Bahasa Inggris · Unit 5 NATURAL DISASTERS

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Unit 1 FOODS Unit 2 COMPUTERS AND MOBILE PHONES Unit 3 RECYCLING THINGS Unit 4 ENDANGERED ANIMALS Unit 5 NATURAL DISASTERS Unit 6 INFORMATION TECHNOLOGY Unit 7 HONESTY Unit 8 FRIENDSHIP Unit 9 HISTORY

Halaman

Scaffolding

English

for Grade

IX Students

In pairs, answer the following questions and then compare your

answers with your partners’

Picture. 5.3

Picture. 5.6

Picture. 5.2

Picture. 5.5

Picture. 5.4

Pic

ture

. 5.1

NATURAL DISASTER

UNIT

Do you sometimes feel that you are unsure or doubtful about something?

When someone is doubtful about something what should you say? And what

would you say if you are optimistic about something? Do you know how to

express your feeling?

Do you often watch the discovery channel on television or read

encyclopedias and books on plants, animals, planets, natural disasters, etc.? The

texts from those sources are usually informational reports. Do you know how to

read and write reports? You will learn those and more in this unit.

A. Lead-in

Task 1

Scaffolding

English

for

Grade IX Students

Focus on Listening and Speaking

Listen to a dialogue between Ramon and Bayu. After that, answer

the following questions. The listening script is in the Appendix.

Situation: Ramon and Bayu are watching television. The breaking news is on, informing that

another landslide just occurred.

1. What are Ramon and Bayu talking about?

2. Can we prevent landslides?

3. How can we prevent landslides?

4. What does Ramon feel optimistic about?

5. How do you think trees can prevent landslides?

Study the following explanation.

Landslide

Picture. 5.7

A. Lesson Proper

Task 3

Task 2

In the dialogue between Ramon and Bayu you find the following

expressions:

I doubt it.

I don’t think ...

Well, I think it’s possible to do that.

Yes, I’m pretty optimistic about it.

The first two expressions above are used to say or express doubts and

the next two are used to respond to doubts. Here are the expressions that

you can use to express doubts.

Expressing doubts

Responding to doubts

I’m not so sure ...

I doubt it.

I’m rather doubtful ...

I don’t think ....

I don’t really believe...

I feel quite sure about it.

You just wait and see.

I’m very optimistic about it.

Well, I think it ....

It will be great.

Scaffolding

English

for Grade

IX Students

Complete the following dialogues with the suitable expression. The

first one has been done for you.

Asep

: Do you think everyone in this country is willing to participate in a

reforestation programme?

Martha

I’m not so sure about that

You see, not everybody cares about our

mother nature.

Sanusi

: I can’t find any report on tsunami. Can you help me?

Laila

: I’m sure you can find some information on it from the encyclopaedia and

from

the internet. Why don’t you try again?

Sanusi

: ....

Laila

: Oh, come on

... I’ll help you once you’ve tried again.

Sanusi

: Alright.

Ayu

...

that we can replant all of the trees that have been cut down.

There

are just too many trees that have been cut down.

Panji

: ...

as long as everyone participates in it and illegal logging is stopped.

Bayu

: Do you think we can prevent tsunami?

Tetelepti :

... I don’t think we can stop the nature.

Bayu

...

we can reduce it by planting trees on the beach, building wave

breakers, etc.

Apis

: ...

that we can make people realize how important it is

to be ready for

any natural disaster that may occur.

Adi

: I’m sure that they would.

What would you say in the following situations?

You are unsure that you can persuade your friends to plant at least a tree.

You are very certain that planting trees will help prevent floods and landslides.

Your friend doubts that he can find a report on a natural disaster.

Your friend asks you to help him write a report on earthquake. He is unsure that he

can write a report on his own.

Task 4

Task 5

Scaffolding

English

for

Grade IX Students

In pairs, find the meaning of the following words. Then, listen to

the following monologue. After that, complete the following chart.

