Reading text for senior high school students

READING TEXT FOR SENIOR HIGH SCHOOL STUDENTS

READING MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS DEONE

UNIT 1

1. READING

College Life in the United States

Instructors at American colleges and universities have many different teaching

methods. Some instructors give assignments every day. They grade homework. Students in

their classes have to take many quizzes, a midterm exam, and a final exam. Other instructors

give only assignments. Some teachers always follow a course outline and usually use

textbook. Others send students to the library for assignments.

The atmosphere in some classrooms is very formal. Students call their instructor “

Professor Smith,” “Mrs. Jones,” and so on. Some teachers wear business clothes and give

lectures. Other classrooms have an informal atmosphere. Students and lectures discuss their

ideas. Instructors dress informally, and students call them by they first name. American

teachers are not alike in their teaching styles.

At American colleges and universities, libraries and learning centers are available to

the students. They can often use typewriter, tape recorders, video machines, and computers.

They can buy books, notebooks, and other thing at campus stores. There are also services

available to the students. They can get advice on their problems from counselors and

individual help with their classes from tutors. In addition to facilities and services for study,

colleges and universities usually offer facilities for recreation. Some schools have swimming

pools and tennis courts. Most have snack bars or cafetarias. (Taken from INTERACTIONS,

Kirn, 1985)

2. SPEAKING

Activity 1

As a student you have to schedule your routine activities. Fill in the form below. Now ask in

turn about routine activities. Follow this model:

A : Where are you at 6 o’clock in the morning?

B : I am at home.

A : What do you usually do at home at 6 o’clock?

B : I usually read a book.

Schedule of my daily activities

No Time Place Activities

1 6 at home. read a book

2 6… 6.10……

………at contract house

Wake up, pray, cook

3 ……… ……… ………

4 ……… ……… ………

20 ……… ……… ………

Activity 2

Work in pairs with another partner telling him/her your partner’s routine activities you have

talked about. Begin like this: A : Please tell me your friend’s routine activities? B : Well, Ani/Anto is at home at 6 o’clock. S(he) usually reads a book. Etc.

3. WRITING

Write down a paragraph about your own routine activities. See the example below.I am

usually at home at 6 o’clock in the morning. At the time I often read a book,etc.

UNIT 2

1. READING

You have to read the following text at home

“How can I get to the Post office?”

I have a special rule for travel: never carry a map. I prefer to ask for directions. Sometimes I

get lost, but I usually have a good time. I can practice a new language, meet new people, and

learn new customs. And I find out about different “styles” of directions every time I ask,

“How can I get to the post office?”

Foreign tourist often confused in Japan because most streets there don’t have names; in

Japan, people use landmarks in their directions instead of their street names. For example,

the Japanese will say to travelers, “Go straight down to the corner. Turn left at the big hotel

and go past a fruit market. The post office is across from the bus stop.”

In the countryside of the American Midwest, there are not usually many landmarks. There

are no mountains, so the land is very flat; in many places there is no town or buildings within

miles. Instead of landmark, people will tell you directions and distances. In Kansas or Iowa,

for instance, people will say,” Go north two miles. Turn east, and then go another mile.”

People in Los Angles, California, have no idea of distance on the map: they measure distance

in Los Angles in time, not miles. “ How far away is the post office?” you ask. “Oh,” they

answer, “it’s about five minutes from here.” You say, “ Yes, but how many miles away is it?”

They don’t know.

1 We Will be parents in the future.

2 Girls Will be mothers.

3 Boys Will be fathers.

4 All of us Will not be unemployed.

5 Some of us Will not be in Lampung.

(+) Noun or pronoun Will + be

(-) Noun or pronoun Will not + be

2. SPEAKING

Activity 1

Arrange your planning of the next semester semester. When finished, do the practice again

and now change roles. Fill in the form below. Start like this:

A : Where will you be in the first week of the next semester?

B : Well, I will be at campus.

A : What will you do there?

B : I will of course meet with my academic guidance. Etc.

