Modul Bahasa Inggris Xi Unit 1 Report

Modul Bahsa Inggris XI Unit 1 Report SMAN2 Mataram

PEMBELAJARAN PEMBELAJARAN PEMBELAJARAN PEMBELAJARAN

SMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMMATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS

KELAS XI SEMESTER IKELAS XI SEMESTER IKELAS XI SEMESTER IKELAS XI SEMESTER I

CULTURAL HERITAGE

DISUSUN OLEH DISUSUN OLEH DISUSUN OLEH DISUSUN OLEH

H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.

Pembina IV/a Pembina IV/a Pembina IV/a Pembina IV/a

NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055


MODUL MODUL MODUL MODUL PEMBELAJARAN PEMBELAJARAN PEMBELAJARAN PEMBELAJARAN

SMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMMATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS MATA PELAJARAN BAHASA INGGRIS

KELAS XI SEMESTER IKELAS XI SEMESTER IKELAS XI SEMESTER IKELAS XI SEMESTER I UNIT 1 REPORTUNIT 1 REPORTUNIT 1 REPORTUNIT 1 REPORT

MATERI POKOKMATERI POKOKMATERI POKOKMATERI POKOK

CULTURAL HERITAGE

DISUSUN OLEH DISUSUN OLEH DISUSUN OLEH DISUSUN OLEH

H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.H.M. SARTONO, S.Pd.

Pembina IV/a Pembina IV/a Pembina IV/a Pembina IV/a

NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055

2009200920092009

1

SMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAMSMA NEGERI 2 MATARAM

NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055NIP: 196012311986011055

Modul Bahsa Inggris XI Unit 1 Report SMAN2 Mataram 2

PREFACE

First of all we wished to preface that in this part of Learning English Material Based ICT, SMAN 2 Mataram designed firstly English Learning Material for Senior High School grade X, XI, & XII Academic Year 2009 / 2010. They are written and designed by H.M. Sartono.

Nowadays, Mastering English is a challenge for some people, this is because of the Modern Technology which accelerates the development of any field including Education. To fulfill the Standard of Competence these English Learning Materials, we have to concern with Badan Standar Nasional Pendidikan as it is legitimated by Peraturan Menteri No 22 Tahun 2006 and it is applied in KTSP SMA which is elaborated completely in Syllabus Design.

The main teacher's roles are as mediator and facilitator. The students and the teachers are to be active and creative . The students' activity is focused on four skills such as Listening, Speaking, Reading and Writing Skills. All skills enable the students to work actively, while vocabulary Mastery is given indirectly in every task and also functional skills which is available in orally that is intended to make students to be able to communicate in English orally. Then the acceleration task are implemented in every topic and section.

Furthermore, in these part of design English Learning Materials in order to meet the students' needs, to offer a wide knowledge which are useful to their daily life or activity. So we can say that the students from SMAN 2 Mataram joining these materials are aware of English. And during the process of study, the students will discover something new, also encourage them to communicate in English.

Finally, we would like to express our appreciation to those who have taken apart, helped and given the motivation, or supported to these designs.

Hopefully, if there were some suggestions, criticisms for the improvement of these designs will be warmly appreciated.

Designed by

H.M. SARTONO, S.Pd


Responding to expressions for giving and asking for

Responding to expressions of satisfaction and

Expressing giving and asking for opinion

Expressing satisfaction and dissatisfaction


MAPPING CONCEPT

UNIT I REPORT

Listening:

Responding to expressions for giving and asking for opinion

Responding to expressions of satisfaction and dissatisfaction

Responding to report texts

Speaking:

Expressing giving and asking for opinion

Expressing satisfaction and dissatisfaction

Performing a report text

Reading:

Responding to report texts

Identifying banners

Writing:

Writing posters and pamphlets

Writing a report text

3

opinion

dissatisfaction


Learning Objectives

A. Oral Cycle Respond to Report monolog carefully

Respond to expressions for giving and asking for opinion;

Identify sentence patterns main ideas

Use expressions for giving and asking for opinion

Developing a dialog into a longer one

B. Written Cycle Respond to Recount text

Identify varous textual meanings

Write Recount text using correct structure

Report text overview

Report Text Definition of Report : Report is a text which presents information about something, as it is. It is as a result of systematic observation and analysis. The Purpose: to presents information about something, as it is.

