Modul Bahan Ajar
GENRE-BASED READING
Dr. Sri Herminingrum, M.Hum
Arcci Tusita, M.Hum
PROGRAM STUDI SASTRA INGGRIS
FAKULTAS ILMU BUDAYA
UNIVERSITAS BRAWIJAYA
PREFACE
This module is designed for the students of the Study Program of English,
Faculty of Cultural Studies, Universitas Brawijaya, who are taking GenreBased Reading course.
The aim of Genre-Based Reading class does not only focus on reading skill
but also leads the students to improve their writing skill. As the students
should grasp linguistic and stylistic features which are generally used in
written communication, the selected readings in this volume present various
texts --- and even pictures, and practices relating to humanism, public
interest, and working space. Accordingly, sentences of each text available are
sentences having noun phrases with high lexical density. After completing
Genre-Based Reading course, the students are expected to be able to
understand and notice the meaning on the texts covering procedure,
descriptive, recount, narrative-news item and bussiness letter accurately.
Eventually, to get further improvement on the quality of this module,
criticisms and suggestions are highly appreciated.
Malang,
September 2014
Genre-Based Reading Team
i
TABLE OF CONTENTS
Page
Preface
Table of Contents
List of Appendices
Rencana Perkuliahan Semester (RPS)
i
ii
iii
iv
UNIT 1
Text 1. Wales: Finding It’s Voice
Text 2. No Need to Distinguish Between UK, US English
Text 3. Study Notes
UNIT 2
Text 1. Clay Pot
Text 2. Even Pocong can Vote
UNIT 3
Text 1. Elizabeth I
Text 2. Nelson Mandela
UNIT 4
Legacy in Lace
UNIT 5
Text 1. Heaven in the Hinterland
Text 2. Djénné: West Africa’s Eternal City
UNIT 6
Food Industry
UNIT 7
Text 1. Television Drama in China
Text 2. Indigenous Musical Practices in The Philippines
UNIT 8
Business Letters
UNIT 9
A Tale of Two Summers
Reference
Appendices
ii
1
5
8
9
13
18
23
29
34
39
43
48
54
60
64
69
1
Objectives
Schedule and
Materials
1. Students should comprehend the narration given in text 1,
news article in text 2, and notes in text 3.
2. By comprehending text 1, students should be able to
improve their vocabulary building.
3. By comprehending text2, students should be able to list
the ideas of the news articles.
4. By noticing text 3, students are enforced to enrich their
vocabulary
Meeting 1-2
Narration text, news articles, and study tips
on vocabulary
Text 1
Direction:
1. Read the following text carefully and answer the questions given after each
paragraph.
2. After completing your answers, you are to identify the new words that you are
not familiar with.
WALES: FINDING ITS VOICE
The language has always been the ultimate marker of Welsh identity, but a generation ago it
looked as if Welsh would go the way of Manx, once widely spoken on the Isle of Man but now
extinct. Government financing and central planning, however, have helped reverse the
decline of Welsh. Road signs and official public documents are written in both Welsh and
English, and schoolchildren are required to learn both languages. Welsh is now one of the
most successful of Europe’s regional languages, spoken by more than a half million of the
country’s three million people.
This introductory paragraph is given to the readers to show
___________________________________________________________________________
___________________________________________________________________________
The revival of the language, particularly among young people, is part of a
resurgence of national identity sweeping through this small, proud nation.
Last month Wales marked the second anniversary of the opening of the
2
National Assembly, the first parliament to be convened here since 1404. The
idea behind devolution was, with most of the people and wealth, England
has always had bragging rights. The partial transfer of legislative powers
from Westminster, implemented by Tony Blair, was designed to give the
other members of the club – Scotland, Northern Ireland, and Wales – a bigger
say and to counter centrifugal forces that seemed to threaten the very idea of
the union.
1. Which nation does the writer mean by “this small, proud nation”?
____________________________________________________________________
2. What is the idea behind devolution?
____________________________________________________________________
____________________________________________________________________
3. What are centrifugal forces? Why these forces shoud be countered?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The Welsh showed little enthusiasm for devolution. Whereas the Scots voted
overwhelmingly for a parliament, the vote for a Welsh assembly scraped
through by less than one percent on a turnout of less than 25 percent. Its
powers were proportionately limited. The Assembly can decide how money
from Westminster or the European Union is spent. It cannot, unlike its
counterpart in Edinburgh, enact laws. But now that it is here, the Welsh are
growing to like their Assembly. Many people would like it to have more
powers. Its importance as a figurehead will grow with the opening, in 2003,
of a new debating chamber designed by Lord Richard Rogers, one of many
new buildings that are transforming Cardiff from a decaying seaport into a
Baltimore-style waterfront city. Meanwhile a grant of nearly two billion
dollars from the European Union will tackle poverty. Wales is one of the
poorest regions in Western Europe – only Spain, Portugal, Greece, and the
former East Germany have a lower standard of living.
3
4. Why the Welsh was not enthusiastic for devolution?
____________________________________________________________________
___________________________________________________________________
5. Why it is said that England has always had the bragging rights?
____________________________________________________________________
___________________________________________________________________
6. Why was the Assembly considered to be important?
____________________________________________________________________
___________________________________________________________________
7. What happened in 2003?
____________________________________________________________________
____________________________________________________________________
Newspapers and magazines are filled with stories about great Welsh men
and women, boosting self-esteem. To familiar faces such as Dylan Thomas
and Richard Burton have been added new icons such as Catherine Zeta-Jones,
the movie star, and Bryn Terfel, the opera singer. Indigenous foods like salt
marsh lamb are in vogue. And Wales now boasts a national airline Awyr
4
Cymru (pronounced a-wir CUM-ree). Cymru, which means “land of
compatriots”, is the Welsh name for Wales. The red dragon, the nation’s
symbol since the time of King Arthur, is everywhere – on T-shirts and
bumper stickers, rugby jerseys and even cell phone covers.
8. What is Welsh and what is Wales?
____________________________________________________________________
___________________________________________________________________
9. What is the aim of the jurnalists to illustrate the popular Welsh people?
____________________________________________________________________
___________________________________________________________________
10. What do you know about ‘indigenous foods’?
____________________________________________________________________
____________________________________________________________________
“Until very recent times most Welsh people had the feeling of being secondclass citizens”, said Dyfan Jones, an 18-year-old student with cropped,
bleached hair, Lennon glasses, and a red fleece jacket. It was a warm summer
night, and I was sitting on the grass with a group of young people in Llanelli,
an industrial town in the south, outside the rock music venue of the National
Eisteddfod, Wales’s annual cultural festival.
11. What is the main idea of the phrase “the feeling of being second-class
citizen?”
____________________________________________________________________
___________________________________________________________________
12. What does Dyfan Jones’ fashion indicate?
____________________________________________________________________
____________________________________________________________________
“There was almost a genetic predisposition for lack of confidence”, Dyfan
continued. Equally comfortable in his Welshness as his in membership in the
English-speaking, global youth culture and the new federal Europe, Dyfan,
like the rest of his generation, is growing up with a sense of possibility
unimaginable ten years ago.
(Text Source: National Geographic Vol. 199. No. 6, June, 2001, pp. 66 – 67)
5
13. What does ‘a genetic predisposition’ mean?
____________________________________________________________________
____________________________________________________________________
14. Why the sense of Dyfan’ s generation is unimaginable ten years ago?
____________________________________________________________________
___________________________________________________________________
Text 2
Direction:
1. In the following text you will find two letters. Read them carefully and answer
the questions of each.
2. From both letters, please list the ideas of Lin and Appleyard to show the
conclusion by filling the table available !
NO NEED TO DISTINGUISH BETWEEN UK, US ENGLISH
‘GLOBAL ENGLISH’ LIKELY TO BE WORLD’S LINGUA FRANCA
Letter from Chan Cheng Lin
I DISAGREE with Mr. Joseph Wong in his letter “Yes, learn to distinguish
between UK, US English” (Sept 13) that Singaporeans must learn to
differentiate between the two.
American and British English are merely two of the many variations of
the same language and need not be mutually exclusive.
Moreover, the predominant influence of American culture does not
entail the superiority of American English over other variations of the
language.
Like other languages, English is evolving constantly. As the world
becomes more globalised, the boundaries among the variations of the
language will become blurred. Elements of American English will be adopted
by British English and vice versa.
Singapore has also contributed to the development of the language:
words and phrases such as “kiasu” and “void deck” respectively have
6
entered the Oxford Dictionary (and they are neither American nor British
English).
In short, “Global English” will most likely become the world’s lingua
franca in the future.
Most importantly, foreign investors will not be concerned about the
variation of English that Singaporeans speak. Speaking proper,
comprehensible English is what attracts foreign investors to Singapore and
connects us to the world.
(Text Source: Today, Thursday, September 15, 2011, pp. 20)
1. What is the main idea of Chan Cheng Lin’s letter?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. What does Chan Cheng Lin mean by “Global English”?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
DIVERSE ACCENTS, NUANCES EVEN IN ‘BRITISH’ ENGLISH
Letter from Phillip G. Appleyard
IT WAS interesting to read Mr. Joseph Wong’s letter on Mr. Lee Kuan Yew’s
call to distinguish between British and American English.
I hesitate challenge Mr. Lee’s proposals as his past wisdom and advice
demonstrate a pretty good track record but nonetheless remain intrigued at
the concept of “British” English.
Scottish and Welsh friends would doubtless find it alarming to learn
that they speak, in accent, tone or even grammar, the way I do (from the flat
southern counties).
Indeed, accents and “nuances”, to quote Mr. Wong, as diverse as those
found in Aberdeen, Edinburgh, Leeds, Bangor, Birmingham and London
(with apologies to the many I omit) identify the owners as uniquely as an
“American” (Texas, Alabama, New York, New England – which?), Australian
or South African accent. (Again, apologies for the many omissions.)
