in hospital?”
Fred : “No, I don’t. What happened?
Nando : “He had an accident when he walked to school”
Fred : “I’m sorry to hear that”
The underlined sentence express ………..
a. hope b. choice c. apology
d. sympathy e. invitation
19. Nina : Good morning. May I speak to Tia?
Tia : It’s me. Who’s speaking?
Nina : Nina. Tia, why were you absent from class?
Tia : I got a fever two days ago and I am still not well.
Nina : Oh, dear. I hope ….
Tia : Thanks.
a. you’ll stay in bed longer
b. everything won’t be okay
c. you are happy with your condition
d. you’ll get better soon
e. you won’t recover soon
20. What will you say if you hear that your friend’s father is passed away?
a. excuse me b. I’m sorry
c. Thank you d. Ok
e. Never mind
<<<<<>>>>>
21. Customer : ......................
Waiter : Certainly, madam. I’ll bring your drink soon.
a. Get me a nice of napkin
b. You make the cake too long
c. I’d like some coffee, please
d. Don’t get me anything bad
e. I’d like a sandwich, please
22. Ina : Please tell me how to use this rice cooker.
Ida : It’s easy. You just ……. the button. If there is a red light it means the cooker is on.
a. press b. hit
c. pull d. reject
e. turn
The dialogue for no. 29 and 30
Bolot : How do I get to the station?
Tukul : Go down this road and take the third turning on the left.
23. What Bolot says to express …………
a. turning direction b. asking direction
c. giving direction d. canceling direction
e. rejecting direction
24. What Tukul says to express ……………
a. turning direction b. asking direction
c. giving direction d. canceling direction
e. rejecting direction
<<<<<>>>>>
Airport Announcement
Will passangers Brudin, Marlena and Sakera, traveling to Kuala Lumpur, please proceed immediately to Gate D7. This gate is closing in two minutes.
25. Why Brudin, Marlena and Sakera are asked to proceed immediately to gate D7? Because ........
a. they don’t register yet
b. the don’t have the tickets
c. they haven’t bought the tickets
d. the plane will take offe. the flight will be cancelled
26. What will happen if they don’t proceed to Gate D7 in two minutes?
a. They will miss the plane
b. They will get punishment
c. Their flight will be cancelled
d. Their flight will get in charge
e. Their will happen nothing
27. Who announces the announcement above?
a. Airport officer b. Pilot
c. Airport manager d. Stewardess
e. Co Pilot
Figure for questions no. 38 - 40
Densakera
Madurese Restaurant
Now open in Semanding
Introductory discount 20%
Bring your family and friends to taste the best Madurese meals. Friendly atmosphere.
Great value for money.
Open every day every 9 am to 10pm
28. What is the name of figure above?
a. announcement b. department
c. advertisement d. government
e. entertainment
29. How many hour does it open a day?
a. 9 hours b. 10 hours c. 11 hours
d. 12 hours e. 13 hours
30. Friendly atmosphere. The underlined words mean........
a. atmosphere and its neighbors.
b. some outer space friends
c. affiliation with UFO
d. welcome to the space
e. pleasant environment
31.
The Committee of English Gathering requests the honor of the presence of Mr. Muntahar at English Gathering Program in Jl. Semanding 34 Malang on Friday, 13 April 2007 at 5 pm.
R.S.V.P.: 081 888 12345
The statements above are about .........
a. pleasure b. certainty c. surprised
d. invitation e. advertisement
32. “The Committee of English Gathering requests the honor of the presence of Mr. Muntahar”. The synonym of the underlined word is ………..
a. attendance b. nonattendance
c. absence d. deficiency
e. nonexistence
<<<<>>>>
The Smartest Animal
Once there was a man went a farmer from Laos. Every morning and every evening, he ploughed his field with his buffalo.
One day, a tiger saw the farmer and his buffalo working. The tiger was surprised to see animal listening to a small animal. He wanted to know more about the buffalo and the man.
