Kumpulan Jenis Text Bhs Inggris

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KUMPULAN JENIS TEXT BHS INGGRIS

REPORT TEXT

Information reports are used to present information about something. They generally describe an

entire class of things, whether natural or constructed: mammals, the planets, rocks, plants,computers, countries of the region, transport, and so on.

Structure

Information reports are usually organised to include:

• a general statement identifying the subject of the information report, perhaps defining andclassifying it;

•

description (‘bundles’ of information relating to, for example, features, behaviour ortypes).

Grammar

Common grammatical patterns of an information report include:

• use of general nouns, eg hunting dogs, rather than particular nouns, eg our dog;• use of relating verbs to describe features, eg Molecules are tiny particles;

• some use of action verbs when describing behaviour, eg Emus cannot fly;• use of timeless present tense to indicate usualness, eg Tropical cyclones always begin

over the sea;•

use of technical terms, eg Isobars are lines drawn on a weather map;

•

use of paragraphs with topic sentences to organise bundles of information;• repeated naming of the topic as the beginning focus of the clause.

THE EXAMPLE

General statement

Description

The Pelican Report

Pelican is part of the bird family. It’s The only kind in Australia

Pelicans have a big bill with a pouch. Most pelicans have white body feathers. All pelicans have short legs. Most Pelicans have

large webbed feet. Most Pelicans live around the coast. Pelicanseat crustaceans, crabs, fish and shrimps. Pelicans fly with their

head back. Pelicans lay two, three or four white eggs. They take


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thirty five days to hatch. Pelicans can weigh u

Taken from Board of Studies NSW, English K-6 Module, NSW

THE EXERCISES

EXERCISE 1

Answer the following questions correctly by reading the text below.

1) What does the writer tell on the report?

2) What are the characteristics of shark?

3) What is ‘gills’?

4) What is the function of cartilage?

5) What are the differences between harmless sharks and harmful sharks?

6) Why do sharks still keep moving when it is asleep?

7) What is the main idea of the last paragraph


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EXERCISE 2

Here are the characteristics of sharks mentioned above. State whether they are true or falseand give reason.

1) …. Sharks can be found in the ocean only.

2) …. Shark is the largest animal in the world.

3) …. Sharks have more than 40 babies at a time.

4) …. Sharks lay eggs to have their pups.

5) …. Sharks have not more than 350 species.

EXERCISE 3

Answer the following questions based on the data of the report above.

1) In what paragraph can you find the general information about the report text of shark?

Shark Report

A shark is a type of fish that lives in the sea. It is one of the largest sea creatures.

There are over 350 species. A shark is shaped like a torpedo. It has rough skin

like sandpaper. Instead of bones it has elastic cartilage which helps them to move

easily. It can grow up to 8metres.

Sharks are found in all oceans around the world. The type of shark found will

depend on the water’s temperature. A shark has to keep moving when it is asleep because it will either sink or suffocate. It has to keep moving because it needs to

breathe through its gills to keep alive.

When sharks are hungry, they look for food. Different sharks eat different food.

Harmless sharks eat plankton but harmful sharks eat meat.

Sharks have up to forty two babies (which are called pups) at a time. When the

pups are born, they leave straight away because the mother shark does not haveteats. Some sharks have their pups in different ways, some lay eggs while othershave them alive. When they are born they need to defend themselves because

they have no one to help them.

Taken from Board of Studies NSW, K-6 English Module NSW.1998


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2) Where can you find the description of shark?

3) What features/descriptions are mentioned in the text?

4) Can you find noun groups from the text? What are they?

Text : RECOUNT

Recounts ‘tell what happened’. The purpose of a factual recount is to document a series of eventsand evaluate their significance in some way. The purpose of the literary or story recount is to tell

a sequence of events so that it entertains. So, its purpose is to inform or entertain by retelling pastevents or experience. The types of recount can be personal, factual and imaginative recount.

Structure

Recounts are organised to include:

• an orientation providing information about ‘who’, ‘where’ and ‘when’;•

a record of events usually recounted in chronological order;

• personal comments and/or evaluative remarks, which are interspersed throughout therecord of events;

•

a reorientation, which ‘rounds off’ the sequence of events.

Grammar

Common grammatical patterns of a recount include:

• use of nouns and pronouns to identify people, animals or things involved;

• use of action verbs to refer to events;• use of past tense to locate events in relation to speaker’s or writer’s time;

• use of conjunctions and time connectives to sequence the events;• use of adverbs and adverbial phrases to indicate place and time;

•

use of adjectives to describe nouns

THE EXAMPLE OF RECOUNT

Title OUR TRIP TO THE BLUE MOUNTAINS

On Friday we went to the Blue Mountains. We stayed at David


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Orientation

Record ofevents

Reorientation

and Delia’s house. It has a big garden with lots of colourful

flowers and a tennis court.

