Diktat B.ing FKM & Illustration
Diktat B.ing FKM & Illustration
SKS : 2 sks
KODE : SSE
SEMESTER : III / VII
Dosen : Dr. Maizufri, MS
2. Tujuan Umum
a. Mahasiswa dapat membaca teks-teks berbahasa Inggris.
b. Mahasiswa dapat memahami serta mengidentifikasi sebuah buku atau
teks dalam waktu singkat.
c. Mahasiswa dapat memahami sebuah teks atau karangan dengan lebih
mendalam melalui konstruksi paragrafnya dalam waktu yang tidak
terlalu lama.
d. Mahasiswa dapat menuliskan gagasan dan pemikirannya dalam Bahasa
Inggris.
e. Mahasiswa dapat mempresentasikan pemikirannya di dalam kelas
dalam bentuk seminar.
f. Mahasiswa dapat menterjemahkan teks Bahasa Inggris ke dalam
Bahasa Indonesia atau sebaliknya. (tambahan)
g. Mahasiswa dapat mengenal Toefl secara selintas. (tambahan).
3. Pokok Bahasan
I. Improving Reading Speed and Comprehension
1. Faster Effective Reading.
2. Onstacles to Faster Effective Reading
3. Hints for Reading Practice (1)
4. Hints for Reading Practice (2)
II. Pre viewing
1. Previewing using titles and heading
2. Previewing using illustration
3. Previewing using introduction, table of content, blurb, and index of a
book.
III.Finding Main Ideas and Supporting Details
1. A directly stated main idea
2. An implied main idea
1
3. The supporting ideas
IV. Taking Notes
V. Summarizing
VI.Translation (tambahan)
VII.Toefl (tambahan)
VIII. Conversation
2
In the next exercises you keep a record of your reading by yourself.
1. Find your reading speed. From the table below.
Note : Your right answers should not fall below 6 or 7 out of 10. (Each of the
following texts consists of ten questions)
Exercise 6
Read the following passages as fast as possible. Then record the time and
speed by yourself.
3
I. Improving Reading Speed and Comprehensions
4
Think of passage as a whole
When you practice reading with passages shorter than book length, like the
passages in this course, do not try to take in each word separately, one after
the other. It is much more difficult the grasp the broad theme of the passage
this way, and you will also get stuck on individual word which may not be
absolutely essential to a general understanding of the passage. It is a good
idea to skim through the passage very quickly first (say 500 word in a
minute or so) to get the general idea of each paragraph. Titles, paragraph
headings and emphasized word (underlined or in italics) can be a great help
in getting this skeleton outline of the passage. It is surprising how many
people do not read titles, introductions or paragraph heading. Can you,
without looking back, remember the title of this passage and the heading of
this paragraph?
(From Practical Faster Reading)
After finish reading, select the answer which is most according to the
information given in the passage
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4. The average untrained native speaker at the University of Minnesota
a. reads at 600 w.p.m
b. reads at about 300 w.p.m
c. cannot read difficult works in translation
d. reads at about 245 w.p.m
7. You will be doing quite well if you can read books of average difficulty
a. at about 450 w.p.m with 70% comprehension
b. at about 600 w.p.m with 60% comprehension
c. at about 300 w.p.m with 70% comprehension
d. at about 250 w.p.m with 50% comprehension
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10. Titles and paragraph headings
a. are more important than anything else
b. are surprising to many people
c. can easily be remembered without looking back
d. can help us get the outline of a passage
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2. Obstacles to Faster Effective Reading
Perhaps you have seen very young children or very old people
learning to read. They move the index finger along the line of print, pointing
to each word, sometimes even to individual letters, saying the word or letters
to themselves in a low voice. This is called vocalizing. Sometimes the
learner makes no sound though his lips may move to from the word,
sometimes there is not even any perceptible movement of the mouth at all,
but the learner is still activating his throat muscles slightly to “say” the word
to himself. He is still vocalizing.
However slight the extent of vocalizing may be it will still be
impossible for such a reader to reach a speed of more than about 280 w.p.m.
The appreciation of written word must be entirely visual and we must read
more than one word at a time.
Look at ‘you’, the second word of this passage. Even if you look
straight at the ‘o’ of that word, without moving your eyes at all you can
clearly see ‘perhaps’ and ‘have’ on either side. So you can read three words
at once. Now look at the word ‘word’ on line 3. With a very slight movement
of the eyes, you can take in the whole phrase ‘....... saying the word or letters
.......’ in the same glance. In the same way, you can probably take in a
complete short sentence on one line, like the one on line 4, at one glance.
None of the lines of print on a page this size should need more than three
eye movements. Take line 6. This would perhaps break up into three word
groups: (1) ......... times there is not even ..........(2) .......... any perceptible
movement ..............(3) ............. of the mouth at all, but ........ When you are
reading well, your eyes will be one or two word groups ahead of the one
your mind is talking in.
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area which interst you and in which you can find books of about your level
of ability or just below.
If you want a quick check on how easy a book is, read through three
or four pages at random. It is there are, on average, more then five or six
words on each page that are completely new to you then the book (though
you may persevere with it for interest’s sake) is not suitable for reading
speed improvement. Incidentally, you should try to read three or four times
as much light speed reading material (whatever it is Newsweek, The Saint or
A Tale of Two Cities) as you do close, slow textbook work. You cannot
achieve a permanent improvement in your reading speed if most of the time
you are practising reading slowly.
