Ideas for Classroom Activities

Title : TPR and Vocab

Type : Listen and Do.

Method:

Students are in teams. Each team member is given a vocabulary item - eg a color. There is one of each colour in each team. Either tell each person their colour, or give them a card with that colour. The teacher says, "If you have a red card, please stand up." Or: "If you are red, please stand up." Or: "The first red to stand up gets a point for their team." Or: "Reds, please stand up."

Title: Point to It

Type: Listen, Look and Do

Time: a few minutes at most

Method:

Students merely point to the item that the teacher says. Allow students to look at their friends’ responses for this. This can be used for the presentation stage of the lesson, but needs to be kept brief. It can also be used to review items prior to a speaking activity in games such as Snakes and Ladders and Follow the Wire.

Rationale: Perhaps it is easier to learn from fellow students rather than from the teacher.

Title: Put the Cards in Order

Type: Listen, Look and Do.

Time: a few minutes at most

Method:

Students have a selection of cards, say ten. The teacher reads some (say five) and the students rush to put them in order. Best to keep this brief.

Title: Bring me

Type: Listen, Look and Do

Time: 10 to 15 minutes depending on number of cards

Method:

Each team has a set of cards, eg 16 out of 24 total (or 12 out of 16 total for a shorter game). The teacher calls out one item and scores it off the list. Students bring the card to the teacher. If it is correct, they get two points, but if it is incorrect, they lose one point. The teacher keeps the card. When all items have been called out, remaining cards are subtracted from each team’s score.

Rationale: For reading, the deducted point encourages students to attempt to read the card rather than merely sight guess.

Title : Numbered or Alphabetised List.

Type : Listen, Look and Do

Method:

Students have a fixed set of pictures in a fixed order. This could be a row of pictures in a textbook, or a set of teacher’s cards. The order of the cards should be the same for all students. It may be necessary to review the numbers prior to the exercise.

Give each item a number, but inform the students that they must not write down the numbers beside the items. The teacher asks, “What number is the ---?” Initially the items can be numbered in simply linear fashion, but later this can be varied.

Title: Extension to Numbered or Alphabetised list.

Type: Listen, Look, Say and Write.

Method:

One member from each team stands at the blackboard. When the teacher calls out the item the team shouts the answer to the person at the front, who writes it. The written answer can be: a) the reference number, or letter of the item; b) any word beginning with the reference letter of the item, provided no team has used that word before; c) the word itself.

Title: Follow the Wire

Type: Listen, Look and Do

Time: 10 minutes at most

Method:

Students have a grid of 25 to 36 items. The teacher has the same grid with a path drawn on it from a start square (eg the bottom left corner) to the finish square, moving only vertically or horizontally.

Students put one finger on the start square. The teacher calls out the next square on the path and students move their finger to it. If any student is seen to touch the wrong square with any hand, the teacher explodes (well, pleasantly!) All students have to return to the start square. The teacher can maximise the listening by repeating the item a number of times. It doesn’t matter if students are learning from other students, however, beware of letting the class blame a weaker student for causing an explosion.

Origin: In the days when electronics was a hobby, I made a “follow the wire” game in which, if you touched the wire, a bell would sound. There are now more sophisticated versions on Japanese TV game shows.

Title : Snakes and Ladders

Type : Look and Say

Method:

Students have a grid of say six rows by ten columns, and one die per group. Students take turn to throw the die and move forward the number of squares. They read only the item on the square that they land on. If this square is a ladder, they climb up it, but if it is a snake, they slide down it.

Title: Don't take the last card

Type: Look and Say

Time: Each game is just a few minutes, but allow students to play four or five times.

Method: Students have ten cards arranged in a pyramid – one on the top row, two below it, three under them, and four on the bottom row. The students can take (and say) one, two, or three cards at a time. The student who takes the last card is the loser.

An alternative set of rules is that a student can take cards only from one line in any one turn, up to all the remaining cards in that line.

Title: Throw six to say

Type: Look and Say

Method:

Students in groups of four or five have one die per group and a page with ten items or so on it. They take turns to throw the die. As soon as one student gets a six, the student starts reading the words in order: "This is a book, this is a bag..." The other students continue to throw the die in order, trying to get a six before the first student has read all ten words. The next student to get a six starts reading, interrupting the first student. It may be an idea to have the student who is currently speaking hold up a "speech box" flag.