On Saturday we saw the Three Sisters and went on the scenicrailway. It was scary. Then Mummy and I went shopping withDelia. We went to some antique shops and I tried on some old

hats.

On Sunday we went on the Scenic Skyway and it rocked. We sawcockatoos having a shower. In the afternoon we went home.

Taken from Board of Studies NSW, English K-6 Modules. NSW:109

THE EXERCISES

EXERCISE 1

Read the text carefully then answer the questions that follow.


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An Excur sion to the Botanic Gardens

On Thursday 24 April we went to the Botanic Gardens. We walked down and

boarded the bus.

After we arrived at the gardens we walked down to the Education Centre. YearThree went to have a look around. First we went to the First Farm and Mrs. Jamesread us some of the information. Then we looked at all the lovely plants. After that

we went down to a little spot in the Botanic Gardens and had morning tea.

Next we did sketching and then we met back at the Education Centre with Year

Four to have lunch. Soon after it was time for us to go and make our terrariumwhile Year Four went to have their walk.

A lady took us in to a special room and introduced herself, then she explained what

we were going to do. Next she took us in to a pyramid terrarium and another one.

It was most interesting. Later we went back and made our terrariums.

Soon after we had finished we went back outside and met Year Four. Then we

reboarded the bus and returned to school.

Taken from Board of Studies NSW. K-6 English Module. NSW.1998

Choose the correct answer for the following questions.

1) What is the purpose of the text?

(A) to inform about the experience of trip to the Botanic garden

(B) to describe about the Botanic garden

(C) to explain how to trip to the Botanic garden

(D) to persuade the reader to visit the Botanic garden

(E) to present the beauty of the Botanical garden

2) On Thursday 24 April we went to … . This paragraph is called …

(A) records of event

(B) orientation


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(E) pronoun

EXERCISE 2

Read the recoun t text above to answer the questions below:

1) What does the writer tell about?

2) Who went to the Botanical Garden?

3) How many places/parts of the garden did they visit? Mention.

4) Where did they have morning tea?

5) ‘It was most interesting’. (paragraph 5). What does ‘it’ refer to?

6) What are stated in the orientation paragraph in the text?

7) List the noun and pronoun of the text.

8) What are the conjunctions to show chronological order of the event?

EXERCISE 2

Decide whether the following statements true (T) or false (F).

1) T – F There are three classes (grades) joining a trip to the Botanical garden.

2) T – F They went and returned to school together.

3) T – F They have lunch at the Education Centre.

4) T – F All grades visited the same places in the garden.

5) T – F First Farm is the most interesting place.

Text : NARRATIVE

Narratives construct a pattern of events with a problematic and/or unexpected outcome thatentertains and instructs the reader or listener. Narratives entertain because they deal with the


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unusual and unexpected development of events. They instruct because they teach readers andlisteners that problems should be confronted, and attempts made to resolve them. Narratives

incorporate patterns of behaviour that are generally highly valued.

Structure

Narratives are usually organised to include:

•

Orientation — this stage ‘alerts’ the listener and/or reader to what is to follow, usually by

introducing the main character/s in a setting of time and place.• Complication — in this stage a sequence of events, which may begin in a usual pattern, is

disrupted or changed in some way so that the pattern of events becomes a problem forone or more of the characters, eg a visit to a deserted house becomes a serious problem

for the narrator when he finds himself locked in a house where there is no handle to thedoor. The events are evaluated by the character/s, thus making it clear to the

reader/listener that a crisis has developed, eg ‘I was terr ified when the door slammed

shut. How was I going to get out? There was no handle on the inside and nobody knewwhere I was. My heart was racing and I felt sick with fear as I banged on the door’.• Resolution — the problems of the complication are resolved or attempted to be resolved

in the resolution. A pattern of normalcy is restored to the events, but the main character/shas changed as a consequence of the experience.

• Coda — this stage is optional. It makes explicit how the character/s has changed andwhat has been learned from the experience.