(From Practical Faster Reading)
Say whether the following statements are true or false according to the
information given in the passage.
1. Very old people and very young children learn to read in much the
same way
2. Vocalizing will prevent readers from reading at speeds of over 100
w.p.m
3. It is sometimes possible to see three word at once without moving the
eyes
4. To read well your eyes should be one or two word groups a head of
your mind
5. Some students get discouraged when they first start reading faster
6. It is more important to read fast than to understand what is read
7. Reading practice material should be interesting and not too hard
8. It is impossible to check quickly how difficult a book is
9. You should never read a book that has five or six new words per page
10.Newsweek, The Saint and A Tale of Two Cities are unsuitable for
students
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3. Hints for Reading Practice (1)
Check comprehension
Obviously there is little point in increasing your w.p.m, rate if you do
not understand what you are reading. When you are consciously trying to
increase your reading speed, stop after every chapter (if you are reading a
novel) or every section or group of ten or twelve pages (if it is a text and
ask yourself a few question about what you have been reading. If you
find you have lost the thread of the story, or you cannot remember clearly
the details of what was said, re-read the section or chapter.
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‘Lightning speed’ exercise
Try this from time to time. Take four or five pages of the general
interest book you happen to be reading at the time. Read them as fast as
you possibly can. Do not bother abouth whether you understand or not.
Now go back and read them at what you feel to be your ‘normal’ w.p.m
rate, the rate at which you can comfortably understand. After a ‘lightning
speed’ read through (probably around 600 w.p.m) you will usually find
that your ‘normal’ speed has increased perhaps by as much as 50-100
w.p.m. This is the technique athletes use when they habitually run further
in training than they will have to on the day of the big race.
(From Practical Faster Reading)
4. A ‘pacing’ device
a. times a student’s reading speed
b. is not included in most speed reading courses
c. is an aid to vocabulary learning
d. should be used whenever we read alone
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5. Looking at your watch every 5 or 10 minutes
a. avoids the need for reading faster
b. is not the same as pacing
c. is not easy at first
d. helps you to remember the page number you were at last time
7. When you are reading a novel the passage advises you to pause to check
the content
a. every chapter
b. every hour
c. every three or four pages
d. after every page
9. If you have lost the thread of a story you are reading, the passage
recommends
a. choosing an easier book
b. glancing back over the chapter you have just read
c. asking a friend to help you with the difficult
d. learning the previous chapter by heart
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4. Hints for Reading Practice (2)
a. In spite of the fact that the fishermen were wearing sou’ westers the
storm was so heavy they were wet through.
b. An east or north east wind brings cold, dry weather to England but a
sou wester usually brings rain.
You should have guessed very easly that in sentence a) the word sou’
wester refers to some kind of waterproof clothing, presumably quite thick
and heavy since it is worn by fishermen in storms. In sentence b) is is clearly
a kind of wind, coming from a south-westerly direction. Incidentally you
would have had the greatest difficulty in finding this word in most
dictionaries since it often appears a long way down among the secondary
meaning of south. If you did not know that sou’ meant ‘ south’ in the first
place you could only have found the word by the merest chance.
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own. Still others like a democratic discussion type of class. No one teaching
method can be devised to satisfy all student at the same time.
Remember that the opening and closing paragraph of a passage or
chapter are particularly important. The opening paragraph suggests the
general direction and content of the piece, while the closing paragraph often
summarizes the very essence of what has been said.
(From Practical Faster Reading)
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5. Even if you don’t know a word you can often get the meaning by
a. wild guessing
b. working it out mathematically
c. working it out from the context
d. comparing it with similar words
6. Word like sou’ wester are often difficult even to find in a dictionary. They
may be
a. spelled wrongly
b. listed under another word
c. only put in by chance
d. taken from another language
9. Sometimes we know the first sentence is not the topic sentence because
a. it does not seem to give us enough new information
b. it is not long enough
c. it does not come at the beginning
d. it does not make complete sense
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II. Previewing
Before you start to play tennis, for example, you usually do warming
up. Otherwise, you many have a lot of difficulties. This is a good idea in
reading. Look before you begin serious reading of a book (a non-fiction
book ). Then it is much easier to understand. That is what you do when you
preview.
1. Examine the outside-front and back. (study title, illustration; read the
“blurbs” or comments on the jacket or cover; study the massages on the
end flaps, if any.)
2. Note the author’s name; read any biographical information about him
(What are his qualifications?)
3. Check the publisher’s name and the copyright date. (dates are of almost
importance in many areas of study. The book, if unrevised, could be very
outdated. Study the publishing history-number of copies; dates of reprints,
etc. This information normally is found on back of the title page
4. Read the front matter-Introduction, Preface, Foreword, etc. (A quick
check of this information will give a good indication of what the writer
sets out to do in the book.)
5. Carefully look over the Table of Contents. (This is the skeletal outline for
the entire book. It will indicate the writer’s approach and general
treatment of the subject, the number of chapters and their approximate
leght and structure. It will also list back matter-Indexes, Bibliographies,
Glossaries, etc)
6. Thumb throught the book. (Stop briefly to note layout and typography.
Note any graphics-photographic inclusions, maps, diagrams, cartoons,
foldouts, etc)
7. If there is an overall Summary of Conclusion, read it carefully
8. Peruse Indexes, Bibliographies, or Glossaries if any are included
9. From the preview, evaluate the book’s value for your purpose. (If it lacks
what you need or want, select another title and repeat this preview
process.)