I find it a delight, when travelling and particularly back home in the
United Kingdom, to occasionally hear the distinctive Singaporean accent and
use it as an introduction to strike up conversation with new friends.
7
So in the schools, why not concentrate on Singaporean English for
Singaporeans? The purpose of communication is surely to communicate, after
all.
(Text Source: Today, Thursday, September 15, 2011, pp. 20)
3. Who is Mr. Joseph Wong supposed to be? Why he was called to respond
Mr. Lee Kuan Yew’s invitation to learn British and American English?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
4. What is Appleyard’s comment on Wong’s letter?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Complete the following table by writing five reasons, each of Chan Cheng Lin
and Phillips G. Appleyard, in corresponding to Mr. Joseph Wong Letter. As a
result, the table will show the importance of regarding English as “global
language”.
1.
Response to Mr. Joseph Wong’s letter
Phillip G. Appleyard
Chan Cheng Lin
1.
2.
2.
3.
3.
4.
4.
5.
5.
Text 3
Direction:
1. In text 3 you will read about how to build your English vocabulary
2. Practice the study tips by listing 10 (at least) new words you found in text 1 and
text 2, and write the form of each word in the table.
8
STUDY NOTES



It is important to increase your vocabulary in English. Every day you
should learn 10 new words. Vocabulary means not only different
words but also different forms of these words – the adjective, noun,
verb, and adverb forms.
It is also a good idea to try to increase the words you know in
particular topic areas so that you can discuss a range of topics.
Organization of vocabulary is important too.
When learning new vocabulary a student of English needs to be aware
of the several aspects of vocabulary.
STUDY TIPS


It is easier to remember words linked to a particular topic. So, when
learning more vocabulary, learn words in topic areas, and also learn
word forms.
It is important to use words that are more formal, sophisticated and
accurate in your writing. Every day try to learn and master at least 10
new words and review these words frequently.
VOCABULARY LIST
Text 1
No
1
Word
Text 2
Form
No
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
word
Form
9
Objectives
Schedule and
Materials
1. Students should comprehend the news articles in text 1
and 2.
2. By comprehending text 1, students are expected to
identify the main ideas of each paragraph and write them
in simple ways.
3. By learning the idea presented in text 2, students should
give their arguments orally.
Meeting 3-4
News articles and main idea of paragraph.
Text 1
Direction:
1. Read the text and answer the questions after each paragraph.
2. Reread the text and identify the main idea of each paragraph.
CLAY POT
"Either labeled by the VOC seems to have done nothing to kindle ethnic
feeling,” The historian Remco Raben notes, “nor did it foster polarization
between Indonesian communities of different geographic origin.“ It turned
out that social structure was not based on ‘ethnicity’, but maybe this was
because the definition of ‘ethnicity’ was only an administrative construction.
1. What is the impacts of ethnicity as an administrative construction toward
Indonesian communities of different geographic origin?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. The word ‘it’ (second line) refers to .......................................
Raben gives the example of the ‘Ambonese’. The first group of ‘Ambonese’
actually came from various islands in the Ambon archipelago. In 1671 there
10
was conflict between them - between the Christians and the Muslims.
Similarly, in 1686, an incident erupted between those Balinese who had been
born and raised in Batavia and those who had recently arrived from Bali.
They refused to live together in the same kampong.
3. What is the aim of the author to give examples of Ambonese and Balinese?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Relations between the Chinese and others was more ambiguous, particularly
the Muslims. In October 1749 the Chinese rebelled against the VOC. One of
the leaders, Khe, had a Cirebonese adjutant called ‘Pangeran Dipati’. But not
many non-Chinese supported their cause. It is not clear whether this was
because they did not feel they shared the same cause, or because they
considered the rebels another ‘people’, another ‘ethnicity’. But what is
‘ethnicity’ actually? I do not know the parameters of the word ‘suku’
(ethnicity) or when it entered Indonesian sociopolitical conversation. In 1701,
and more strictly in 1766, the colonial government forbade marriage between
different ethnic groups. But people did not pay much heed to this, and
infringements were not punished. Not all people viewed their own labels as
something constant.
4. According to the passage, what do you know about Khe?
____________________________________________________________________
___________________________________________________________________
5. What are the possible causes of the non-Chinese rejection toward Chinese
rebellion toward VOC?
____________________________________________________________________
____________________________________________________________________
6. Why do many people ignore colonial government’s policy to forbid inter
ethnic marriage in 1766?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
11
Raben mentions an interesting case: that of a woman from Bima named
Hauwa. In 1781, she made a will before a notary public. Because she was
already feeble, two Balinese neighbors, Samsuddin and Nyoman, assisted
her. In her will, Hauwa made her mother, Ma Samuel, who was a Bugis
woman, heir to her estate.
7. What can you infer about Hauwa case above?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Thus, in the lives of our forefathers and mothers something like a culinary
story occurred. As the old saying goes, “tamarind from the highlands and salt
from the sea come together in the clay pot.” Tamarind and salt are set far
apart from one another – but then there is labor. Tamarind is brought down
from those trees in the highlands; salt is carried from those muddy craters or
level shores. Something happens and something changes. No longer are there
hills, the sea, or boundaries, other than the temporary boundary: the clay
cooking pot. And the pot is an earthenware vessel made of clay, placed in the
kitchen, with fire, firewood, charcoal, smoke, dust – because of hunger,
because of the creativity that hunger produces, the creativity that makes
hands move and produces sweat. In this, the history of a people is also the
history of culture: stories about hunger, about creativity and hands and
people’s sweat that breaks through boundaries.
(Text Source: Tempo, No.1413/November 18 – 24, 2013, pp. 166)
8. Without consulting with your dictionary, please find out the meaning of
the words in the above paragraph:
(a) forefathers,
(b) craters, and
(c) boundary
9. How do you understand the live of our ancestor as reflected in the old
saying “tamarind from the highlands and salt from the sea come together
in the clay pot”
____________________________________________________________________
____________________________________________________________________
12
____________________________________________________________________
___________________________________________________________________
10. What is your understanding about the statement “the history of a people is
also the history of culture?”
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
What is a main idea?
The main idea of a paragraph is the author’s idea about the topic. It is always
a complete sentence that includes both the topic and the idea that the author
wishes about a topic.
Example
Topic : cats
Possible main ideas about cats:
 Cats are usually very clean animals.
 Cats have very expressive face.
 Cats are very adaptable animals.
Identifying the main ideas.
Paragraph 1
___________________________________________________________________________
___________________________________________________________________________
Paragraph 2
___________________________________________________________________________
___________________________________________________________________________
Paragraph 3
___________________________________________________________________________
___________________________________________________________________________
13
Paragraph 4
___________________________________________________________________________
___________________________________________________________________________
Paragraph 5
___________________________________________________________________________
___________________________________________________________________________
Text 2
Direction:
1. Before reading the text, scan the text briefly and list 10 unfamiliar
vocabularies and find the synonyms.
2. Read the following text and answer the questions given.
List of Vocabularies
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
10. _____________________________
EVEN POCONG CAN VOTE
The verification of voter data has met with numerous difficulties. In fact, the computerized
system causes the field survey to last longer.
His name is Pocong. This 61-year-old man lives in Pangkalan Batu village,
Singkawang, West Kalimantan. In the permanent voters list launched by
Singkawang’s General Elections Commission (KPU), this rubber tapper
whose name is and Indonesian word for a type of shrouded ghost was
registered as a resident with voting rights for the 2014 general election. The
Singkawang KPU formed a verification team to check the accuracy and the
genuineness of the name late in October. Pocong was said to live alone on a
hill 7 kilometers from downtown. And he did exist there. “This is real. His
feet stand on the ground,” Ramdan, head of Singkawang’s KPU, said last
week.
14
1. According to the passage, why do people doubt the existence of Pocong?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. What is Pocong’s job?
___________________________________________________________________
___________________________________________________________________
Pocong’s name was deleted when permanent voter data were submitted to
the Central KPU in Jakarta. “We thought it was a fake name,” KPU Chairman
Husni Kamil Manik said. Ramdan immediately sent Pocong’s ID card (KTP)
and his photograph: he posed for the picture with Subroto, the local RT
(neighborhood) chief, and Erwin Irawan, chairman of Singkawang’s Public
Awareness Campaign Division. In the wake of protests, Pocong was returned
to the list. Pocong comes from Rantau in Bengkayang regency. In his
kampung, people have strange names indeed. Some are called Paler and
Entet – words for human genitals. Pocong is of Chinese descent and claims
Chai ethnicity. He speaks only Hakka, the language used by Chinese
Indonesians in Singkawang.
3. Why do you think the government erase Pocong’s name from voter’s list?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
4. What makes Pocong is returned to the voter’s list?
____________________________________________________________________
___________________________________________________________________
5. Do you think Pocong is the only one who has weird name in his kampung?
How do you know?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
15
The above demonstrates some of the complications of verifying voter data.
Population recorders have to go to each voter’s house to check the accuracy of
their data in accordance with their population number as shown in the KTP.
Despite the deadline for the job being moved back from October 23 to
November 4, voter data is still chaotic. More than 10 million names remain in
doubt due to double names or death, and many people have not yet been
recorded.
6. How are the process of verifying voter data?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
7. What are the problems that make the voter data is still chaotic despite the
delay of deadline?
____________________________________________________________________
___________________________________________________________________
The situation is due to the level of population registrars in the field. The
election commission mobilizes RW (community unit) officials to check names
of provisional voters that ought to be verified. At Panembahan village in
Yogyakarta, for example, the population recorders are elderly RT officials
who are no longer very sharp. They must check the residents to the point of
knocking on the doors of their houses.
