sekedar berbagi ilmu

1. EXTENSIVE READING MATERIALS
LECTURER:
KUNTO LEGOWO, M.Pd
BY:
RAFIUDDIN MAFTUH
LAMONGAN ISLAMIC UNIVERSITY
2013

2. PREFACE
Praise is be due to Allah SWT because only with his mercy and his guidance, so writer
can finish to write this paper with the title Extensive Reading Materials.
In arrange this paper, writer realizes that so many limitations, weaknesses and not
perfect. However, writer can handle and finish that because of helping hands and support
from many sides.
So, appreciation and honest thanks go to:
1. Mr. KUNTO LEGOWO, M.Pd the lecturer of writing 4 subject who give guidance
and course so this paper can be finished
2. Colleagues STIT MASKUMBANG DUKUN GRESIK and the other side who gave
helping hands in arrange this paper
With all honesty may all of all sides’ helping hands can get reward from Allah SWT.
As a human, writer realizes this paper is far from perfect so the suggestions and critics
from reader are very writer expected.
The last word, may this paper is useful and benefit for the reader and for writer
Dukun, 24th
of June 2013
Writer
i

3. CONTENT
PREFACE …………………………………………………………………… i
CONTENT …………………………………………………………………… ii
1. NEWSPAPER …………………………………………………...
2. MAGAZINE …………………………………………………...
3. INTERNET ARTICLE …………………………………………...
4. NOVEL …………………………………………………………...
5. ENGLISH JOURNAL …………………………………………...
6. COMICS …………………………………………………………...
7. FUNNY STORY …………………………………………………...
8. LOVE STORY …………………………………………………...
9. POEMS …………………………………………………………...
10. ENCYCLOPEDIA …………………………………………...
ii

4. 1.NEWSPAPER
Editor’s Choice
Clashes in Istanbul extend into night in Taksim
Elena Becatoros and Suzan Fraser, The Associated Press, Istanbul | World | Wed, June 12
2013, 6:47 AM
A- A A+
Raging protests: A protester climbs a
barricade waving a flag depicting jailed Kurdish rebel leader Abdullah Ocalan as a van burns
during clashes at the Taksim Square in Istanbul Tuesday. Hundreds of riot police overran
improvised barricades at Istanbul's Taksim Square on Tuesday, firing tear gas, rubber bullets
and water cannons in running battles with protesters who have been occupying the area for
more than a week. (AP/Vadim Ghirda)
Riot police firing tear gas, water cannon and rubber bullets clashed into the early hours of
Wednesday with defiant demonstrators occupying Istanbul's central Taksim Square and its
adjacent park, in the country's most severe anti-government protests in decades.
The crisis has left Prime Minister Recep Tayyip Erdogan looking vulnerable for the first time
in his decade in government, and has threatened to tarnish the international image of Turkey,
a Muslim majority country with a strongly secular tradition, a burgeoning economy and close
ties with the United States.

5. Thousands of police moved into the square early Tuesday, pushing past improvised barricades
set up by the protesters who have swarmed through the massive square and accompanying
Gezi Park in their tens of thousands for the past 12 days.
Police fired repeated rounds of tear gas that rose in stinging plumes of acrid smoke from the
square in running battles with protesters hurling fireworks, bottles, rocks and firebombs. In a
cat-and-mouse game that lasted all day, the police repeatedly cleared the square, only for
demonstrators to return.
More than 30,000 converged on the square again as dusk fell and were repelled by water
cannon, rubber bullets and tear gas after Istanbul's governor, Huseyin Avni Mutlu, said the
police came under attack by "marginal groups."
The area reverberated with the echoes of exploding tear gas canisters into the night, while
volunteers ferried dozens of injured people to waiting ambulances.
A peaceful demonstration against Gezi Park's redevelopment that began more than two weeks
ago has grown into the biggest test of Erdogan's authority in his decade of power, sparked by
outrage over a violent police crackdown on May 31 against a peaceful sit-in in the park.
The unrest has spread to 78 cities across the country, with protesters championing their
objections to what they say is the prime minister's increasingly authoritarian style and his
perceived attempts to impose a religious and conservative lifestyle on a country with secular
laws — charges he rejects.
Four people have been killed, including a policeman, and about 5,000 have been treated for
injuries or the effects of tear gas, according to the Turkish Human Rights Foundation.
Gezi Park, with its thousands of camped-out demonstrators young and old, has become the
symbol of the protests. Both the governor and the police initially promised that only Taksim
Square would be cleared, not the park.
But late into the night, the governor suggested a more muscular police sweep might be
imminent. Tear gas was fired into the park, as protesters scrambled for cover.
"We will open the square when everything normalizes in the area, and our security forces
completely control the area," Mutlu told A Haber news channel. "Our children who stay at

6. Gezi Park are at risk, because we will clean the area of the marginal groups," he said in
distinguishing between troublemakers and peaceful protesters.
"We won't allow our government to be seen as weak," Mutlu said.
Some 300 miles (500 kilometers) away in Ankara, the capital, police fired water cannon and
tear gas to disperse several hundred protesters — some throwing stones — who gathered in
sympathy with the Istanbul counterparts.
Tuesday's clashes came a day after Taksim saw its smallest gathering since the
demonstrations began. The government had said Erdogan would meet with some of those
occupying the park on Wednesday to hear their views.
"The relative calm yesterday was deceptive," said Robert O'Daly, Turkey analyst for the
Economist Intelligence Unit.
"Mr. Erdogan's offer of dialogue appears to have been merely tactical. The appearance of riot
police in the square this morning and renewed use of teargas against the protesters fits better
with his defiant rhetoric," he said.
Erdogan, a devout Muslim, says he is committed to Turkey's secular laws and denies charges
of an authoritarian manner. As he defended his tough stance, he gave critics little hope of a
shift in his position.
"Were we supposed to kneel before them and say, 'Please remove your pieces of rags?'" he
asked, referring to the dozens of banners and flags the protesters had festooned in the square.
"They can call me harsh, but this Tayyip Erdogan won't change."
Confident of his position of power after winning the last elections in 2011 with 50 percent of
the vote, Erdogan has insisted he will prevail. He made it clear that he has come to the end of
his patience with the protesters, whom he accused of sullying Turkey's image abroad and
being vandals and troublemakers.
"To those who ... are at Taksim and elsewhere taking part in the demonstrations with sincere
feelings: I call on you to leave those places and to end these incidents and I send you my love.
But for those who want to continue with the incidents I say: 'It's over.' As of now we have no
tolerance for them."

7. "Not only will we end the actions, we will be at the necks of the provocateurs and terrorists,
and no one will get away with it," he added.
His words, accompanied by the repeated rounds of tear gas that left many choking for breath,
seemed to gird the resolve of many in the park rather than weaken it.
"People are definitely going to stay. The more the police attack, the more people come and
stay," said Melda, a 29-year-old cook who rushed to the park Tuesday morning when she
heard of the police intervention. Fearful of losing her job for participating in the protests, she
asked that her surname not be used.
Melda and a group of friends had originally intended to go and set up a stall giving out
cupcakes and sandwiches to the protesters. Instead they arrived with first aid supplies.
She had harsh words for those protesters who had thrown rocks and firebombs at riot police
on the square earlier in the day.
"They're taking advantage of the situation," she said. "And then the prime minister calls us all
terrorists."
On Tuesday, Erdogan, who has called major pro-government rallies in Ankara and Istanbul
this weekend, insisted again that the unrest was part of a conspiracy against his government.
The demonstrators, he said, " are being used by some financial institutions, the interest rate
lobby and media groups to (harm) Turkey's economy and (scare away) investments."
___
Fraser reported from Ankara, Turkey. Jamey Keaten and Ezgi Akin also contributed from
Ankara.