At first, this may seem to be a lot of time consuming work and effort.
On the contrary, with little practice and experience, it will take but a few
minutes of your time a relative few minutes that could well be among the
most important of the total time spent studying and reading the book.
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1. Preview using titles and headings
Titles
1. Principles of Urban Transport system planning
2. Electromagnetism : principles and applications
3. Plant Growth and development
4. Principles of Modern Chemistry
5. Living with Technology
Contents
a. Pressure and temperature of Gases
b. Education, skills and working life
c. Biosynthesis and Metabolism
d. How to give people access to all urban activities
e. Ampere’s circuit law
b. Read the following titles or headings and write down what think is the
Likely content of each book or article. When you have finished, compare
Your answers with partner or group
Titles Contents
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3.General Chemistry, Principal and .....................................................
Modern application .....................................................
.....................................................
c. Which of the following books word would you consult if you were
studying the effects of new technology on comunity life? Consider
the subtitles as well as the main titles and headings. Give reasons
for your choices.
a. Lost generation
Unemployed youth
b. Computers for the workes
How do they affect you?
c. Studying abroad
Problems studying in other countries
d. Television
Several advantages of having television
e. New technology
Job content and grading
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2. Previewing using illustrations
Illustrations can provide an indication as to the content of a book.
a. Look at the picture below and try to predict what the text is about.
what kind of text do you think it is?
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b. Look at the diagrams below and try to predict what the text accompanying
these diagrams is about. Give reasons for your answer.
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3. Previewing using an introduction, table of contents, blurb, and
index of a book.
Cell were first described by Robert Hooke in 1665 when he used his
simple microscope to examine sections of cork. He used the term ‘cell’ to
describe the small walled units which could be seen in plant tissues: the
biological significance of this discovery was, however, not appreciated until
some considerable time later. The wall itself was considered to be the plant
tissue while the existence and importance of the cell contents were not
realized. However, as microscopes and preparative techniques improved
during the next100 years or so, it became possible to examine the contents of
cell. Between 1831-33 Robert Brown described a small, usually spherical,
body which he called the nucleus, as a regular feature of plant cells and, at
about the same time (1846). Mohl gave the name protoplasm to the thin
mucilaginous layer found inside the cell wall of living plant cells. Later the
term cytoplasm was used to denote the whole living material except for the
nucleus. Still later, about 1880, Schimper and Mayer are generally credited
with the discovery of the plastids, a heterogeneous group of cell organelles
that includes the chloroplasts. Thus by about 100 years ago the largest
structural elements of the plant cell (wall, cytoplasm-containing nucleus and
plastids, central vacuole ) had been desribed. These discoveries resulted
from developments in microscope construction and improvements in
preparative and staining techiques, in later sections of this book we shall see
further examples of the correlation between our knowledge of cell biology
and progress in the techniques for studying cells.
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At the same time the discoveries of cell structure were being made,
the important generalization known as the cell theory was emerging. This is
generally associated with the names of Schleiden and Schann who in 1838-
39, were the first to bring together the ideas and discoveries of the time into
a generalized theory which stated that cells containing nuclei are the
fundamental units of structure for both plants and animals. Twenty years
later, in 1859. Virchow propounded the next important generalization that
cells arise only from the pre-existing cells by divison. By 1866 Haeckel had
realized that the nucleus was responsible for the storage and transmission of
hereditary characters.
Contents
5. Ribosomes 191
Properties and structure of ribosomes Synthesis of ribosomes
Ribosomes and protein synthesis. The genetic code
Protein synthesis of 80S ribosomes from plants Polysomes
Protein synthesis and ribosomes in cell organelles
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6. The soluble phase of the cell 224
Structure considerations Composition of the soluble phase
Glycolysis and gluconeogenesis Pentose phosphate pathway
Biosynthesis of fats B-carboxylation and pyruvate metabolism
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in plant cell biology. The metabolic and structural ralationships between
organelles are always stresses and cross-referencing is included whereever it
is appropriate.
This new edition will ensure that the book remains an essential text
for under-graduate student of plant and biological sciences, and postgradute
students of palnt biochemistry and phisiology.
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Index
25
III. Finding Main Ideas and Supporting Details
The Main Idea First in the Paragraph. Here the topic sentence (that is the
sentence carrying the main idea) opens the paragraph. The sentence carrying
the supporting ideas come next. People sometimes draw this placement as an
upright triangle:
Main idea
Supporting idea
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Example
Energy sources may initially be divided into two kinds: non-renewable (i.e.
finite) and renewable. The former group includes coal, oil, gas and, in the
long run, nuclear; the latter hydropower, solar power and wind power. The
energy from all these sources ultimately derives from the sun. There is a
further source-geothermal-which depends on the earth’s own heat. In
practice this may be classed as non-renewable as it is exploitable in only a
few places and even there is limited.
The Main Idea Last in the Paragraph. In this placement, the topic sentence
is at the end of the paragraph. The supporting ideas come first. This drawing
of an upside-down triangle shows the placement.
Supporting ideas
Main idea
Example
Most of us believed that the death of a spouse often leads to the premature
death of the bereft partner. After twelve years of study involving 4.000
windows and windowers, John Hopkings University researchers have
perceived that it is the husband, and not the wives, whose lives are shortened
by the loss of their spouses. However the study indicates that windowers
who remarry enjoy greater longevity than men the same age who continue to
live with their first wives.