The listening script is in the Appendix.

landslide

•••• • • ••• •• •

...

geological phenomenon

•• • ••• ••• • • •• •••• •• • • •• • • •

: ...

soil

••• ••••

: ...

rock

••• • ••

: ...

hill

•• ••••

: ...

cliff

•• •••••

: ...

mountain

••• • • • •• • ••

...

erosion

••••• • • • ••

...

snowmelt

••• • • • • • ••••

: ...

thunder

••• • • • • ••

: ...

lightning

•••• ••• •• ••

...

blasting

•• •• •• ••• ••

...

mining

••• • •• •• ••

: ...

logging

•••• • •• ••

: ...

Landslide

Task 6

Erosion

Landslide: ...

...

Earthquake

...

Thunder and lightning

...

Human

Machinery vibration

...

Mining

Logging

Picture 5.8

Scaffolding

English

for Grade

IX Students

Answer the following questions based on the monologue above.

Compare your answers with a classmate’s.

What does the monologue tell you?

What is landslide according to the monologue?

What can cause landslides?

What can prevent a landslide which is caused by erosion?

Study the following dialogue and decide whether the statements

are TRUE are FALSE. Correct the false statements.

Laila

: What are you doing Adi?

Adi

: Oh, Laila you startled me. I was just wondering if we can make our village

shadier.

Laila

: What do you mean?

Adi

: Well, there’s hardly any tree in our village

and it feels so hot in the dry season

and we sometimes have floods in the rainy season.

Laila

: Yes,

you are right. We should plant trees. I’m sure everyone in the village

will agree and help.

Adi

: I’m not so sure about that.

Laila

: I’m very certain that everyone will help, everyone will benefit from it.

Adi

: Yes, I hope everyone will agree to this idea and they will also help.

Statements

True

False

Corrections

1. Adi was thinking when Laila came.

Adi and Laila’s village always gets

flooded in the rainy season.

3. Adi is very optimistic that everyone

will agree and participate to plant

trees.

4. Laila is very certain that everyone

will help.

5. Adi and Laila live in the same village.

Task 7

Task 9

Scaffolding

English

for

Grade IX Students

Study the following dialogue again and then, act it out in pairs.

Study the following information and read it aloud as if you are the

announcer on the Discovery channel.

TORNADO

A tornado is a violently rotating column of air which is in

contact with both a cumulonimbus cloud or, in rare cases, a

cumulus cloud base and the surface of the earth. Tornadoes come

in many sizes but are typically in the form of a visible

condensation funnel, whose narrow end touches the earth and is often encircled by a

cloud of debris.

Most tornadoes have wind speeds of 110 mph (177 km/h) or less, are about

250 feet (75 m

) across, and travel a few miles (several kilometers) before disappears.

Some reach wind speeds of more than 300 mph (480 km/h), stretch more than a mile

(1.6 km) across, and stay on the ground for dozens of miles (more than 100 km).

Although tornadoes have been observed on every continent except Antarctica,

most occur in the United States. They also commonly occur in southern Canada, south-

central and eastern Asia, east-central South America, Southern Africa, north-western and

central Europe, Italy, western and south-eastern Australia, and New Zealand.

Adapted from: www.wikipedia.org

In pairs, take turns asking and answering the following questions.

You

: What is tornado?

Your partner

: ....

You

: How fast does tornado usually go?

Your partner

: ....

You

: Where do tornadoes usually occur?

Your partner

: ...

You

: What is the shape of tornado?

Your partner

: ...

You

: Where have experts observed tornado?

Your partner

: ...

Tornado

Picture. 5.9

Task 10

Task 11

Task 8

Scaffolding

English

for Grade

IX Students

In pairs, match each of the following words with its meaning. You

may consult your dictionary. Then, complete each sentence with the

suitable word.

1. clouds

a. corong

2. debris

b. angin topan

3. funnel

c. awan

4. mile

d. mil

5. tornado

e. reruntuhan

A ... is 1.61 kilometres.

Most tornados are in the shape of ...

The ...

of things in which the tornadoes run through usually flies around the

tornado.

...

has been observed in all continents except Antarctica.

Tornados usually are in contact of with cumulonimbus and cumulus ...

Study the following explanation.

Task 12

Task 13

In general, stress is the loudness which is given to a syllable in a word.

Stress is given to make a syllable in a word clearly pronounced than the

others. In English, the signal of stress is (‘). You should open your

dictionary to find the correct stress of a word. Look at the example.