8. Chinese spacecraft blasts off with 3 astronauts
Andy Wong, The Associated Press, Jiuquan, China | World | Tue, June 11 2013, 5:50 PM
A- A A+
China space mission: The Long
March 2F rocket carrying the
Shenzhou 10 manned capsule blasts
off from the Jiuquan Satellite Launch
Center in northwest China's Gansu
Province, Tuesday. The Shenzhou 10
capsule carrying three astronauts lifted
off on a 15-day mission to dock with a
space lab and to educate young people
about science. (AP/Andy Wong)
China's latest manned spacecraft successfully blasted off Tuesday on a 15-day mission to
dock with a space lab and to educate young people about science.
The Shenzhou 10 capsule carrying three astronauts lifted off as scheduled at 5:38 p.m. (0938
GMT) from the Jiuquan Satellite Launch Center on the edge of the Gobi Desert.
It is China's fifth manned space mission and its longest. The spacecraft was launched aboard a
Long March 2F rocket and will transport the crew to the Tiangong 1, which functions as an
experimental prototype for a much larger Chinese space station to be launched in 2020. The
craft will spend 12 days docked with the Tiangong.
On the heels of Canadian astronaut Chris Hadfield's wildly popular YouTube videos from the
International Space Station, the Chinese crew plans to deliver a series of talks to students
from aboard the Tiangong.
The craft carried two men, mission commander Nie Haisheng and Zhang Xiaoguang, and
China's second female astronaut, Wang Yaping.
Earlier in the afternoon, President Xi Jinping was shown live on television wishing them well
at the launch center.

9. "You have made Chinese people feel proud of ourselves," Xi told the three astronauts. "You
have trained and prepared yourselves carefully and thoroughly, so I am confident in your
completing the mission successfully.
"I wish you success and look forward to your triumphant return."
State television showed Xi watching the launch, as well as Premier Li Keqiang who was at the
space command center in Beijing.
The space program is a source of enormous national pride for China, reflecting its rapid
economic and technological progress and ambition to rank among the world's leading nations.
China is hoping to join the United States and Russia as the only countries to send
independently maintained space stations into orbit. It is already one of just three nations to
have launched manned spacecraft on its own.
The space classrooms mark the boldest step so far to bring the military-backed program into
the lives of ordinary Chinese and follows in the footsteps of NASA, which uses student
outreach to inspire interest in space exploration and sustain support for its budgets.
At a news conference Monday, Wang said she was "eager to explore and feel the magic and
splendor of space with young friends."
Her fellow astronaut Zhang told reporters they would conduct dozens of space science
experiments and would "enjoy personalized space foods especially designed by our
nutritionists."
Asian Agri told to pay Rp 4.3t
Satria Sambijantoro, The Jakarta Post, Jakarta |
Headlines | Fri, June 07 2013, 9:58 AM
A- A A+
Paper Edition | Page: 1
Firm grasp: The Finance Ministry's tax director
general, Fuad Rahmany (left), greets several chief
editors of the nation's media groups at a meeting at

10. the Taxation Office's headquarters in Jakarta on Thursday. (JP/Wendra Ajistyatama)
The government has urged Asian Agri, one of the country’s major plantation companies, to
meet its obligation to pay funds totaling Rp 4.3 trillion (US$448 million) in back taxes and
fines having been found guilty of tax evasion.
The director general of taxation, Fuad Rachmany, said the company would have to pay Rp 2.5
trillion of the total funds to the Attorney General’s Office (AGO) in fines and the remaining
Rp 1.8 trillion to the tax office in the form of back taxes.
―In total, they must pay Rp 4.3 trillion – Rp 1.8 trillion to the tax office and Rp 2.5 trillion to
the AGO,‖ Fuad said in a limited press briefing on Wednesday evening. He said that Asian
Agri had been given 30 days to pay the back taxes to his office.
A business entity had to pay its tax obligation, as well as any fines, by 30 days at the latest
from the day a notice of a tax underpayment assessment (SKP) was sent out by the tax office,
Fuad said.
The tax office recently sent the SKP for the payment of the back taxes worth Rp 1.8 trillion to
14 business units belonging to Asian Agri. If the company did not respond to the SKP, then
the assets of its business units could be seized ―within weeks‖ following the 30-day deadline,
he added.
―This is going to be interesting. I think you should not expect them to pay; thus, we may have
to use force [to make Asian Agri pay its fine],‖ Fuad told editors and media representatives at
his Jakarta office.
The case surrounding Asian Agri is the biggest and most controversial tax evasion case in the
nation’s history, involving as it does one of the major players in the oil palm plantation
industry.
Asian Agri, which was founded in 1979, oversees 160,000 hectares of oil palm plantations
across Sumatra, and owns 19 oil palm mills with a combined annual capacity in excess of 1
million tons. It is owned by tycoon Sukanto Tanoto, Indonesia’s fifth-richest person with a net
worth of $2.8 billion, according to the 2013 Forbes list.

11. The company’s problems began in 2006, when the firm’s then controller, Vincentius Amin
Santoso, was reported to the police for embezzling $3 million from Asian Agri. He then fled
to Singapore, where he hit back at his former employer by making public allegations that
Asian Agri was evading paying its taxes.
Vincent was subsequently sentenced to 11 years’ imprisonment for money laundering and his
participation in the tax evasion scheme. He was paroled in January for helping prosecutors
unravel the full extent of the tax evasion practices at Asian Agri.
In January, the Supreme Court ordered the company to pay Rp 2.5 trillion in fines, or 200
percent of its tax obligation, in what was the court’s historic first verdict in a tax evasion case.
The fines have to be paid within 12 months of the verdict being announced.
Fuad took the time, however, to praise the government officials involved in the case. ―In this
Asian Agri case, I am certain that my men, as well as prosecutors and the court’s judges, were
offered billions [in gratuities], knowing the amount of fines facing the company.
―This case shows that there are indeed people with integrity in my office. We must appreciate
them and be fair; do not judge the tax office based only on one case in which one or two tax
men end up in the spotlight for collusion,‖ the director general said.
Contacted separately, Asian Agri general manager Freddy Widjaja told The Jakarta Post on
Thursday that he ―has yet to check the status‖ of the tax office’s demands and, thus, needed to
verify the facts first before commenting on the issue.
Apple revamps look of iPhone, iPad software
Michael Liedtke and Peter Svensson, The Associated
Press, San Francisco | Sci-Tech | Tue, June 11 2013,
9:42 AM
A- A A+
New software: Attendees break for lunch at the
Apple Worldwide Developers Conference Monday

12. in San Francisco. Apple demonstrated new software at the conference. The new design
direction was widely expected and will show up on iPhones, iPad and iPod Touches this fall,
the company said. (AP/Eric Risberg)
Apple is throwing out most of the real-world graphical cues from its iPhone and iPad software
in what it calls the biggest update since the iPhone's launch in 2007.
The new operating system, called iOS 7, strives for a clean, simple, translucent look. Apple is
redesigning all its applications and icons to conform, driven by long-time hardware design
chief Jony Ive.
Apple demonstrated the new software at the Worldwide Developers Conference in San
Francisco on Monday. The new design direction was widely expected and will show up on
iPhones, iPad and iPod Touches this year, the company said.
The overhaul comes at a time when rivals such as Samsung Electronics and Google are trying
to get people to defect by developing their own lines of elegant and often less expensive
products.
The stiffer competition has slowed Apple's growth in the increasingly important mobile
device market, contributing to a 38 percent decline in the company's stock price since the
shares peaked at $705.07 in September.
Wall Street didn't seem impressed with Apple's new software approach. Apple's stock dipped
$2.92 to close Monday at $438.89.
The redesigned software uses simple graphical elements in neon and pastel colors. Gone is the
effort to make the icons look like three-dimensional, embossed objects — a tactic known as
"'skeuomorphism," that was favored by Apple's late CEO and co-founder Steve Jobs.
While design modifications could help Apple distinguish its devices from rival phones and
tablets, they risk alienating longtime users.
Raluca Budiu, a senior researcher specializing in usability at the Nielsen Norman Group, said
the so-called "flat" design can confuse users because it can offer fewer signals about where to
tap or click. That's been the case, she said, with Windows 8, which has a very "flat" design.
Budiu said it's too early to say if it will be an issue with iOS.