Planning for the next semester


1 2 week 1 ………

at campus ………

meet with my academic guidance

3 ……… ……… ………..

4 ……… ……… ………

10 ……… ……… ……….

¢ Activity 2

Tell your friend’s planning you have talked about to another classmate. Begin like this:

A : Please tell me his/her planning for the next semester? B : Well, I would like to tell you Toni’s planning for the next semester. At the

first

week, he will be at campus. He will meet with his academic guidance. Etc.

3. WRITING

Write down a paragraph of ten to fifteen sentences about your planning for next semester.

UNIT 3

1. READING


Women in the Nuclear Family

The family is changing. In the past, grandparents, parents, and children used to live together;

in other words, they had an “extended family.” Sometimes two or more brothers with their

wives and children were part of this large family group. But family structure is changing

throughout the world. The “nuclear family” consists of only one father, one mother and

children; it is becoming the main family structure everywhere.

The nuclear family offers married women some advantages: they have freedom from their

relatives, and husband does not have all the power of the family. Family structure in most

part of the world is still “patriarchal”; that is the father is the head of the family and makes

most of the important decisions. Studies show, however, that in nuclear families, men and

women usually make an equal number of decisions about family life. Also, well-educated

husbands and wives often prefer to share the power.

But wives usually have to “pay” for the benefits of freedom and power. When women lived in

extended families, sisters, grandmothers, and aunts helped one another with housework and

childcare. In addition, older women in a large family group had important positions. Wives

in nuclear families do not often enjoy this benefit, and they have another disadvantage, too;

women generally live longer than their husbands, so older women from nuclear families

often have to live alone. B. Sentences with non verbal predicates

No Subject Verbal Predicate

1 My father Was very active in students’ activities.

2 He Was the captain in this class.

3 My mother Was not active.

4 She Was one of the beautiful girl in her class.

5 They Were not lazy students.

(+) Noun or pronoun Was/were

(-) Noun or pronoun Was/were not

2. SPEAKING

Activity 1

Work in pairs talking in turn about your past activities. Fill in the form below. Follow the

model:

A : Where were you at 6 a.m. yesterday?

B : I was at home.

A : What did you do at home?

B : I did jogging. Etc

Schedule of Yesterday’s activities


1 6 a.m. at home. do jogging

2 ……… ……… ………..

3 ……… ……… ………

4 ……… ……… ………

10 ……… ……… ………

Activity 2

Now ask another friend what your friend did yesterday. Begin like this:

A : Where was he at 6 a.m. yesterday? B : He was at home? A : What did he do at home at 6 a.m. yesterday? B : He said that he did jogging. Etc. 3. WRITING

Write a paragraph about your own yesterday’s activities.

UNIT 4

1. READING


Untitled

Most children have achieved remarkably sophisticated language capabilities by the age of

three. Their vocabularies have reached about 1000 words, and they can use as many as five of

those words in a single sentence. They make up new words, too. They can speak about the

past and future as well as the present. They understand that some words have more than one

meaning. They can duck when a ball is coming or see a duck on lake. They have began to use

negatives (“That’s not mine”) and helping verbs (“I can do it myself”).

Over the next two years, their vocabulary will more than double. They will begin to play with

words, to repeat silly sounds, to try out “toilet” words or even swear words, just to elicit an

adult’s reaction. Newly aware of the power of words, they will begin to argue, and they will

start to tell jokes.

This language play carries on a process of experimentation that began when child was an

infant, first encountering language. At one time, experts thought children learned language

simply by imitating adults. Nowadays, most linguists agree that children learn primarily by

experimenting-by listening and thinking about what they hear, by making their own sounds,

and then by observing the way others react.

2. SPEAKING

Language comes first as a great garble of sound. Slowly, children learn to hear individual

sound patterns, or words. They try out sounds. For example babies A : Hi, how have you been for a week?

B : I have (I’ve) been fine.

A : What have you done then?

B : I have finished my homework and visited my friends in Jakarta.