8. Who are in charge in checking names of provincial voters?
___________________________________________________________________
9. What is the aim of the author to illustrate the condition in Panembahan
village?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Jazuli Ervani, RW 5 chief, for instance, had to verify 300 people in four RTs.
He’s 73 years old. “For someone like me, this is a great number,” he said.
Jazuli was tasked with visiting the house of each listed resident to ensure
they actually lived there. After a month, he discovered that many people had
16
moved, died, or had unknown whereabouts. Illiteracy also presents a
problem. Some of the RT’s don’t have the best reading skills. Jazuli and the
RT chiefs at Panembahan, who receive a Rp. 400,000 fee, must read out and
fill in the forms for those who cannot write. “One person could take half an
hour,” said Cahyo Suwanto, 58, chief of RT 14.
10. How can illiteracy also give problem to the process of verifiyng voters
names?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
11. The word ‘those’ (line 8) refers to ..............................
The Panembahan RT chiefs didn’t hesitate to delete the names of the residents
who no longer reside in the area. But KPU officials said that was wrong. They
put the names back on the list on the grounds that they were still stated in the
family card and that there was no explanation that they had moved. “Even in
the previous elections, they did not vote anymore,” Jazuli said indignantly.
12. Why do KPU official say that deleting names of residents who are no
longer reside in the area is wrong action?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
In a village with thousands of residents, the job of recording becomes
increasingly difficult. At Batukarut, Arjasari, Bandung, the population
recorders could check only 10 residents a day. In the village whose people
were eligible to vote, the situation was even more complicated, since many
names and birthdates on the voter lists were different from those as stated in
their KTPs, not to mention the invalid population numbers despite their
residence there. Even after cross-examining the data, the situation might not
be all right, as the data must again be collated with the data of the voters in
the computerized system. “The committee has made a check three times, but
they have not yet corresponded either,” said Aep Supriadi, head of the
Arjasari KPU. “This gives us a headache.” He and the other officials, Aep
17
said, were not well-versed in the data recording system, thus causing the data
collection registration to take ages.
(Text Source: Tempo, No.1413/November 18 – 24, 2013, pp. 59)
13. What do you learn after reading this article?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
14. Mention several problems related to the general election. Discuss possible
causes and solutions with your friends.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
18
Objectives
Schedule and
Materials
1. Students should comprehend the short biographies in text
1 and 2.
2. By comprehending text 1, students should be able to
improve their vocabulary building, especially by guessing
the meaning by its context.
3. By comprehending text 2, students should be able to make
a summary using the diagram available.
Meeting 5-6
Short biography, guessing meaning by
context and summarizing using diagram
Text 1
Direction:
1. This unit consists of two short biographies of the outstanding persons. After
reading of each, anwers the questions given
2. To enrich your vocabulary, please make a list of new words and try to guess the
meaning based on its context.
ELIZABETH I
During the course of her long, fruitful reign – immortalized as the Elizabethan age – this
singular single woman oversaw England’s emergence
as a dominant player on the world stage.
Please find out the key words in the above sentence signifying that Elizabeth is a
great queen – England’s star !
___________________________________________________________________________
__________________________________________________________________________
ELIZABETH TUDOR was born on September 7, 1553, in the royal palace at
Greenwich, the daughter of Henry VIII and his second wife, Anne Boleyn.
She was supposed to have been a boy. That was the idea anyway. The main
reason, aside from lust, that her father had defied the Roman Catholic
Church, divorced Catherine of Aragon, his aging wife of many years, and
19
married the nubile young Anne Boleyn was so she could give him a son and
heir.
1. What is the main idea of this paragraph?
____________________________________________________________________
____________________________________________________________________
2. Mention three reasons why King Henry VIII divorced his first wife?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Right up until that September afternoon everything was going according to
plan. Anne had conceived quickly, and all the soothsayers and astrologers
Henry consulted assured him the child would be a boy. Henry believed it too.
He had birth announcements written up in advance and ordered a grand
jousting tournament be held in celebration. The big moment came – and
Anne delivered Elizabeth. The jousting was abruptly canceled in favor of a
quick christening, and the little princess was whisked off to the palace at
Hatfield, in Hertfordshire, to be raised in the care of governesses and tutors
and occasionally visited by her parents.
3. Why was King Henry VIII eager to seize Ann Boleyn’s baby?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What does the phrase ‘whisked off’ mean?
____________________________________________________________________
5. Why was the little princess whisked off to the palace at Hatfiled?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Pretty, intelligent, and inquisitive, “as toward a child ... as ever I knew,”
according to one governess. Elizabeth may not have been the prince her
father wanted, but he saw to it that she received a princely education in the
humanities, including Latin and Greek. She excelled at them all “as well as
20
any boy,” one of her Cambridge tutors marveled, in what was meant to be a
compliment.
6. Though her father did not want her, why did Elizabeth’s governess and
tutors treat her as a prince?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. What does the ‘marvel’ in line 5 mean?
____________________________________________________________________
She received a far more harrowing education in ruthlessness, intrigue and
sexual politics. Four months shy of her third birthday her mother was sent to
the block on what amounted to little more than a royal whim of the king’s. A
cavalcade of stepmothers followed from a death after childbirth, another
divorce, another beheading, and yet another wedding. Her father died when
she was 13, she was sexually harassed, perhaps assaulted, by an admiral at
15, and by the time she was 25 and en route to her coronation, she had
survived the tumultuous reigns of her siblings, Edward and Mary, been
suspected of treason twice and imprisoned in the Tower, and spent much of
the previous four years under house arrest.
8. What sort of Elizabeth’s fate did you catch from the above paragraph?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
9. What does ‘cavalcade’ (line 4) mean?
____________________________________________________________________
“One can only imagine the effect such a childhood would have had on her,”
says University of Oxford Elizabethan scholar Susan Doran. “She seldom
talked about her parents when she was queen.” But we do know this: She had
a ring, and inside it were two miniature paintings. One was of herself, the
other of her mother.
21
10. What is the scholar suggested to the readers by explaining dichotomy,
“She seldom talked about her parents when she was queen” But we know
this:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Elizabeth was crowned in a magnificent ceremony in Westminster Abbey.
The coronation feast that followed lasted well past midnight. On Monday
morning she got to work; there was much to be done. The years of strife and
brutal repression under Bloody Mary had left the country weak,
impoverished, and in need of healing.
11. By knowing from the text that Elizabeth got to work the following
morning after her corronation feast that lasted past midnight, what do you
think about her?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
IMAGEMAKING
“A very witty and gentyll
young lady,” said her clerk of
the closet. “proud and
disdainful,”
muttered
a
playmate of Elizabeth. As
queen, Elizabeth knew which
image to project
Elizabeth shortly reestablished the Church of England, positioning it in a
comfortable middle ground between the dogma of the 16th-century Roman
Catholic Church and the militancy of extreme Protestant reformers. She also
began putting the country back on a sound economic footing, issuing new
coins that were backed by their legal weight in silver or gold. Even the fickle
English weather seemed to fall in with her plans. The persistent crop failures
that had plagued Mary’s reign subsided. Good seasons returned.
22
12. What is the main idea of the sentence: “ Even the fickle English weather
seemed to fall in with her plans”?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
13. Why Elizabeth’s reign was regarded as ‘good seasons returned’?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Some historians, in assessing her reign, have pointed out that Elizabeth
enjoyed more than her share of luck – in political tides, in war, in bluffs that
weren’t called, in events that bounced her way. She was fortunate to have
among her counselors some of the most astute strategists the 16th century had
to offer: men such as William Cecil, who served her in high positions for 40
years; Christopher Hatton, her Lord Chancellor; and Francis Walsingham,
who ran a chillingly efficient spy network throughout Europe. When
forthright action was required, Elizabeth could turn to swashbucklers like Sir
Francis Drake or John Hawkins, the buccaneering sea dog who redesigned
the English fleet’s warships, converting them into the nimble vessels that
would sail circles around the cumber some galleons of the Spanish Armada in
1588.
14. Without consulting with your dictionary, please find out the meaning of
the words in the above paragraph:
(a) swashbucklers,
(b) buccaneering,
(c) nimble,
(d) cumber, and
(e) galleons.
“No doubt about it, she was very well served,” says Professor Carole Levin,
an Elizabethan scholar from the University of Nebraska and author of a
biography of Elizabeth, The Heart and Stomach of a King. “There has been a
tendency among historians to attribute her success to the strong men she had
23
around her. But when you examine the court papers and correspondence, it’s
clear she was very much in command. Like a captain of a ship, she listened to
their advice but in the end made the decisions herself.”
(Text Source: Exploring History: Great Women, National Geographic, Ed. Chris Johns
(pp. 19 -24)
15. Why did some historians attribute Elizabeth’s success to the men
surrounding her?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
16. What is most likely the topic of the following paragraph?
____________________________________________________________________
____________________________________________________________________
Text 2
Direction:
1. Before answering the questions, read the whole paragraphs of the following text
carefully!
2. Summarize. Complete the diagram available after the text to show the journey of
Mandela’s life!
IN MEMORIAM NELSON MANDELA
NELSON MANDELA: SIMPLY A GREAT MAN
The passing of Nelson Mandela invokes many things in us, the courage to face hurdles,
the struggle for justice and the capacity to forgive, traits which the South African leader held
and taught. The world will remember him long after he is gone. The man who fought the
apartheid regime with grace and dignity will always be an inspiration to people around the
world.
What is the main idea of this introduction?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
24
Mandela was a revolutionary who shook the world. From the beginning of
20th century until the 1990’s, in the environment of a South African
government that discriminated against people’s dignity purely on the color of
their skins, Mandela was its strongest and most consistently vocal opponent.