Words

Pronunciation

1. earthquake

2. forest

3. river

4. village

5. volcano

••• •• • • • •• •••

•••• •••••••

••••• • •••

••• •••• • •••

•• • ••• • •• • • ••

Scaffolding

English

for

Grade IX Students

In pairs, open your dictionary and then find the correct stress of the

following words. Then, take turns pronouncing the words. While

your partner pronounces each word, listen to him or her carefully

and correct your partner if he or she mispronounces the words.

1. advice

: [ ... ]

2. nature

: [ ... ]

3. disaster

: [ ... ]

4. programme

: [ ... ]

5. eruption

: [ ... ]

6. thank

: [ ... ]

7. landslide

: [ ... ]

8. tornado

: [ ... ]

9. mountain

: [ ... ]

10. tsunami

: [ ... ]

Find a text about a natural phenomenon, for example tornado,

landslide, volcano, and earthquake in the encyclopedia. Read it and

report it briefly to your classmates in groups of four.

Focus on Reading and Writing

Read the following report. Then, in pairs find the meanings of the

following words based on the context. After that, answer the

questions.

Earthquake

Earthquake is a sudden shaking of the earth's surface that often causes a lot of

damage. It is the result of a sudden release of stored energy in the Earth's crust that

creates seismic waves. Earthquakes may happen naturally or as a result of human

activities. Smaller earthquakes can also be caused by volcanic activity, landslides, mine

blasts, and nuclear experiments.

At the Earth's surface, earthquakes can be seen from the shaking or displacement

of the ground. Sometimes, they cause tsunamis, which may lead to loss of life and

damage of property. There are two types of earthquake that occurs naturally, they are

tectonic and volcanic earthquakes. Tectonic earthquakes are earthquakes that are caused

by tectonic plates getting stuck and putting a strain on the ground. The strain becomes

so great that rocks give way by breaking and sliding along fault planes. Volcanic

earthquakes are earthquakes which are caused by the movement of magma in volcanoes.

In volcanic regions earthquakes may be caused both by tectonic faults and by the

Task 14

Task 15

Task 16

Scaffolding

English

for Grade

IX Students

movement of

magma in volcanoes. Such earthquakes can be an early warning of

volcanic eruptions

The size of an earthquake is usually reported using the Richter scale or a related

Moment scale. Earthquakes which are 3 on the Richter scale or lower are hard to notice.

Whereas, those which are 7 on the Richter scale causes serious damage over large areas.

Adapted from: http://en.wikipedia.org/wiki/Earthquake

earthquake

••• •• • • • •• ••

: ...

earth's crust

•• •• ••• •• ••••

: ...

seismic wave

••• • •• • •• ••• • •• ••

: ...

volcanic activity

•• • ••• • • •• ••• • •••• •••••

: ...

mine blast

•• • •• ••• •• •••••

: ...

nuclear experiment

••• •• •• •• ••• •• • • ••• • • •••

: ...

displacement

•• •• •• •• ••• • • •••

: ...

tectonic earthquake

••• • •• • •• ••• •• • • • •• •

: ...

volcanic earthquake

•• • ••• • • •• •••• •• • • • •• ••

: ...

tectonic plate

••• • •• • •• • •• ••••

: ...

magma

[

• • • • • •

: ...

volcano

•• • ••• • •• • • ••

: ...

Richter scale

••••• •• •• • • ••••

: ...

Moment scale

••• • • • • • ••••• • ••••

: ...

fault planes

••• ••••• •• •• ••

: ...

tectonic faults

••• • •• • •• ••• •••

: ...

Questions

1. What is the text about?

2. What is an earthquake?

3. How many types of earthquakes are there? What causes each of them?

4. What is the measurement used for an earthquake?

5. To be able to cause destruction, how large does an earthquake have to be?

Scaffolding

English

for

Grade IX Students

Complete the following sentences using the words in the box.

earthquake

magma

tectonic faults

seismic wave

displacement

tectonic earthquakes

volcanic earthquakes

fault planes

1. Earthquake can cause the ...

of the ground.

....

is a shock wave which spreads out from the centre of an earthquake.

3. ...

are earthquakes that are caused by a volcanic activity.

4. ...

is caused by a sudden release of energy from the bottom

of the earth’s crust.

When ...

occur earthquake will usually happen.