A : Sounds good. And how has you sister been?

B : She has (She’s) been fine too.

A : What has she done for a week?

B : As I know, she has just returned home after a vacation in Bali.

Summary of my family condition and activities for a week

Members Condition Activities of the

family

You fine finish homework, visit friend

father ………….. …………..

mother ………….. …………..

brother ………….. …………..

sister ………….. …………..

nieces ………….. …………..

nephews ………….. …………..

etc.

Activity 2

Now change roles. Practice the activity 1 again.

Activity 3

Now tell another friend about the condition and activities of your friend’s family for a

week you have talked about. See the example below. A : Please tell me the condition and activities of his/her family for one week. B : Well, he has been fine and he has finished …….etc

3. WRITING Write down condition and activities of your own family for a week.

UNIT 5

1. READING


Advertising: The Selling of a Product

A consumer walks into a store. He stands in front of hundreds of foxes of laundry detergent.

He chooses one brand, pays for it, and leaves. Why does he pick that specific kind of soap? Is

it truly better than the others? Probably not. These days, many products are nearly identical

to each other in quality and price. If products are almost the same, what makes consumers

buy one brand instead of another? Although we might not like to admit it, commercials on

television and advertisements in magazines probably influence us much more than we think

they do.

Advertising informs consumers about new products available on the market. It gives us

information about everything from shampoo to toothpaste to computers and cars. But there

is one serious problem with this. The “information” is actually very often “misinformation.”

It tells us the products’ benefits but hides their disadvantages. Advertisings not only lead us

to buy things that we don’t need and can’t afford, but it also confuses our sense of reality.

“Zoom toothpaste prevents cavities and give you white teeth!” the advertisement tells us. But

it does not tell us the complete truth: that a healthy diet and a good toothbrush will have the

same effect.

Advertisers use many methods to get us to buy their products. One of their most successful

methods is to make us feel dissatisfied with ourselves and our imperfect

No Tenses Examples

1 Simple Present Tense We like Information Technology.

2 Simple Future Tense We will learn English for two semesters.

3 Simple Past Tense We did not learn English seriously at SMU.

4 Simple Past Tense We have learned English for 6 years.

B. Sentences with non verbal predicates

No Tenses Examples

1 Simple Present Tense We are students of STMIK Darmajaya.

2 Simple Future Tense We will not be bad English learners.

3 Simple Past Tense We were not very serious students at SMU.

4 Simple Past Tense We have been university students for a year.

2. SPEAKING

Activity 1

Please interview your friend about his/her routine activities, future planning, past activities,

and activities for one week you have talked about. Use only yes-no questions. Follow this

model:

Reporter : Excuse me, are you usually at home at 6 o’clock in the morning?

Badu : yes I am.

Reporter : Do you read a book at that time?

Badu : No I don’t. I usually take a bath.

Reporter : Will you be at home tomorrow?

Badu : yes

Reporter : Will you study at home?

Badu : yes I will.

Reporter : what about yesterday, were you at home yesterday?

B : Yes they do

C : Is it small?

B : yes it is.

C : it is a pen?

B : yes.

3. WRITING

Write down ten to fifteen sentences about the characteristics of your friends or things you

have guessed. See the example below.

His name is …… He always wears glasses. He looks rather thin. He always brings a bag. His

hair is curly and his skin is rather black, etc.

UNIT 6

1. READING


Television: How it Affects Us

How does television affect our lives? It can be very helpful to people who carefully choose the

shows that they watch. Television can increase our knowledge of the outside world; there are

high-quality programs that help us understand many fields of study: science, medicine, the

arts, and so on. Moreover, television benefits very old people who can’t often leave the house,

as well as patient in the hospitals. It also offers non-native speakers the advantage of daily

informal language practice; they can increase their vocabulary and practice listening.