This opposition led him and his fellow anti-apartheid fighters to be thrown
behind bars for 27 years.
1. What is the basic reason of Mandela’s struggle?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. What did Mandela believe in human dignity?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
For the world, Mandela was a symbol and a model of reconciliation and
coming to terms with the past. From behind bars, he was still able to think
about how all the people of South Africa, whatever their skin color, religion
or ethnicity, could achieve reconciliation – an attitude of belief in equality
without any payback for past misdeeds. Mandela succeeded in spreading this
principle in 1994, once he was democratically elected as South African’s first
black president.
3. Why Mandela was regarded as a symbol and model of reconciliation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What is the principle of the reconciliation Mandela struggled?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
At his victory parade, Mandela asked one of white prison warders who had
guarded him to come up onto the podium with him. That day, Mandela
showed the world what forgiveness really was.
25
5. Based on the above paragraph, do you think Mandela’s action is a proof of
his anti-apartheid?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Rolihlahla Mandela was his birth name. The young shepherd boy was born
ointenten July 18, 1918, in a small village called Mezzo in the Transkei-an area
that eventually became a separate republic after gaining special autonomy
from South Africa. His first name, Nelson, did not come from his parents. He
received it the first day he entered school, from a teacher called Midrange.
When the apartheid system was still in force, white South Africans were
reluctant to use African original names because they were afraid that they
themselves would mispronounce them, considering the difficulties in spelling
them. Hence, they gave African youths popular European names, like
Nelson.
The name Rolihlahla has an interesting story behind it as well. In the
language of Thembu tribe, from which Mandela came, Rolihlahla literally
means to pull a branch of tree. However, that meaning is often twisted to
signify troublemaker. It was most appropriate. Ever since Mandela learned
about democracy and the importance of racial equality, in the eyes of South
Africa’s apartheid government, he became a troublemaking activist.
6. Why the African traditional name became an interesting topic for Mandela
during his young boy?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
7. Do you think that Mandela’s first name ‘Nelson” partly also inspired his
anti-apartheid fight?
____________________________________________________________________
____________________________________________________________________
The world knew Mandela for his compassion and open-minded vision. He
was sure he had inherited these traits from his father, Gadla Henry
Mphakanyiswa- headman of Mvezo village, a member of the Madiba family
clan and a Thembu tribal nobleman. Following his tribal and family
traditions, the young Mandela acquired a gentle and refined character, in line
with the Thembu tribe’s lifestyle concept, Ubuntu.
26
8. What kinds of traits Mandela believe as his father’s inheritance?
____________________________________________________________________
____________________________________________________________________
9. The following paragraphs showed the steps of Mandela’s journey to
freedom. List the steps in proper order so you can complete the diagram
aftermath.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Mandela began his long journey to freedom, for himself and South Africa
with a marriage. Being forced to marry by his guardian, Mandela, who
graduated from the College at Fort Hare, where he was first introduced to
protests against the white government, fled from his home to Johannesburg.
There, in South Africa’s largest city, Mandela worked as a clerk in a
law office. He then continued his studies at the University of South Africa
and the University of Witwatersrand, studying law. He later became active in
the African National Congress (ANC) in 1944.
From his participation in this pro-democracy organization, Mandela
learned about social movements. Several times between 1956 and 1961 he was
tried and accused of seeking to overthrow the legitimate government and
replacing it with a communist one. That commenced a long period in which
he was constantly in and out of prison.
27
In 1960, the ANC was declared a banned organization and driven
underground. During that period Mandela was often in hiding. Three years
later, he was arrested. The court sentenced him to life imprisonment.
However, behind bars at Robben Island, Pollsmoor and Victor Vester prisons,
his reputation never ebbed. It continued to grow. During his imprisonment,
Mandela consistently refused to exchange his political stance in exchange for
a reduced sentence.
“I have dedicated my entire life to the people of Africa,” he said
during his defense plea. “I have fought to oppose domination by both whites
and blacks. I have always believed that the ideal democracy is one that allows
its citizens free will, to live side by side in harmony, with everyone given the
same opportunities. That is what I have always fought for, and I am ready to
die for it.”
Mandela was finally released on February 18, 1990. A year later, he
was elected ANC president. In 1993, jointly with South African President
Frederik Willem de Klerk, he was awarded the Nobel Peace Prize for efforts
to bring about a peaceful end to the apartheid regime and for preparing the
ground for democracy in South Africa. In 1994, the ANC won the first
democratic election in South Africa and Mandela became president, serving
until 1999.
10. What is the crucial message sent by Mandela from the following
quotation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
No one is born to hate another because of the color if their skin, or background, or religion.
People have to learn how to hate. So, if they can learn how to hate, they can certainly be
taught how to love, because love comes more naturally into human’s hearts, and not the
opposite. NELSON MANDELA, LONG WALK TO FREEDOM
(Text Source: Tempo No.1416/December 9 – 15, 2013, pp 47 – 49)
Here is a diagram of a flowchart for the events in Mandela’s life. When you have
to order the events, put them into the appropriate box in this chart. The time flow
in this chart is from top to bottom: that is, earlier events are higher than later
events. Boxes in the same level indicate events happening at the same time. An
arrow ( ) indicates that one events has caused another.
28
NELSON ROLIHLAHLA MANDELA
Born
on
in
teacher
learning
troublemaking activist
graduated from
On
Jan. 18, 1990
1991
1963
1994
1956 - 1961
1999
2003
. . .
in 95
1944
29
Objectives
Schedule and
Materials
1. Prior to reading the text, students should discuss topics
related to the text.
2. Students should comprehend the cultural history in the
text.
3. By comprehending the text, students should be able to
improve the vocabularies building, especially by guessing
meaning by its context.
Meeting 7
Cultural history text and guessing meaning
by the context
Direction:
1. Before reading the text, discuss several points below with your friends.
2. Read the text about cultural legacy below and answer the questions
given.
3. To enrich your vocabulary, list 10 unfamiliar vocabularies and guess the
meaning based on the context.
THINGS TO DISCUSS
1. Mention several cultural legacies and tradition of your country.
2. How are the attitude of young generation toward those legacies and tradition?
Are they interested in preserving them? Or they consider those things as old
and unimportant things?
3. What makes them feel so?
4. How can certain cultural legacy and tradition reflect one’s identity?
LEGACY IN LACE
The isolated villages of Brittany, in the northwest corner of France, were once known for their
distinctive headdresses and costumes. Now a younger generation is continuing the tradition.
30
PRIDE AND PREJUDICE
In earlier times residents of different
Breton communities could be identified
by their distinctive costumes- and also
mocked for them. People in neighboring
villages gave teasing nicknames to one
another’s headdresses, says Jean-Pierre
Gonidec, collections manager at the
Breton Museum in Quimper. The
towering Bigouden coiffe, for instance, is
still called le pain de sucre – the sugarloaf.
Other coiffe nicknames: wheelbarrow
and sardine head.
CLIMBING OUT OF A TINY EUROPEAN CAR IS challenging enough; it’s
nearly impossible in a hat 13 inches tall. Yet Alexia Caudal, 87, and MarieLouise Lopéré, 90, manage to cantilever out of the backseat of a friend’s silver
Citroen with remarkable dignity, if not grace. Their host hurries to greet them
with such smiling deference that they might be royalty.
Princesses they are not – the two women spent decades toiling in fish
canneries. But Caoudal and Lopere have achieved a certain celebrity in this
bit of northwest France-known as Bigouden country, in the Finistere region at
the western edge of Brittany. They are the only women known to routinely
wear the towering headdress, or coiffe, that was once a part of daily life here.
1. What do the two women, Caudal and Lopéré do for living?
____________________________________________________________________
___________________________________________________________________
2. Why are they very well known around the region?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Age has bent their bodies, but the stiff lace stands tall atop their waves
of white hair, like a lighthouse signaling: Here is a Bigouden woman. There
are dozens of Breton costumes, varying by village, occasion, and time period.
31
The once simple caps used by peasant women for modesty ad protection
from the elements evolved into fantastic shapes and sizes in the 19th and 20th
centuries, inspiring artists like Paul Gauguin. In those times the coiffe “was
like an identity card,” says Solenn Boennec, an assistant curator at the Musee
Bigouden in Pont-l’Abbé. “It can reveal who you are, where you’re from, and
if you’re in mourning for someone.”
3. What things that determine varieties of Breton costumes?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
4. Give your personal interpretation of Boennec’s statement below. “coiffe
was like an identity card,”
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
By the 1950s, however, most young women had abandoned the old
style. Today it lives on in Breton rituals and in social groups called Celtic
circles, where young people like the ones in these portraits train year-round
to compete in full costume at summer dance festivals. They also sometimes
32
participate in weddings and a traditional religious pilgrimage, called a
pardon, during the feast of a local patron saint.
5. What do the women in Celtic circles do to prepare themselves for summer
dance festivals?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. In your understanding, why do they participate in pardon?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
“It’s seen as less old-fashioned now than when we were younger,”
says 20-year-old Apolline Kersaudy, who joined a Celtic group when she was
six. “Other friends don’t understand why we can’t go on summer holidays
with them. But the circle is more important.”
Coudal and Lopéré pull, comb, and pin their plaits up under a special
black bonnet every morning, adding the lace top on Sundays and special
occasions. Donning the full coiffe takes nearly half an hour and seems wildly
impractical on this wet and windy edge of the North Atlantic. Is it
comfortable? “We’re used to it,” says Caoudal, shrugging. Like others of their
generation, the women speak a mixture of French and Breton, the regional
language. Full of colliding consonants, it is similar to Welsh, a reminder of
Brittany’s Celtic heritage.