The Main Idea within the Paragraph. Here the writers start with some of
the supporting ideas. Then they put in the idea. Next, tey give some more
supporting ideas. Then, they put in the idea. Next, give some more
supporting ideas. This placement is shown in this drawing of two smaller
triangles:
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Supporting ideas
Main idea
Supporting ideas
Example
Californians and New Englanders are both American. They speak the same
language and abide by the same federal laws But they are very different in
their ways of life. Mobility-both physical and psychological-has made a
great impression on the culture of Californians, lack of mobility is the mark
of the costoms and morality of new Englander.
Implied ideas, are not directly stated instead, they are suggested by the
sentences in the paragraph taken together
Example
Ticks can carry two bad illnesses. Rocky Mountain spotted fever and
tularemia. Tick bites on a person’s head or backbone may lead to paralysis,
that it, not being able to move. This paralysis clears up soon after the tick is
taken off the person.
What is the main idea implied here? It is: Tick bites can hurt people. This
idea is suggested by the troubles that tick bites cause.
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There are several ways to help you find directly stated main idea.
Look for headings, that is titles for the paragraphs. The writes may put
all or part of the main idea in a heading. Headning are easy to find.
They are in different type (or print) from the reast of the paragraph.
They are in a different place- above the paragraph or before the first
sentence within the paragraph.
Look at the relations among the sentences. The topic sentence is the
most general statement. The other sentences are about it more than
they are about each other.
Use the linking devices The topic sentence may be joined to the
supporting sentences by words like for example, namely, because, and
so on.
You found the main idea when you pinpointed the topic sentence. It was a
question,a problem or a topic.
Finding the supporting ideas is planning down the other part of pattern
If a question is given to the topic sentence, then the supporting
sentence come in the answer to that question.
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If a problem is given to the topic sentence, then the supporting
sentences are in the solutions to that problem
If a topic is stated in the sentences then the supporting sentence are in
the discussion of that topic
Exercise 1
Guide practice for eight paragraphs follow. They are for practice in using
paragraph patterns in finding main ideas and supporting ideas (details).
1. How do the laws help us in every part of our lives? They help us live
together peacefully. Here are three examples. One,they take care of each
persons’s right, for example, the laws make sure we are free to write, say, or
read anything we wish. Two, they help people live together in a society, for
example, the laws say people cannot steal from one another. Three, they help
work out fights, for example, the laws are used to clear up the argument
when one person says another one owes money he or she won’t pay.
.......................................................................................................................
....
2. What is the main idea (topic sentence)?
.......................................................................................................................
....
.......................................................................................................................
...
.......................................................................................................................
...
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
...
4. How many supporting ideas (details) does the writer use?
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........................................................................................................................
..
.......................................................................................................................
.... 2. What is the main idea (topic sentence)?
......................................................................................................................
.....
......................................................................................................................
.....
...........................................................................................................................
3. Where is the topic sentence placed in the paragraph?
......................................................................................................................
.....
4. How namy supporting ideas (details) does the writer use?
.......................................................................................................................
....
3. Mt. Vesuvius in Italy and Mt St. Helens in the United Sated are both
famous mountains. They are both volcanoes. A valcano is a mountain that is
open at the top. Smoke and hot air come out of the hole. Sometimes very hot
rock also comes out of the mountain. That can mean trouble for people
nearby. This is what happened with Mt.Vesuvius and Mt St. Helens. Hot
rock poured out of Mt.Vesuvius and covered the town of Pompeii in 79AD.
Everyone in the town was killed. The Mt St. Helens valcano did not kill
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many people. There were no cities close to the mountain. But the hot rock
killed a large part of the forest. And a lot of dirt fell on cities many miles
away.
.......................................................................................................................
....
2. What is the main idea (topic sentence)?
.......................................................................................................................
....
...........................................................................................................................
...........................................................................................................................
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
....
4. How many supporting ideas (details) does the writer use?
........................................................................................................................
...
4. Scientists know a lot about the earth. For example, they understand how
mountains are made and what a volcano is. But they do not know when a
volcano will send hot rock into the air. They may know about the outside of
the earth. But they still are not sure about the inside, and scientist are not
sure about how the earth was made. They have many different ideas about
this. There are still many difficult questions for scientists who study the
earth.
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.......................................................................................................................
....
.......................................................................................................................
....
.......................................................................................................................
....
.......................................................................................................................
....
.......................................................................................................................
..
4. How many supporting ideas (details) does the writer use?
........................................................................................................................
...
5. Before the 1600s people were interested in chemicals. But they did not
study them like modern chemists. These early chemists were called
alchemists. Their kind of chemistry was called alchemy. They had some
strange ideas. For example, they believed they could make gold. They
though they could mix together the right things and have gold. For hundreds
of year alchemists tried to do this, of course, no one ever made gold this way
.......................................................................................................................
....
2. What is the main idea (topic sentence)?
.......................................................................................................................
...
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.......................................................................................................................
....
...........................................................................................................................
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
....
4. How many supporting ideas (details) does the writer use?
........................................................................................................................
..
.......................................................................................................................
...
2. What is the main idea (topic sentence)?
.......................................................................................................................
...
.......................................................................................................................
...
.......................................................................................................................
...
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
.
4. How many supporting ideas (details) does the writer use?
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........................................................................................................................
