ch 3 - exposition - exercise - zenius education · antiremed kelas 11 bahasa inggris , ch 3 -...

Antiremed Kelas 11 Bahasa Inggris

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CH 3 - Exposition - Exercise

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Text A Rainforest Rainforest are one of the most complicated

environments on Earth. They are recognized worldwide as containing the richest source of plants and animals and are believed to contain nearly three-quarters of all the varie-ties of life on Earth. This is remarkable be-cause rainforests cover only about six per cent of the Earth‟s land surface.

Rainforest are the oldest major ecosystem,

having survived climate changes for more than one million years. They provide habitats for more species of plants, animals, insects and birds than any other environment found on our planets. Scientists estimate that be-tween 60 and 90 percent of all species of life are to be found in rain forests. Unfortu-nately, the widespread destruction of many of the world‟s rainforests has caused a sig-nificant decline in the number of the plants and animal species on Earth.

Rainforests influence both our local and

global climates. For example, between 50 and 80 percent of the moisture in the air above rainforests comes from the rainforest‟s trees. If large areas of these lush rainforests are cleared, the average rainfall in the area will drop. Eventually, the area‟s climate will get hotter and drier. This process could convert rainforests into a sparse grassland or desert.

Rainforests are also able to absorb over 90

percent of the rainfall in their leaves and mosses. By doing this, they are able to slow down water run-off by gradually releasing the water over time into streams and rivers. This helps to control soil erosion and flood-ing.

Rainforests are vital to the Earth in helping

to recycle carbon and oxygen. Carbon diox-ide (CO2) is the gas put into the air globally by humans, mainly by the burning of fossil fuels (for example in cars and factories). Rainforest are able to remove carbon dioxide from the air and return oxygen in its place. This is why our global rainforests are often called the Earth‟s „lungs‟.

Rainforest are major producers of the Earth‟s oxygen. In fact, scientists believe that nearly 50 percent of the Earth‟s oxygen is produced by rainforest in the Amazon re-gion alone. Nearly 40 percent of the world‟s carbon is contained in the trees of the rain-forests. As rainforest are cut down and burned, carbon dioxide is released into the Earth‟s atmosphere. Eventually, as this gas builds up the atmosphere, leading to what scientists atmosphere. Eventually, as this gas builds up the atmosphere, leading to what scientists call the enhanced greenhouse ef-fect.

To sun up, the role of the rainforest is essen-

tial for human life. It creates equilibrium in our environment and its resources are sig-nificant for human beings survival.

Choose T if the statement is true and F it is

false according to the text. 01. (T - F) Rainforests are unimportant to

our life on Earth. 02. (T - F) The economic resources which

rainforests provide vary. 03. (T - F) Many rainforest-rich countries

are facing a situation in which it is very difficult to preserve their rainforests.

04. (T - F) The economic resources provide by the world‟s rainforests are extremely small.

05. (T - F) Less than 50 percent of the world‟s food supplies originate in rainforest areas.

06. (T - F) Rainforests are becoming more and more unpopular places for people to visit.

07. (T - F) Governments pass laws restricting activities in the forests due to the overexploitation of rainforests for tourist activities.

08. (T - F) More than 40 percent of all medicines sold in pharmacies from rainforests.

09. (T - F) More than 200.000 square kilometers of rainforests are being destroyed each year for economic purpose.

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Antiremed Kelas 11 Bahasa Inggris , CH 3 - Exposition - Exercise

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Text B Should States Ban Junk Food in Schools? It may make sense for a school board to ban

junk food in some cases, but there are several issues that should be considered.

To begin with, there is the problem of

defining junk food. Are we talking about potato chips, soda, and pastries? What about fried chicken fingers, cheeseburgers, and pizza-foods many school cafeterias serve?