Generic Structure of Report 1. General classification: ( tells what the phenomenon under discussion is ) Stating classification of general aspect of thing; animal, public place, plant, etc which will be discussed in general

2. Description: ( tells what the phenomenon under discussion is like in terms of parts, qualities, habits or behavior ). Describing the thing which will be discussed in detail; part per part , customs or deed for living creature and usage for materials

Language Feature of Report

Introducing group or general aspect Using conditional logical connection; when, so, etc Using simple present tense Reports classify or describe something egg a combine harvester. Reports

begin with a general statement which introduces the topic. In the description, facts (parts, qualities, habits and behaviors of the subject) may be described.


THE D IFFERENCES BETWEEN REPORT AND DESCRIPTIVE TEXT Some text types are quite difficult to differ. Such report and descriptive

text have the similarity in the social function and generic structure. However if they are analyzed carefully, the slight difference between the two text types will reveal.

The purpose of the two texts are to give the live-description of the object/participant. Both the report and descriptive text try to show rather than tell the reader about the factual condition of the object. Readers by themselves will catch the impressive point of the object through that showing writing style.

What make different, between report and descriptive text, is the scope of the written object.

If we talk about, eg: bicycle, it belongs to report text. It will talk about bicycle in general; its parts, physical strengh, function for certain people or other general characters of bike. In the other hand, descriptive text will convey more focus, for example "my bicycle" with its specific characters; colour, lengh, wheel style, etc.

In short, report text describes the way of certain things and frequently refer to phenomenon of nature, animal and scientific object. Mostly, report is written after getting careful observation.

This scientific and technical sense make clearer difference from descriptive text. The way of descriptive text in showing thing is based on the objective fact of the thing. It describe the specific thing simply as the thing is

This sample report is labeled to show you the structure and language features of a report text.

title Harvesting machines

general statement

Headers harvest crops such as wheat, barley and oats. These machines are also known as combine harvesters. Headers combine the three operations needed to harvest a crop -- reaping, threshing and winnowing.

series of descriptions

The comb on the front of the header cuts the heads off the stalks (reaping). The auger pulls the heads into the machine. The stalks left standing in the paddock are called stubble. Threshing involves separating the grains from the head. The drum rotates, beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is spread over the ground. Stock can graze on this and the standing stubble left after harvest. There are a number of screens in the header. Grain passes over these and fans blow the husks away. This is called winnowing. The clean grain is stored in the box. When this is full the grain is augured out into a chaser bin or truck.


A. Oral Cycle (Listening) respond to expressions for giving and asking for opinion; respond to expressions of satisfaction and dissatisfaction; respond to report texts. Activity 1 Answer the following questions.

1. Do you often ask your friends discuss something at school? 2. What do you say when you express your idea? 3. What do you say when asking for someone's opinion? 4. How do you feel when you work well? 5. How do you feel when the service you get is not satisfying?

Activity 2 You are going to listen to a dialogue. Listen carefully. Then say what they are talking about

Audio scripts

The instructors of the English club are talking about quality improvement of their English club. Nadya : Our headmaster wanted us to improve and increase the quality of our English club. 1 What do you think, Aditia? Aditia : Well. I think so. We should be able to do that. Nadya : So what should we do? Aditia : I think that 2 we have to improve our syllabus. It must be more relevant to English. Siska : That's a great idea. But don't forget. I think 3 it is not only that. We should also know

the students needs, because we handle different levels and wishes. Nadya : Yes, I know that. Thank you. And then do we need new instructors here? Aditia : 4 I dont think so. It is not necessary. Why don't you ask the qualified ones among

us. Or are you still doubtful about us? Nadya : Oh, of course not. I believe that we are still able to show our quality and capability,

in fact from time to time many people from different levels want to learn English here. It means that they are satisfied.

Siska : Are you going to accept children to study here? Nadya :Why not? As long as we are still trusted and able to handle them we will open new

classes. So should we recruit new instructors? I myself heard statements from some consumers that 5they feel satisfied with our teaching methods.

Aditia : Alright. If so we need new ones. Err ...I have no objection. Nadya : How about you, Hani? Siska : Well 6I am with him. I support him. Nadya :Thank you all. So we can conclude that` firstly, the syllabus should be analyzed and

improved if needed. Secondly we will recruit new instructors to handle children classes.