6. ...

is the land along the side of the river.

7. ...

are earthquakes that are caused by tectonic activities.

The movement of ...

can cause an earthquake.

Study the following explanation.

Task 17

Task 18

earthquakes

magma

landslides

air

volcanoes

water

mountains

soil

The words on the left are

countable nouns

because we can count them.

They have singular and plural forms (with

–s/ -es), e.g. mountain and

mountains.

Magma, air, water, soil, etc. are

uncountable nouns

because we cannot

count them. They have only one form, e. g. water

(not waters

Scaffolding

English

for Grade

IX Students

Write the plural forms of the following nouns.

Singular

Plural

flood

tsunami

lava

landslide

ice

rock

magma

rain

snow

wind

Identify some countable and uncountable nouns in the text in Task

16.

Countable nouns

Uncountable nouns

In pairs, find the meanings of the following words. Then, read a

report on a flood. Then, answer the questions.

absorb

•• • •• • •• •

(

kkt

)

: ...

bank (river bank)

• •• • • • ••

(

)

: ...

flash flood

••••• •••••• • •

(

)

: ...

flood

•••• • •

(

)

: ...

natural disaster

••• • ••• •• •••• ••• • •••• •

(

)

...

periodic floods

•• •••••• • •• •••• • •

(

)

...

pond

•• • • • •

(

)

: ...

reservoirs

•••• • • • • • ••

(

)

: ...

river channel

••••• • ••••• • •••

(

)

: ...

Flood

Picture. 5.10

Task 19

Task 20

Task 21

Scaffolding

English

for

Grade IX Students

sewage pipes

••• • ••• • •• • •• •

(

)

: ...

storm

•••• •• •

(

)

: ...

tide

••• •• ••

(

)

: ...

vegetation

•• • • • •••• ••• ••

(

)

: ...

FLOOD

Flood is an overflow of water that soaks or covers land. Floods

are the most frequent type of natural disaster worldwide. It can be

caused by several things, naturally and form the effect of human

behavior. The most common cause is because of the over capacity of

the body of water, e.g. river or lake. As a result some of the water flows

outside of the body of water. It can also occur in rivers, when the

strength of the river is so high that it flows right out of the river

channel. A flood from sea may be caused by a heavy storm, a high tide,

a tsunami, or a combination the three.

Soil and vegetation absorbs most of the surface water, floods

happen when there are lack of trees and the soil alone cannot absorb all

the water. The water then runs off the land in quantities that cannot be

carried in stream channels or kept in natural ponds or man-made

reservoirs. A flood can also be caused by blocked sewage pipes and

waterways, such as the Jakarta flood.

There are several types of flood. Periodic floods occur naturally

on many rivers, forming an area known as the flood plain. These river

floods usually result from heavy rain, sometimes combined with

melting snow, which causes the rivers to overflow their banks. A flood

that rises and falls rapidly with little or no advance warning is called a

flash flood.

Adapted from: http://en.wikipedia.org/wiki/Flood

Questions

1. What is the report about?

2. What are the natural causes of flood?

3. What are the human causes of flood?

4. What is periodic flood?

5. What is flash flood?

General

information

What is

reported

Specific

information

Flood

Picture. 5.11

Scaffolding

English

for Grade

IX Students

Complete the following crossword puzzle. Then, write the first

letter of each of the answer in the space provided. The first one has

been done for you.

1. P

10.

Very remarkable thing that happens.

Sudden fall of large amounts of soil and rocks down the side of a mountain.

To take in (a liquid, etc.).

A disaster caused by natural forces.

Loud noise in the air following a flash of lightning.

Column of swirling wind.

Replanting trees.

Shaking of the earth's crust.

Wearing away of rock or soil.

10. Earth in which plants grow.

3 4

9 10

Tree

Picture. 5.12

Task 22

How much wood would a woodchuck chuck

if a woodchuck could chuck wood?

He would chuck, he would, as much as he could,

and chuck as much wood as a woodchuck would

if a woodchuck could chuck wood.

Scaffolding

English

for

Grade IX Students

Study the following explanation.

Complete the sentences with the suitable pronouns.

1. Flood is the most frequent

type of natural disaster. ...

may be caused by the lack of

trees.