..
.......................................................................................................................
...
2. What is the main idea (topic sentence)?
.......................................................................................................................
....
.......................................................................................................................
...
.......................................................................................................................
....
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
....
4. How many supporting ideas (details) does the writer use?
........................................................................................................................
..
8. The earth is a very complex object, made up of many layers. What we are
familiar with is only the upper surface of the ‘skin’ or crust. This crust is
altogether rather more than 100 km deep. The outher crust, of a depth of
approximately 8 km, is made mostly of very hard rock, a kind of granite.
This make up the continents or major land massas. Below it is a much
thicker layer. The inner crust, also made of a hard but different kind of rock,
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basalt. Beneath this lies the upper mantle. A semi-fluid layer about 600 km
deep. Where temperatures reach 1500 C. The lower mantle is more rigid,
because of the great pressures at those depths. It extends a further 2900 km
towards the centre of the earth and has a temperature twice that of the layer
immediately above it. Within the mantle is the core this again is devided into
two layers. The outer and the inner. The former consists of molten nicked
and iron and has a temperature of 3900 C. The latter, of the same
constituents is however relatively solid again because of the great pressure at
those depths. The temperature of the inner core is about 900 C higher than
that of the outher core and its diameter is appoximately 4300 km.
.......................................................................................................................
..
2. What is the main idea (topic sentence)?
.......................................................................................................................
....
.......................................................................................................................
....
.......................................................................................................................
....
3. Where is the topic sentence placed in the paragraph?
.......................................................................................................................
...
4. How many supporting ideas (details) does the writer use?
........................................................................................................................
...
Exercise 2
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Read the text below and identify the main idea of each paragraph by
underlining it.
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‘the elixir of life’, a powerful medicine which was to cure all ills, and which
some people thought would turn out to be the same substance, as the
philosopher’s stone. This phase of chemistry lasted till about 1700.
Exercise 3
Underline the main ideas and circle the supporting details as you read the
paragraphs below. Then write them in note form in the space provided.
1. There are two main groups of whale – toothed and toothless. The former
includes the dolphin, the porpoise and the killer and sperm whales; the
latter the grey, humpback, right and blue whales. Some toothed species,
like the killer, feed on other large mammals such as the porpoise, while
others – e.g. the sperm whale – eat smaller forms of marine life. The
mouth of the toothless whale is adapted to form a kind of sieve in which
tiny marine animals are caught by a filtering process.
Main idea :
………………………………………………………………………………
........…………………………………………………………………………
Supporting details
a. …………………………………………………………………………
b. …………………………………………………………………………
2. In recent years the number of oil spills has been increasing. These spills,
some of which have occurred directly at the site of extraction and other
during transportation, have had an adverse effect on marine organisms.
Because of the importance of these organisms in the life cycle, research
has been carried out in order to identify more accurately the reactions of
these organisms to oil. A recent study has revealed that it is essential to
understand that there is not one, but rather at least four possible ways in
which oil can affect an organism.
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First as a result of an organism’s ingestion of oil, direct lethal toxicity,
that is, death by poisoning, can occur. However, in cases where the effect
is less extreme, sub-lethal toxicity occurs. While cellular and
physiological processes are involved in both cases, in the latter the
organism continues to survive.
Main idea :
……………………………………………………………………………..
………………………………………………………………
…………...
Supporting details :
a. ……………………………………………………………………
b. ………………………………………………………………………
c. ………………………………………………………………………
d. ………………………………………………………………………
3. The actual cause of the quake itself is the rupturing or breaking of rocks
at or below the earth’s surface. This is produced by pressure which
scientists believe may be due to a number of reason, two of which are the
expansion and contraction of earth’s crust and continental drift.
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Main idea :
……………………………………………………………………………..
…………………………………………………………………
…………...
Supporting details :
a. ………………………………………………………………………
b. …………………………………………………………………........
Main idea :
……………………………………………………………………………..
…………………………………………………………………
…………...
Supporting details :
a. ………………………………………………………………………
b. ………………………………………………………………………
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neutron, is not the reaction cause the nucleus to spilt into lighter element,
producing a large amount of heat. The by-products of this reaction are
dangerously radioactive.
Main idea :
……………………………………………………………………………..
………………………………………………………………
……………...
Supporting details :
a. …………………………………………………………………………
b. ………………………………………………………………………
c. ………………………………………………………………………
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
H. ………………………………………..
I. ………………………………………..
J. ………………………………………..
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1. Then you are ready to start looking for a job
2. Think about what kind of work you like to do
3. Next you need to write a resume
4. Finding a job is often difficult for a young person today
5. This tells about your education and your earlier job
6. But it will be easier if you follow these steps
7. You can also talk to some people whit different kinds of jobs
8. First, you have to decide what kind of job you want
9. It should be carefully typed
10. You should talk to your friend and your family about it
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
H. ………………………………………..
J………………………………………..
1. He found out that this was not true
2. They fell at the same speed
3. Galileo is a famous for his study of how things fall
4. It is an important law for understanding our world
5. This is the law of falling bodies
6. This meant that weight is not important
7. He took a heavy ball and a light ball and dropped them both from a high
place
8. Before, people thought that heavy things always fell faster than light
things
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9. He was the first person to do experiments about this problem
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
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H. ………………………………………..