Activity 3 From the dialogue above, find the responses to the expressions for giving

and asking for opinions, satisfaction and dissatisfaction. Work in groups. Activity 4 Complete the text while you are listening.


( Speaking ) Expressing for giving and asking for opinion, satisfaction and dissatisfaction

Activity 1 Answer the following questions !

1. What do you say if you want to ask your friend's opinion? 2. What do you say if you want to give an opinion in a meeting? 3. Do you use the same expression when you are speaking to your teacher and to your classmate?

4. What do you say after you have got what you want? 5. How do you feel if you know that the adjudicator or jury is not fair in a contest?

1. Dialogue between Rick and Mandy

Rick: Oh, Mandy, that lovely ! I do like those polka-dot pants from you ! Mandy: But do you think theyre too tight? Rick: Too tight? No! theyre very attractive to me Mandy: And what do you think of the denim jacket? Rick: The denim jacket? Its wonderful I think .

2. . Dialogue between Sandy and Mariko

Sandy: Your boyfriends really nice, Mariko. When did you meet him? Mariko: I met him last summer, when I was working in a restaurant downtown. You know

Bens Bistro, on Bridge Street? Sandy: Oh, yes. Its really nice. Mariko: Yes, it is. Well, I was working there as a waitress. And Pete was working in the

department store across from the restaurant. Sandy: Jacksons? Mariko: Yes, thats right. He was working at Jacksons, and he often had lunch in the

restaurant. Well, one day he was leaving the restaurant when I noticed his wallet on the table.

Sandy: He left his wallet on the table? Mariko: Yes, so I ran after him and gave him his wallet. We started talking, and the next day

he came into the restaurant again, and asked me to go to the movies. Sandy: So you went to the movies with him? Mariko: Yes. We had a great time. And that was our first date!

Activity 2 From the dialogue above, find the responses to the expressions for giving and asking for opinions, satisfaction and dissatisfaction. Work in groups.


( Speaking ) Expressing for giving and asking for opinion, satisfaction and dissatisfaction


( Speaking ) Expressing for giving and asking for opinion, satisfaction and dissatisfaction Activity 5 Read the following dialogues with appropriate expressions and

act them out. Dialogue 1 Mrs Naning and her husband are talking about their son, Budi in the living room. Mrs Naning : Budi's teacher told me that Budi had been absent for 3 days without

information ..1 ? Frankly, I am embarrassed and confused. Husband : 2 ..we should ask him then. Mrs Naning : Yeah. I am with you. But don't be angry with him. Just ask him and why

he didn't go to school for 3 days and where he went. Husband : Okay then. Dialogue 2 Mrs Vira Kolopaking, an English teacher is happy when her students passed the national examination. The principal invited her to his offi ce to congratulate on her. Principal : Good morning, Mrs Vira. Please have a seat. Mrs Vira : Good morning, Sir. Thank you. Principal : I actually want to say "Congratulations" for your serious effort. Our students got satisfying marks in English. Mrs Vira : Thank you. Err I am really 3 with what they have done. They

answered 40 questions well. So that none failed in their English exams. What about another subject?

Principal : Mm.... Five students failed on their mathematics test. I am worried. Their parents will express 4. because of their children's failure. Probably they will not trust our school anymore. But according to the mathematics teacher, the students never followed the enrichment program at school seriously. They were often absent.

Mrs Vira : I think that is the risk. They 5 with what they have done. (Expressing giving and asking for opinion Expressing satisfaction and dissatisfaction)

Asking for Opinion Giving Opinion What do you think of ? What are your views? What is your opinion? Is it right what Ive done? What about ? How about ?

Im convinced that . I reckon . I consider that .... According to the expert, I . In my opinion, . I think .

Expressing Satisfaction Expressing Dissatisfaction Im satisfi ed with . Im satisfi ed at . Im glad with what youve done. Its really satisfying. Everything was satisfying

Im not satisfi ed with . It isnt very nice. Its really not good enough. Im dissatisfi ed by . Its dissatisfying. Oh no.


( Speaking ) Expressing for giving and asking for opinion, satisfaction and dissatisfaction Activity 6 Practise the following dialogues. Pay attention to the situations

and the language used.