2. Earthquake, tornado, food, landslide, tsunami are natural disasters. ... could occur in

all parts of the world.

3. Hamam is from Aceh and

...

witnessed the tsunami that struck Aceh.

4. My friend and I watched a horrible hurricane on television. ... were very amazed by

it.

We should always be prepared before any disasters strike because ...

are usually

unpredictable.

Find some information on thunderstorm and write a short report on

it.

Task 23

“It”

in lines 2 and 5 (in the text in Task 21) refers to

flood

“It”

in line 7 refers to

water

“It”

is a pronoun. It is a word to replace a noun or noun phrase. Other

pronouns are as follows:

Ketut

Sinta

she

Jatu and me

you

Sanusi, Danu, Indra

they

Task 24

Task 25

What has three feet but no legs or arms?

Scaffolding

English

for Grade

IX Students

In pairs, create dialogues based on the following situations. Act

them out with your partner. The first one has been done for you.

Situations:

You are unsure that everyone in this country will donate some money to help the

reforestation programme.

Your friend

: Do you think everyone is willing to donate some money to help fund

the forestation programe?

You

I doubt it

. Not everyone in this country is fortunate enough to give away

their money for trees.

You are very optimistic that the tsunami warning system will be useful.

You doubt that we can stop natural disasters.

You believe that if we plant trees we can reduce floods and landslides.

You are optimistic that illegal logging can be stopped.

Read the following report and answer the questions.

Avalanche is a sudden flow of a large mass of snow or ice down a slope or cliff.

Such flows can be destructive of life and property. Avalanches are most common on

slopes exceeding 30°, frequently when a deep snow falls suddenly and does not have a

chance to cohere, or when a thaw undercuts a blanket of older snow. Pellet like snow

(graupnel) is also more prone to avalanche than a fall of ordinary snowflakes. Flows of

wind-packed slabs of snow can be especially hazardous.

Many avalanches are small slides of dry powdery snow that move as a formless

mass. These "sluffs" account for a tiny fraction of the death and destruction wrought by

their bigger, more organized cousins. Disastrous avalanches occur when massive slabs of

snow break loose from a mountainside and shatter like broken glass as they race

downhill. These moving masses can reach speeds of 80 miles (130 kilometers) per hour

within about five seconds. Victims caught in these events seldom escape. Avalanches are

most common during and in the 24 hours right after a storm that dumps 12 inches (30

centimeters) or more of fresh snow. The quick pileup overloads the underlying

snowpack, which causes a weak layer beneath the slab to fracture. The layers are an

C. Homework

Task 26

Task 27

Scaffolding

English

for

Grade IX Students

archive of winter weather: Big dumps, drought, rain, a hard freeze, and more snow.

How the layers bond often determines how easily one will weaken and cause a slide.

Storminess, temperature, wind, slope steepness and orientation (the direction it

faces), terrain, vegetation, and general snowpack conditions are all factors that influence

whether and how a slope avalanches. Different combinations of these factors create low,

moderate, considerable, and high avalanche hazards.

Taken from: 1. http://science.nationalgeographic.com

2. "Avalanche."

Microsoft® Student 20

07 [DVD]. Redmond, WA: Microsoft corporation,

2006

Questions

1. What is the text about?

2. What is an avalanche?

3. What causes an avalanche to occur?

4. How fast can an avalanche go?

5. When does an avalanche usually occur?

In pairs, find two reports on the following phenomena and then

answer the questions.

Questions

1. What is the report about?

2. What are the causes?

3. What are the effects?

4. What should we do to prevent the disaster?

Volcano

Forest fire

Picture. 5.14

Picture. 5.13

Task 28

Scaffolding

English

for Grade

IX Students

Work in pairs, and then discuss some natural disasters happening

in Indonesia. Each of you should give suggestions on how to

prevent the disaster. Express your doubt and/or optimism regarding

the

effectiveness of your partner’s suggestions.

In pairs, create dialogues based on the following situations.

1. Your father is wondering about rubbish in the river near your home. Your father says

that a campaign to promote clean rivers should be held. You doubt the effectiveness

of his idea.

2. Your brother is going to have a vacation to Mount Merapi in Yogyakarta. You tell

him not to go because it is still active. However, your brother doubts that it will

erupt.