Origin: This activity is from the party game: "Unwrap the chocolate." A bar of chocolate is in the middle of the room, wrapped in several layers of paper. Anyone who throws a six (or is it double six with two dice?) has to put on a hat, coat and gloves, pick up the knife and fork, and try to get at the chocolate. If someone else throws a six, they take the hat, etc. and dig into the bar. Anyone who gets to eat some chocolate, however small a piece, drops out of the game so that others get a chance.

Title: Three card shuffle

Type: Ask, Say and Look

Method:

Students in pairs have three cards. They put the cards face up on the table, and one student tries to remember the order. The other student turns the cards face down, and is allowed to slowly shuffle them into new positions, two at a time. They can make only three changes. That students then asks, “What’s this?” pointing to one card. The first student tries to remember.

Title: Fishing with magnets

Type: Look and Say

Method:

Attach paper clips to lots of cards. Put some magnets on the end of a string attached to a short rod. Students fish for a card and read it.

Title: Count the guesses

Type: Look, Ask and Say

Method:

Students are in pairs and have either a page of up to eight items, or eight cards. One student chooses an item but does not say which one. The other student guesses: "Is it the table?" For each wrong guess, the first student gets one point.

Title: Room Maps

Type: Look and Write

Method:

Prior to the class, place cards or photocopies of items under the desks in a classroom. Draw a map of the class with all the desks. Make a copy with the answers. Students fill in the map, writing the item onto the desk on the map.

Title: Railway Riots

Type: Look and Write; Copy, Read and Look

Time: 15 to 20 minutes.

Method:

Prepare a set of about 18 "stations." Each station will have its own name as a picture item, and the next destination as either a picture or a word. The station signposts are spread around the room. The students have a blank map with just one starting station written in. They read the word and find the station. Then they copy or write the next destination on their map. When they have completed the full circle, they are finished. There is a sample of railway riots in pdf format here (128k bytes).

Materi di atas di download dari: http://www.tlsbooks.com/englishworksheets.htm

English National Examination and Its Backwash

English National Examination in junior high school in Indonesia takes the form of multiple choice tests and it only covers reading, vocabulary, grammar, and writing in indirect form. Brown’s (2004, p.37) statement that the design of effective test should point the way to beneficial backwash is very impressive. Until now, my colleague teachers in Indonesia tend to teach their students only the content area to be tested in the national examination. They do this because they will feel appreciated by students’ parents and also the headmaster if their students get good results in their national examination. The result of the national examination is very important. If the students fail to achieve the passing grade (Now 5.5), then, they can not promote to the next level / the higher class.

The problem is the design of the national examination. The area covered in the national examination is limited to reading and writing skills and language components: vocabulary and grammar. So, the teachers will spend most of their time drilling only these areas neglecting to develop the students’ listening and speaking skills. Consequently, it becomes stereotyped that Indonesian students who study abroad will keep quiet in the class but their paper and pencil test result is relatively satisfactory. Here we know that the design of the national test will influence the way the teachers teach their students. I guess if the design of the national test is improved, adopting IELT model for example, the way the teachers teach their students will differ, there will be balance in attention of the teachers to develop the four language skills. The beneficial backwash of the language testing will exist.

However, if the English national examination design is not improved, it is the task of the teachers’ forum to find the way to minimize the negative or harmful backwash of national English test. So, we, teachers, still give the best to the students.

Reading List:

Brown, H.D (2004). Language assessment: Principles and classroom practices. New York: Pearson Education

Ruang Lingkup UN Bahasa Inggris SMP dan Strategi Penyelsaaian Soalnya

Sekilas tentang Ujian Nasional bahasa Inggris SMP

Soal Ujian Nasional bahasa Inggris SMP terdiri dari 50 soal jenis pilihan ganda yang harus diselesaikan siswa dalam waktu 120 menit. Dari 50 soal tersebut 85 persen soal atau sekitar 43 soal berupa soal-soal bacaan dan selebihnya adalah soal-soal menulis (writing). Dengan demikian siswa harus mampu menggunakan strategi yang tepat untuk menyelesaikan soal-soal tersebut agar tidak kehabisan waktu untuk mengerjakan soal.

