UNIT 1 continued Review Exercise 1

Using the context clues to help you, circle the letter of the best definition for the italicized word in each sentence. 1. The top of the mountain becomes invisible when it is covered with clouds. a. clear b. cannot be seen c. very high 2. Some people work non-stop that they achieve a great deal but forfeit their health. a. strengthen b. remember c. lose 3. The crowd of protesters dispersed quickly when a group of policemen arrived with deafening sounds of sirens. a. scattered b. gathered c. questioned 4. The boy suddenly emerged from the right side of the boat after he stayed long enough in the water, while his friends were watching at the other side. a. went down b. disappeared c. appeared 5. Paula was suspended from the school because she came late to class frequently without asking for permissions from the teacher. a. asked to leave b. graduated c. entered 6. The students had diverse backgrounds, with many different nationalities and ethnic groups in the school. a. unknown b. varied c. similar 7. Just as the sea water erodes the beaches, the local people build wave breakers immediately to protect the beaches from damage. a. reaches b. eats away c. reduces 8. While Alex is hardworking, his indolent brother spends most of his time watching TV or sitting around with friends. a. ambitious b. energetic c. lazy 9. We began the picnic in spite of such ominous signs as dark clouds and strong winds. a. welcome b. cold c. warning 10. Jane often asks impertinent questions such as How did you get it to be so fat?; in contrast, her sister Julia is always polite. a. clever b. impolite c. friendly 11. The principal liked to inspect the school by walking around and through the halls, giving instructions to teachers and students when things are not in order. a. entertain b. check c. repair 12. Tardiness is not allowed in the school regulations, except when there is a very bad weather that the students are unable to come on time. a. eating b. cheating c. coming late

Review Exercise 2

Using context clues to help you, write in the best definition for each italicized word. Choose from the meanings in the box. Each meaning should be used once only. force shocked arrival full of spirit touching interesting anger and disrespect sturdy out of date disturb continuously

1. The advent of the dry season here is signaled by the strong blow of winds. Definition of advent: .....arrival......................................... 2. Computers are now so common that typewriters are becoming obsolete, or old-fashioned. Definition of obsolete: ............out of date................................ 3. Boys usually like to talk about girls. However, they should not harass their female classmates when they get together and chat, of course. Definition of harass: ........disturb continously...................................... 4. Cynthia is a very vivacious girl; in fact, everyone at the party admired her lively personality. Definition of vivacious: ..........full of spirit................................ 5. The story that the teacher told was so engrossing to the students that they didnt move even when the bell rang. Definition of engrossing: ........interesting................................ 6. The boys at the cafeteria table tried to coerce the shy new student into buying them ice cream. Definition of coerce: ................force............................... 7. I have seen such poignant scenes as a poor woman with her small baby walking in the sun and another woman carrying a heavy load of vegetables on her back. Definition of poignant: ..........touching.................................. 8. The baby needs a durable toy, not this plastic one that could break easily and cause injury. Definition of durable: ..........sturdy.................................... 9. I was appalled to learn that some of the traffic signs by the side of the street were taken away and stolen. Definition of appalled: .......shocked.................................. 10. Most people feel contempt for politicians who think and act as if they are above the law. Definition of contempt: .........anger and disrespect...............................

 Review Exercise 3
To review what you have learned in this unit, answer each of the following questions. Fill in the blanks or circle the letter of the answer you think is correct. 1. The context of a word is ... a. its meaning. B. its opposite. C. the words around it.

2. One type of clue that helps readers guess the meaning of a new word is the (examples, synonyms, antonyms) ......exampel...................................... clue, which often follows such signal as including or such as. 3. In the sentence below, which type of context clue is used for the italicized word? a. example b. antonym c. synonym Im looking for a unique gift for my boyfriend; he likes unusual things. 4. In the sentence below, which type of context clue is used for the italicized word? a. example b. antonym c. synonym My teacher never gives us stringent punishments; he only gives advice to naughty students. 5. Textbook writers often provide us with a ........antonym............... and follow it with ......definition.................... that helps make the meaning of the word clear.

Words to watch
The following is a short text taken from a text book. You may not have enough context clues for the words that you may not know its meaning. Therefore, at this time you identify which word, among the underlined ones, you think has the meaning of the Indonesian one. Use context clues that you can possibly find in the text. What many people need to do, in order to widen their experience and resources, is to learn how to read for pleasure. Unfortunately, people are likely to have the false idea that reading is a chore, not entertainment. The fact is that the people havent given a chance. They should expect to do a bit of reading at first, until they become accustomed to reading something. But if they give time for reading, they will almost certainly experience a pleasant surprise. And if one book does not gain their interest, there are many more that will. They will soon find a whole new source of enjoyment. It is helpful to remember, too, that reading for pleasure will provide bonuses that other forms of recreation cannot. It will develop word power, improve spelling, increasing reading speed, and help people discover and explore parts of themselves that they may not know existed. A simple way to learn pleasure reading is to set aside some time for a book each day. It might be a half hour which you usually spend watching television or time before going to bed. What is important is that it be a realistic time slot that you can use for reading more or less regularly. What is important, too, is that you give a book a chance to get your attention, and yourself a chance to get into a book.