7. What is implied meaning of Kersaudy’s statement below?
“It’s seen as less old-fashioned now than when we were younger,”
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
8. How do the women wear the coiffe?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
33
Today’s youth guard that heritage with a fierce pride. “I am Breton,
and I am French,” says Malwenn Mariel, 17, a member of the Pont-l’Abbé
Celtic circle. “But I am Bigouden first.”
A Bigouden woman is frank and unafraid, the girls in the circle say.
She doesn’t let anyone walk all over her. Like her headdress, she is a tower of
strength.
(Text Source: National Geographic, Vol. 225. No.4. April, 2014, pp. 87 - 94)
9. How are the attitude of young generation toward the heritage?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. What are the traits of Bigouden women?
____________________________________________________________________
____________________________________________________________________
11. After reading the whole text, how are your understanding about the
statement “PRIDE AND PREJUDICE” in the beginning of this text?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
List of Vocabularies
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
10. _____________________________
34
Objectives
Schedule and
Materials
1. Prior to reading the text, students should list the
unfamiliar vocabularies by scanning the text.
2. Students should comprehend the tourism description in
text 1 and 2.
3. Students should be able to make advertisement on trip
arrangement based on the information in the text.
4. By comprehending text 2, students should be able to
improve the vocabulary building
Meeting 9-10 Tourism description, scanning skill and
vocabulary building
Text 1
Direction:
1. Before reading the text, scan the text briefly and list 10 unfamiliar vocabularies
and discuss the meaning with your friend.
2. Read the text carefully. Answer the questions given.
3. Make a trip arrangement for your friend
4. Based on the text, make an interesting advertisement about the place.
List of Vocabularies
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. ______________________________
7. ______________________________
8. ______________________________
9. ______________________________
10. _____________________________
HEAVEN IN THE HINTERLAND
THE LAKES OF MATANO, MAHALONA AND TOWUTI
IN SOUTH SULAWESI
Three pristine lakes in East Luwu, in a hidden area not easily accessible by regular
transportation, are connected to each other by two rivers. One lake counts as one of the
largest in Indonesia, while another, the deepest in Southeast Asia. The breathtaking
surrounding panoramas, and the clean air and water have inspired many to describe it as
‘Heaven’ in the Hinterland of East Luwu.
35
1. Mention three special things about three lakes in East Luwu.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Why is the site described as ‘Heaven’ in the Hinterland of East Luwu?
Explain your understanding about the metaphor.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
WHEN TO GO THERE
There are no special calendar featuring cultural events in this place, so visits
can be made at anytime. However, it is better to go there during the dry
season, to be able to sail around the lakes. During the rainy season, the water
level rises a few meters higher, causing big waves.
3. What is the best time to visit the lakes? What is the reason?
_________________________________________________________________
_________________________________________________________________
LAKES IN TRIPLE
Matano, Mahalona, dan Towuti are three tectonic lakes connected by a river.
In 1979, the government made these three lakes and the surrounding forest as
a protected forest area and a nature recreation park.
Matano Area: 164 km2 Depth: 590 meters Deepest lake in Southeast Asia, and
eighth-deepest in the world.
36
Mahalona Area: 24.4 km2 Depth: 73 Meters
Towuti Area: 561 km2 Depth: 203 meters Second-largest lake in Indonesia
after Lake Toba.
4. Which one is the largest lake among those three?
___________________________________________________________
5. What is the largest lake in Indonesia?
___________________________________________________________
6. What is so special about Matano lake in terms of its depth?
___________________________________________________________
HOW TO GET THERE
A Fokker 50-plane, owned by Indonesia Air and rented out to mining
company Vale Indonesia, flies from Makassar to Soroako, Tickets for the
general public are Rp1.2 million per person. The flight departs at 12:30 pm
and arrives an hour later.
Overland by bus starts at the Daya bus station in Makassar, to
Soroako. Tickets range from Rp160,000–220,000. The overnight trip takes
about 13 hours.
NO.
TRANSPORTATION
7.
Plane
8.
Bus
ADVANTAGES
DISADVANTAGES
TRANSPORTATION
There is no public transportation here. Available are only motorcycle taxis,
which charge according to distance, starting at Rp15,000. If you want to see
Lake Matano and travel around Soroako, you can rent a car for Rp300,000,- a
day.
37
The trip from Lake Towuti in Wasuponda, is about 30 minutes from
Soroako; To Lake Mahalona, it’s about an hour from Wasuponda. These can
be reached by renting a car starting from Rp. 400,000.- To travel around on
the lake, you can rent a katinting (motorized boat) at rates starting from
Rp200,000.
9. What will people use for transportation if they want to travel around
Soroako?
____________________________________________________________________
10. How much money will people spend if they want to travel around the
lake?
____________________________________________________________________
HOTELS AND CUISINE
There are some small, comfortable hotels in Soroako. One of them is located
right on the edge of Lake Matano. Room prices vary, starting at Rp350,000.
Small eateries and outdoor stalls at Soroako market offer a variety of
food. The famous dish here is kapurung, sago porridge in fish broth. Most of
these eateries open in the morning.
11. How much is the price of the cheapest hotel located on the edge of
Lake matano?
______________________________________________________________
12. What is kapurung?
______________________________________________________________
_____________________________________________________________
BANKING AND INTERNET SERVICES
There are branches of the BRI and Mandiri banks there. However, it is a good
idea to carry enough money, as all transactions are done in cash, including
payment for accommodation. The Telkomsel internet and GSM network is
available.
(Text Source: Tempo, No.1413/November 18 – 24, 2013, pp. 47 - 49)
38
13. It is advised to carry enough money although there are branches of several
banks on the area. Why it is so?
____________________________________________________________________
____________________________________________________________________
14. What is the only cellphone network available on the area?
____________________________________________________________________
TRIP ARRANGEMENT
1. Interview your friend. Find out their plan and preferences in visiting the
lakes in East Luwu.
2. Make a trip arrangement which suitable with their plan. Explain the
benefit and advantages of the arrangement you make.
Information of your client
ADVERTISEMENT
Trip arrangement
39
Text 2
Direction:
1. Read the following paragraphs and answer the questions given after each
paragraph!
2. List new vocabularies and guess the meaning from context in sentences!
DJÉNNÉ
WEST AFRICA’S ETERNAL CITY
PERCHED BAREFOOT atop a single row of mud bricks 20 feet above the
ground, two masons are laying fresh courses on the wall of an ancient house.
From the second floor their boss grabs a seven-pound block off a pile and
heaves it up with careless assurance. The workman closest plucks it from the
air and bends to place it on the wall. With perfect timing the head mason lobs
another brick over the back of the first workman. The second catches it with
ease. And so it continues, the two masons catching the bricks and setting
them in place, the front man ducking so every other brick can reach his
partner, their bodies rising and falling rhythmically under an intense sun.
Not a single brick escapes them to fall into the narrow dirt street below. Not a
single time does either lose his balance.
1. Please describe the tasks of . . . . . .
(a). The head mason
________________________________________________________________
________________________________________________________________
(b). The first workman
________________________________________________________________
________________________________________________________________
(c). The second workman
________________________________________________________________
________________________________________________________________
2. What do other people do after the second workman did his job?
____________________________________________________________________
____________________________________________________________________
40
A Western visitor to this city in Mali might call this display skill. Djénné’s
masons call it magic. “In all the world no one can build in mud like us,” said
Béré Yonou, one of the city’s master masons. “What we know is the earth.”
The masons, whose family lines stretch back half a millennium, mix clay dug
from the surrounding plains with water from the Bani, a tributary of the
Niger. Then, drawing on knowledge passed from father to son, they create an
architecture that brings visitors from as far away as Japan. The Great Mosque,
with its crenellated walls, is the most stunning example, but even the more
humble buildings, their pillars and buttresses tapering to narrow fingers that
project above the city’s flat roofs, are masterpieces of Sudanese architecture.
As early as the 14th century, the style spread from the Djénné area across the
Sahel of West Africa, becoming synonymous with the city’s masons.
3. What do the first ‘this’ and the second ‘this’ in the first sentence refer to?
____________________________________________________________________
____________________________________________________________________
4. What does the ‘display skill’ mean?
____________________________________________________________________
The beauty of Djénné is fragile. Buildings must be replastered regularly or
they melt under the seasonal rains. During the severe droughts of the 1970s
and ‘80s, houses were abandoned or neglected. When rain fell, the
replastering hadn’t been done. Djénné’s majesty began to fade.
5. What are two causes make the beauty of Djenne fragile?
____________________________________________________________________
____________________________________________________________________
Now a grant of $500,000 from the Netherlands is allowing Djénné to restore
168 – about an eighth – of the city’s dwellings. Residents pay nothing for the
repairs but must agree to keep their houses traditional, with small windows,
modest-size rooms, and mud construction – this at a time when some people
are razing whole buildings to put in electricity, plumbing, and rooms big
enough for armories. The restoration, scheduled to be finished next year, is
being done according to tradition, with the masons dividing up the work
according to whose ancestors originally built the houses. Through gris-gris, or
41
spells, masons protect the houses, the families that inhabit them, and
themselves: Dirt from old brick is reused only within the dwelling from
which it came, since it is believed to carry a blessing that cannot be
transferred.
6. Why did the existence of Djenne attract foreign (western) countries?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
7. Why they are very concerned with restoration?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
The roots of such practices stretch back to 250 B.C. and the beginnings of
Jenne-jeno, an ancient site two miles from Djénné. Archaeologists believe the
essential character of Jenne-jeno’s culture endures in Djénné. “Resilience is
the key word,” writes Roderick McIntosh, who with his collaborator, Susan
McIntosh, excavated Jenne-jeno. The Djennenké, as residents of the city are
known, have survived centuries of drought and conquest by holding fast to
their traditions.