After the man went home, the tiger spoke to the buffalo. “You are so big and strong. Why do you do everything the man tells you?” The buffalo answered, “Oh the man is very intelligent”
The tiger asked “Can you tell me how intelligent he is?” “No, I can’t tell you”, said the buffalo,” but you ask him”. So the next day the tiger said to the man, “Can I see you your intelligence?” But the man answered, “It’s at home”. “Can you go and get it?” asked the tiger. “Yes”, said the man, “But I’m afraid you will kill my buffalo when I’m gone. Can I tie you to a tree?” after the man tied the tiger to the tree, he didn’t go home to get his intelligence. He took his plough and hit the tiger. Then he said, “Now you know about my intelligence even if you haven’t see it”
33. What is the type is about?
a. report b. review c. expository
d. recount e. discussion
34. How do we call the first paragraph?
a. general statement b. orientation
c. identification d. issue
e. thesis
35. What is the purpose of the text?
a. to persuade the reader that something should or should not be the case
b. to persuade the reader that something is the case
c. to critique an art work for a public audience
d. to retell an event for the purpose of entertaining
e. to describe how is something is accomplished through a sequence action
36. He wanted to know more about the buffalo and the man (p.2)
It means that the tiger was ………..
a. greedy b. furious c. jealous
d. curious e. anxious
37. What is the language competence used in the text?
a. simple present tense b. simple past tense
c. simple future tense d. present perfect tense
e. past perfect tense
HOW PAPER IS MADE
Paper is made from wood through the following process. First, the logs which are sawn from the trunks of the trees are put in the shredder. Second, they are cut into small chips. Third, they are mixed with water and acid. Next, they are heated with crushed to heavy pulp. Then, it is also chemically bleached to whiten it. After this, it is passed through rollers to flatten it. Then, sheets of wet paper are produced. Finally, the water is removed from the sheets. These sheets are pressed, dried and refined until the finished paper is produced.
38. What is the main information of the text?
a. how to get the paper
b. making wood from paper
c. the production of paper
d. the process in making paper
e. the procedures of making paper
39. How many procedures do we need to produce paper?
a. five b. six c. seven d. eight e. nine
40. “After this, it is passed through rollers to flatten it.”
The word “this” refers to …………..
a. the wood b. the paper
c. the procedure d. the heavy pulp
e. the previous process
I think my first memories started when I was about three or perhaps four years old. I remember falling from a tree and breaking my arms. I think I was playing in the garden of the big. Old house we lived in. It was in a suburb of London. I can also remember starting school when I was five. There was a little boy called Thomas in the same class. He used to pull my hair when the teacher was not looking. One day I hit him on the head with a book and he began to cry. The teacher was very angry with me. I remember him saying, “Little girls don’t do things like that”. But, Thomas never pulled my hair again.
41. What kind of text is it?
a. report b. recount c. narrative
d. exposition e. discussion
42. What is the purpose of the text?
a. to persuade the reader something is the case
b. so show the reader how something is made
c. to describe a particular place in detail
d. to tell the reader a joke in detail and shortly
e. to amuse or entertain with actual experience.
43. “I think my first memories started when I was about three of perhaps four years old”.(the first sentence)
What do we call this sentence?
a. issue b. thesis c. orientation
d. complication e. resolution
44. The paragraph above is about the writer’s …….
a. life b. teacher c. big & old house
d. first memories e. friend, Thomas.
45. The writer started studying in school when she was ……… years old.
a. three b. four c. five
d. six e. seven
ESSAY.
Answer the following questions based on your own understanding
46. Fatima : Sinta, I’m leaving now, bye.
Sinta : Ok, see you later.
The italicized words express ……………
47. Robby : Will you go to the movie with me tonight?
Ratih : I’d love to but I don’t think I can. There’s so much homework to do.
From the dialogue we know that Ratih is............
48. Make a short dialogue using a sympathy expression!
Text for questions number 49 – 50
How to make a cheese omelet
Ingredients: 1 egg, ¼ cup milk, 3 tablespoons of cooking oil, a pinch of salt and pepper.
Utensils: frying pan, fork, spatula, cheese grater, bowl, plate.
Procedure:
1. crack an egg into bowl
2. whisk the egg with a fork until it is smooth
3. add the milk and whisk well
4. grate the cheese into the bowl and stir
5. heat the oil in a frying pan
6. pour the mixture into the frying pan
7. turn the omelet with a spatula when it browns
8. cook both sides
9. place on a plate; season with salt and pepper
10. eat while warm
49. What is the purpose of the text?
50. How many dry ingredients used in making a cheese omelet? What are they?
THE SPACE BELOW IS USED FOR YOUR ESSAY’S ANSWER