Dialogue 1 Rudi, Nina, and Lidya are talking about Rudi's problem at the canteen. Rudi : Dear friends, now I have a serious problem. But I have not found the

solution yet. I am confused. Can you help me? Nina : Tell us what it is! Rudi : Yeah. Next month I must stop my studies because my father retired

three months ago. So he cannot pay my school fees. Lidya : Take it easy. It is not a serious problem. Rudi : What? How can I solve the problem? Lidya : Okay. I reckon you ask for a letter from the authority telling that your

family can't afford the school fees. Then you submit the letter to your school or to the

parents' representative. Nina : In my opinion, you can also request scholarship. I think you are the

best. Rudi : Thanks a lot for the suggestions. I'll try to do that. Lidya : Good luck. Dialogue 2 Mr Hartono meets Mrs Meutia at the railway station at 10 a.m. She must give a

general lecture at the university at 11 a.m. Mr Hartono : Good morning, Mrs Meutia. Welcome to Cirebon. I am Hartono. I

am responsible to meet and take you to our institution. Mrs Meutia : Good morning, Mr Hartono. Thank you. Mrs Hartono : How was your trip from Jakarta to Cirebon? Mrs Meutia : Err..... It was very nice. No trouble. But I was a little annoyed

before leaving Jakarta. Mr Hartono : What happened? Any trouble on the train? Mrs Meutia : No. But I was dissatisfied with the service because the departure

was not on time. So what I had planned before didn't work well. Mr Hartono : I am sorry to hear that. By the way, are you ready to go to our

university? Mrs Meutia : Yes. Mr Hartono : Alright, Ma'am.


B. Written Cycle Reading

Respond to report texts;

Activity 1 The following text is about one of the small scale Industries. Read it then Answer the questions that follow.

BATIK INDUSTRY

There are many kinds of home industry growing up in the lower class society. One of them is batik industry. Batik has been know since hundreds of years ago .Different kinds of clothing material can be made into batik product, such as batik shirts, skirts, blouses, kimonos, bed covers and pillow cases. Some people say the wearing batik makes someone looks more elegant. Do you agree with this image ? Batik is part of our national culture. All Indonesian people wear batik clothes. In fact, not only Indonesia but also Europeans, Americans, and Australians like wearing batik. Formerly, batiks were produced mostly by women. Women in Surakarta, Yogyakarta, Pekalongan and the other regions in this country produced them with a humble apparatus. Most of them made batik in their own houses. By making batiks, they could make a living. Seeing its good prospect for their future, the government pays a special attention to the batik industries. The possibilities to export barik product and develop the market abroad have been examined well. In fact, as a kind of home industry batik has grown uo. It plays an important part in our national development. It can decrease unemployment and increase national income. 1. What kind of industry grows up in the lower class society ? 2. Who say that wiring batik makes some one look more elegant ? 3. Who made batik many years ago ? 4. Where do they make batik ? 5. Why did the women make batik ? 6. Why does government pay a special attention to the batik industry ? 7. What has government examined well ? 8. As a kind of home industry, what is the role of batik to our national

development ? 9. In paragraph three, there are two words them. Do they have the same

meaning ? Why ?


Activity 2. Read the passage carefully and Answer the following questions correctly! A tour in modern time

A distant place with a strange name will always attract travelers who constantly search for enjoyment, entertainment, excitement and something new. People often get bored with the same places, identical food and drink, and similar people around them. They need to go to different places from time to time, see and enjoy other cultures, meeting new people and try new things.

The need to travel is as old as human civilization. After the father of history. Herodotus, who lived in the fifth century BC, had roamed the ancient world and examined the customs of many lands, he wrote his famous history. In modern times, a travel to outer space is not just an imagination or a dream. In 1969, Neil Armstrong became the first man to walk on the moon.

Today, travel and tourism make up the largest portion of money spent in international travelers. Although a travel was once a hazardous event, it is now an easily planned and coordinated adventure that has been revolutionized by a vast improvement in transportations, accommodations, and networks of international communication.

1. Why does a distant place always attract travelers? 2. What do people do to avoid boredom ? 3. What did Herodotus write in his book ? 4. Is a travel to outer space just a dream ? 5. When did a man step his feet on the moon the first time ? 6. Is a tour in modern time easily or difficult ? 7. What makes a modern tour enjoyable ?