8. What is Jenne-jeno culture?
____________________________________________________________________
____________________________________________________________________
MUD MAJESTY
Sweeping away deris from the weekly
market, women prepare Independence Day
celebrations in front of the Great Mosque.
The Building, descendant of one erected in
the 1200s, stands as a sublime example of
the architecture that made Djenne famous,
a mixture of sub-Saharan and North
African styles. In the colonial 1890s a
Frenchman wrote, “For the first time in
these regions I was astounded by the work
of man”
42
Today, as they emerge from another drought and a corrupt dictatorship that
ended 1991, they confront the double-edged benefits of progress. For
example, new metal pipes may bring running water into a house, but old
pottery drainage pipes let it seep into the clay walls. Meanwhile, a dam for
irrigation is being built on the Bani River at Talo, a town 90 miles upstream
from Djénné. Fed by rains in Guinea and Côte d’Ivoire, the Bani jumps its
banks each wet season and spills across the plain around Djénné. The flood
creates channels for fishing, wetlands for growing rice, and marshes thick
with grasses for cattle. It also creates soil uniquely suited to the needs of
Djénné’s masons, enriched with fish bones, crop stubble, and cow manure so
that it becomes the perfect clay for making mud bricks. Many in Djénné
believe the dam will cut off the Bani, the city’s lifeblood, forcing them to
abandon ancient ways.
To understand the traditions that sustain Djénné, one afternoon I
followed Moctar Cissé, my 24-year-old guide, to the house of the Béré Yonou,
the master mason. He lives near Djénné’s dusty main square, where the few
streets wide enough for vehicles come together. In one corner of the square a
handful of boys were kicking a soccer ball. Bells jingled as a donkey trotted
by, pulling a cart full of grass for live stock.
(Text Source: National Geographic Vol. 199. No. 6, June 2001, pp. 100 – 104)
9. What did the writer do to explore traditions in Djenne?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. Based on the last two paragraphs, please write three sentences to describe
the condition of Djenne today.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
43
Objectives
Schedule and
Materials
1. Students should comprehend the procedure text.
2. By comprehending the text, students should make
summary by filling the chart available.
Meeting 11
Procedure text, and summarizing using chart.
Direction:
1. Read each paragraph of the following text and answer the questions given.
2. Read the whole text and summarize it by and filling in the blank boxes so that the
chart will show the flow of goods in the food industry.
FOOD INDUSTRY
The food industry comprises all business operations that are involved in
producing a raw food material, processing it, and distributing it to sale
outlets. The entire complex of the industry includes: farms and ranches;
producers of raw materials, such as phosphates, for agricultural use; watersupply systems; food-processing plants; manufactures of packaging materials
and food-processing and transportation equipment; transportation systems;
and retail stores and food-service operations such as restaurants, institutional
feeding commissaries, and vending-machine servicers.
1. Why it is said that food industry is very complex?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
2. What activities that should be done to operate the business of food
industry?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
44
HISTORY OF THE INDUSTRY
The organized trading and transport of salt, spices, grain, olive oil, fermented
beverages, and other foods have probably been practiced almost since the
time of the first agricultural surpluses. Inventories of livestock and foodstuffs
are among the first written records. Until modern preservation methods were
developed, however, the kinds of foods that could be traded were limited to
those which did not spoil quickly.
Most food-processing operations seem to have begun as extensions of
kitchen preparation techniques, scaled up to furnish enough surplus product
to be bartered or sold outside the household. Enlargement of a business
entailed simply building more or larger processing equipment. Gradual
improvements in design were made to increase yields or to improve quality.
This was the general pattern until the Industrial Revolution, when major
qualitative changes began to be made. Factories were greatly enlarged, and
much of the manual labor was replaced by machinery. Also, entirely new
principles of processing, such as canning and spray-drying, were invented.
Channels of distribution became much more complex and extended, and
special techniques for retaining quality were used, such as shipping by means
of refrigerated railroad cars.
3. What methods that can be included as traditional preservation?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
4. What is the significant contribution of Industrial Revolution to the
development of food industry?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
DISTRIBUTION PATTERNS
Farmers, ranchers, other producers of agricultural raw materials, and feedlot
operators usually sell their output to collection points, such as grain terminals
or stockyards. The terminal or stockyard supplies the processing companies,
which select needed raw materials from the available stock and process them
45
either into finished foodstuffs, for example, cuts of meat, or into food
ingredients, such as flour.
From the processor, finished food products are sent to warehouses,
which can assemble full truckloads of products originating from many
different suppliers for shipment to one large retailer or to a number of smaller
outlets in a given region, allowing a great reduction in unit transportation
costs as compared to shipping a small quantity of one item directly from the
producer to the retailer.
Processors of perishable foods (dairies, ice cream manufactures,
wholesale bread bakeries, and meat packers) usually maintain their own
fleets of trucks for carrying fresh products directly to their retailer customers.
Restaurants purchase staples and nonperishable foods from the
warehouses of specialized distributors. They also receive direct shipment
from dairies, bakeries, and meat packers.
5. What is the main role of
(a) Agricultural producers
_________________________________________________________________
(b) Suppliers
_________________________________________________________________
(c) Retailers, and
_________________________________________________________________
(d) Restaurants; in food distribution?
_________________________________________________________________
FOOD PROCESSING
The food-processing industry is one of the biggest businesses in the United
States. In 1980 it employed about 1,700,000 people. Capital expenditures were
almost $6 billion.
Nearly all food-processing companies, as well as many food-service
chains, have a quality-control or quality-assurance department that evaluates
raw materials, processes, and finished products. Most quality-control
personnel are highly trained in chemistry, food technology, home economics,
or microbiology.
46
Testing is performed in accordance with standardized procedures.
Tests may be based on physical properties such as dimensions, viscosity,
chemical properties (such as vitamin content or pH), sensory attributes (such
as appearance, taste, odor, texture), functionality (such as response to
consumer cooking procedures), legal requirements, or public health
considerations such as the presence of certain microorganisms. Objective
chemical, physical, and microbiological analyses are preferred, but subjective
testing for sensory properties by expert taste panels is also needed, since
many of the quality characteristics important to consumers cannot be
adequately measured by any existing objective procedure.
(Text Source: Grolier Family Encyclopedia, Food Industry (2004), Vol. 8, pp. 384 – 384)
6. Why food testing in food-processing companies is important to perform?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
7. Mention the kinds of food-processing test based on physical properties!
____________________________________________________________________
____________________________________________________________________
8. What is the difference between objective analysis and subjective analysis?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
47
SUMMARY:
Imports
used on the farm
Export
s
Exports
Imports
FLOW OF GOODS IN THE FOOD INDUSTRY
48
Objectives
Schedule and
Materials
1. Prior to reading the text, students should discuss several
topics related to the text.
2. Students should comprehend the research publication in
text 1 and 2.
3. Students should be able to make outline about the whole
ideas of the text
4. By comprehending text 2, students should be able to
conclude the article in written form.
Meeting 12-13
Research publication text, outlining, and
writing conclusion.
Text 1
Direction:
1. Discuss several topics given with your friends.
2. Answer the questions based on the text.
3. Make an outline of the text.
Things to Discuss
1. What do you think about television and movie industry in your country.
2. Do you think TV programs and movies represent condition (social,
economy, political) of a certain society? How so?
3. Do you think TV programs and movies may influence people’s point of
view? How so? Give examples.
TELEVISION DRAMA IN CHINA
ART AS STATE PROPAGANDA:
THE EARLY YEARS OF TELEVISION DRAMA
Television drama made its appearance in 1958, the year that witnessed the
first broadcast of Beijing Television. Subject matter was influenced by the
political and social realities of the day. The first television drama, Yikou
caibingzi (A Mouthful of Vegetable Pancake), was a half-hour production
extolling the merits of frugality. In this story, the youngest daughter of a
peasant family is chided for sharing her food with a dog. Her older sister
49
recalls that when they were young children before the communist victory of
1949, their father had died, their mother was sick, and the second daughter in
desperation had prevailed upon a landlord for help, only to be set upon by
his dogs. Returning home, the only sustenance available was a single
vegetable pancake, which the mother refused to eat, insisting that the young
sister should have it. In keeping with the Communist Party’s priorities at the
time, this drama provided not only a moral lesson about frugality but also a
reminder of the political task of class struggle. The following year saw
another “frugal” drama, Yi da shoutao (A Pile of Gloves), which played further
on the patriotic nature of thrift – this time with workers at a factory refusing
the option of new gloves to save the nation the expense.
1. How does TV drama entitled Yikou caibingzi (A Mouthful of Vegetable
Pancake) teach the society about frugality?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. Complete the chart below
Title
Yikou
caibingzi
Yi da
shoutao
The Character
Message
_______________
Frugality and
class struggle
_______________
______________
Object of
frugality
_______________
The gloves
The first serial drama (lianxu ju) appeared on Chinese television screens in
February 1981. Diying shiba nian (Eighteen Years in the Enemy Camp), an
action-thriller serial, was produced by China Central Television (CCTV) and
ran for nine episodes. This serial was not well received, in part because of
poor production quality. The lukewarm reception may also have been due to
its rather blatant propaganda, which served to rekindle memories of the
Cultural Revolution. Later the same year, Shandong Television produced the
“kung-fu” serial Wu song, based on the adventures of one of the heroes of the
classic novel Outlaws of the Marsh. This production also received a mixed
reception, due to the scriptwriter’s remolding of the character of a traditional
outlaw to conform to the dictates of the socialist realism on how heroic
50
characters should behave. For example, in the original story, when Wu Song
hears of his sister-in-law’s affair with the dastardly Ximen Qing, he
slaughters not only the villain but everyone else in the building as well. In the
television serial, however, the more politically correct Wu Song spares the
bystanders.