Read the report and choose the correct answer to every question

below.

Tsunami, Japanese word

meaning “harbour wave,” used as the scientific term for

a class of abnormal sea wave that can cause catastrophic damage when it hits a coastline.

Tsunamis can be generated by an undersea earthquake, an undersea landslide, the

eruption of an undersea volcano, or by the force of an asteroid crashing into the ocean.

The most frequent cause of tsunamis is an undersea earthquake.

A tsunami can have wavelengths, or widths (the distance between one wave crest

to the next), of 100 to 200 km (60 to 120 mi), and may travel hundreds of kilometres

across the deep ocean, reaching speeds of about 725 to 800 km/h (about 450 to 500 mph).

A tsunami is not one wave but a series of waves. In the deep ocean, the waves may be

only about half a meter (a foot or two) high. People onboard a ship passing over it would

not even notice the tsunami. Upon entering shallow coastal waters, however, the waves

may suddenly grow rapidly in height. When the waves reach the shore, they may be 15

m (50 ft) high or more. Tsunamis can also take the form of a very fast tide or bore,

depending on the shape of the sea floor.

Tsunamis have tremendous force because of the great volume of water affected

and the speed at which they travel. Just a cubic yard of water, for example, weighs about

Task 29

D. Evaluation

Task 30

Task 31

Scaffolding

English

for

Grade IX Students

one ton. Although the tsunami slows to a speed of about 48 km/h (30 mph) as it

approaches a coastline, it has a destructive force equal to millions of tons. Tsunamis are

capable of obliterating coastal settlements.

1. What is the topic of the text?

a. natural disasters

b. catastrophes

c. tsunamis

d. storm surges

The following causes tsunami, EXCEPT ...

a. flood

b. undersea earthquake

c. undersea landslide

d. undersea volcano eruption

3. How fast can a tsunami go?

a. About 48 km/h.

b. About 100 to 200 mph.

c. Around 450 to 500 mph.

d. Around 725 to 800 mph.

4. How tall can a tsunami be when it reaches the shore?

a. A half a metre.

b. Two feet.

c. Fifteen feet.

d. Fifty feet.

5. The following is another name for tsunami.

a. storm

b. tide

c. wave

d. tidal wave

Scaffolding

English

for Grade

IX Students

In pairs, write a report on forest fire. Include information of the

following Points.

What a forest fire is

The causes of forest fires

Human’s behaviour that leads to forest fires

Ways to prevent forest fires

How much do you learn from this unit? Put a tick (

•) in

the right box according to how

much you have learnt.

Aspects

Very much

Much

Little

Expressing doubts

Responding to doubts

Reading reports

Writing reports

In this unit you learn:

1. How to express and respond to doubts.

Reports (see Unit 4)

Expressing doubts

Responding to doubts

I’m not so sure ...

I doubt it.

I’m rather doubtful ...

I don’t think ....

I don’t really believe...

I feel quite sure about it.

You just wait and see.

I’m very optimistic about it.

Well, I think it

...........

It will be great.

Task 32

E. Reflection

F. Summary

100

Scaffolding

English

for

Grade IX Students

3. Pronouns

Pronouns are words to replace other nouns or noun phrases. Common pronouns in

English are

he, she, they, I, you, we,

and

it.

Countable and uncountable nouns

earthquakes

magma

landslides

air

volcanoes

water

mountains

soil

The words on the left are

countable nouns

because we can count

them. They have singular and plural forms (with

–s/-es), e.g.

mountain and mountains.

Magma, air, water, soil, etc are

uncountable nouns

because we

cannot count them. They have only one form, e. g. water

(not

waters

bank

(river bank)