13. Budiu noted that iOS users seem quite happy with the current iOS, which is easier to use than
Google Inc.'s Android, its only big competitor.
Microsoft's radical makeover of the Windows operating system in October was meant to give
the company a stronger presence on tablet computers, but it ended up confusing many people
who had become accustomed to using the old operating system on traditional desktops and
laptops. Research firm IDC blamed Windows 8 for accelerating a decline in PC sales.
Among other changes, Apple's new iOS system will update apps automatically. It will store
Web passwords online in Apple's syncing service, iCloud, making them available across
devices. The AirDrop feature will allow sharing of big files with Apple-equipped people in
the same room.
Apple took a jab at its rival, Samsung Electronics Co., which had been touting its Galaxy
phones as better than iPhones because they sport near-field communication chips that allow
people to share files by bumping phones together.
"No need to wander around the room bumping your phone with others," said Craig Federighi,
senior vice president for software engineering.
The company also stepped up its rivalry with Google, maker of the Android software on
Samsung and other phones. Apple said the Siri virtual assistant will use searches from
Microsoft's Bing, Google's rival. Apple also is bringing its mapping service to desktops and
laptops to compete with Google Maps and others.
The company is also launching a Pandora-like Internet radio service, iTunes Radio. It will be
built into the Music app and stream music for free. There will be advertising, except for
people who pay $25 a year for the iTunes Match online music storage.
Apple was a pioneer of online music sales and is still a leader in that field, but streaming
services such as Pandora and Spotify have emerged as popular alternatives to buying. Pandora
relies on its users being connected to the Internet at all times and plays songs at random
within certain genres for free.
Last month, rival Google Inc. started an on-demand subscription music service called All
Access that gives subscribers the ability to pick and choose specific songs and albums from a
catalog of millions for playback on computers, tablets and smartphones in exchange for a
monthly fee.

14. Apple updates its iOS operating system every year and doesn't charge for the updates. The
new operating system will be available for the iPhone 4 and later models, and on the iPad 2
and later models, including the Mini. The launch of the new software traditionally coincides
roughly with the launch of the year's new iPhone model.
Also at the conference, which runs through Friday, Apple revealed that it's switching from its
more than decade-long practice of naming its Mac operating system updates after big cats.
Instead, it's paying homage to the geography of its home state. Federighi says the next version
of Mac OS X will be called Mavericks, after an undersea rock formation that produces big
waves near Half Moon Bay, California.
The new operating system will extend battery life and shorten boot-up times, Federighi told
the audience of software developers. The system improves support for multiple displays and
imports the tab concept from Web browsers to the Finder file-organizer.
The software update will include iBooks for the first time, giving people who buy e-books
from Apple a way to display them on the computer screen in addition to the iPhone and iPad.
Competing e-book vendors such as Amazon and Barnes & Noble have cross-platform
applications already.
Federighi said the new software will be out in the fall.
Apple also revealed a complete revamp of the Mac Pro, the boxy desktop model that's the
work horse of graphics and film professionals. The new model is a black cylinder, one eighth
the volume of the old box.
The current Mac Pro is the only Mac with internal hardware that can easily be modified and
expanded by the user, but that possibility disappears with the new model. The company is
adopting the same compact, one-piece design present in the Mac Mini and iMac.
The new Mac Pro will be the first Mac to be assembled in the U.S. in many years. CEO Tim
Cook promised last year that the company would start a production line in the U.S., but didn't
say where. Apple said the new computer will launch later this year.
___
Peter Svensson reported from New York.

15. A. COMMENTS
Newspaper is good for students,
because there are much information
that can increase their knowledge.
Students can update the news every
day, without spend much money
because the price of newspaper is
very cheap. But for about newsprint
is very poor quality because it use
dark paper. And about the color, it
has an uncolored paper so it is not
interesting.

16. B. SUGGESTIONS
Teacher should be use newspaper
for teaching in class. Since there are
many function of using newspaper,
especially to educate. It means
newspaper contain writing which are
consist knowledge, so that the reader
will increase their knowledge. Not only
that, but also teacher can use
newspaper for teaching reading skill.
So, newspaper is good one for
extensive reading material.

17. C. STRATEGIES FOR TEACHING NEWSPAPER
What follows is a list of reading strategies and techniques 5 not an exhaustive list, but
merely. Some of them most useful ones.
1. Activating prior knowledge 5 the teacher uses this as a pre 5 reading activity, which
enables there adder to make connections between something they already know and
then few knowledge from there a ding material
2. Clarifying 5 used throughout reading, students ask questions, reread, restate and
visualize, making the text more comprehensible
3. Context Clues–using words surrounding an unknown word to determine its meaning
4. Drawing Conclusions –used after reading, the students use written or visual clues to
figure out something that is not stated, students respond with their ideas and opinions
based on information learned from reading the text
5. Evaluating–used during and after reading, it encourages students to form their
opinions, make judgments and develop ideas from reading; teachers make evaluative
questions and these lead the student to evaluate at ext critically
6. Inference 5 used during reading, students give a logical guess based on facts to help
the students understand the deeper meaning of a text

18. 2.MAGAZINE

20. A. COMMENTS
The picture in magazine is interesting,
because it is colorful picture. And the theme
also more interesting than newspaper. The
content of magazine is variation, so it has
many knowledge will we get. But in
publishing, it was published in every a
month or every a week not every day. And
the cost is more relative expensive.

21. B. SUGGESTIONS
Teacher should be use magazine for
teaching in class. Since there are some
function of using magazine, they are as
source of information, as media for reading
and writing etc. magazine can help teachers
get some material that appropriate with the
subject in lesson. Not only that, but it can
help students learn to increase their skill to
show some experiences in their life.