On the other hand there are several serious disadvantages to television. Of course, it provides

us with a pleasant way to relax and spend our free time, but in some countries, people watch

the “boob tube” for an average of six hours of more a day. Many children stare at a t.v. screen

for more hours each day than they do anything else, including studying and sleeping. It’s

clear that the tube has a powerful influence on their lives and that its influence is often

negative.

Recent studies show that after only thirty seconds of t.v., a person’s brain “relaxes” the same

that it does just before the person falls asleep. Another effect of television on the human

brain is that it seems to cause poor concentration. Chidden who view a lot t.v. can often

concentrate on a subject for only fifteen to twenty minutes; they can pay attention only for

amount of time between commercials. To check your understanding, answer the questions below in a separated paper!

1 What is the main idea of the text? 2 What does the word stare in line 11most nearly mean? 3 What does it in paragraph 3 line 2 refer to? 4 What does it in paragraph 3 line 3 refer to? 5 What are the effects of television on human brain?

2a. ORAL REPRODUCTION

Discuss with you friends about the following questions:

1 How many hours do you watch television every day? 2 Which show do you like most? Why? 3 Which shows/ programs don’t you like? Why? 4 Does t.v. help you in any way? If so, how? 3a. GRAMMAR FOCUS

How does television affect our lives?The sentence taken from the text is a question or

interrogative in Simple PresentTense.

Interrogatives in Simple Present Tense

A. For subjects

Purpose Question word Predicate

Person Who does not like accounting?

Thing What makes you happy?

Specific thing

What class is not interesting?

Choice Which (house) is yours?

Possesive Whose class is the most difficult one?

Number How many people study in this university?

1 to assist = ………………………………………… 2 populace = …………………………………………

4. COMPREHENSION QUESTIONS

To check your understanding, answer the questions below in a separated paper!

1 What does the passage talk about? 2 What are the benefits of the computer in the near future? 3 The word transparent in line 6 nearly means ……… 4 The word unobtrusive in line 7 means ………… 5 The word prevalent in the last line most nearly means……. 2b. ORAL REPRODUCTION

With your partner in your class, practice expressing your ideas orally based on the text you

have read. 1 How is the development of the current computer different from computers in the near

future? 2 Ask your friends the benefits of computers in the near future especially for students who are physically handicapped, blind, and at risk.

3b. GRAMMAR FOCUS

“What will we expect from computers in the near future?”The sentence taken from the text is a

question or interrogative in Simple FutureTense.

Interrogatives in Simple Future Tense

To check your understanding, answer the questions below in a separated paper! 1.What is

the name of Steven Jobs often associated with? 1 What did Steven Jobs experiment and make money from it? 2 What was the practical use of his work? 3 Where did he begin his business? 4 How was his business after six years he began his business?

3. ORAL REPRODUCTION

With your partner in your class, practice expressing your ideas orally based on the text you

have read Discuss with your partner

1.the type of computer that most students use 1 the advantages and disadvantages of using computers 2 the computer programs that university students should use

4. GRAMMAR FOCUS

“Who named the Apple computer?”The sentence taken from the text is a question or

interrogative in Simple PastTense.

Interrogatives in Simple Past Tense

A. For subjects

Purpose Question word Predicate

Person Who did not join our party?

Thing What made you happy?

Specific thing What class was not interesting?

Choice Which (house) was your parents’ house?

Possesive Whose car was here yesterday?

Number How many people came to the meeting?

UNIT 9

1. READING


How has a computer application influenced our attitudes?

Attitudes are associated with almost every learning activity. An attitude is an internal state

that affects our tendency to respond in a certain way. People generally have a positive or

negative emotional reaction to any learning situation. That emotional reaction influences our

attitudes about what we have learned. Our attitudes influence how we respond with respect

to our knowledge and skills. Attitudes are involved in choices made about smoking

cigarettes, attendening an opera, studying, following safety procedures, and obeying traffic

laws. Attitudes can be influenced and changed through the use of classical condition,

reinforcement, and human modeling.