Berikut ini akan disajikan lingkup kompetensi yang diujikan dan strategi penyelesaiannya serta praktik pengerjaan soalnya.

Kompetensi dan Jenis Teks Yang Diujiakan

Keterampilan	Kompetensi Yang Diujikan	Jenis Teks
Reading	Menemukan gambaran umum isi teks/paragraf Menemukan pikiran utama yang tersirat atau tersurat Menemukan informasi tertentu/khusus Menemukan informasi rinci tersurat Menemukan informasi tersirat Menemukan rujukan kata Menentukan makna kata/frasa/kalimat berdasarkan konteks kalimat	Teks Fungsioanl Pendek: Caution Greeting Card Message Announcement Invitation Advertisement Label Letter Genre: Descriptive report Recopunt Narrative Procedure
Writing	Menentukan kata yang tepat untuk melengkapi teks Menentukan susunan kata yang tepat untuk membuat kalimat Menentukan susunan kalimat yang tepat untuk membuat paragraf	Report

Langkah Umum Mengerjakan Soal Bacaan

1. Baca teks sekilas (survey the text) --- untuk mengetahui isi teks secara umum. Hal ini dilakukan dengan melihat judul teks, kata yang dicetak tebal atau dicetak miring, dan gambar atau ilustrasinya, bila ada.

2. Baca pertanyaan (read the questions). Hal ini dilakukan untuk mengetahui kompetensi apa yang diujikan dan untuk menentukan strategi yang akan digunakan untuk menjawab pertanyaan.

3. Cari Jawaban. Hal ini dilakukan dengan menerapkan strategi yang sudah ditentukan pada langkah kedua.

Contoh Soal Bacaan dan Strategi Penyelesaiannya

• Menemukan gambaran umum isi teks/paragraf

Contoh Soal	Strategi Penyelesaian
What is the text above about? The text above tells us about .... The third paragraph tells us that ... Etc.	Baca kalimat pertama masing- masing paragraf secara intensif karena pikiran utama paragraf biasanya terletak pada kalimat pertama. Baca sisanya secara sekilas Simpulkan untuk menetukan jawabannya.

• Menemukan pikiran utama yang tersirat atau tersurat

Contoh Soal	Strategi Penyelesaian
What is the the fisrt paragraph about? The fisrt paragraph tells us about .... Etc.	Baca kalimat pertama paragraf yang dimaksud secara intensif karena pikiran utama paragraf biasanya terletak pada kalimat pertama. Baca sisanya secara sekilas untuk mengkonfirmasi Simpulkan untuk menetukan jawabannya.

• Menemukan informasi tertentu/khusus

Contoh Soal	Strategi Penyelesaian
When did Liza meet the teacher in the office? Who helped the writer find the antic statue? We need ... to make ice cream.	Tentukan kata kunci dari stem soal. Kata kunci adalah kata yang kita duga akan mengarahkan kita pada jawaban. Cari kata kunci atau sinonimnya di teks dengan membaca cepat. Baca kalimat atau frasa dalam teks yang ada kata kunci atau sinonimya. Tentukan jawabannya.

• Menemukan informasi rinci tersurat

Contoh Soal	Strategi Penyelesaian
Which statement is NOT TRUE according to the text? The following statemets are true according to the text, except ... Etc.	Baca option atau pilihan jawaban Tentukan kata kunci pada option tersebut. Cari kata kunci dalam teks dengan cara membaca cepat. Baca kalimat atau frasa dalam teks yang ada kata kunci atau sinonimya. Tentukan jawabannya.

• Menemukan informasi tersirat

Contoh Soal	Strategi Penyelesaian
How long did it take to restore the Borobudur temple? A sportman will need ... a businessman Etc.	Jawaban tidak bisa ditemukan secara langsung dalam teks. Siswa harus menyimpulkan berdasarkan informasi yang diperoleh dari teks.

• Menemukan rujukan kata.

Contoh Soal	Strategi Penyelesaian
What does the word ‘they’ in paragraph 2 line 4 refers to? The word ‘it’ in the first paragraph line 3 refers to .... Etc.	Cari kata yang ditanyakan dalam teks. Pada contoh di samping kata ‘they’ dan ‘it’. Baca kalimat atau bagian teks yang posisinya sebelum kata ditanyakan. Tentukan kata/ide yang dirujuk.