Grammar

Common grammatical features of narrative texts include:

• use of particular nouns to refer to or describe the particular people, animals and thingsthat the story is about;

• use of adjectives to build noun groups to describe the people, animals or things in thestory;

• use of time connectives and conjunctions to sequence events through time;• use of adverbs and adverbial phrases to locate the particular incidents or events;

• use of past tense action verbs to indicate the actions in a narrative;• use of saying and thinking verbs to indicate what characters are feeling, thinking or

saying.• Use direct and indirect speech

• Use pronoun to track subject•

Use complex verbal groups, for example started to live, started making

THE EXAMPLE OF NARRATIVE TEXT

Orientation

includes settingand introduces

SNOW MAIDEN


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main character

Complication

Resolution

coda

Once upon a time there were an old man and old woman lived in a small

village in Russia. They didn’t have any children and they were very sad aboutthat.

One New Year’s Eve they decided to make a daughter from snow. The girlwas beautiful and she looked alive. The old man and the old woman dressed

her in a dress and then they returned home to sleep. The next morning theyheard a knock at the door. The old man opened the door and saw a girl. ’Who

are you?’ asked the old man. “I’m your daughter Snow Maiden’, answeredthe girl.

The old man and the old woman were very happy and they all started to livetogether. Snow Maiden helped her parents do everything but she couldn’t go

near the stove or she would melt. All the other children in the village lovedSnow Maiden because she was very kind.

The spring came. All the children wee happy and they sang, danced and played. They made a fire and began to jump over it. But only Snow Maiden

didn’t jump. She was afraid of fire, but the children shouted to her, ”Jump!

Jump!” and as she jumped she became a cloud. The other children started tocry but the old woman said to them, ”Don’t cry when winter comes, SnowMaiden will return.”

From that moment every winter children started making girls from snow and

waiting for them to come alive.

So if you want something very much, just wish for it. Perhaps your wish willcome true.

THE EXERCISE


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(E) the ghost in the haunted house

2. The word “haunted house” means …

(A) The house that is visited by ghosts regularly

(B) The house that produces ghosts

(C) A beautiful house

(D) The house that is visited by many people

(E) The house that is none there

3. What is the type of the text?

(A) recount

(B) narrative

(C) report

(D) review

(E) exposition

4. What is the communicative purpose of the text?

(A) to describe the house

(B) to tell the factual information of the house

(C) to share an amusing story to the reader

(D) to present the history of haunted house

(E) to tell the reader about the haunted house

5. Who are the main characters?

(A) Jim and the dead body

(B) Arnold and Jim

(C) Arnold and the ghosts


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(D) Jim and the woman

(E) The ghosts and the woman

6. Where and when did the story happen?

(A) in Canada in 1995

(B) in Canada in 1855

(C) in Canada in 1755

(D) in Canada in 1985

(E) in Canada in 1955

7. A long time ago in 1955 in Canada there was a haunted house …(par.1). This paragraph iscalled …

(A) orientation

(B) complication

(C) resolution

(D) coda

(E) conclusion

8. How does the complication start?

(A) The days is getting dark and rainy

(B) Jim asked Arnold to go to the haunted house

(C) Jim and Arnold heard the woman’s scream

(D) Jim and Arnold heard an organ playing in the music room

(E) Jim and Arnold were frightened and went down stairs

9. Arnold and Jim were so frightened that they went quickly down the stairs … (par.6). This part

of the text is called …

(A) orientation


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(B) complication

(C) resolution

(D) coda

(E) conclusion

10. Today the boys wonder if the ghost still kills people (last paragraph). This paragraph is called

…

(A) orientation

(B) complication

(C) resolution

(D) coda

(E) conclusion

11. Which of the following chain words which build the topic information?

(A) joke, funny, haunted

(B) haunted, ghost, scare

(C) small, huge, haunted

(D) house, funny, fat

(E) happy, frightened, house

12. The word ‘weird’ can be replaced by …

(A) strange

(B) dirty

(C) natural

(D) scary

(E) silent

13. The following statements make Jim and Arnold feel scary except …


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(A) a woman’s scream

(B) the door opened by itself

(C) dead body moving around

(D) the organ was played by itself

(E) it was raining and dark

14. Which of the following sentences use reported speech?

(A) There was a haunted house in Canada in 1955

(B) One day Jim asked Arnold if he wanted to go to the haunted house.

(C) The boys knew that it was playing by itself.

(D) Jim knocked on the door.

(E) Arnold was terrified and ran into the gate.

15. Which of the following sentences use passive voice?

(A) The organ was played by someone.

(B) Jim said it was already open.

(C) Arnold and Jim were so frightened that they went quickly.

(D) Jim knocked on the door.

(E) Arnold thought it was a ghost that opened the door

GIVING ANNOUNCEMENT

Announcement is aimed at giving information to certain people, usually about what happening orwhat will happen. The most common announcement are at the public places like airport, school,mall, cinema, etc.