•• • • • ••

: tanah sepanjang tepi sungai

displacement

•• •• •• •• ••• • • ••

: pergeseran

fault planes

••• ••••• •• •• •

: lempeng bumi yang bergeser

flash flood

••••• •••••• • •

: pasang surut

mine blast

•• • •• ••• •• ••••

: peledakan tambang

moment scale

••• • • • • • ••••• • •••

: skala momen

nuclear experiment

••• •• •• •• ••• ••• • ••• • • ••

: percobaan nuklir

periodic floods

•• •••••• • •• •••• • •

: banjir berkala

pond

•• • • • •

: danau kecil/kolam

reservoirs

•••• • • • • • ••

: waduk/danau buatan

river channel

••••• • ••••• • •••

: terusan sungai

seismic wave

•••• •• • •• ••• • •• •

: gelombang sesemik

sewage pipes

•••• ••• • •• • •• •

: saluran/pipa pembuangan

tectonic earthquake

••• • •• • •• ••• •• • • • •• •

: gempa tektonik

tectonic faults

••• • •• • •• ••• •••

: proses patahnya lempeng bumi

tectonic plate

••• • •• • •• • •• •••

: lempengan tektonik

volcanic earthquake

•• • ••• • • •• •••• •• • • • •• •

: gempa vulkanik

C. Vocabulary List

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101

I. Choose the suitable expression to complete the short dialogues.

1. Hereka

: What do you think of my new tie dye shirt?

Retno

...

Did you make it on your own?

Hereka

: Yes, I did.

a. I doubt it.

b. Can you show me how to make tie dye shirt?

c. Certainly!

d. Wow,

it’s great!

2. Laila

...

Sanusi

: Sure. I said that you should mix all of the ingredients together.

Laila

: Oh, alright. Thanks.

a. Could you repeat that again?

b. Repeat!

c. Really?

d. Are you sure?

3. Hereka :

...

Retno

Of course, that’s all you need to do.

Are you su

re that’s all the steps?

Sure.

Certainly.

Of course, that’s all you need to do.

4. Asep

...

Ida

: Thank you. I made it from recycled paper.

Wow, that’s

awesome!

Are you sure that’s all of the steps?

Don’t mention it.

d. Thanks, Ida.

5. Fredy

: ...

Adi

We’ll see. I’m sure we can finish our assignment just on time.

I’m sure that we can do this.

b. Are you sure?

c. I doubt that we can finish our assignment.

d. Really?

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6. Ratu

Let’s ask everyone in our class to help clean the beach.

Ketut

...

that they are willing to. Not everyone cares for our nature.

Ratu

: Yeah, but

it’s

worth trying.

a. Mmm..

b. Certainly

c. Really

d. I doubt

7. Panji

: Really?

Bayu

...

a. Right.

b. Really.

c. Absolutely.

d. Are you sure?

8. Ramon

...

Danias

: Sure. The fourth step is to check the printer’s name

. Click the small arrow

printer that you’re using.

a. Could you repeat the fourth step?

b. Sure.

c. Will you help me, please?

d. OK, thanks.

9. Yapis

: Type the number of copies that you wanted to print. Then, click

“OK”.

Retno

... i

s that it?

Yapis

: Yes tha

t’s all.

Mmm...

Yup, that’s all

Thanks so much

Anytime

10. Ratu

I don’t think we can clean the river.

Ketut

....

a. OK

I’m sure we can do it

Mmm...

Don’t mention it

11. Adi

: Are you sure?

Iwan

...

a. I doubt it.

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I’m uncertain about it.

I’m

sure.

d. Are you sure?

12. Ajeng

....

Danias

: Yes, I’m also very disappointed with what careless people done to

the nature.

That’s very disappointing

b. I agree

c. I doubt it

I’m sure

13. Bonar

: Is it possible to make other people aware of the loss that they can cause?

Putri

... I don’t think we can make everyone aware of their

damaging action.

OK.

b. What was that again?

I’m very certain about it.

I’m not so sure about it.

14. Laila

: Then, cut shapes from unused paper or magazine to decorate the

card.

Diah

....

I don’t know

b. I doubt it

I’m perfectly sure

d. Right

15. Diah

: Wow, the card that you’ve made is beautiful.

Laila

....

Diah

: Yes, I’m perfectly sure.

a. Are you sure?

b. This is terrific.

c. This is awesome.

d. Oh, no!

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II. Read the text and choose the correct answer for every question below.

Questions 11-15 are based on the manual below.

16. What does the manual tell you?

a. How to grind.

b. How to use a blender.

c. How to make use a refrigerator.

d. How to operate a mixer.

17. What do we press when we want a very smooth result?

a. Off switch.

b. On switch.

c. One switch.

d. Pulse switch.

18. How many speed buttons are there?

a. One.

b. Two.

c. Three.

d. Four.