• Menentukan makna kata/frasa/kalimat berdasarkan konteks kalimat.

Contoh Soal	Strategi Penyelesaian
“When he glanced back, his wallet has vanished” (last paragraph) The underlined word has the same meaning as .... “It’s truly magnificent sight for sure...” (paragraph 1) The synonym of the underlined word is ...	Soal jenis ini menguji kekayaan kosakata siswa. Kalau tidak tahu artinya, coba terka arti kata tersebut dengan melihat konteks kalimatnya. Bandingkan terkaanmu dengnan pilihan jawaban yang disediakan. Tentukan jawabanya.

Contoh Soal Menulis dan Strategi Penyelesaiannya

• Menentukan kata yang tepat untuk melengkapi teks:

1. Baca teks secara keseluruhan untuk mengetahui topik dari teks sehingga kita bisa menerka kira-kira kosakata apa yang mungkin dibutuhkan.
2. Tentukan jenis kata yang diperlukan untuk mengisi rumpang dengan melihat kata sebelum dan sesudah rumpang
3. tentukan jawabannya.

• Menentukan susunan kata yang tepat untuk membuat kalimat

1. Ingat-ingat susunan kalimat yang baku dalam bahasa Inggris. Misalnya, letakkan adjective sebelum noun yang diterangkan, adverb of frequency seperti: always, usually, dsb selalu terletak sebelum kata kerja, dsb.

2. Gunakan pengetahuanmu tentang penggunaan huruf kapital, question mark (tanda-tanya) untuk membantu kamu menentukan jawaban.

• Menentukan susunan kalimat yang tepat untuk membuat paragraf

1. Tentukan kalimat yang paling mungkin menjadi kalimat pertama paragraf, misalnya: kalimat yang mengandung pernyataan paling umum dan kalimat yang tidak dimulai dengan kata ganti orang (personal pronoun).

2. Tentukan kalimat yang menurut pendapatmu harus berurutan.

3. Gunakan time connectors seperti: then, after that, atau time signal untuk membantumu mengurutkan kalimat.

Demonstration 1 – Text and Questions

Jangan baca dulu teks dan pertanyaan-pertanyaan di bawah ini. Langsung saja baca bagian Strategi Menjawab yang akan menunjukkan kepadamu cara yang paling efisien untuk menjawab pertanyaan bacaan.

Text 1 (Report) --- soal Ujian Nasional Bahasa Inggris SMP tahun pelajaran 2009/2010 Paket 49 B

Guava is a plant in the myrtle family (Myrtaceae) genus Psidium. It is a native to Mexico and Central America, part of the Caribbean and some parts of India. The guava tree is not big. It is about 33 feet with spreading branches. The bark is smooth with green or reddish brown color. The plant’s branches are close to the ground. Its young twigs are soft. It has hard elliptic leaves. It is about 2 – 6 inches long and 1 – 2 inches wide. The flowers are white, with five petals and numerous stamens.

Guava is cultivated in many tropical and subtropical countries for its edible fruit. Guava fruit, usually 2 to 4 inches long, is round or oval depending on the species. Varying between species, the skin can be any thickness, it is usually green when unripe, but becomes yellow or maroon when ripe. The flesh of guava fruit is sweet or sour. The color of the flesh may be white, pink, yellow, or red, with the seed on the central part of the flesh. The seeds are numerous but small. In some good varieties, they are edible. Actual seed counts have ranged from 112 to 535. Guava fruit is rich with vitamin A and C, omega-3 and omega-6, fatty acids and high levels of dietery fibre.

1. What is the text about?
1. The nutricious value of Guava Fruit.
2. The certain variety of of Guava.
3. The Guava plant in general.
4. The special edible fruit.

2. Which are the best words used to describe guava seed?
1. Thick and round.
2. Sweet and juicy.
3. Numerous and small.
4. Sour and rough.

3. “Guava fruit, usually 2 to 4 inches long, is round or oval depending on the species.”

From the sentences above we can conclude that ....