1. They are not perfect, of course, but they usually do not make mistakes
2. First, they are fast
3. Computers are helpful in many ways
4. Second, computers can work whit lots of information at the same time
5. They can work with information much more quickly than a person
6. Third, they can keep information for a long time
7. Also, computers are almost always correct
8. They do not forget things the way people do
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
H. ………………………………………..
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8. There are number of ways to learn
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
H. ………………………………………..
J.………………………………………..
1. But there are also small personal computers to use at home or in an office
2. They are so small you cannot even see all their parts
3. There are even computers in telephones, television sets, and cars
4. These computers have to be very small
5. The first computers ware very large machines
6. There are other special computers for factories
7. There are still big computers for companies or universities
8. Now computers come in all shapes and sizes
9. These large computers tell the factory machines what to do
B. ………………………………………..
C. ………………………………………..
D. ………………………………………..
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E. ………………………………………...
F. ………………………………………...
G. ………………………………………..
H. ………………………………………..
I. ………………………………………..
J. ………………………………………..
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IV. Taking Notes
Almost everyone who studies has to take notes at some time. For
example, we take notes from a text we are reading, from a lecture, etc. When
we take notes we leave out unnecessary information, rearrange information,
show logical relationships between different pieces of information; e.g. by
using logical symbols, abbreviations and diagrams.
Example 1
Text :
Acquiring Information
What are the ways in which a student can acquire information? First,
he will acquire information from his tutors in three main ways – by lecture,
by tutorial and by handouts which the tutor may give him. Secondly, he may
acquire information from other experts’ outside his college principally by
reading but also perhaps by listening to the radio, listening to cassete
recordings, or watching educations TV programmes. Thirdly, he will get
information from his fellow students, perhaps in student-led seminars,
perhaps in the contributions of other students in tutorial, or perhaps just in
informal conversation. Lastly, he can acquire information from himself. By
thingking about his subject and linking together what he has heard and seen,
he may come up with new ideas, which are his alone.
Acquiring information
1. From tutors, by
a) lecture
b) tutorial
c) handouts
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3. From fellow students, by
a) student-led seminars
b) contributions of other students in tutorial
c) informal conversation
4. From himself, by
a) thingking about his subject and
b) linking together what he has heard and seen
Example 2
Lecture
Our first experiment illustrating expansion through heat requires the
apparatus before us: a ring on a metal ball and a Bunsen burner. Having lit
of the Bunsen, to see how easily the ball can be passed through the ring. It
doesn’t touch any part as it goes through. Now, I’m taking it out and
applying heat from the burner. I’ll do that for several second. Well, let’s see
what happens when I try to pass the ball through the ring this time. The
metal ball will not go through. Since the ring has remained untouched by
heat, we must conclude that the ball has increased in volume, that is to say, it
has expanded.
Expans of Metal
Apparat a) ring on stand
b) metal bail
c) Bun burn
Looking at the example above, people take notes by using headings and
numbering, abbreviations, and symbols. The following are examples of
abbreviations and symbols used in taking notes:
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Abbreviations:
alg. algebra cf compare (with)
approx approximate(ly) e.g for example
arch architecture etc et cetera
geol geology et al. and others
diam diamete ie that is
deg degrees viz namely
Symbols:
therefore < greater than
because > less than
= is equal to, the same as @ at
≠ is not equal to, not the same as % per cent
+ plus, and, more ↗ rises
- minus, less ↘ falls, decreases by
-> gives, produces, leads to, results in
<- is gives by, is produced by, results from, comes from
Exercise 1
Read the information about Musical Instruments and then complete the
note after it
Musical Instruments
There are many different kinds of musical instruments. They are
divided into three main classes according to the way that they are played.
For example, some instruments are played by blowing air into them. These
are called wind instruments. In some of these the air is made to vibrate inside
a woodwind instruments are the flute, the clarinet and the bassoon. Other
instruments are made of brass, the trumpet and the horn, for example. These
are also various other wind instruments such as the mouth-organ and the
bagpipes.
Some instruments are played by banging or striking them. One
obvious example is the drum, of which there are various kinds. Instruments
like this are called percussion instruments.
The last big group of musical instruments are the ones which have
strings. There are two main kinds of stringed instruments: those in which
49
the music is made by plucking the string, and those where the player draws a
bow across the strings. Example of the latter are the violin and the cello.
Musical Instruments
1. Wind instruments (played by blowing air into them)
a. .............................................................................
i) flute
ii) ............................................................................
iii) ............................................................................
b. brass
i) ............................................................................
ii) ............................................................................
c. other
i) mouth organ
ii) ............................................................................
2. ........................................................ instruments (played by banging or
striking)
e.g drum
3. Stringed instruments
a. played plucking
b. ...............................................................................
i) violin
ii) cello
Exercise 2
Read the following passage and then complete the notes after it
The Whale
Whales are sea-living mammals. They therefore breathe air but cannot
survive on land. Some species are very large indeed and the blue whale,
which can exceed 300 m in lenght, is the largest animal to have lived on
earth. Superficially, the whale looks rather like a fish, but there are important
differences in its external structure; its tail consist of a pair of broad, falt,
horizontal paddles (the tail of a fish is vertical) and it has a single nostril on
the top of its large, broad head. The skin is smooth and shiny and beneath it
lies a layer of fat (the blubber). This is up to 30 cm in thickness and serves to
conserve heat and body fluids.