22. C. STRATEGY FOR USING MAGAZINE
There are some strategies that should be used by the teacher, they are :
1. Grab a sheet of colored card and hold it up in landscape orientation for the students to
see. Tell them they can choose their favorite color.
2. Hold up the magazine and flip through to a (predetermined) page.
3. Cut out the person, celebrity, animal, or object (depends on the sentence pattern) on
the page. It does not need to be neatly cut out. In fact, it looks very retro when the
pictures are cut out chaotically.
4. Flip to another (supposedly random) page and again cut out the person, celebrity,
animal, or object.
5. Using the glue, stick the first cutout on the left side of the card near the middle and
stick the second cutout on the right side next to the first cutout.
6. At this point you could ask the students to name a difference or similarity of these two
people, celebrities, animals, or objects and write on the card. Otherwise, write the
comparison statement somewhere between the two images and show it to your
students.
7. The students will now copy the same steps 1 to 6. I have provided lots of examples below for
each sentence pattern.
Step by Step Guide to the Activity
Step 1: Before you begin
1. Decide on the target question you wish to teach the children and reinforce
vocabulary. You will write this question and answer on the board or show the
students a card with the question and answer written on them. If necessary,
write out a list of vocabulary you want them to practice with, which will
determine which magazines you use for the activity.
2. If you want to teach common greetings in the target foreign language (which
can include English), simply write out a question like ―What is your name?‖
with the answer ―My name is Paul.‖ next to it. Follow this with Paul asking the
first person for their name so that you have 4 lines of text in total.
3. To teach kids how to enquire about objects or animals, then you can write (in
the foreign language, of course) ―What is that animal called?‖ with the

23. corresponding answer ―That animal is called a giraffe.‖ next to it. As before,
the second person asks the first about another object or animal to give 4 lines
of dialogue altogether.
4. Obviously, you can choose any question and make it as difficult as you wish
and slowly add progressively harder questions, such as: adding descriptive
words ―What is that tall, yellow animal called?‖, adding locations ―What color
is the fruit on the left?‖, and so on.
Steps 2 to 7: Getting the Kids Involved
1. Hold up one a sheet of colored card for the students to see. Tell them they can
choose their favorite color for this activity.
2. . Flip through a magazine to a page with someone on it. It can be someone they
know, like a famous celebrity or cartoon character, or just a model from the
magazine.
3. Use the safety scissors to cut the person’s photo from the page. Show them that
it doesn’t have to be neat to save them time when cutting.
4. Go to another page and cut out the photo of another person.
5. Stick the first person on the left of the card and stick the second person on the
right of the card, leaving a gap in the middle for the kids to write in.
6. Now simply write the question between the cutouts with the answer statement
below it. Make up the name of the second person if it’s unknown. Follow this
with the question and answer for the first cutout.

24. 3.INTERNET ARTICLE
7 First Day of School Activities Students Love
By: Kim Haynes
The first day of school will be here before
you know it. Most teachers face the big day
with enthusiasm, but they dread the
inevitable challenge: what to do on the first
day of school.
Every teacher’s approach is different.
Whatever your goal, here are a few things to
try to get the school year off to a great start!
Goal: Getting to Know Your Students
How well will your incoming students know you? How well do you know them? How well do
they know each other? How well do they know the school? These are important things to
consider as you start planning the first day.
If you’re teaching kindergarteners (or high school freshmen, who often seem like
kindergarteners), you may need to spend the first day – or the first several days –getting
everyone comfortable. There are tons of icebreakers out there, but here are a few different
techniques to try:
Plan a Scavenger Hunt
This could involve students searching the classroom to find things like the pencil sharpener or
the hall pass, or it could ask them to discover which of their classmates took a long trip over
the summer or who has a younger brother.
Assess Learning Styles or Multiple Intelligences
For older students, the first day can be a great chance to find out more about how they learn.
There are many different learning style inventories available online. Find out the many

25. different ways your students are smart by having them complete a multiple intelligences
assessment. Have students share these results.
It can encourage students who have typically struggled if they know you are aware of the
things they are good at, and it provides an opportunity to address some of those ―I’m
dumb/she’s dumb‖ issues that inevitably crop up in a classroom.
Do a Self-Portrait
Whether it’s done with words or pictures, collage or drawn by hand, having students describe
themselves can be fun, informative, and occasionally surprising. Of course, the self-portrait
will be most effective if you do one of yourself, too.
Create a Time Capsule
Have students create a sample of their current work -- for example, have students take a pre-
test, write a paragraph or even video tape them reading aloud or speaking in a foreign
language. Bring the examples out in June and let students recognize how much they’ve
grown.
Goal: Introducing Your Subject(s)
For some teachers, the first step is helping students to understand what they are going to learn
this year. But you don’t always want to start right off with a lecture or worksheet, so try one
of these:
Get Them Guessing
Prediction activities can be a great way to activate students’ prior knowledge on a topic and
get them excited about what lies ahead in the course.
Guessing Game 1: Give them a series of true and false statements about the content of the
course and have them guess the right answers.
Guessing Game 2: Or do a demonstration experiment and have students guess about the
results.
If you teach English, try this trick: get a movie of the first novel students will read and show
one brief, suspenseful or exciting scene. Make sure to stop the film so that students are ―left

26. hanging‖ and tell them they’ll have to read the book to find out what happens. You may get
kids begging to start the book!
Start with a Challenge
This is especially effective for older students or for classes in which you want to set a specific
tone. Since most teachers spend the first day of school distributing syllabi and lecturing about
class rules, you will really get the students’ attention if you make them work the first day and
get around to that ―business‖ stuff on the second or third day of class. Give students an
assignment that will really challenge them.
One drama teacher actually starts her beginning drama class by making students do an
audition where they read a speech aloud in front of the class. It’s not graded, but it gives her
valuable information about the students and it helps them get past their initial ―I can’t act‖
attitude.
If you teach an AP class, why not start the first day by giving the students part of a practice
AP exam? The students will see them soon enough – just jump right in!
Begin with a Book
This approach is especially effective for non-language arts teachers. Find a book that puts a
different spin on your subject and share it (or part of it) on the first day.
Ways to Use Books to Introduce Subjects Outside Language Arts
 - Maybe a children’s book on animals is a fun way to begin studying biology.
 - A coffee table photo book might provide striking images for students to think about
as they begin studying history.
 - For older history students, consider taking an excerpt from a book like Guns, Germs,
and Steel; Founding Brothers; or Citizen Soldiers. These books describe history in a
different way and may grab the attention of students inclined to ―tune out‖ their
textbook.
Whatever method you choose, the first day of school offers a great opportunity to learn about
your students and set the tone for a terrific school year!

27. A. COMMENTS
The example of article above has much
new vocabulary that improve student’s
ability in vocabulary. The content of this
article is good for students of junior and
senior high school. It will give the new
knowledge about science also. But

28. B. SUGGESTIONS
Teacher should be use internet article for
teaching in class. Because the content of
article are the actual ideas and
controversial etc, that learned to students.
So students can relate with their experience
and also to increase their knowledge. But
the teacher should be smart to choose the
topic of the material, which is make
students interested to read it.

29. C. STRATEGIES FOR TEACHING INTERNET ARTICLE
Integrating the internet into the classroom:
The use of technology, the web in particular, has become an important skill for both
students and teachers to master. The internet has a vast amount of information and
infinitely many uses, but it takes practice to learn to effectively navigate its resources.
This is the tips:
1. Use the internet with a unit study.
Integrate the internet into unit of study by setting up a learning center.
2. Use the internet with a unit study.
Integrate the internet into unit of study by setting up a learning center.
3. Manage time on the internet.
Encourage students to make good use of their computer time.
4. Organize information on the internet.
Create a graphic organizer for students to use as they research on the web.
5. Use computer software with the internet.
Demonstrate ways in which the internet can be integrated into other computer
application.
6. Teach students to cite internet sources.
Build a respect for the works of others by requiring the citation of internet
sources.
That’s the strategy can be used by the teachers to get the students read the internet
article in order they can get many information of it.

30. 4. NOVEL

31. A. COMMENTS
Novel is good to help the beginning activity in teaching,
because it consists of organized units of work. And the series
of novel is good because it provide with a balanced,
chronological presentation of information. The sequence of
novel is mentioned detail for teaching procedure that tell what
to do and when to do it. But for the students, the information
is not current. The students only see one perspective on a
concept, it means novel is designed as the sole source of
information. And for understanding novel, the students cannot
read and understand the important concept because the level is
very difficult.