Second, the American education system is

designed to give communities control over their schools through local school boards. This principle of local control lies at the root of our democracy. We believe that locally elected school board members are in the best position to make policy decisions that reflect the opinions and needs of their individual communities. Any decisions about what is sold in school vending machines should be determined at this level.

Third, an important part of education is

learning to make good choices. An across-the-board junk-food ban does not teach young people how to make healthy choices; it simply removes some of their options.

Fourth, improving what we teach about

nutrition and requiring more physical activity are better ways to approach obesity than imposing statewide junk-food bans.

Let me be clear: We believe that childhood

obesity is a very serious issue, and principals, teachers, parents, students, and school boards should be doing their part to address this situation. But banning junk food without other strategies and local decision-making is a superficial remedy that dilutes personal and local responsibilities.

01. What is the central argument proposed by

the author?

02. The followings are the supporting statements by the author, except...

(A) Banning junk food does not educate

students to make good decisions. (B) Refining the method of teaching

nutrition and physical education is more effective to tackle obesity than banning junk food.

(C) Separating junk food froms non junk food is not an easy task.

(D) Childhood obesity is a very serious issue. (E) Decisions to ban junk food should be

determined at local levels, not statewide levels.

03. Which is TRUE according to the text?

(A) There are reasonable cases that a school board may impose junk food ban.

(B) Junk food bans must be avoided at all cost.

(C) Childhood obesity is not very harmful. (D) If schools ban junk food, their students

tend to become good decision makers. (E) Each government is supposed to make

policy decisions, including the decision to ban junk food at schools.

04. The underlined word “imposing”

(paragraph 5) is mostly similiar to...

(A) Enforcing. (B) Revoking. (C) Abolishing. (D) Considering. (E) Exposing.






05. “We believe that childhood obesity is a very serious issue, and principals, teachers, par-ents, students, and school boards should be doing their part to address this situa-tion.” (par. 6)

Why would the author state this

information?

(A) To compare the responsibilities of principals, teacher, parents, students, and school boards regarding junk food bans.

(B) To delegate the problem to principals, teachers, parents, students, and school boards.

(C) To illustrate his attitude toward junk food bans.

(D) To emphasize his agreement to junk food bans.

(E) To show that despite the author‟s disagreement to statewide junk food ban, he still shares concern regarding junk food consumption.

Text C Don‟t ban mobiles in schools, let

students use them The furtive glance down into his or her

crocth is the telltale sign all modern teachers will recognise as a dead give away that a student is using a mobile phone in class. It‟s a comical sight, its sheer obviousness apparently lost on most students, but one that is also serious in its implications that particular student is probably not paying attention at the moment, and perhaps hasn‟t been for quite some time.

Mobile phones are a distraction in class.

There‟s no debate about this. But, with the exception of some schools where strict discipline is the defining characteristic of its ethos, I don‟t think there‟s any need to ban them in most schools, In fact, I‟d go as far as to say we teachers should be glad that almost all our students will have a mobile phone with them in school. Mobile phones today are mini computer which can be used as internet browsers, cameras, video and audio recorders, calculators, stop clocks, homework diaries and notebooks.

They can be used as data loggers in science lessons, maps in geography lessons and for listening exercises in language lessons. At the time device, mobile phones can allow us to make the most of modern information tech-nology in our classrooms.

In my science lessons, many of my stu-

dents will use their mobile phones in place of calculators and stop clocks when doing experiments. I also encourage them to use their phones to take photographs of appara-tus and to make videos of the phenomena we observe in class. Recently, as part of an activity making cloud chambers, some stu-dents filmed the tracks made by different types of nuclear radiation. In watching the video back, they saw a track in the cloud chamber that was not from the radioactive source they were using it was caused by a cosmic ray, a physical phenomenon related to what they were studying and something the students would not have observed so clearly had they not filmed their work. These were A-level students, but I have also let younger students film “exciting” experiments in class a great way for them to share what they learn at school with their parents.