19. What is the purpose of the text?

a. To describe something.

b. To instruct something.

c. To narrate a story.

d. To argue on something.

How to operate a blender

Make sure the switch is off.

Place ingredients into the blender container. Add some water if needed.

Put the lid on.

Place the container on the motor housing.

Plug in the cable.

Select one of two speed buttons as required. Use PULSE switch for precision

blending. When adding ingredients or seasonings, remove the small lid for

adding things in the middle of the blender lid.

After grinding, press the switch off.

Unplug the cable.

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20. Do you always have to add water?

a. Of course.

b. No.

c. Yes.

d. Certainly.

21. Use PULSE switch for precision

blending. The word which is not the synonym of the

underlined word, EXCEPT

....

a. fine

b. well

c. chunks

d. excellent

22. What do we do when we want to add something in the blender?

a. Open the lid.

b. Open the small closure on the lid.

c. Plug in the cable.

d. Place the container on the motor housing.

23. When do we plug the cable in?

a. Before placing the container on the motor housing.

b. Before putting the lid on.

c. After placing the container on the motor housing.

d. After pressing the switch on.

24. The following are the synonyms of lid, EXCEPT

....

a. cover

b. top

c. close

d. cap

Questions 16-20 are based on the following text.

ORANGUTAN

Orangutans or

Pongo pygmaeus

belong to the Primate order. The orangutan spends

most of its time in trees. Each evening it builds a new treetop nest. They are endangered

because of habitat lost and poachers keep on killing, owning, and exporting orangutans.

They only live on the island of Borneo and in the northern corner of the island of

Sumatra.

Orangutans are characterized by rough, long, reddish-brown fur. Male orangutans

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are about 95 cm (37 in) in length and about 77 kg (170 lb) in weight. Females are smaller,

reaching about 78 cm (31 in) in height and weighing only about 37 kg (81 lb). The male

has puffy cheeks and a hanging throat-pouch. This pouch contains air sacks that help

produce a groaning, bubbling call, which can be heard at least 1 km (0.6 mi) away.

Half of the orangutan’s diet consists of fruit, but they also eat young leaves, soft

inner bark, termites, eggs, and occasionally monkeys.

When a female is ready to mate, she will seek out an adult male. Orangutan are

mammals; females give birth to a single infant about once every four to eight years. The

gestational period for orangutans is just under nine months, nearly the same as in

human beings. Infants stay very close to their mothers for the first three years until they

don’t consume their mother’s milk.

25. Why are orangutans endangered?

a. Habitat lost and hunting.

b. Hunting and helping.

c. Killing and reserving.

d. Habitat lost and saving.

26. What is the

male’s throat

-pouch for?

a. Digesting.

b. Keeping food.

c. Producing a loud groaning and bubbling call.

d. Produce bubbling call and keeping food.

27. Where are the orangutans’ habitats?

a. Only in Borneo island.

b. Only in the Java island.

c. In Borneo and Sumatra island.

d. In Borneo, Sumatra, Kalimantan island.

28. How often do orangutans give birth?

a. Once a year.

b. Twice a year.

c. Once every three years.

d. Once every four to eight years.

29. How long do orangutan babies consume their mother’s milk?

a. Nine months.

b. Three months.

c. Three years.

d. One year.

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30. “Infants stay very close to

their

mothers for the first three years.” The

underlined

word means

....

a. Orangutan babies

b. Orangutans

c. adult orangutans

d. old orangutans

31. What is the function of the first paragraph?

a. Explaining what orangutan is.

b. Explaining o

rangutans’ diet

c. Explaining o

rangutans’ habitat

d. Explaining o

rangutans’ anatomy

32. What is the third paragraph about?

a. What orangutan is.

Orangutans’ diet

Orangutans’ habitat

Orangutans’ anatomy

33. “

When a female is ready to mate, she

will seek out an adult male.”

The

underlined word refers to

....

a. an orangutan baby

b. male orangutans

c. adult female orangutans

d. female orangutans

34. What does the last paragraph tell you?

Orangutan’s habitat

Orangutan’s diet

Orangutan’s reproduction

Orangutan’s anatomy

35. The word “poacher” means ....

a. hunter

b. animal saver

c. pet lover

d. animal lover

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Notes

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