1. Guava fruits vary in shape.
2. All guava fruits in general have the same shape.
3. Guava fruit is not big in certain species only.
4. Certain species of guava are unusual in shape.

4. The main idea of paragraph two is ...
1. Guava is grown for its edible fruit.
2. Guava’s skin is thick.
3. Guava consists of shrubs and small trees.
4. Guava is planted in all countries.

Strategi Menjawab

Sebelum Anda menjawab pertanyaan:

Langkah 1: Baca teks sekilas (survey the text)

Dengan membaca sekilas kita tahu teks itu mendeskripsikan guava secara umum, jadi jenis teksnya adalah teks report.

Soal No. 1

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan gambaran umum isi teks.

Langkah 3: Cari jawaban.

Cara terbaik untuk mencari jawaban pertanyaan ini adalah dengan membaca kalimat pertama masing-masing paragraf. Dari membaca kalimat pertama paragraf satu dan paragraf dua, kita tahu teks itu membahas guava secara umum. Jadi jawaban yang dipilih adalah C (Guava plant in general).

Soal No. 2

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan informasi tertentu/khusus. Anda mencari informasi tertentu dari teks. Kata kunci untuk pertanyaan ini adalah seed. Anda harus mencari kata yang mendeskripsikan guava seed.

Langkah 3: Cari jawaban.

Cara terbaik untuk mencari jawaban pertanyaan ini adalah dengan mencari kata kunci guava seed di teks dan kata yang mendeskripsikan guava seed. Kata ini ada pada paragraf 2, yaitu: The seed are numerous but small. Jadi, jawaban yang dipilih adalah:C (Numerous and small).

Soal No. 3

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan informasi tersirat. Anda harus menyimpulkan isi kalimat yang ditentukan dalam soal.

Langkah 3: Cari jawaban.

Kesimpulan yang bisa kita ambil setelah membaca kalimat itu adalah: bentuk guava fruit bisa bulat bisa pula lonjong tergantung spesiesnya, jadi bervariasi. Jadi, jawaban yang dipilih:A (Guava seeds vary in shape)

Soal No. 4

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan pikiran utama paragraf 2. Anda harus membaca kalimat pertama paragraf dua secara intensif, dan baca sisanya secara sekilas.

Langkah 3: Cari jawaban.

Dari membaca kalimat pertama paragraf kedua, kita bisa simpulkan bahwa jawaban yang benar adalah: A (Guava is grown for its edible fruit).

Demonstration 2 – Text and Questions

Jangan baca dulu teks dan pertanyaan-pertanyaan di bawah ini. Langsung saja baca bagian Strategi Menjawab yang akan menunjukkan kepadamu cara yang paling efisien untuk menjawab pertanyaan bacaan.

Text 2 (narrative) --- soal Ujian Nasional Bahasa Inggris SMP tahun pelajaran 2009/2010 Paket 49 B

Long time agi in West Java, lived a woman named Dayang Sumbi. She lived alone in the forest.

One day Dayang sumbi was quilting when suddenly, her quilt fell off from her house. Then she prayed to God, “If a man picks up my quilt, he will be my husband. If a woman, she will be my sister.” Then, a male dog picked it up. For keeping her words, Dayang Sumbi married the dog and called him Tumang. Dayang Sumbi gave birth to a baby, named him Sangkuriang, but he never told him who his father was.

One day, Sangkuriang was hunting with Tumang in the forest, and he found nothing. He blamed Tumang for his failure and killed him. When dayang Sumbi knew that, she hit Sangkuriang’s head with a big spoon and asked him to go.

Many years later, the wandering Sangkuriang found a house in the forest, and an old beautiful woman was in the house. The woman, dayang Sumbi, recognized the adventurer as sangkuriang. Sangkuriang forced her to marry him and Dayang Sumbi asked him to make a vast boat in one night. In the night, Sangkuriang called his friends, ghosts and forest fairies to help him. Dayang Sumbi feared the boat could be finished on time, so she asked some women nearby to help her. The women hit the grains with grain puncher to make noise which disturbed the ghosts and the fairies. The ghosts and the fairies ran away before completing the boat. Sangkuriang was very angry. He kicked away the boat upside down, and it turned into a mountain called Tangkuban Perahu. It means the downside boat, which stood in the north of Bandung.