3. What is the genre of serial drama entitled Diying shiba nian?
____________________________________________________________________
4. What are the causes of the lukewarm reception of the serial produced by
CCTV?
____________________________________________________________________
___________________________________________________________________
5. How are the serial entitled serial Wu song differ from the original source
(the novel)?
Wu Song
Outlaws of the Marsh
_______________________
_________________________
_______________________
_________________________
_______________________
_________________________
6. Why do you think the scripwriter changed several aspects in the serial?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
In 1982, China’s first television drama production unit was established. Prior
to this time, television drama production had not been viewed as an activity
requiring particular technical expertise, but once the Beijing Television
Production Studio later became the commercially successful Beijing
Television Arts Centre, technique came to be valued. The technical
specialization that occurred as a result of the formation of production units
contributed to an increase in output.
7. When do people start to value technical expertise?
____________________________________________________________________
____________________________________________________________________
51
8. What is the trigger of technical specialization?
____________________________________________________________________
____________________________________________________________________
During the mid-1980s, the most popular dramas were adaptations of classic
tales, literary masterpieces, and historical events (many of them strategically
rewritten in response to political directives). In 1985, the Beijing Television
Arts Centre adapted Lao She’s novel Sishi tongtang (Four Generation under
One Roof), a story about the life of an extended family in Beijing under
Japanese occupation, inserting a plot line involving a progressive member of
the family who secretly joins up with Communist Party agents in the city. The
following year the CCTV’s own production house, the China Television
Drama Production Centre, produced a multi-episode version of the classic
novel The Dream of the Red Chamber, which played up the decadence of the
feudal nobility in late imperial China.
9. How are the trend of popular drama in mid-1980s China?
____________________________________________________________________
___________________________________________________________________
10. What is the similarity of two serials adapted from famous novels Sishi
tongtang and The Dream of the Red Chamber.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
In March 1983, in response to the debates about the quality of television
drama, the National Association of Television Drama and Ministry of Radio,
Film, and Television instituted an official annual award ceremony for
television drama, the “Fly to the Sky Award” (feitian jiang). Winners of this
award have tended to be ideological works by more established directors.
Another award system, the “Golden Eagle Award” (jinying jiang), claimed by
its sponsor to represent the voice of the people, was established in the same
year by the magazine Popular Television. Golden Eagles have been awarded to
overseas dramas as well as to mainland productions. Though some dramas
have won both awards, the two award ceremonies have tended to be
52
polarized, “Fly to the Sky” awards representing official endorsement and
“Golden Eagles” celebrating popular taste.
(Text Source: Keane, 2002: pp. 124 – 127)
11. In short, how are the differences between the “Fly to the Sky Award”
(feitian jiang) and the “Golden Eagle Award” (jinying jiang)?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
12. From the context of above paragraph, guess the synonym and antonym of
words below.
WORD
SYNONYM
ANTONYM
Established
Claimed
Polarized
Endorse
What is outlining?
Outlining is a method that condenses or shortens a great deal of material into
manageable units and helps you keep track of the main ideas and important
details. An outline organizes information by relating main ideas and details
to the topic of the text. An outline also helps you identify the controlling
ideas of a long reading and provides you with a study guide that should be
used to prepare for class discussions and tests.
The outlining strategy is to:
1. Use the previewing, main idea, and marking and annotation strategies.
2. Think and decide what the topic is. This becomes the title of the outline.
3. Think and decide which main ideas and details are important.
4. Make the main ideas the major headings (roman numerals).
5. List the details under the main ideas.
53
OUTLINE
54
Text 2
Direction:
1. Answer all the questions precisely!
2. Write one paragraph describing your conclusion on the role of Mass Media in
localizing western music in the Codillera.
INDIGENOUS MUSICAL PRACTICES IN THE PHILIPPINES
MASS MEDIA INFLUENCE IN THE 1960s:
LOCALIZATION OF POPULAR WESTERN SONGS
In the 1960s, American popular music was introduced into the indigenous
communities in the Cordillera region through radio and SP (standard play)
and LP (long play) records. Electricity was unavailable in most of the
Cordillera in the 1960s, but battery-operated radios and record players owned
by a very few households provided the contact points through which
American hit songs of the period came to be known in the region. During this
period several American songs became adapted to local vocal practices, as
young people composed and set vernacular lyrics to the tunes of American
hits. This practice is still found among the people of that generation, who
today are in their forties and fifties. Such songs as “Tom Dooley’’ and “Don’t
Cry Joni” gained enormous popularity in the Cordillera, in the 1960s, first
being introduced to a very limited population through radio and records and
then spreading widely through oral transmission. In this way, the 1960s
marked the beginning of mass media intervention in the local vocal traditions
of the Cordillera.
1. How was the western music in 1960-s introduced to people of Cordillera?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
2. The spread of American hit songs in the Cordillera region can be traced
through several phases. What are they?
____________________________________________________________________
____________________________________________________________________
55
____________________________________________________________________
____________________________________________________________________
3. What do you know about “vernacular lyrics” (line 8)?
____________________________________________________________________
___________________________________________________________________
The Kingston Trio’s “Tom Dooley” provides a good example of the
localization of American pop songs in this period. This song was especially
popular in Northern Kankana-ey communities, where it was indigenized as a
local folk song called “Siya obpay dis din damo” (It Was in the Beginning).
While the original melody remained basically intact, the local lyrics
transplanted onto the melody bear little resemblance to the original English
lyrics; instead they are about a miserable boy who is disliked by his
sweetheart.
4. What does the author mean by “localization of American pop songs”?
____________________________________________________________________
____________________________________________________________________
5. What does the word “intact” in line four mean?
____________________________________________________________________
In the 1960s, however, young people began to compose lyrics in written form
prior to singing, and songs came to be performed by groups of singers
holding hand-written song sheets. The decline of spontaneous composition
can be attributed, at least in part, to the spread of literacy in the region and
the introduction of mass media, both of which had the effect of making songs
more “fixed” in form, and thus less inviting of spontaneous improvisation.
Still, it should be noted that in the 1960s it remained common to compose
new song lyrics for specific occasions; even if these were in written form, they
were usually performed only once.
6. What is the influence of this localization to young generation in the 1960-s?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
56
7. What does the word “both” in line five refer to?
____________________________________________________________________
THE DECLINE OF SONG COMPOSITION
During the 1970s, mass media began to have a greater impact on the musical
practices of the indigenous peoples of the Cordillera. The rapid worldwide
dissemination of audio technology in the 1970s sparked the beginning of the
“global era” of popular music internationally, and in this decade even small
communities in remote areas like the Cordillera inevitably became involved
in global popular music trends.
The introduction of low-cost recording and play-back technology in
the form of battery-powered cassette-tape machines was a qualitative leap.
Within the space of a few years, the technology to record and play back music
spread to the remotest villages, even before paved roads, piped water, or
electricity were available. International stars of the day became known in
every corner of the globe, and for the first time in history the world saw a
generation growing up with a common musical experience added to the
specific musical culture and practices of their local communities.
The Cordillera was no exception. Cassette technology in the 1970s
allowed local radio stations to broadcast the hit songs of such internationally
known singers as The Beatles, John Denver, Kenny Rogers, and Simon and
Garfunkel. Among the most popular songs in the Cordillera during this
period were “Take Me Home Country Roads,” “Sweet Surrender,” “El
Condor Pasa,” “The Boxer,” and “Imagine.” The radio was then, and remains
today, the most popular audio medium in the Cordillera region. These songs
were also listened to using cassette-tape players, though only a few
households could have owned one at that time.
One imported genre that became especially popular in the Cordillera is
American country and western music. Cordillera teenagers of the 1970s could
hear country and western played daily on local radio stations or cassette-tape
players, and they enjoyed singing country and western songs with guitar
accompaniment around bonfires at social gatherings like birthday
celebrations and graduation parties. Thanks to the influence of country and
western, many young people took up the guitar, teaching themselves or
57
learning with their friends. Today, most people of this generation have at
least a basic knowledge of musical chords.
The 1970s thus saw popular music from the West introduced to the
Cordillera on a much more massive scale than ever before. Cassette tape and
radio became the main sources of transmission, although imported songs
were also transmitted orally within the local communities. It was in this
period that “one way listening” to “imprinted music” via mass media became
a habit of the Cordillera people. This habit seems to have deprived the youth
of the period of the practice of composing new song lyrics for particular
occasions. Unlike their seniors, those who were in their teens in the 1970s
seldom volunteer to perform their own compositions during community
affairs such as marriage feasts or vigils for the dead. It was probably the
impact of mass media music transmission that brought about the end of the
long tradition of song composition whether spontaneous (pre-1960s) or
prewritten (1960s), in the Cordillera.
8. Why audio tecnology was defined as the beginning of the “global“ of
popular music?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
9. The writer affirmed that American country music had positive impact to
teenagers in Cordillera. Why it is so?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
10. Do you think that the sub-title “The Decline of Song Composition” is a
sort of dichotomy?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
11. Why western music development in the Cordillera region in 1970-s was
regarded as ‘one way listening’ to ‘imprinted music’?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
58
THE INTRODUCTION OF TELEVISION IN THE 1990s
Cable TV was introduced into some limited areas of the Cordillera in the
early 1990s. The few available stations include foreign stations from the
United States, Hong Kong, and Australia as well as Filipino ones beamed
from Metro Manila. The number of households possessing a television set is
steadily increasing. The nature of television broadcasts, of course, is that they
have a visual impact that music transmission media lack: the faces, gestures,
dances, costumes, makeup, and hairstyles of the singers are conveyed to
listeners/viewers in addition to the music itself. In the 1990s, Igorot children
could be seen dancing along with Michael Jackson by imitating his
movements in front of the television.