Here are the stages for giving the announcement:

1. Openingo

Greeting or Asking attention


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Good morning/afternoon/evening/; attention, please..; this is an announcement.

•

Addressing (to whom the announcement is)

Dear par ticipants …; To all students …; Announcement for all passengers …; Should Mrs. Lim;

2. Giving announcement (usually instruct someone to do something)

Be clear, in details, simple and effective sentence/no repetition;

For example:

•

We’re about to landing preparation. Please fasten your seatbelt. • Should Mr. Harris here, come to the information desk.

• Come to the second floor. Big sale for all men’s wear

3. Closing (indicate that you end the announcement or finish)

Thank you. (the most common closing expression)

Enjoy your flight. etc

EXPRESSING POSSIBILITY AND IMPOSSIBILITY

To say that something is possible, probable and impossible, use the following expressions:

POSSIBILITY

NEUTRAL INFORMAL FORMAL

• It’s possible/probable…

• It’s likely …

•

I expect … • It may be …

• It could/might/may be…

• It is/looks/seems possible.

• Could be … • If you ask me, … • It looks as if …

•

You can be sure … • There’s a good chance

• I reckon … • I bet …

• I think there’s possibility …

• I believe …

•

There’s always possibility of …

• It’s more than likely … • ü It’s reasonable to

believe …

v IMPOSSIBILITY

NEUTRAL INFORMAL FORMAL

• I don’t think … • Probably not. • It’s very doubtful…


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• It’s not likely …

•

I don’t expect … • It’s not probable …

• It’s unlikely… • It’s impossible …

• Impossible.

•

Perhaps not. • May be not.

• No way. • Surely not.

•

Not a chance.

• It’s extremely

unlikely/improbable … • I think there’s absolutely no

possibility of … • I think there’s very little

chance of ..

Look at the example:

Jimmy : Is there a chance that we’ll win the football match?

Alex : Of course there is a chance. We are one of the ten best teams in the district.

Jimmy : Is it possible coz our rival is the first place?

Alex : Well, there’s possibility of being the winner. Don’t be discouraged.

THE EXERCISES

EXERCISE 1

Answer the following questions by choosing the correct option.

1) Mike : ‘are you sure to come to Dina’s party tonight?’

Bella : Probably, I’m not sure.

The underlined sentence means …

(A) disagreement

(B) displeasure

(C) certainty

(D) uncertainty

(E) disappointed


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2) Marry :‘Tom, do you think that we can finish this project by today?’

Tom : ‘I have no doubt that we can finish it in time.’

The underlined sentence means …

(A) agreement

(B) disagreement

(C) certainty

(D) uncertainty

(E) impossibility

3) Betty :I’d like to go to the cinema tonight, will you join me?

Charlie : …. Its great.

(A) I don’t think I’ll go with you

(B) Sure, I’m really looking forward to seeing it

(C) I think I have the qualification to see it

(D) Oh really, but I don’t like it

(E) I’d love to, but I have something to do.

EXERCISE 2

State whether the followings are possible or impossible.

1) …. A man can survive in a jungle without any help.

2) …. A fat guy cannot run fast.

3) …. Flowers can grow inside the house.

4) …. People can live without sun.


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5) …. Students do not need to wear uniform to school.

6) …. Expensive dress must be durable.

7) …. A house can be built in a week.

8) …. Riding car shows being a rich person.

9) …. Being diligent must be successful.

10) …. Most smokers suffer from lung cancer.

From the statements above, make and practice dialogue with your friends by applying theexpressions of possibility and impossibility

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Text : PROCEDURE

Procedures tell how to do something. This might include instructions for how to carry out a task

or play a game, directions for getting to a place, and rules of behavior.


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A procedure is usually organized to include:

•

the goal of the activity;• any materials needed to achieve the goal;

• steps to accomplish the goal.

Some procedures have optional stages such as explaining reasons for a step, providing alternativesteps, giving cautions, or mentioning possible consequences. Directions, rules and spoken

procedures will have a slightly different structure from those which give instructions to makesomething.

Common grammatical patterns of a procedure include:

•

the use of commands (i.e. the imperative form of the verb), e.g. ‘put’, ‘don’t mix’;• the use of action verbs, e.g. ‘turn’, ‘pick up’, ‘don’t run’;

• the use of precise vocabulary, e.g. ‘whisk’, ‘lukewarm’;•

the use of connectives to sequence the actions in time, e.g. ‘then’, ‘while’;• the use of adverbials to express details of time and place, manner, and so on, e.g. ‘for five

minutes’, ‘2 centimeters from the top’, ‘carefully’.