1. Why did Dayang Sumbi ask the women to punch the grain?
1. She was afraid the boat would be completed in one night.
2. She wanted to help Sangkuriang making a boat.
3. She wanted the boat to be completed soon.
4. She was angry with sangkuriang.

2. Why did sangkuriang kick away the boat upside down?
1. He failed to make the boat.
2. He was disappointed with the ghosts and fairies.
3. He wanted to make a mountain from a boat.
4. He wanted to show his stregth to Dayang Sumbi

3. “Sangkuriang forced her to marry him and Dayang Sumbi asked him to make a vast boat in one night.”

What do the underlined words mean?

a. Very expensive b. Very luxurious c. Extremely large d. Extremely beautiful

4. What’s the moral value of the story?
1. Do the work patiently without asking for someone’s help.
2. Tell the truth to avoid something unexpected.
3. Don’t blame someone for our failure.
4. Don’t trust ghosts and fairies.

Strategi Menjawab

Sebelum Anda menjawab pertanyaan:

Langkah 1: Baca teks sekilas (survey the text)

Dengan membaca sekilas kita tahu teks itu mendeskripsikan guava secara umum, jadi jenis teksnya adalah teks report.

Soal No. 1

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan gambaran umum isi teks.

Langkah 3: Cari jawaban.

Cara terbaik untuk mencari jawaban pertanyaan ini adalah dengan membaca kalimat pertama masing-masing paragraf. Dari membaca kalimat pertama paragraf satu dan paragraf dua, kita tahu teks itu membahas guava secara umum. Jadi jawaban yang dipilih adalah C (Guava plant in general).

Soal No. 2

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan informasi tertentu/khusus. Anda mencari informasi tertentu dari teks. Kata kunci untuk pertanyaan ini adalah seed. Anda harus mencari kata yang mendeskripsikan guava seed.

Langkah 3: Cari jawaban.

Cara terbaik untuk mencari jawaban pertanyaan ini adalah dengan mencari kata kunci guava seed di teks dan kata yang mendeskripsikan guava seed. Kata ini ada pada paragraf 2, yaitu: The seed are numerous but small. Jadi, jawaban yang dipilih adalah:C (Numerous and small).

Soal No. 3

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan informasi tersirat. Anda harus menyimpulkan isi kalimat yang ditentukan dalam soal.

Langkah 3: Cari jawaban.

Kesimpulan yang bisa kita ambil setelah membaca kalimat itu adalah: bentuk guava fruit bisa bulat bisa pula lonjong tergantung spesiesnya, jadi bervariasi. Jadi, jawaban yang dipilih:A (Guava seeds vary in shape)

Soal No. 4

Langkah 2: Baca pertanyaan.

Pertanyaan ini menanyakan pikiran utama paragraf 2. Anda harus membaca kalimat pertama paragraf dua secara intensif, dan baca sisanya secara sekilas.

Langkah 3: Cari jawaban.

Dari membaca kalimat pertama paragraf kedua, kita bisa simpulkan bahwa jawaban yang benar adalah: A (Guava is grown for its edible fruit).

Demonstration 3 – Text and Questions

Jangan baca dulu teks dan pertanyaan-pertanyaan di bawah ini. Langsung saja baca bagian Strategi Menjawab yang akan menunjukkan kepadamu cara yang paling efisien untuk menjawab pertanyaan bacaan.

Text 3 (descriptive) --- soal Ujian Nasional Bahasa Inggris SMP tahun pelajaran 2006/2007 Paket 49 B

The Indonesian Archipelago

Indonesia is an archipelago. It is the largest one. It lies between the Pacific Ocean and the Indian Ocean. This archipelago is flanked by two continents namely Asia and Australia.

This archipelago consists of 13,667 islands. Its total land area is 1,905,453 square kilometers. From east to west it stretches 5,152 kilometers and from north to south 1,770 kilometers.

There are five main islands in Indonesia. They are java, Sumatra, Kalimantan, Sulawesi, and Papua, the western part of New Guinea. The capital city of Indonesia is Jakarta. This city becomes the centter of government and economic activities.

The climate in Indonesia is tropical with high humidity, slight changes in temperature and heavy rainfall. It is because indonesia lies along the equator. From November to February this country undergoes the wet season. The dry season prevails from June to September.