Any computer application will have some influence on student attitudes. If the program is

designed to adapt to individual needs, then the student will experience success and have a

positive emotional reaction. If the program is too easy or too difficult, the student will

become bored or frustrated, which leads to negative attitudes. If appropriate gaming

elements are incorporated into the application, then the students will be motivated to

continue to interact with the program. When students have a choice, they will engage in

those learning activities that are enjoyable and relevant to their interests. Computer-based

videodisc applications can be used to demonstrate or model appropriate choice behaviors.

(Taken from Computers in Education by Merrill, et al.)

UNIT 10

1. READING


Food Personalities

People express their personalities in their clothes, their cars, and their homes. Astudy shows

that our diets are also an expression of our personalities. Perhaps wedon’t choose foods only

for taste and nutrition. We might choose them becausethey “tell” people something about us.

For example, some people mainly eatgourmet foods, such as caviar and lobster, and they eat

only in expensiverestaurants (never in cafeterias or snack bars). They might want to “tell” the

worldthat they know about the “the better things in life.”

Human beings can eat many different kinds of foods, but some people choose notto eat meat.

These vegetarians often have more in common than just their diet.Their personalities might

be similar, too. For example, vegetarians in the UnitedStates may be creative people, and

they might not enjoy competitive sports or jobs.They worry about their health of the world,

and they probably don’t believe in war.

Some people eat mostly “fast food”. One study shows that many fast food-eatershave a lot in

common with each other, but they are very much different fromvegetarians. They are

competitive and good at business. They are also in hurry.Many fast food eaters might not

agree with this description of their personalities,but it is a common picture of them.Some

people also believe that people of the same astrological sign have similar foodpersonalities.

Arians (born under the sign of Aries, between March 21 and April 19) 1 Do you know gourmet eaters? Vegetarians? Fast-food eaters? In your opinion, what kind of people are they? 2 Do you believe the information in this reading? Why or why not?

4. GRAMMAR FOCUS

“People with the sign of Taurus (April 20 to may 20) prefer healthful fruits andvegetables to

other food”The sentence above is expressed by using a preference.There are some types of

preference.

Subject Predicate in preference forms

University students

like computers better than typewriters

We prefer computer books to accounting books

The students would rather study than play

The forms are as follows:

Subject Predicate

like noun better than noun

prefer noun to noun

would rather verb 1st than verb 1st

Note:Instead of would rather, we may use would sooner

We may also use gerund instead of noun, e.g. I like swimming better than hiking.

5. SPEAKING

¢ Activity 1

Please list a number of the subjects provided in this semester. Put a tick (V) on the subjects

you like and a cross (x) on the subjects you dislike. Ask your friend’s likes and dislikes as

given in the example below.

A : Do you like all the subjects you are studying in this semester?

B : No, I don’t.

A : What subjects do you like then?

B : management, history, etc.

A : How do you like them?

B : I think I like them very much (I am crazy about them).

A : Which one do you like better, management or …….?

B : I like management better.

A : And which subjects you dislike?

B : I dislike (can’t stand of) mathematics

A : Why do you dislike mathematics?

Subjects like very much/

be crazy about OK dislike/hate/can’t

stand

………….. ………….. …………. …………. …………. …………. ………….. …………..

……….. ……….. ……….. ……….. ……….. ……….. ……….. ………..

…… …… …… …… …… …… …… ……

………….. ………….. ………….. ………….. ………….. ………….. ………….. …………..

Activity 2

Tell another friend your friend’s likes and dislikes you have talked about.

6. WRITING

Write a paragraph about your friend’s like and dislikes.Start like this:S(he) likes some

subjects s(he) is studying this semester such as, ………. But s(he)……

Commands are expressed by the imperative. In the second person imperative, the subject

you is rarely used.

Subject Command

(You) click on the Browse button in the Create Shortcut dialog box

(You) select Bold Italic from the Font Style list

(You) bring your own diskettes

The formula is as follows:

verb 1st

Note: For negative commands, we put do not (don’t) before the verb. For example: -Don’t bring the bad diskettes. For non verbal predicates, we use be. For example: -Be quiet. -Don’t be lazy.