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There are two main groups of whale – toothed and toothless. The
former includes the dolpin, the porpoise and the killer and sperm whales, the
latter the grey, humpback, right and blue whales. Some toothed species, like
the killer, feed on other large mammals such as the porpoise, while others –
e.g the sperm whale – eat smaller form of marine life. The mouth of the
toothless whale is adapted to from a kind of sieve in which tiny marine
animals are caught by a filtering process.
Most whales move about in schools. While swimming they take in air
and dive vertically, sometimes to graet depths. Large whales can stay under
water for up to 20 minutes. They then surface and expel air from their lungs,
making the characteristic spout, which is audible from some distance and
can be seen largely because of the concentration of condensing water vapour
in the expelled gases.
Whales
1. Family
2. Visible characteristics.
a) ....................................................
b) ....................................................
c) ....................................................
d) ....................................................
3. Main divisions
a) .................................................... e.g
b) .................................................... e.g
4. Food
a) .....................................................
b) .....................................................
Exercise 3
Make notes on the following passage by writing one sentence of each
paragraph on the lines provided.
51
indigestion or difficulty in swallowing; change in size or shape of
appearance of a wart or mole, unexplained loss of weight. The only
recognized effective methods of treatment for cancer are surgery, cytotoxic
agents, radium and X- rays.
B. Cancer is most prevalent among people aged between 45 and 65. This
is the age when the tissues of the body have begun to degenerate. A hundred
years ago the number of people living through this age range was little more
than half what it is today, partly due to poor medical treatment and bad
nutrition. People died young of such diseases as bronchopneumonia and
tuberculosis. Now that the risk of dying from infectious disease has
diminished, the incidence of dying from some kind of degenerative disease
has increased.
C. A carcinogen is a substance that has the potential to produce cancer.
There are actually very few substances which can be said to induce cancer.
However, tars that are distilled out of burning tobacco and inhaled during
smoking are associated with a higher evidence of lung cancer in smokers
than in non-smokers. Similarly exposure to nuclear radiation is associated
with leukaemia (hiroshima bomb during Word War II) coal tars with skin
cancer, vinyl chloride with liver cancer, aniline dyes with bladder tumours.
D. Heavy smoker appear to be more likely to suffer from lung cancer
than non-smokers because they inhale tars that are distilled out of burning
tobacco. The cancer-producing(carcinogenic)effect of such tars has often
been shown in experiments on laboratory animals.
E. The tissues of the body that appear to be more vulnerable to cancer are
those in which cell division is a normal activity. Such tissues include the
skin, where cell division ensures the replacement of cells that are worn away
by physical contact (or peeled away by excessive sunburn), the liver in
which cells damaged during the detoxication of poisonous substances such
as alcohol are replaced, and all kinds of epithelium or lining cells, such as
those lining the stomach and bladder, which are also worn away during
normal activity.
A.
...........................................................................................................................
B.
...........................................................................................................................
C.
...........................................................................................................................
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D.
...........................................................................................................................
E.
...........................................................................................................................
Exercise 4
Make notes on the following passage by writing an outline on the lines
provided
The ancient Greek Olympic Games lasted five days and included four
different athletic contests. First, there was the “stadion” (from which we get
the word stadium). This was a foot race covering a distance of about 607
feet. Second there was the “pentathlon”, a contest in which each contestant
had to excel in five different events; ffot races, jumping, wrestling, throwing
the discus, and throwing the javelin. Third, there was boxing. In this contest,
the boxers fought with bare fists, and the match continued until one or the
other was knocked out or admitted defeat. The final event included horse
racing, both races with four-horse chariots and races with the contestants
riding bareback.
A_________________________________________________
_________________________________________________
_________________________________________________
________________________________________________
________________________________________________
B. _______________________________________________
1. _____________________________________________
2. _____________________________________________
3. _____________________________________________
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4. _____________________________________________
5. _____________________________________________
C. _______________________________________________
1. _____________________________________________
2. _____________________________________________
D. _______________________________________________
1. _____________________________________________
2. _____________________________________________
Exercise 5
On separate sheet of paper, make notes on the following passage
54
Exercise 6
On separate sheet of paper, make notes on the following passage
55
V. Summarizing
Summarizing is writing a short version of a text. The purpose of
summarizing is to give the reader a clear idea of the most important in the
text. A summary can be of any length, depending upon your goal in writing
it, Summaries generally range from one sentence to about one-fourth the
lenght of the original. A final characteristic of summaries is that they are
written in your own words rather than copied from the original. The
following are exercises on practicing in summarizing.
Here are some example of summaries written by students, from the same
text The secret few people guess:
56
around so much to spot the truth. While he’s away Brenda copes with any
situations by explaining that she can’t do anything until she’s discussed it
with her husband.
Branda was very successful in her job until recently. For the last five
yars she had worked as waitress at an exclusive private club, and had
eventually been promoted to head waitress. She kept the thing a secret there
too, and got over the practical difficulties somehow.
57
Exercise 1
Read the following passage and then complete the text after it with the
worlds provided
(1) ............................... has been and still is a serious global problem. Even
in wealthy (2) ................................. like the US, being poor often means
being (3) ............................. (4)............................ suffer most because they
need more (5) .............................. than (6) .............................
Exercise 2
Here is a text with blanks. It summarizes the main points in the texts after it.
Complete the text with the correct words provided.