We can see a large variety of plant and animal’s life. Some species are endemic. They live in an island or a part of large island. Some wildlife reserves have been established by the government throughout the country. Those wildlife reserves are used to protect the rare species from extinction. The rare animals are the orangutan primates in Sumatra and Kalimantan, the komodo dragon in Komodo island, the one horned- rhinoceros in West Java, the pig deer and anoa, the dwarf buffalo in Sulawesi and many different species of monkeys and birds.

1. Indonesia has ... islands

a. 1,770 b. 5,152 c. 13,667 d. 1,905,453

2. The main idea of paragraph four is ...
1. Indonesia has a tropical climate.
2. Indonesia has high humidity.
3. Indonesia has high rainfall.
4. Indonesia lies along the equator line

3. How is the weather like from November to February?

a. Hot b. Cool c. Warm d. Bright

4. Why does the government set up the wildlife reserves? To protect the ...
1. orangutans
2. komodo dragons.
3. one horned-rhinoceros
4. rare species

Demonstration 4 – Text and Questions

Jangan baca dulu teks dan pertanyaan-pertanyaan di bawah ini. Langsung saja baca bagian Strategi Menjawab yang akan menunjukkan kepadamu cara yang paling efisien untuk menjawab pertanyaan bacaan.

Text 4 (recount) --- draft bank soal Ujian Nasional Bahasa Inggris SMP tahun pelajaran 2007/2008

Tomorrow is a holiday and it was the night of the fair. The children at Tim’s school were really excited. They ran down the path out of school as fast as they could. Tim ran all the way home, and changed into his jeans and sneakers. He ate his dinner quickly, and sat at the window waiting for his dad to come. He couldn’t wait for six o’clock when the fair would begin. He had been saving his pocket money for weeks.

When Tim and his family arrived at the fair, it had just opened. Already there were crowds of people swarming around foodstall, displays and dozens of rides. “Can I buy some chips and a drink?” asked Tim.

“Okay” sad Tim’s dad. “But hang on tightly to your wallet- there is a lot of people around.”

“I’ll be fine’, said Tim impatiently.

He found a foodstall, and ordered his food. When the man brought his chips and drink, without thinking, Tim put his wallet on the counter and picked up his food and drink. When he glanced back, his wallet has vanished! Tim desperately looked around him, but it was no use. If only he had listened to his dad. All his pocket money was gone.

(Source: Exploring Writing by Sue Garnett)

1. The fair started …

a. in the morning b. in the afternoon c. in the evening d. after school

2. Which statement is NOT TRUE according to the text?

a. Tim went to school by bicycle

b. The fair began at 6 p.m.

c. There are so many people at the fair

d. Tim lost his wallet at the fair

3. When he glanced back, his wallet has vanished! (last paragraph)

The underlined word means ….

a. moved b. disappeared c. stolen d. changed

Demonstration 5 – Text and Questions

Jangan baca dulu teks dan pertanyaan-pertanyaan di bawah ini. Langsung saja baca bagian Strategi Menjawab yang akan menunjukkan kepadamu cara yang paling efisien untuk menjawab pertanyaan bacaan.

Text 5 (procedure) --- draft bank soal Ujian Nasional Bahasa Inggris SMP tahun pelajaran 2007/2008

Read the text and answer questions 1 to 3

A Cheese Omelette

Ingredients

1 egg, 50 g cheese, ¼ cup milk, 3 tablespoons cooking oil, a pinch of salt and pepper

Steps

1. Crack an egg into a bowl

2. Whisk the egg with a fork until it is smooth

3. Add milk and whisk well

4. Grate the cheese into the bowl and stir

5. Heat the oil in a frying pan

6. Pour the mixture into the frying pan

7. Turn the omelet with a spatula when it browns

8. Cook both sides

9. Place on a plate; season with salt and pepper

10. Eat while warm.

1. Before heating the oil into a frying pan, we need to … the cheese into the bowl and stir it.

a. pour b. whisk c. add d. grate

2. We need the following utensils to make a cheese omelette, except a ….

a. cup b. bowl c. frying pan d. spatula

3. Crack the egg into the bowl.

The underlined word has the same meaning as ….

a. put b. crash c. break d. destroy