32. B. SUGGESTIONS
The teacher should be use novel for teaching in
class. Because novel can build the students
English ability, can build the students experiences
of the world, and increase their knowledge of the
unknown something. The teacher teach the
students novel by explain about value such as
morality and there are many life lesson while
teach about grammar and other English skill.

33. C. STRATEGIES FOR TEACHING NOVEL
Once a novel has been selected, it must not simply be assigned to
students as is sometimes done in mainstream literature courses.
Rather, the instructor should do the following:
1. Reread the novel and highlight and annotate important and
potentially difficult passages before assigning it.
2. Use a reading schedule.
3. Have students lead class discussions (this will allow you to
quickly assess how well they are comprehending the novel).
4. Exploit the creative possibilities of each novel (bring in period
music, historic photographs, film versions on DVD).
5. Require the use of a high-quality dictionary.
6. Promote careful, annotated reading of the text.
7. Have students keep a reading journal. Berthoff (1981) suggests
having students keep a double-entry notebook. Students select a
quote from the reading and write it on the left-hand page. On the
opposite page they write their response to it. The response may
include an explanation of what the quote says and why the
student chose it.
8. As much as you can, select a novel that will be a pleasurable
reading experience for your students.
9. Do not pass out study sheets until students have finished reading
the novel.
10. Be enthusiastic about the novels you teach.
To climax novel teaching, the teacher may devise some activities so that the course
will be more intriguing and lively. Here are some suggestions:
A. Short Play Contest
The teacher divides students into groups and tries to help organize the members of
each group to deal with different kinds of work to prepare for a short play. Students
can choose their favorite part of the novel and modify the story by themselves, and
the teacher is just a counselor or a supervisor to offer help if asked. Students can
learn to do team work together and practice their language skills.

34. B. Create a New Novel
The teacher could take one of climax parts of the novel as examples, and ask
students if the key characters choose different ways to face the hardship or new
challenges, what could happen next and if that could change the ending. Then, the
teacher asks students to do brainstorming and discussion, and later share their ideas
in class. The final step of this activity is to ask students to create their own ending
of the novel. This activity will bring fun and senses of accomplishment to students
while they are thinking how to write their own novels.

35. 5. ENGLISH JOURNAL
April of 2008 Journal Writing Examples
04/17/2008
This would be a lot easier if kids would cooperate. But I guess it comes with being
a Mom. (But it makes it even more important for me to be an examples for my
girls.) I actually eat a lot in response to the stresses of being a mom. Mis behavior,
or having my buttons pushed- drives me to binge- sometimes its the only way that
makes me feel ok. It's comfort... or maybe more like "numbness".
Later that day...
ok so I gave in and made brownies. The kicker is thatwhile they were cooking I
must have left my bedroom dooropen! My Niece got up to the computer and pushed
a crazy amount of buttons and was talking on my fax machine headset! I was
fuming! I set her in a timeout (kind of not nicely) and had to undo all the things she
had done to my computer. My temper flared up hardcore-- and those brownies were
calling me. So... I had a little binge. but I did stop myself before my second
brownie! A small success.
Again later that day...
-make that.... I"m not sure how many more brownies! But thebest part is that
grabbing my journal and writing is helping me use my hand for holding a pen rather
than stuffing brownies in mymouth. If I didn't have this to write in, the whole pan
would be eaten! So in a way I've had another success.
April of 2008 Journal Writing Examples
04/18/2008
Last night, Kurt and I were watching a movie and about 9:30... I really wanted a
brownie warmed up with ice cream on top! It's my favorite "feel good" food. I
asked him s he wanted any... he said, "I'd thought about it, but I'm really not
hungry". I was bummed... but I thanked him later. It helps when I hear his
reasoning for not eating sweets. Very simply... he wasn't hungry! I didn't follow his

36. example and not have any. I didn't want it for hunger... it was just to numb out.
Later....
I had to put the brownies away. I need them out ofsight. I've been snitching some
every time I pass by. Sometimes I feel so empty inside... and food "fills" that void.
But not today... I put them away.
Later again...
Okay... I"m really tired of playing referee! Is it reallyinevitable that kids won't
share and always want the same toy? Ahhh.... Actually... its really not that bad.
But when my house doesn't feel peaceful I run to thekitchen. I'm getting hungry; I
think it's actually mystomach. I just need to make the right choice...it's been so
long since I've listened to my hunger cues.
April of 2008 Journal Writing Examples
04/21/2008
My husband is amazing... he has been willing to step in the "line of fire" to ask me if
I"m really hungry. Normally it's after a meal when I'm rummaging through the
kitchen for something to fill my emotional void. I'm not sure if it's bravery or
stupidity... but I know he does it because he cares and knows that I"m on my road
to stop binge eating. I love him very much. Later...
I need to slow down and enjoy my food. I tend to eat as fast as I can. Its almost as
if I have to literally stuff all my emotions down with food. Then when the food is
gone... I don't feel satisfied because I barely even tasted the food. Half the time I go
back for more just to taste it.
That night...
I really think that journaling is helping me. I get to sortout my feelings and why I'm
eating. But it doesn't make mewant to eat more... it's almost like a release. It makes
mefeel like I"m really changing this. And that is a greatthing. I just finished
dinner... Kurt still isn't home... and I really wanted another roll. Just to fill the void
of being alone again! But I pulled this out instead. And I feel better after writing.
The rolls are sitting in front of me... But I don't feel like eating another one
anymore.

37. April of 2008 Journal Writing Examples
04/22/2008
What a day: I went to my Mom's house to help her pack somemore. They're
leaving for Texas on Saturday. I'mreally gonna miss them. Especially my weekly
visits fromMom. I'm a little drained from packing... but its nice to be able to help
out. It's amazing what service can do foryou. I was a little too tired when I got
home. I ate two no bake cookies out of pure hunger!
Later...
I feel like this is never going to end. I don't want food to be the center of attention!
I want to live my life... not eat my life away.
later again...
Sometimes I wish there was a "magic pill" out there to dissolve all my problems.
But the more I learn and understand, I realize that it all starts in my head. With my
thoughts. That is what I need to change; my thoughts.
This is what I want:
 They are now positive and up lifting.
 I'm attracting friends, money, and time to become my perfect self.. to
become Christlike.
 I love myself.
 I accept myself as-is.
 I'm happy.
April of 2008 Journal Writing Examples
04/23/2008
I'm done... I feel like giving up! Just throwing in thetowel! Why is this such a
problem for me? All Iwant to do is wallow in the kitchen. Food is comforting...but
after a binge I feel horrible about myself. It's like I'm searching to fill my "void"...
but nothing fills it. I want to feel complete.

38. Journal Writing Examples August 2008
08/26/2008
Its easy to cycle back into old habits of binging and feelingsad. The difference now
is that I'm aware of whatshappening. It becomes easier to snap back out of itevery
time. Thats how I know I'm making progress. Even though I make mistakes, I now
have the tools to pull myself back to "normal". I'm very grateful for finding Tom
and Jerry Fuhriman and the Power to Lose Program.
Journal Writing Examples August 2008
08/29/2008
What a beautiful morning :) I'm really looking forward to my day. Its just my girls
and me. Then @nap time Kurtis coming home to pick us up and take up with him
to get horses. I'm excited for my day.
later that morning...
The walk with Sheri today was good. It's nice to take aleisurely walk and talk with
a friend. She invited me back to her home and we played Mario cart Wii. It's
prettyneat. All you do is push the gas button and steer thewheel. Literally- you
hold a steering wheel in you hands! It was neat. Elissa and I came home for asnack
and to start laundry before Ashley gets out of school. I'm enjoying one on one time
with Elissa. I can truly focus on her! Her little personality is blooming and her
smile makes my heart melt. I feel like a very large weight has been taken off my
shoulders.
Journal Writing Examples September 2008
09/01/2008
It is already September! This year has simply flownby. But not in a bad way- I feel
as if I've made some realprogress so far this year. I've began many permanent
changes in my life. While I have made incredible progress, I still have more to go.

