Remedial Test on Reading Explanation

Read the text then answer the questions. Send your answers to sitipujirahayu@gmail.com no later than Wednesday, 5^th December 2012.

A glass bottle is one of the world’s marvelous inventions. They are used to keep honey, fresh ground coffee beans, dried tea leaves, mayonnaise and many other things that need good containers. Glass bottles are proven to preserve the qualities of such things better than any other containers. Another good thing about glass bottles is that they can be recycled to make new glass bottles that cost less and use up fewer natural resources. 

The glass bottles’ recycling process begins when people take their used bottles and jars to a bottle pool.  Next, the bottles and jars are taken to the recycling plant.  At the plant, bottle tops and lids are removed.  After that, the glass is crushed into small pieces. The crushed glass is then sent to a bottle factory.  Here, it is mixed with a small amount of silica sand.  It is then melted in a furnace, at a lower temperature than new glass. Finally, the hot liquid glass is drawn out of the furnace and fed into machinery that makes it into bottles. These new glass bottles are now ready to be shipped to other factories that need containers.  There, they will be equipped with new bottle tops and lids and sent to the market.

Recycled glass is as pure and as strong as new glass.  Glass can be recycled many times without losing its quality. Therefore, if you are finished with your glass bottles, make sure you throw them into a special trash bin for glass so that they can be recycled to make new glass bottles.

1.  What is the text about?

2.  Where are used bottles and jars taken to be processed?

3.  What happens in bottles’ recycling process? (Mention the steps)

4.  Do you think recycling used bottles and jars is good for the environment? Explain.

5.  What would be the best title for the text?

"The Mistake Buster"

This article demonstrates how teachers can get students actively engaged in the learning process and take charge of their learning by giving them the opportunities to find and correct mistakes themselves. This technique works well with beginner to high intermediate students. Step-by-step explanation of how to employ this technique will be given to help interested teachers adapt it for their own classes.

Preparation--Choosing a Mistake Category

Select a mistake category that is pertinent to the focus of the lesson being taught. For the purpose of demonstrating the employment of this technique, the past tense of irregular and regular verbs will be used as an illustration.

Step 1. Warm up: (A verb list can be used.)

Tell students they are going to have an activity to review the Simple Past Tense.

Divide the class into two teams and tell them they are going to compete in the activity.

Make two columns on the white board and ask students to fill the left column with many verbs in the Present Tense.

Tell them they have to find the past tense forms for all the verbs. They have to raise their hands quickly to get the permission to give an answer. For each correct answer, the team will score ten points.

Begin the activity and add up the scores for each team when all the verbs have been changed to the Simple Past Tense.

Step 2. (Short sentences and long sentences can be used.)

Tell students that they have to listen to short sentences and then long sentences to find the mistakes in the verbs and correct them by putting them in the Simple Past Tense.

Start reading one sentence at a time. Repeat the sentence if they did not understand it the first time.

Students have to raise their hands quickly to get the permission to give an answer. For each correct answer, the team will score ten points.

Keep scores and add them up after all sentences have been read and corrected.

Step 3. (A narrative can be used.)

Tell students they are going to listen to a narrative and write down the verbs they think are wrong.

Read the narrative at a normal speed once.

Read it again if necessary.

They have to raise their hands quickly to get the permission to give an answer.

Ask them to say out loud the wrong verbs they heard and the correction as well.

Keep score and add them up when all the verbs have been corrected.

Step 4. Wrap up

Praise students for their efforts.

Review important points or give more explanation if necessary.

British Council

Learn English for kids and teens, and teach English with the help of British Council. (Go to the official site)

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Song: Count on Me (Bruno Mars)

If you ever find yourself stuck in the middle of the sea

I'll sail the world to find you

If you ever find yourself lost in the dark and you can't see

I'll be the light to guide you

Find out what we're made of

When we are called to help our friends in need

(*)

You can count on me like one, two, three

I'll be there and I know when I need it

I can count on you like four, three, two

And you'll be there 'cause that's what friends

Are supposed to do, oh yeah, ooh, ooh

If you toss and you turn and you just can't fall asleep

I'll sing a song beside you

And if you ever forget how much you really mean to me

Every day I will remind you

Find out what we're made of

When we are called to help our friends in need

Bact to (*)

You'll always have my shoulder when you cry

I'll never let go, never say goodbye

Bact to (*)

You can count on me 'cause I can count on you