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theory of natural selection enables us to predict genetic changes in a
population from our knowledge of changes in the (3) ................................. If
population were controlled in industial areas, and if this allowed forests to
revert to their natural unpolluted state, we would predict than the frecquency
of the Peppered Moth would gradually begin to (4) ................................... In
fact, smoke control programmes have been introduced in industrial regions
in Britain since 1952, and the frequency of the (5) ......................................
form of the Peppered Moth has shown a highly significant increase.
The following text describes the process by which some creatures survive
and others die out.
59
On each tree there is a moth. They are both quite clearly visible. Any
predator would see his prey very clearly. But suppose the light moth was
sitting on the light tree and vice versa. The moth might survive, a dark moth
on a dark would be less visible and have a better chance of survival from the
attacks of predators. This is known as camouflage. Some animals, like the
chameleon, for instance, are able to change colour according to their
background. This kind of change is not evolutionary change (though of
course the chameleon has evolved the ability to make this change). However,
a change in colour is evolutionary if the new creacture is able to reproduce
itself so that its young also have the new colour.
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The example of the moth is a real one and was investigated in England
in the 1950’s by a scientist called Dr. Kettlewell. It is a very well known
example of evolutionary change.
The species of moth is the Peppered Moth. It was typically light
brown in colour and settled on the trunks of trees which were a similar
colour and camouflaged it. Then came a change in environment. Industry
began to grow up in parts of England with the result that smoke and other
froms of pollution began to fill the atmosphere. So the moths turned black.
The pollution from the factories covered the bark on the tree trunks
with soot and grime so the light brown. Peppered Moth became very visible
to their predators and were eaten. Then, gradually they began to change
colour. The darker ones were more likely to survive, so their colour
gradually became darker. How did they become darker? This is one of the
mysteries of science, but it has been called ‘natural selection’ since Charles
Darwin published his famous book The Origin of Species in 1895. Natural
selection does not make anything happen. You cannot force a moth to
change colour, for instance, nor can a moth decide to change. The point is
that every creature has a genetic structure consisting of genes and
chromosomes. This structure can change naturally, by accident. Perhaps this
change does not matter Perhaps, on the other hand, it produces a ‘deformed’
individual which the other reject or even kill because it is different. These
things happen all the time. But if the change (or ‘mutation’) happens to fit
the new environment, then the new creature, instead of being rejected or
killed by the others will survive.
This is natural selection. A mutation (which is always possible)
happens to suit a new environment, and the “odd” creature survives because
it is better fitted. Then it reproduces and a new type of creature evolves.
Meanwhile the others have become unsuited to change environment. They
must either change their bahaviour, or become extinct.
Dr. Kettlewell wanted to discover whether the dark Peppered Moths
were in fact a new type of Peppered Moth which had adapted to its
environment. In the first experiment, he released light and dark months into
the woods near Birmingham (a large industrial city in England). In the
second he released his moths into the woods in the country district called
Dorset in the south of England. Finally, he placed example of each kind of
mouth on trees of the opposite colour and watched what happened. Here are
the result from his experiment in Birmingham:
light dark
Number of moths released 201 601
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Number of moths recaptured 34 205
Percentage of moths 16% 34,1%
recaptured
Pollution
Pollution spoils our environment in many ways. The air we breathe,
for instance, is constantly polluted by smoke and by chemicals such as
carbon monoxide in the exhaust fumes of cars and other kinds of motor
vehicles.
For wild life, however, there are event greater dangers in the pollution
of water of rivers, for example, or lakes and seas. A good illustration of this
is the oil released from tankers at sea. It kills all kinds of sea animals,
including birds, whose feather become covered with oil so they cannot fly, as
well as fish and other forms of marine life. Other causes of water pollution
include power stations, which release warm water into rivers. This kills the
fish and plants which live there. These are only a few example: there are
many more.
For example: Rivers, lakes and seas are all examples of water. We
could express this as a diagram as follows.
Water
Chemicals in the
Oil released at sea
air
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Air pollution
(diagram 1: Pollution)
Exercise 4
Using information from the two paragraph below, complete the following
diagram wich illustrates the effect of mulnutrition on appearance
Malnutrition effects on
appearance
kwashiorkor (1)
feet
belly
(3) (5) (6) emaciated (9) eyes
63
striking thinness. Caused by acute lack of protein, kwashiorkor (a West
African world) can bring brain demage, anemia, diarrhea, irritability, apathy,
and loss of appetite
On the other hand, stick limbs, a bloated belly, wide eyes, and the
stretched-skin face of an old person mark victims of marasmus, a world
taken from the Greek ‘to waste away’. Lacking calories as well as protein,
sufferers may weigh only half as much as normal. With fat gone, the skin
hangs in wrinkles or draws tight over bones. With marasmus comes anemia,
diarrhea, dehydration, and a ravenous appetite. Children, whose growing
bodies require large amounts of protein, are afflicted in greatest numbers, but
perhaps only three per cent of all child victims surffer the extreme stages
described.
Exercise 5
Read the following text on New Uses for Fly Ash and then write a summary
of it.
64
Using fly ash in building materials is not a new idea. The Romans
used a natural from of fly ash from volcanoes to build their roads and
aqueducts, many of which are still standing.
In addition to using fly ash as a concrete additive, the technology is
available to extract the main mineral components alumina, silica, and
magnetics. Today extracting these components is a very expensive process,
but the time may come when it is cheaper to extract these products from ash
than to mine new supplies.
Exercise 6
Do as exercise 5 above
65