Exercise
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Which underlined word from the text above has this meaning? Write the English word. 1. agihan waktu? 2. kesenangan? 3. menemukan? 4. perhatian? 5. memperluas? 6. terbiasa? 7. menyenangkan? 8. menyisihkan? 9. menyediakan? 10. tugas? 11. hiburan? ..time slot............................................ .....pleasure......................................... ..discover............................................ .....attention......................................... ..widen............................................ ...accustomed........................................... .....pleasant........................................ .......set aside....................................... ....provide.......................................... .......chore....................................... .....enjoyment.........................................

INDEPENDENT STUDY In the following text, you may find unfamiliar words. Underline the words that you do not know, then try to guess the meaning by using the context clues that are available in the text. The Slow Learner: What Are His Characteristics and Needs? (Extracted from Merle B. Karnes, NEA Journal 59: 42-44) Slow learners are children who learn at a less rapid rate than the normal but not as slow as the educable mentally retarded. One criterion in determining whether or not a child is a slow learner is his intelligence quotient, which may range anywhere from 75 to 90. In addition to a slow rate of learning, the following characteristics are attributed to slow learners as a group. (Not all slow learners, of course, possess all these characteristics, but it is important to consider them in planning an instructional program for these children. 1. The slow learner tends to have more physical defects than the average child. Defects of hearing and speech may interfere with a childs learning. One possible reason for more physical defects among slow learners is that a large percentage come from low-income families where prenatal and postnatal care is inadequate. In addition, when there is a weakness in one area, it is common to find defects in other areas of development. 2. The slow learner is consistently below grade level in academic progress. Even when the slow learner is working at a level commensurate with his mental age, he can be expected to achieve only about the seventh or eighth grade level when he is 16. He can learn more, but the material to be learned cannot be more difficult. Also, the range of individual differences among slow learners increases with age. Usually, the slow learner lags further and further behind his more able peers, making it more difficult for the school to differentiate instruction to meet his specific needs. 3. The slow learners reasoning ability is poorer that that of the normal child. He is slow to see cause and effect relationship, to make inferences, to draw logical and valid conclusions, to transfer learning, and to generalize. 4. Short attention span seems to typify this group of children. However, the short attention span is often due to poor instruction rather than a defect in the slow learner. When materials are interesting and when success is possible, the attention span of the slow learner tends to be adequate. 5. Poor retention is still another weakness of slow learners. Slow learners are noticeably below par in both immediate and delayed memory. With slow learners, overlearning is especially important. It is crucial that these children have opportunities to practice skills and to use knowledge in various meaningful contexts to ensure permanency of learning.
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6. Unlike brighter children, slow learners do not learn incidentally as a rule. If they are not

specifically taught, they are unlikely to learn by themselves. Those learnings are felt to be important to current and future academic success and adjustment must never be left to chance but must be taught systematically and sequentially. 7. Poor work habits and poor motivation to learn characterize slow learners, who find it difficult to persist independently until a task is completed. Activities should be carefully chosen so that success is possible and so that a minimum amount of time is required for the completion of a task. Recognition for completion of tasks is important to encourage future tasks. The complexities of the task and the amount of time necessary for completion can be increased as the slow learner matures and progresses. 8. Slow learners respond to immediate goals rather than to delayed ones. These children must see a reason here and now for engaging in a task. A reward or gratification that is postponed for a week or a month is meaningless.

9. The slow learner has poorly developed language and communication skills. He needs many opportunities to practice language. He learns by talking about meaningful, firsthand experiences involving what he has seen, what he has heard, what he has done, and what he plans to do. 10. Socially and emotionally, slow learners tend to be less mature than their brighter peers. Approximately 50 percent have poor personal adjustment. Many are discipline problems. They have considerable difficulty controlling their emotions and perceiving how their actions affect others. 11. Slow learners feel less confident and less adequate than average children. To build up feelings of adequacy and personal worth, it is essential to give them immediate feedback as to the correctness of their responses. They need more praise and encouragement than their brighter peers. 12. They have a hard time following directions. This problem presents considerable attention. Since their memory span is comparatively short, directions given to them should be specific and definite in order to follow them successfully. 13. Slow learners are not as curious and creative as their more able peers. Since achievement and creative thinking have a high correlation, slow learners should be encouraged to develop their creative abilities, especially in language and thinking. They should be encouraged to ask questions and to think through various ways of solving problems. In addition, self-expression through art and music activities can provide outlets that are satisfying and rewarding to them. 14. Slow learners are capable of being followers but have limited leadership potentials. They should be helped to make valid decisions as to whom they wish to follow. Identification of the slow learner should begin early so as to help them out with the abilities people expect them to possess. Write the words that are unfamiliar to you here and also write the meaning of each word. Unfamiliar words Meaning (in Indonesian) 1. ................................................. 2................................................... 3. ................................................. 4. ................................................. 5. ................................................. 6. ................................................. 7. ................................................. ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... .........................................................
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8. ................................................. 9. ................................................. 10. ............................................... 11. ............................................... 12. ................................................ 13. ................................................ 14. ................................................ 15. ................................................

......................................................... ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... ......................................................... .........................................................

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