There are other occasions when I am

happy to let my students use their mobile phones recording their homework, for exam-ple, or putting a reminder for a deadline into their calendars or searching the internet for information. In other words, I let them use their mobile phones in class as they do out-side the classroom. And this is perhaps the most important reason why I think schools which ban mobile phone use in schools should reconsider allowing their use in schools let us accomplish something which I believe will become increasingly important in education: ensuring the development of digi-tal literacy in our students.

The use of mobile phones offers much

more than novelty, fun and excitement I be-lieve there are tangible educational benefits. Students today have grown up in the digital age and it is surely one of our duties as teachers to create opportunities for them to develop the skills they will need to succeed in a world driven by new technologies.






Just as the ability to use word processing, simple spreadsheets and presentation soft-ware are now necessary in the modern work-place, it may be just a matter of time before simple digital video and audio manipulation skills are essential. Using mobile phones in class, when other devices are in short supply, provides one way to address these needs.

I‟m not naive, I know that students with

permission to use mobile phones in school will not be able to resist checking their text messages and social media updates. That is, they won‟t be able to resist doing these things unless they are otherwise engaged with whatever it is they‟re supposed to be doing in class. Sure, some students will always find checking their Facebook page more interesting than anything we teachers can offer them in lessons, but the majority of students, like the majority of adults, can be trusted to make their own decisions about the approriate time and place to check their email or send a text massage. And here‟s a controversial thought just as you can quickly send a text massage or check your email while doing something else, perhaps students can be trusted to do the same in school? It cannot be right that schools spend huge amounts of money investing in technology to improve and enhance their students education whlist ignoring the powerful technological tool that almost every student brings into school every day.

01. What is the central argument proposed by

the author? 02. In general is the author the proponent or

opponent of mobile phone ban at schools?

03. Why would the author illustrate the mobile phone uses in his classrom (paragraph 3 & 4)?

(A) To show his agreement to the sales of

mobile phone. (B) To show the readers that mobile phones

are beneficial in the classroom. (C) To persuade parents to buy their kids

mobile phones. (D) To limit the mobile phone usage in the

classrom. (E) To replace traditional note taking tools

with mobile phones.

04. The followings are TRUE according to the text, except...

(A) Allowing the use of mobile phones may

promote digital literacy in students. (B) It is all right if mobile phones distract

students in class, because they can learn to make their own decision.

(C) If mobile phones are allowed in the classroom, every student will think that checking Facebook is more engrossing than their lessons.

(D) The author encourages the use of mobile phones both inside and outside the classroom.

(E) What mobile phones offer is beyond novelty, fun, and excitement.

05. The underlined word “their” (paragraph 6)

refers to....

(A) The majority of adults. (B) The majotiry of students. (C) The teachers. (D) The lessons (E) The parents.

06. These are the uses of mobile phones in the author‟s classroom, except....

(A) To calculate something. (B) To film experiments. (C) To time experiments. (D) To take picture of certain instruments. (E) To provide students with language

learning audio tracks.






Text D Why College Athletes Should be Paid? There has been major discussion recently

if college athletes should or shouldn‟t be paid while they are in school. The first thing opponents say is, “They‟re already getting a scholarship! That‟s more than anybody else! Don‟t be greedy!”

Fine, lets‟s not be greedy and look at

how much a scholarship is actually worth. On average, a full Division 1 scholarship is $25.000 per year.

“That‟s $100.000 over four years!” Yes it is, but most athletes don‟t last at a

school for the whole four years. Once you get a sport involved, there are politics, injuries, and a call to the office to tell the player, “Thanks, but we don‟t need you on this team anymore.” Many players will get a scholarship for a year or two, then transfer to a different school which turns out to be a better situation.

A $25.000 scholarship may seem like a

lot of money, but it really only cobers the basics. It covers thousands of dollars in mysterious, uknown university fees, tuition, housing, a meal plan and multiple hundred dollar textbooks. Some players, if they some from a low income household, get a few hundred dollars each semester from Pell Grants which enables them to buy chicken soup instead of chicken flavored ramen.