Activity 3 Read this report text about Cultural Heritage and analyze Generic Structure,

language features ! Around Bali

Bali, the fabled "Island of the Gods", has been enchanting visitors for centuries with its rich cultural traditions and spectacular panoramas. From lofty, misty enshrouded volcanoes and cool mountain lakes down through terraced rice fields to a golden strand lapped by azure waters, every square inch of Bali offers a fresh and unforgettable image. No less enchanting are its people, some 2.7 million souls whose artistry and piety are recognized throughout the world.

Balinese Hinduism, a complex fusion of Indian cosmology, Tantric Budhism and homegrown mythology, is the primary faith of Bali's inhabitants, and so deeply woven into the fabric of their daily lives that the line between the spiritual and the material is blurry at best. The shoppers among you will find Bali a treasure house of handicrafts and fi ne works of art.

The Balinese are incredibly gifted artists and craftsmen, and their material creations are imbued with the same sense of wonderment with which they regard their universe. Stone and wood carvings, traditional and modern paintings and intricately designed jewelry in gold and silver are readily available in shops and galleries throughout the island. As for recreation, there is no shortage of options. Nature walks, horseback riding, diving, surfing, bungee jumping and white water rafting await the adventurous here. Taken from Hello Bali, 2000


Activity 4 Read the text carefully and answer the question.

Indonesia has been ahead of most of the world in preserving natural wonders. In fact 10 percent of its land area is under protection. The range of protected areas extends from volcanoes to oramgutan habitats and coral reefs, nearly 200 reserves and parks. Nevertheless, understanding and aggressive loggers threaten many of the parks.

Local porters can be hired and park guards may often accompany visitors as guides. They should be tipped, plus reimbursed expenses. avoid misunderstanding , it is advisable to negotiate fees clearly before setting out.

The listing below, though not comprehensive, covers some of Indonesias finest reserves and park.

Ujung Kulon: At Javas western tip, Ujung Kulon is Indonesias first and premier reserve. You will have to be lucky to see one of the parks 60 remaining Javan rhinos, but there are many other fascinating animals, including leopards, gibbons, long-tailed macaques, leaf monkeys, crocodiles, muntjanks, mouse deer and herds of grazing wild oxen (banteng).

There are two types of accommodation available: most visitors stay at the guesthouses on Peucang Island, But its also worthwhile to stop over for a night or two at the older guesthouse on Handeleum Island to visit the Cigenter River, a favourite rhino haunt just across the strait. Bedding, furniture and cooking facilities are provided at both guesthouse, but you must bring your own food.

Ujung Kulon is accessible by motorbike track from Labuan via Sumur to taman Jaya, where the parkheadquarters is located (about a six-hour ride). From here, it is a leisury two day ride to Kalajetan anda Peucang Island via the south coast. Or else, charter a boat from Labuan directly to Peucang or Handeuleum, a five-hour voyage each way. While there, visit the volcanic island of krakatau, 40 kilometers (25 mil) northwest of Labuan, in the middle of the Sunda Straits separating Java from Sumatra.

A. Questions: 1. What is the title of the book reporting one of the Indonesian national parks ? 2. Who said that Indonesia had been a head of most of the world in Preserving its

natural wonder ? 3. Mention areas protected. 4. Why do aggressive loggers threaten areas protected ? 5. Besides negotiating the fees to the local porters and park guards what else are

the visitors doing ? 6. What is the main idea of paragraph 5, 6, and 7 ? 7. Copy a sentence showing that Ujung Kulon is in Banten province. 8. Where is Krakatau located ? 9. Reading the report especially paragraph 2 what must we do. 10. Why does the writer say that the visitors will be lucky to visit Ujung Kulon


Activity 5

Correspond the words in column A with those in Column B. A B 1. a piece of land reserved for a purpose a. strait 2. a public garden used for pleasure and rest b. coast 3. a narrow passage of water between land and c. voyage connecting two seas d. reserve 4. time when one is free from duties e. habitat 5. the land next to the sea f. leisure 6. to make a long journey by sea g. park 7. the natural home of plant or animal

Activity 6 Read and understand the following text.