39. I'm still binging and turning to food when I'm not hungry. But its further and farther
between now. And it doesn't seem as drastic. So even in regards to emotional
eating; I'm doing well. I feel as if I'm still avoiding something... and I will find it
and face it! I am choosing to create my life of joy and peace :)
Journal Writing Examples September 2008
09/22/2008
Its a beautiful day... not necessarily weather wise, but in the way I'm choosing to
feel. I remember to say my personal prayer this morning, and I think that really has
helped me. It helps to be in tune with my Heavenly Father. There is just an
indescribable comfort and peace in doing so. I ordered another journal this morning
through amazon.com. I hope it gets here before I run out of room in this one :) I
love writing in my journal, its my way of releasing stress and learning to love
myself.

40. A. COMMENTS
English journal is good for reading material.
Because it help the teacher prepare for class
discussion by collecting the student’s insight
or raising questions to pursue and help the
teacher to prepare notes on the material with
test questions. The vocabulary of English
journal is easy to understand, because the
words are simple and it is a daily record of
happening.

41. B. SUGGESTIONS
The teacher should be use English journal for
teaching in class. Because the teacher can give
the students a chance to write creatively, to
create fiction journal for an imagined character
or historical figure and write fictional
newspaper article as well. There are many
function of studying English journal, they are
to provide a ―live‖ picture of the student’s
growing understanding of a subject experience,
to keep a record of the student’s thoughts and
ideas throughout the student’s experiences, and
also to help for identifying the student’s
strengths, areas for improvement and
preferences in learning.

42. C. STRATEGIES FOR TEACHING ENGLISH JOURNAL
There are several variations of journals that can be adapted to fit the needs of the
classroom.
1. Personal Journals
These journals allow students the freedom to write about their feelings, opinions,
expressions and about topics of personal interest. If they wish, students may share
these entries with others.
2. Dialogue Journals
Dialogue journals are conversations in writing. Most often the conversation is
between the student and the teacher or classmates. These journals are interactive -
the two conversation partners comment on one another's entries. These
conversations encourage students to express themselves in thoughtful and
informal ways.
3. Reading Response Journals
These journals are used to capture students' reactions to books and to track their
reading. The entries might include questions, comparisons, evaluations, letters to
characters, predictions and comments on style or mood.
4. Science Journals
Writing science journals could be a great way for the teacher to have a better
understanding on how the students are thinking about the science lesson. Science
journals are a way to incorporate personal ideas with observation and interference.
Students can express their opinions with every experiment. Encourage students to
write questions about process or outcomes of explorations. They can use
drawings, diagrams, data charts and graphs.
5. Art Journals
The art journal gives students a place to plan, to gather resource and research
materials, to do preliminary drawings and to experiment with media; in short, to
explore and document their personal creative processes. On a very basic level, it
helps students keep all required and exploratory material together.

43. 6.COMICS

44. A. COMMENTS
Comic is good for developing thinking skill for
the students, because the students can develop
their imagination with positive thinking in
their real life. Comic is attract (presentation of
image and the colors create more interesting)
and direct (material presented directly without
having to read a lot of words so that the
students do not get bored quickly). For about
the picture, it is interesting because it
presented with color. But the negative effects
are novel can damage the student’s
imagination, because sometimes the student’s
imagination is not correct with the student’s
real life.

45. B. SUGGESTIONS
The teacher should be use comics for teaching
in class. Because it is stimulated interest of the
students, but it must be selected to choose the
correct and fun comics for the students. By
studying comics, it can motivate the students
during the learning process, can improve the
quality of learning, can refresh after following
a full day of lesson, can be utilized as a means
and fun media learning for students, etc.

46. C. STRATEGIES FOR TEACHING COMICS
Here are some specific strategies to ponder as you select a graphic novel or comic to
read, or as you consider how students might create their own. Thinking about them
will help you focus your purpose in your instruction. All of them are useful, as long as
the purpose is clear to the teacher and the learner.
1) A Tool to Differentiate Instruction
Graphic novels and comics can be a great way to differentiate instruction for learners
in terms of reading and also in terms of assessment. Perhaps you want to offer your
students a graphic novel to support their reading of a chapter in a rigorous text. If this
text is a classic, there are many graphic novel adaptations of classics out there. Maybe
you're doing a project-based learning (PBL) project where you want to provide voice
and choice for the student assessment. Students might be choosing between a letter,
comic or podcast to answer a driving question, such as: how can we debunk myths and
stereotypes about world religions?
2) Build Critical Reading Skills
Reading standards around Higher Order Thinking Skills (HOTS) can be built through
the complex analysis and evaluation of graphic novels and comics. Have students look
at how the authors and illustrators use colors, textures, words, text boxes, frames and
camera angles; then make connections between these elements and evaluated their
effectiveness.
3) Assess Student Learning
PBL calls for the creation of authentic products that are useful and credible to the
group. You can have students create comics or graphic novels, or components of them,
as a useful formative assessment tool to check for understanding of important content.
If used as a summative assessment, the comic could be made to combat bullying, such
as the suggestion Suzie Boss made in an earlier post. Make the graphic novel or comic
a product that students create to meet a need. Don't just make it a regurgitation of
knowledge. Instead, give it an authentic purpose.

47. 4) Study the Genre Itself
Scott McCloud, in his book Understanding Comics, asserts the legitimacy and
complexity of comics and graphic novels as a genre. Pairing selections from his work
with a graphic novel or comic can provide interesting discussion and inquiry into the
elements of the genre itself. Genre study is an easy way to utilize literature circle
groups and instructional lessons, where students get to pick from a variety of options.
5) Examine Literary Elements
In addition to traditional literary elements like symbol, character and plot, graphic
novels take these elements and modify them, where characters become heroes and
villains, where symbols are actually drawn and created. Consider this clip from the
movie "Unbreakable," where the "normal" arch villain and hero confront each other,
not in a fantasy, but in real life.

48. 7.FUNNY STORY
The Genie
A Frenchman, an Englishman and a German were travelling in a boat from France to
Australia. Unfortunately, the boat sank but the three men swam to a small island.
There was nobody on the island and the men waited for two months. No boat came to rescue
them. They were very unhappy.
―We will have to live here forever.‖ said the Englishman
― We will have to eat bananas every day.‖ said the German
―We will never see our families again.‖ said the Frenchman.
One day, while walking along the beach, they found a bottle. They opened the bottle and out
came a genie. The genie said, ―Thank you for letting me out of the bottle. I was inside for
500 years! Now I am free. I will give you each one wish.‖
The German said, ―I want to be back in German at a soccer game. With a beer and sausage
and singing songs in the stadium.‖
―POOF‖, ―Your wish is granted‖ said the genie. The German was back in Germany.
The Frenchman said, ―I want to be at the dinner table with my family in France, eating
cheese, drinking wine.‖
―POOF‖, ―Your wish is granted‖ said the genie. The Frenchman was back in France.
The Englishman just looked at the genie. The genie said, ―Hurry up! I want to enjoy my
freedom.‖
The Englishman thought for a moment and said, ―I am rather lonely here. Can you bring back
my two friends?‖
“Poof”, the German and the Frenchman were back on theisland.