The most radical change that television as a medium of cultural
transmission has brought to the Cordillera is that information is now
provided directly from Metro Manila and from abroad, with no local input or
filtering (unlike radio broadcasts where the programming is decided by the
local stations). In terms of popular music, the latest hits from America and
Hong Kong are heard in remote towns of the Cordillera without any local
selection process. Television also conveys Metro Manila’s urban culture,
including Filipino pop music, straight to the indigenous communities;
previously, the Cordillera region had little direct contact with the mainstream
trends and popular culture of the Philippines. (Even today, many villages of
the Cordillera region are out of the reach of current newspapers.) As for
radio, only a few local stations are available. Thus, though it is still limited in
its reach, television has opened a gateway for the Igorot people to know and
experience global culture and events.
(Text Source: Reyes, 2002: pp. 48 – 57)
12. Write down the influences of foreign television program in Cordillera
region.
(a) Positive influence
______________________
______________________
______________________
(b) Negative influence
______________________
______________________
______________________
59
13. What do you know about
(a) Urban culture
_________________________________________________________________
(b) Pop culture, and
_________________________________________________________________
(c) Global culture
_________________________________________________________________
CONCLUSION
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
60
Objectives
Schedule and
Materials
1. Students should comprehend the business letters.
2. Students should be able to comprehend the format of
business letter and arrange the jumbled parts of the letter.
Meeting 14
Business letter and parts and format of
business letter
Direction:
1. Read the following text and answer the questions given.
2. Rearrange the parts of second letter into correct order.
A business letter is a formal way of communicating between two or more
parties. There are many different uses and business letters. Business letters can
be informational, persuasive, motivational, or promotional. (Crosby:2012)
Letter 1. Making an offer of employment
January, 25, 2013
P J Cross
Personnel Manager
765 Berliner Plaza
Industrial Point, CA 68534
H J Kingsley. Ltd
Dear John,
Following our conversation this morning, I am delighted to confirm our offer
of the job of Office Manager, with effect from Monday 25 February 2014.
I confirm that your annual salary will be £23,000, which will be paid monthly
in arrears.Your salary will be reviewed after six months, in August.
Thereafter, it will normally be reviewed annually in April.
The post reports to John Hibbert, our Managing Director. Our normal terms
of employment will apply, as outlined on the attached sheet.We do operate a
61
sick-pay scheme and although we do not have a company pension scheme,
we give every help to anyone wishing to set up a personal scheme.
Your normal hours each week will be 9.00am to 5.00pm, Monday to Friday,
with an hour’s break for lunch.
You will be entitled to 24 days’ holiday per year in addition to statutory
holidays and the three days between Christmas and New Year.One month’s
notice is required on either side, and the first three months are viewed as a
mutual trial period.
Your employer, for contractual purposes, is H J Kingsley Ltd. Please sign the
attached copy in acceptance of this offer.
Yours sincerely,
P J Cross
Personnel Manager
I accept the above offer of employment as set out in the above letter.
Signed .......................................... Date. January, 25, 2013
Related to the letter above, complete the information below.
The position
The date of joining
The name of employer
The salary
How frequently the salary is paid
When the salary will be reviewed
The normal hours of work
Amount of holiday
Rigts to sick pay
Pension arrangements
The period of notice that is required
on either side
To whom the post repost
62
Letter 2.
This letter is not in the correct order. Read and rearrange the parts of the
letter into the correct order.
1
I am writing to request replacements for the missing parts, and a
copy of the full set of assembly directions for the model I
purchased. If reasonable arrangements are not made within ten
business days, I will return the tent to the store I purchased it
from and expect a full refund. To assist you in processing my
request, I am including a copy of my sales receipt and a list of the
missing parts.
May 26, 2014
2
The Tiny Tots Toy Company
15456 Pyramid Way
College Park, FL 33133
Dear Customer Service Representative: Anne Brown
3
4
I have purchased other toys manufactured by your company in
the past, and have always been impressed with the quality and
selection Tiny Tots has made available to its customers. I sincerely
hope this is a one-time incident, and that any future purchases I
make will live up to the standard my family has come to expect
from your company.
Sincerely,
Signature
Clara Winters
63
5
I recently purchased one of your Tiny Tents (Model # 47485) for
my three-year old. Unfortunately, afterviewing the components
that came with the product, I discovered that four of the parts
were missing. Also, the instructions that came with the tent are
incomplete. Both of these situations have resulted in the tent
remaining unassembled and unacceptable as a toy for my
daughter.
1. The correct order of the letter:
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------2. What is the aim of the letter above?
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
64
Objectives
Schedule and
Materials
1. Students should comprehend the article on social context.
2. Students should be able to compose a paragraph that
embody an integrated comprehension about the text and
picture.
Meeting 15
Article on social context and integrated
comprehension.
Direction:
1. Read the following text and answer the questions given after each paragraph of it.
2. Interprete the picture and write in paragraph form by the end of the text
A TALE OF TWO SUMMERS
It’s not just the heat that makes this season frustrating. It’s the scheduling.
For many parents, summer is oppressive not mostly because of the heat but
because of the scheduling. The lengthening days are a hint of the specter of
more than 50 million school-age children with six more hours of free time
than usual. It’s a child-care chasm that I usually end up crossing by building
an emergency bridge made of cash: for more baby-sitting, more late fees.
More hastily put-together sort of fun-ish activities.
1. What is the profession of the writer?
____________________________________________________________________
2. What does the word “specter” in the second line mean?
____________________________________________________________________
3. What does the writer mean by “an emergency bridge made of cash”?
____________________________________________________________________
____________________________________________________________________
But no matter how unprepared I am, I’ll never be arrested for my choices.
That’s what happened to Deborah Harrell, who was taken into custody
earlier this month, officially for unlawful conduct toward a child, also known
65
as leaving her 9-year-old daughter in a park in North Augusta, S.C., for
several hours while she was at work. Her kid had a cell phone, and the
McDonald’s Harrell works at was close by, but the girl was there without any
adult supervision for much of the day, a witness said.
4. Who is Deborah Harrell?
____________________________________________________________________
5. Why was she arrested?
____________________________________________________________________
____________________________________________________________________
The mom’s arrest led to a round of national hair pulling (our own and one
another’s) about How a Person Could Even Do That or How a Person Could Even
Report That. In fact, about 40% of parents leave their kids on their own, at
least for a while, estimates the American Academy of Child and Adolescent
Psychiatry. Three states have even established a minimum age for being home
alone, ranging from 8 years old in Maryland to 14 in Illinois.
6. According to the American Academy of child and Adolescent Psychiatry,
how many per cent of parents do stay together with their children?
____________________________________________________________________
7. What happens with the children under 8-year-old in Illinois?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Kids have raced around outside by themselves since the dawn of time. That’s
why those on the free-range end of the child-raising spectrum blamed the
busybody who reported Harrell. Yet, she was doing exactly what childprotective-service agencies have asked U.S. citizens to do, especially since
data indicates that child-abuse reports tend to go down over summer but
child-abuse incidents do not.
8. Why does child-abuse tend to decrease over summer?
____________________________________________________________________
____________________________________________________________________
66
____________________________________________________________________
____________________________________________________________________
So, once we get past the finger-pointing, it might be worth having a different
conversation: one about the gap between what we expect and what we’re
willing to pay for. If, by way of analogy, we go to Harrell’s place of work for
our luncheon needs, we cannot order McTruffles. McDonald’s can’t make the
numbers work on that. Similarly, we cannot expect somebody to fund
enriching child-centric summer activities on minimum wage. She can’t make
the numbers work on that.
Age is a factor here. In the U.S., more that 45% of hourly workers whose
income falls at or below minimum wage are older than 40, according to the
Bureau of Labor Statistics, and more than half are women. Harrell is 46.
Parents in that type of Job are caught in a double bind. The lower their
earnings, the more flexible their job I could be writing this essay from home,
in case my teenage kids suddenly needed help or to accuse someone of
ruining their lives. Fast-food workers have to be where the food is. “Highwage jobs are associated with hard-to-replace skills”, says Kenneth Matos,
senior director of research at the Families and Work Institute. “[Corporations]
need to do something to keep those individuals. Low-wage jobs are generally
associated with highly replaceable people, so it’s not worth investing in
flexibility.”
9. What does Kenneth Matos’ statement “High-wage jobs are associated with
hard-to-replace skills” signify?
____________________________________________________________________
____________________________________________________________________
67
10. Why the women whose income below minimum wage are generally tied in
double bind?
____________________________________________________________________
____________________________________________________________________
___________________________________________________________________
Harrell can’t do that job without child care, but at the minimum wage of $7.25
an hour, she can’t get child care doing that job. End results: she cobbles
together something ad hoc, just like I do. The difference is that my bad
choices are cushioned by cash and society’s false assumption that people who
have it don’t abuse their kids. When I make a mistake, my kids don’t get
taken away by social services.
11. What does the word “cushioned” in line 4 mean?
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Harrell may get lucky. On July 21, child-abuse charges against 35-year-old
Shanesha Taylor, who left two toddlers in a hot Arizona car for more than an
hour, were dropped. Taylor left the kids there because she had a job
interview and nowhere else to take them. Both women’s plights have touched
a nerve; Harrell and Taylor have been given support and thousands of dollars
in donations via social media.
12. Why people support Harrell and Taylor who committed child-abuse?
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As for me, I’m not sure where my 13-year-old daughter is at this moment. I
left her some money this morning and told her to have a nice day. If anyone
wants to arrest me, I’ll probably be at McDonald’s getting her some dinner.
(Text Source: Time Vol. 184, no. 5, August 2014, pp. 50)
13. What does the writer want to describe by writing the above
paragraph?
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68
PICTURE INTERPRETATION
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69
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