5. SPEAKING

¢

Activity 1

Ask a friend of you the procedure for making or doing something for example, the procedure

for making the ice cream. Firs list the ingredients and tools as shown in Table below. Start

like this: A : Excuse me, tell me how the ice cream is made? B : Well, first two eggs are broken into the bowl. Then one cup of sugar is added

and everything is blended together, etc.Example of Ingredients and tools for making

ice cream

No Ingredients Tools

1 2 3 etc

two eggs one cup of sugar …………… ……………

bowel blender …………… ……………

Activity 2

Now change roles and practice activity 1 again.

6. WRITING

Now write up a description for making or doing something.

UNIT 12

1. READING


Are Men More Creative Than Women?

Through out history it has been men, for the most part, who have engaged in public life. Men

have sought for public achievement and recognition, while women obtained their main

satisfactions by bearing and rearing children. In women’s eyes, public achievement makes a

man more attractive as a marriage partner. But for men the situation is reversed. The more a

woman achieves publicly, the less desirable she seems as a wife.

There are three possible positions one can tackle about male and female creativity. The first

is that males are inherently more creative in all fields. The second is that if it were not for the

greater appeal of crating and cherishing young human beings, females would be as creative

as males. If this were the case, then if men were permitted the enjoyment women have

always had in rearing young children, male creativity might be reduced also. (There is some

indication in the United States today that this is so.) The third possible position is that

certain forms of creativity are more congenial to one sex than to the other and that the great

creative acts will therefore come from only one sex in a given field. (Taken from Mozaic,

Wegmann & Kenezevic, 1985)

“if it were not for the greater appeal of crating and cherishing young human beings,females

would be as creative as males”The sentence above is called a conditional sentence.

Conditional sentences have two parts: the if clause and the main clause. There are three types of conditional sentences: Type 1: the action at present or future = probable to happen Type 2: contrary to the facts at present = impossible to happen Type 3: contrary to the facts in the past = impossible to happen

Type If clause Main clause

Type 1 If you do not study hard, (it is probable that you do not study hard)

you will not pass the exam. (it is probable that you do not pass the exam)

Type 2 If you lived in the moon, (impossible that you live in the moon)

You would see the earth above you. (impossible that you see the earth above you)

Type 3 If we had got independence in 1940, (we did not get independence in 1940)

Japanese would not have colonialized our country. (Japanese colonialized our country)

Type 1 If subject verb 1st Subject will verb 1st

Type 2 If subject verb 2snd Subject would verb 1st

Type 3 If subject had verb 3rd Subject would have verb 3rd

Note:

Possible variations of the basic forms:Conditional sentences may take negative forms.In type 1 instead of will, we may use can, may, might, must, or should.In type 2 instead of would, we may use might or could.In type 3 instead of would have, we may use might have, or could have.

5. SPEAKING

Activity 1

Please imagine that your friend is the one in the list below. Ask him/ her that s(he) would or

could do if s(he) were the one in the list. Change roles and practice the activity again. Start

like this: A : If you were the President what would you do? B : If I were the president, I would raise the fund for education.

Here are the lists:President, an artist, a bird, a rector,

Activity 2

Now imagine that your friend has something that s(he) doesn’t really have, or can do some

thing that s(he) really can’t do. Ask your friend, starting like this:

A : What would you do if you had Rp. 100.000.000?

B : If I had Rp. 1000.000.000, I would go around the world.

A : and what would you do if you could fly planes.

B : If I could fly planes I would ………

No Imagination have Rp.1.000.000.000,fly planes ……………. …………….

etc …………….

Activity 3

Tell another friend about your friend’s imagination you have already asked in activity 1

and 2.

6. WRITING

Write down your friend’s imagination. You have talked about.

UNIT 13

1. READING


Charlie Chaplin, Creator of Comedy

Charlie Chaplin has broken all records in making people laugh. No one has so set a whole

world laughing as the little man with the bowler hat, the cane, and the overlarge shoes.