49. Fish Tale
It was a cold winter day when an old man walked out onto a frozen lake, cut a hole in the ice,
dropped in his fishing line and began waiting for a fish to bite.
He was there for almost an hour without even a nibble when a young boy walked out onto the
ice, cut a hole in the ice not to far from the old man and dropped in his fishing line.
It only took about a minute and WHAM!, a Largemouth Bass hit his hook and the boy pulled
in the fish.
The old man couldn't believe it but figured it was just luck. But the boy dropped in his line
and again within just a few minutes pulled in another one.
This went on and on until finally the old man couldn't take it any more since he hadn't caught
a thing all this time. He went to the boy and said, "Son, I've been here for over an hour
without even a nibble. You have been here only a few minutes and have caught about half a
dozen fish! How do you do it?" To which the boy responded, "roo raf roo reep ra rums rrarm."
"What was that?" The old man asked.
Again the boy responded, "roo raf roo reep ra rums rarrm."
"Look" said the old man, "I can't understand a word you are saying."
So the boy spit into his hand and said, "You have to keep the worms warm!"

50. THE SHOPKEEPER
Once there was a Korean shopkeeper named Mr. Park. He lived in New York and had had a
small corner store for 45 years. He worked very hard, 16 hours every day and he never took a
holiday.
One day, his daughter arrived at the store and found Mr. Park lying on the floor. He had had
a heart attack! She called 911 and he was rushed to the hospital.
He survived and was very weak, resting in the hospital. A day later he awoke and slowly
looked around his hospital room.
He asked in a weak voice, ―Are you there, my dear wife?‖
―Yes,‖ she replied ―I am here my dearest.‖
Mr. Park asked, ―Are you here, my oldest son?‖
―Yes, I am here.‖ replied his oldest son.
―Are you here, my daughter?‖ Mr. Park asked in a faint voice.
―Yes, father, I am here.‖ the daughter replied with a tear in her eye.
―Are you here, my youngest son?‖ asked Mr. Park.
―Yes, papa. I am here by your side.‖ said the baby of the family.
Suddenly Mr. Park’s eyes grew big and threw off the bed covers and jumped up, screaming,
“SO THEN, WHO IS WATCHING THE STORE!”
.

51. A. COMMENTS
Funny story is good material for the students,
because it is interested for students and can make the
students laugh, so that the learning condition is
pleased and the students do not feel bored. The using
of words vocabulary is easy to understand for
students in reading skill. But it still less interesting
because there is not the picture beside the story.

52. B. SUGGESTIONS
The teacher should be use funny story for teaching
in class. Because funny story is good for extensive
reading material, there are much topic of funny
story can make the students more interested in
reading activity and enjoy with the story during
learning.

53. C. STRATEGIES FOR TEACHING FUNNY STORY
There are some strategies for teaching funny story in class, they are :
1. Discuss and identify what makes a story compelling. They may reflect on their
favorite stories and what elements work together to create powerful tales. These may
include:
- types of stories they prefer, such as adventure or science fiction
- strong characters
- exciting action
- a surprising plot
- details about a place you’ve never been
2. Generate story starters that inspire. Students can choose a theme and then produce
prompts using the Spin lever. They can adjust one piece of the prompt at a time with
the Spin This Wheel buttons.
3. Write a short creative writing piece. Students may choose to use the notebook,
letter, newspaper, or postcard templates for their writing and may choose to include a
drawing with their story. When students print their work, they are rewarded with a
brief animation.

54. 1.LOVE STORY

55. .
A. COMMENTS
Love story is one of the material which
is interested for students because the
topic of the love story usually related
to the student’s lifestyle. For the
content of love story is good, because
it can motivate the students in learning
and interesting for the students to read
it. And the using of words vocabulary
is easy to understand for students also

56. B. SUGGESTIONS
Sometimes the teacher should be use
love story for teaching in class.
Because it is good for extensive
reading material, there are much topics
of love story related to the student’s
experience. So that the student will
interested in reading activity.

57. C. STRATEGIES FOR TEACHING LOVE STORY
Students who are taught reading comprehension strategies are more successful
readers. While some students may eventually learn some of these strategies on their
own, they can be taught quite effectively in the early elementary grades. Here are ten
reading comprehension strategies from Ellin Keene’s book Assessing Comprehension
Thinking Strategies to consider.
1. Think out loud. Good readers monitor their thinking while reading
2. Use schema. Consciously connect the text to preexisting knowledge and
experiences and consider how it helps their understanding of the text.
3. . Inferring. Use experience and information from the text to draw conclusions,
make connections, predictions, and form opinions.
4. Ask questions about the text before, during, and after reading
5. Make decisions about what is important in the text (elements and themes). Be
able to summarize the main points.
6. Set a purpose for reading to make it meaningful.
7. Monitor comprehension. Make sure students have strategies in place if they find
the text too difficult.
8. . Visualize what is being read. Make brain movies! Tune into the sensory and
emotional images of the text to enhance the visualization. Use this information to
help make inferences and draw conclusions.
9. Synthesizing and retelling. Keeping track of their impressions while reading and
identifying the underlying meaning of the text. Connect the text to information
from other sources. Extending that information beyond the text to form opinions
and read critically.
10. Text structure. Understanding the elements of a story and how stories are put
together helps students analyze and think critically about meaning.

58. 9. POEM
A Girl
by Ezra Pound
The tree has entered my hands,
The sap has ascended my arms,
The tree has grown in my breast-
Downward,
The branches grow out of me, like arms.
Tree you are,
Moss you are,
You are violets with wind above them.
A child – so high – you are,
And all this is folly to the world.
The Moon
By Robert Louis Stevenson
The moon has a face like the clock in the hall;
She shines on thieves on the garden wall,
On streets and fields and harbour quays,
And birdies asleep in the forks of the trees.
The squalling cat and the squeaking mouse,
The howling dog by the door of the house,
The bat that lies in bed at noon,
All love to be out by the light of the moon.
But all of the things that belong to the day
Cuddle to sleep to be out of her way;
And flowers and children close their eyes
Till up in the morning the sun shall rise.

59. The Road Not Taken
By Frost
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I
I took the one less travelled by,
And that has made all the difference.
The Rainbow Fairies
By L.M.Hadley
Two little clouds, one summer’s day,
Went flying through the sky.
They went so fast they bumped their heads,
And both began to cry.
Old Father Sun looked out and said,
―Oh! Never mind my dear,
I’ll send my little fairy folk,
To dry your falling dears.‖

60. One fairy came in violet,
And one wore Indigo.
In blue, green, yellow, orange, red,
They made a pretty row.
They wiped the clouds-tears all away.
And then from out the sky,
Upon a line the sunbeams made,
They hung their gowns to dry.

61. A. COMMENTS
poem is a good for students.
Because it can give the moral
value based on the topic.
Studying poem is interesting,
because it can make the students
enjoy that poem, they can
express their gesture to read the
poem. So it will increase the
student’s skill in literature. But,
the students who dislike in this
material, so that they will feel
bored.

62. B. SUGGESTIONS
The teacher should be use poem for
teaching in class. Because poem is
one of the way to respect the
Indonesia’s literature as a good
culture and human intellectual of
Indonesia. In addition, the teacher as
a motivator should give
understanding about the important
of study poem. By studying poem,
the students can train to imagine,
increase their insight and give a new
knowledge about their life
surrounding.