THE EXAMPLE OF PROCEDURE

Goal

Materials/equipment

Steps:

- In chronological

order

- All necessary stepsincluded

How to Make a Cardboard Photo Frame

Equipment needed:

• Cardboard, paper, string etc

•

Photo• Glue

• Paint• Sticky tape

• Ruler

Steps:

1. Find photo.

2. Measure up frames.


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3. Cut out first frame.

4. Cut out second frame so that the first frame can fit on top without

slipping through.

5. Make the third frame with the same overlap.

6. Paint the frame in different ways.

7. Attach stand or handle.

Taken from Board of Studies, Engish K-6 Module, NSW.1998:218

☺µ µ☺

THE EXERCISES

EXERCISE 1

PATTY CAKES

Ingredients

3 tablespoons butter

1 cup of self raising flour

1 egg

¼ teaspoon vanilla

pinch salt

¼ cup milk


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Method

1. Beat butter and sugar to a cream2. Add lightly beaten egg and vanilla. Beat well.

3. Stir flour and salt together.

4.

Fold in dry ingredients alternately with milk and mix well.5. Drop heaped teaspoonfuls of mixture into well-greased patty tins or papers.6. Bake in a moderate oven for 10 to 15 minutes.

7. Cool on a wire rack.8. Ice with butter icing

Servings

Makes about 12

(Taken from Text Types. A writing Guide for Students. Townsend, Ann. 2006)

Answer the following questions correctly by reading the procedure above.

1) What does the text tell about?

(A) describe about patty cakes

(B) how to make patty cakes

(C) tell the story of patty cakes

(D) give information about buying patty cakes

(E) what the patty cakes for

2) What do you need to make patty cake?

(A) butter, flour, garlic, vanilla, salt, sugar

(B) butter, milk, onion, salt, vanilla, egg

(C) vanilla, flour, salt, butter, egg, milk

(D) vanilla, noodle, salt, milk, egg, flour


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(E) milk, egg, flour, sugar, butter, vanilla

3) What will you do after all ingredients mixed well?

(A) cool on a wire rack

(B) bake in an oven about 15 minutes

(C) add flour and salt

(D) fold in dry ingredients with milk

(E) drop heaped teaspoonfuls into patty tins or papers

4) How many minutes do you need to bake the cake in the oven?

(A) 10 to 15 minutes

(B) 20 minutes

(C) 25 to 30 minutes

(D) 30 to 45 minutes

(E) an hour

5) What is the writer’s suggestion to serve the patty cakes?

(A) serve with chocolate chips

(B) those ingredients make 12

(C) keep in cool and icy place

(D) eat patty cake right after taking out from the oven

(E) only 12 people may eat the patty cake


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EXERCISE 2

1) List the verbs used in the text above.

2) List the noun mentioned in the text above.

3) Classify them in the table below

VERBS (IMPERATIVES) NOUNS

EXERCISE 3

Rearrange the sentences below into correct good procedure text.

How to Make Jelly

1) Put it in the refrigerator until it sets (at least two hours)

2) Sprinkle the flavored jelly crystals into a bowl.

3) Add 250mls of cold water and stir.

4) Remove the jelly from the refrigerator and serve.

5) Pour the jelly into a dish or jelly mould.

6) Add 250mls of boiling water and stir with a whisk until dissolved.


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How to Recycle Aluminum Cans

1) Make sheets into new aluminum cans

2) Roll the ingots into sheets.

3) Collect the aluminum cans.

4) Grind the cans into small metal chips.

5) Send the sheets to aluminum can factories.

6) Melt the small metal chips and turn them into ingots.

7) Take the cans to a factory

To Find Out Evaporation

1) Measure the water level in both beakers.

2) Fill two beakers with the same amount of water.

3) Put a foil cover over one of the beakers.

4) Mark the water level on the outside of each beaker.

5) Leave both beakers in a warm place for a few days.

6) Write down the results.

EXERCISE 4

Here is the text of making a sandwich. Read the text carefully then rewrite it into the textformat as the example. The orders are goal, ingredients/materials, and steps/methods.

Do you know how to make sandwich? Well, first of all, take two slices of bread, and spread them

with butter or margarine. Then put anything that you like on top f the bread on one slice; you canhave a fried egg, omelet, some strawberry jam (or any kind of jam), chocolate sprinkles, a slice

of cheese, a sausage, or something else. After that, join the two slices of bread together, and yoursandwich is ready.


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