Activity7 Answer the questions based on the text in Activity 6. Do it in pairs. 1. Are kangaroos and wallabies indigenous animals of Australia? 2. What does the word "these" in paragraph 2 refer to? 3. What do people call the largest kangaroos? 4. Where do you find the pouch of the female kangaroo? 5. What does the word "it" in sentence ... it crawls at once .... refer to? 6. Can you fi nd the sentence considered the definition of a kangaroo? State it. 7. Which sentences tell you about the description of the kangaroo's appearance

Activity 8 Read the report text below and answer the questions.

What Is Thunder and Lightning? (the report text)

Lightning is a sudden, violent flash of electricity between a cloud and the ground, or from cloud to cloud. A lightning flash, or bolt, can be several miles long. It is so hot, with an average temperature of 34,000 Centigrade, that the air around it suddenly expands with a loud blast. This is the thunder we hear.

Lightning occurs in hot, wet storms. Moist air is driven up to a great height. It forms a type of cloud called cumulonimbus. When the cloud rises high enough, the moisture freezes and ice crystals and snowflakes are formed. These begin to fall, turning to rain on the way down. This rain meets more moist air rising, and it is the friction between them which produces static electricity. When a cloud is fully charged with this electricity, it discharges it as a lightning flash. Taken from Peter Haddock Ltd., Ref.083

1. What is meant by lightning? 2. When does lightning usually happen? 3. What does the word "this" in the last sentence of

paragraph 1 refer to? 4. What does the word "it" in paragraph 2 refer to?


Writing : write a report text Activity 1 Rearrange the following report text

Grammar Review

Simple Present Tense Study the following sentences. 1. Lightning occurs in hot, wet storms. 2. Whales are sea-living mammals. 3. Kangaroos eat grass and plants. 4. An iceberg is an enormous piece of ice floating in the sea. 5. A tiger is a wild animal. The tiger eats meat.

The tense that are used in a report text is the simple present tense. The simple present tense is used to give general truths and habitual actions. The sentences above tell you about the general truth: Everyone knows that a tiger is a wild animal. And everyone also knows that whales are sea-living mammals.

Besides, everyone also knows that kangaroos eat grass and plants. That the tiger eats meat, but the tiger does not eat grass and plants.

Verbs that are used in the simple present tense are: to be (is, am, are) and verb (eat, occurs, etc.) or the verbs are usually named as infinitive verbs.

The form of simple present tense: Subject + Verb + O Kangaroos eat grass and plants.


Activity 2 Retell the following report about The Red Bird of Paradise, in your own words. Use the pictures if necessary. The Red Bird of Paradise, Paradisaea rubra is a large, up to

33cm long, brown and yellow bird of paradise with a dark brown iris, grey legs and yellow bill. The male has an emerald green face, a pair of elongated black corkscrew-shaped tail wires, dark green feather pompoms above each eye and a train of glossy crimson red plumes with whitish tips at either side of the breast

The male measures up to 72 cm long, including the ornamental red plumes that require at least six years to fully attain. The female resembles the male but issmaller in size, with a dark brown face and has no ornamental red plumes. The diet consists mainly of

fruits, berries and arthropods. An Indonesian endemic, the Red Bird of Paradise is distributed

to lowland rainforests of Waigeo and Batanta islands of West Papua. This species shares its home with another bird of paradise, the Wilson's Bird of Paradise. Hybridisation between these two species are expected but not recorded yet. Taken from en.wikipedia.org

Activity 3. Write the missing words of the following report about Harvesting machines in your own words. Use the pictures if necessary.

Harvesting machines

Headers harvest crops such as , barley and .. These machines are also known as combine . Headers combine the three operations needed to .. a crop -- reaping, threshing and winnowing.

The comb on the front of the ..cuts the heads off the stalks (reaping). The auger . the heads into the machine. The stalks left . in the paddock are called stubble.

Threshing .. separating the grains from the head. The drum rotates, beating the heads. Straw and chaff (bits of stalk) are fed out the back of the header. Straw is over the ground. Stock can graze on this and the standing stubble left after harvest.

There are a number of screens in the header. Grain passes over these and fans blow the husks away. This is called winnowing. The .grain is stored in the box. When this is full the grain is augured out into a chaser bin or truck.


Activity 4 Now, write the sentences using the words provided. Number 1 has been done for you. 1. A school A school is a place where students study with their teachers. 2. A hospital 3. A snake 4. A president 5. A cow 6. A theatre 7. A cat 8. A house 9. A taxi 10. A bank

Activity 5 Look at the following pictures. Then make sentences using the sequences of words.