Much has been written about Chaplin’s art and his legendary career, and opinions have

varied widely. But perhaps the commentator who called him “the most universal human

being of our time” comes closest to the truth. Those who have called him a genius stress the

timeless and universal qualities in his work. It is an art filled with tragic undertones and deep

human feeling, with which an audience cannot help but become involved and identified. It is

for these reasons, I believe, that the figure of “Charlie” has kept its grip on generation after

generation.

All his biographers agree that Chaplin’s miserable childhood in the London slums was the

decisive influence in his development and in the type of films he made. Chaplin himself

emphasizes it in his memories. The more one reads about his earliest period, the more one is

inclined to agree. For Chaplin, his suffering youth has a lingering fascination: it gave him a

world that he could transform with his imagination onto the movie screen.

Chaplin was never afraid of tackle controversial subjects in his films. He released a parody on

war (Shoulder Arms) only a few weeks before the American troops came home from the hell

of the trenches in World War I (1918). This was regarded as 1 What our comedian program do you dislike? Why? 2 What is your pinion about the comedian groups in our country? Why or why not? 3 How is program of comedy in our country different from that of comedy in other countries?

4. GRAMMAR FOCUS

For instance, he refers to the Trobriand Islanders who differentiate between what he defines

as fairy tales, legends, and myths. (The underlined clause is called

relative clause).

Person Noun Pronoun Relative clause Main clause

Subject The woman who teaches you English lives here.

The woman that teaches you English lives here.

Object The man whom we met yesterday is his father.

The man who we met yesterday is his father.

The man that we met yesterday is his father.

Possessiv e

The girl whose hair is long will see you.

Thing Noun Pronoun Relative clause Main clause

Subject The cat which bit you will be killed.

The cat that bit you will be killed.

Object The house which you have painted is very good.

The house that you have painted is very good.

Possessiv e

The car whose color you like is very old.

The car of which color you like is very old.

Note:The formula is as follows:

B : I think a good tv program is first, the program that deals with education,

second the program that doesn’t show any violence, third, ……….

6. WRITING

Please write down the characteristics of person or someone you have talked about.

UNIT 14

1. READING


Thinking Skills

Many teachers today believe that they teach thinking skills. In most instances, however, what

they actually do involves putting students into situations where they are simply made to

think and expected to do is as best they can. Most methods teachers customarily use to

“teach” thinking are indirect, rather than direct. These methods are based on the

questionable assumption that by doing thinking, students automatically learn how to engage

in such thinking.

Educational researchers have pointed out time and again that learning to think is not an

automatic by-product of studying certain subjects, assimilating the products of someone

else’s thinking, or simply being asked to think about a subject or topic. Nor do youngsters

learn how to engage in critical thinking effectively by themselves. There is little reason to

believe that competence in critical thinking can be an incidental outcome of instruction

directed, or that appears to be directed, at other ends. By concentrating on the detail of the

subject mater being studied, most common approaches to teaching critical thinking so

obscure the skills of how to engage in thinking that students fail to master them.

If we want to improve student proficiency in thinking, we must use more direct methods of

instruction than we now use. First, we must establish as explicit goals of instruction, the

attitude, skill, and knowledge components of critical thinking. Second, we must employ

direct, systematic instruction in these skills prior to,

5. SPEAKING

Activity 1

Ask a friend of you the procedure for making or doing something for example, the procedure

for making the ice cream. First list the ingredients and tools as shown in Table below. Start

like this: A : Excuse me, tell me how the ice cream is made? B : Well, first two eggs are broken into the bowl. Then one cup of sugar is

added and everything is blended together, etc.

Example of Ingredients and tools for making ice cream

No Ingredients Tools

1 two eggs bowel

2 one cup of sugar blender

3 …………… ……………

4 …………… ……………

4 …………… ……………

etc ¢

Activity 2

Now change roles and practice activity 1 again.

6. WRITING

Now write up a description for making or doing something.