Contrary to what all the opponents

believe, being an athlete is a full time job. On a typical day, a player will wake up before classes, get a life or conditioning session in, go to class until 3 or 4 p.m., go to mandatory study half, and then finish homework or study for a test.

The point of this is that a scholarship

doesn‟t equal cash in a player‟s pocker. Even with any type of scholarship, college athlates are typically dead broke. But how much do the top NCAA executives make? About $1 million per year.

Who else makes money off these near - professional level athletes?

First, their own coaches. Many coaches earn at least $ 100,000 per year to coach one of the major sport like baseball, basketball, or football at a school. These coaches will receive bonuses for getting to the playoffs, winning championships or breaking school records. You know what athletes receive as a bonus? Nothing.

Second is the NCAA. Recently, the

NCAA and CBS signed a $10.8 billion televi-sion agreement over 14 years. The NCAA is also considered a non - profit company.

Third, the athletic programs. Universities

bring in hundreds of thousands or even mil-lions of dollars to their athletic programs each year. Through donations, ticket sales, media rights, advertising, and anything else with a price tag, these athletes are symbols for their school and their program. If a school makes a huge scientific achievement, they will be in the newspaper for a few days. The athletic teams, however, are in the news-paper the entire year.

The flip side if this is that not all sports

teams are profitable. For example, some less popular teams like swimming, tennis, or vol-leyball don‟t earn the university much money, and the bigger sports like basketball and football make up for the lost revenue. So why would we pay athletes if entire teams are struggling to survive?

We would pay athletes because when

President Theodore Roosevelt helped create the NCAA in 1906, he had no idea what it would grow into. At first, it was a great place to watch athletes play sports while making sure the rules were being followed. But now in the 21st century, the NCAA is a billion dollar company. Why hasn‟t anything changed? Because the decision makers have the mentality of, “This is the way it‟s always been.” They‟re scared to make amendments, even when it‟s necessary.

I‟m not saying we should be paying ath-

letes $5.000 or even $10.000 per semester, if each athlete got $2.000 paid over the course of the semester, this would give them some spending cash and an opportunity to start managing their money.






Most athletic programs can‟t afford to pay athletes on their own, so the NCAA and their executives need to figure out a way to start compensating their golden geese.

Athletes earn their schools hundreds of

thousands of dollars, increase enrollment, and if they do well, provide a recruiting picec for generations. Top NCAA executives are getting $1 million per year while an athlete can‟t earn $50 from signing a few autographs.

Let‟s open our eyes to what‟s really going

on. The NCAA “prevents student athletes from allowing their likeness to be used for promotional purpose.”

There‟s only one thing I can say to this :

Why? 01. What is proposed by the author? 02. The followings are TRUE according ot the

text:

(A) The author‟s opponents agree that being a college athlete is a full time job.

(B) The scholarship for college athletes covers more than what they need.

(C) College athletes earn $50 from signing a few autographs.

(D) The majority of athletic programs cannot pay their own college athletes.

(E) President Theodore Roosevelt helped create the NCAA in the 1906s.

03. The underlined word “they” (paragraph 15)

refers to...

(A) Athletes. (B) Decision makers. (C) Sports (D) President Theodore Roosevelt‟s and his

team. (E) Rules.

04. What does it mean by the underlined word “mandatory” (paragraph 6)?

(A) Optional (B) Required (C) Individual (D) Planned (E) Elective

05. Why would the author mention certain monetary values (paragraph 9, 11, and 12)?

(A) To refuse the argument that athletes

need to be paid. (B) To show that NCAA and sport coaches

are successful institution/people. (C) To illustrate how munch money every

party can get from sport. (D) To emphasize the disparity between ath-

letes and the related constituents. (E) To compare the disparity between ath-

letes and the related constituents.


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