A sample experimental report Experimental reports are very important in your course. You will use

this type of writing to describe experiments and to explain what you have learned from them. It is a mix of text types.

The aim describes what you were trying to find out. Sometimes a list of materials and equipment is included -- this part can be called the apparatus. The method lists the steps you carried out during the experiment. A diagram is often included in the method as it can give a clear, concise description of how any apparatus was set up. In the example given the method is written as a procedure text in the present tense. At other times the method is written in the third person and in the past tense.

The results section describes what happened. (This is a report text.) The results are often graphed if appropriate.

The conclusion explains what you found out. (This is an explanation text.) A discussion may be included in the conclusion or sometimes it is

included in a separate section. (This is often an exposition text.)

Refer to the sample experimental report and information on other text types to answer these questions.

1 The aim and method are in the form of a procedure text. What are the language features and structure of procedure text?

2 The results section is in the form of a report text. What are the language features and structure of report text?

3 The conclusion is in the form of a explanation text. What are the language features and structure of explanation text?

The results section and conclusion from a sample experimental report.

title Soil type and plant growth

aim (goal) Aim To observe the effects of soil type on the growth of tomatoes.

materials and equipment

Materials and equipment tomato seeds (small variety) permanent marking pen nine plastic pots at least 30 cm deep sandy soil clayey soil loamy soil fertiliser


steps

Method

1 Fill three pots with sandy soil and label S1, S2 and S3.

2 Fill another three pots with clayey soil. Label C1, C2, C3.

3 Fill the remaining three pots with loamy soil. Label L1, L2 and L3.

4 Mix fertiliser and apply to soil.

5 Choose three seeds at random. Plant to a depth of 6 mm in the pot labelled S1. Repeat, planting three seeds in each pot.

6 Place all pots in the same conditions.

7 Apply the same amount of water to each pot at the same time every day. Seedlings should emerge in 1014 days.

8 Thin seedlings, leaving the healthiest plant in each pot.

9 Observe tomato plants after 4 - 6 weeks.

10 Record observations.

The results section and conclusion from a sample experimental report.

title Results

general statement These observations were made three weeks after the seedlings were thinned.

description

Trial Height (cm)

Vigour

S1 S2 S3 C1 C2 C3 L1 L2 L3

24 28 17 26 29 24 30 35 32

small leaves, pale in colour few leaves, slightly yellow small leaves; spindly stem very green leave large, healthy leaves and stem few leaves, weak stem healthy plant, green, strong stem very healthy plant large leaves, strong stem

title Conclusion

phenomenon identification

Tomatoes grow better in loamy soil than sandy or clayey soil.

explanation sequence

Loamy soil has good drainage. The soil retains enough water to supply the plant's needs. Sandy soil doesn't retain much water so the plants become water stressed on hot windy days. Clayey soil retains too much water, so the plants roots become waterlogged.


PLATYPUS; A REPORT TEXT

Many people call platypus duckbill because this animal has a bill like duckbill. Platypus is a native Tasmania and southern and eastern Australia.

Platypus has a flat tail and webbed feet. Its body length is 30 to 45 cm and covered with a thick, and woolly layer of fur. Its bill is detecting prey and stirring up mud. Platypus' eyes and head are small. It has no ears but has ability to sense sound and light. Platypus lives in streams, rivers, and lakes. Female platypus usually dig burrows in the streams or river banks. The burrows are blocked with soil to protect it from intruders and flooding. In the other hand, male platypus does not need any burrow to stay

Analyzing on the Text Generic Structure analysis

General classification; stating general classification, the animal of platypus.

Description; describing in detail characterization of platypus' body and habitual life

Language Feature Analysis

Focusing in group; the animal of platypus conditional, logical connective; but, in the other hand Simple present tense pattern; Platypus lives in streams, male platypus does not need any burrow, etc


Lexico Grammar

Simple Present The Simple Present Tense is used to express that something was true in the past, is true in the present, and will be true in the future.It is used for general statements of fact. Example:

1. Every continent has mountain chains. 2. The power of forming comes from the depth in the earth. 3. It snows in Alaska 4. Diana washes her hair everyday. 5. They have beautiful garden

Modul Bahasa Inggris Xi Unit 1 Report

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Transcript of Modul Bahasa Inggris Xi Unit 1 Report