63. C. STRATEGIES FOR TEACHING POEM
How to get started
Begin the school year by preparing a pocket folder for each child labeled "Poetry" and
by preparing copies of two poems. I used a school theme. On the first day of school,
begin this activity by reading a poem to the students. Then pass out a copy of the poem
to each child and reread it to the students as they follow along. Then read the poem
together chorally. Poetry lends itself to choral reading because of its rhythm. Follow
the same procedure with the second poem.
On the second day, reread the poems chorally. Use the poems to do some word study
activities. You might have the students search for rhyming words, or synonyms of
words you give them.
On the third day, introduce another new poem by reading it to them, passing out the
poem, reading it again, and then have the students read it chorally. Then read the old
poems.
By the third day the children usually will have become fluent reading the old poems.
So if the poem contains conversational parts (and try to pick many poems that have
this feature) assign an individual child to read a character's part. The remainder of the
class chorally reads any parts that would be considered narration. The children will
enjoy the opportunity to read the individual parts. They have to be really alert and
tracking to come in at the proper place.
Continue to follow this procedure throughout the school year:
 Introduce a new poem by reading it to the class. I tried to do this with lots of
expression to give the students some idea of the possibilities of the poem. You
may want to pick
poems that go with the subject matter you are studying or the season of the year.
 Pass out the poem and have the children follow along as you reread it to them.
 Read the poem chorally with you as the leader to keep the class together.
 If there is new vocabulary in the poem that is crucial to comprehension, discuss it
the first day the poem is introduced.

64.  As poems become old poems, use them to work on word skills. These can be done
orally, or as pencil and paper activities.
 Allow children to read individual character parts during the group choral reading.
 Read old poems as mini-Reader Theater scripts. This should be done after the
children are very familiar with the poem. A child is assigned to each of the
character/narrator parts or to a particular stanza of the poem. The group of
children presents the poem at the front of the classroom.
 If you have too many poems to read them all at once, have the children take turns
picking an old favorite to read. This can go on as long as you need. It is a great
way to fill up those few minutes while waiting for PE, art, etc. when there isn't
time to start another lesson.
How to choose the poems
 Start with humorous poems that rhyme. The humor will hook your students and
the rhythm of the rhyme helps with the choral reading.
 Choosing poems that go with other subjects can be effective. You can often find
poems in theme resource books or maybe even in your teacher's manual. There are
some teacher resource books that have poems to use with content areas. That way
you have permission to reproduce the poem for classroom use. For instance, when
I did a spider unit in science in the fall, I used The Spider and the Fly, by Mary
Howitt. This poem, an old classic, is in the Spiders book of the Creative Teaching
Press Theme Series. It remained a favorite old poem and mini-Readers Theater all
year long.
 Find poems that have conversational parts that can be turned into a mini-Readers
Theater.
 Find poems that have definite parts where the children can be divided into groups.
For example, using Shel Silverstein's The Meehoo with an Exactlywatt from A
Light in the Attic, which is a take-off on a knock-knock joke, you could divide the
class in half and have them chorally read the two parts.
 Always be looking for a good poem. You can never be sure where a really good
one will turn up.

65. Using poems to practice skills
Relating skills to what is actually being read is always a good practice. Skills practiced
in isolation on a worksheet do not always transfer to actual reading. The one caution
here is that you not do this to excess. The main purpose of reading the poems is to
create enthusiasm for reading. Always turning it into a skills drill can defeat that
purpose.
Examine the poem to decide which skill to work on. If the poem has numerous
contractions, then use that poem to work on contractions. If it has many short vowel
words, use it to work on short vowels. You can make these oral activities or make up a
worksheet for the children to complete as a written assignment.
Some of the skills I worked into these sessions:
 Find synonyms/antonyms. I would say a word and the children would search for a
synonym/antonym. Sometimes I told them in which stanza to search.
 Work on alphabetical order using words from old poems.
 Use words from old poems in word sorts.
 Find the nouns, verbs, adjectives.
 Find the contractions and possessives. Since both have apostrophes, the students
had to use the context to decide which it was.
 Paraphrase a short poem. You can see the rhythm of the poem disappear as it turns
to prose. It really illustrates the difference.

66. 10. ENCYCLOPEDIA
English language
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For other uses of "English", see English (disambiguation).
English is a West Germanic language that was first spoken in early medieval England and is
now the most widely used language in the world.[4]
It is spoken as a first language by the
majority populations of several sovereign states, including the United Kingdom, the United
States, Canada, Australia, Ireland, New Zealand and a number of Caribbean nations. It is the
third-most-common native language in the world, after Mandarin Chinese and Spanish.[5]
It is
widely learned as a second language and is an official language of the European Union, many
Commonwealth countries and the United Nations, as well as in many world organisations.
English arose in the Anglo-Saxon kingdoms of England and what is now southeast Scotland.
Following the extensive influence of Great Britain and the United Kingdom from the 17th
century to the mid-20th century, through the British Empire, and also of the United States
since the mid-20th century,[6][7][8][9]
it has been widely propagated around the world, becoming
the leading language of international discourse and the lingua franca in many regions.[10][11]
Historically, English originated from the fusion of closely related dialects, now collectively
termed Old English, which were brought to the eastern coast of Great Britain by Germanic
settlers (Anglo-Saxons) by the 5th century – with the word English being derived from the
name of the Angles,[12]
and ultimately from their ancestral region of Angeln (in what is now
Schleswig-Holstein). A significant number of English words are constructed on the basis of
roots from Latin, because Latin in some form was the lingua franca of the Christian Church
and of European intellectual life.[13]
The language was further influenced by the Old Norse
language because of Viking invasions in the 9th and 10th centuries.
The Norman conquest of England in the 11th century gave rise to heavy borrowings from
Norman French, and vocabulary and spelling conventions began to give the appearance of a
close relationship with Romance languages[14][15]
to what had then become Middle English.

67. The Great Vowel Shift that began in the south of England in the 15th century is one of the
historical events that mark the emergence of Modern English from Middle English.
Owing to the assimilation of words from many other languages throughout history, modern
English contains a very large vocabulary, with complex and irregular spelling, particularly of
vowels. Modern English has not only assimilated words from other European languages, but
from all over the world. The Oxford English Dictionary lists over 250,000 distinct words, not
including many technical, scientific, and slang terms.[16][17]
Etymology
The word English derives from the eponym Angle, the name of a Germanic tribe thought to
originate from the Angeln area of Jutland, now in northern Germany.[18]
For possible
etymologies of these words, see the articles Angeln and Angles.
Significance
See also: Anglosphere
Modern English, sometimes described as the first global lingua franca,[19][20]
is the dominant
language or in some instances even the required international language of communications,
science, information technology, business, seafaring,[21]
aviation,[22]
entertainment, radio and
diplomacy.[23]
Its spread beyond the British Isles began with the growth of the British Empire,
and by the late 19th century its reach was truly global.[24]
Following British colonisation from
the 16th to 19th centuries, it became the dominant language in the United States, Canada,
Australia and New Zealand. The growing economic and cultural influence of the US and its
status as a global superpower since World War II have significantly accelerated the language's
spread across the planet.[20]
English replaced German as the dominant language of science
Nobel Prize laureates during the second half of the 20th century.[25]
English equalled and may
have surpassed French as the dominant language of diplomacy during the last half of the 19th
century.
A working knowledge of English has become a requirement in a number of fields,
occupations and professions such as medicine and computing; as a consequence over a billion
people speak English to at least a basic level (see English as a second or foreign language). It
is one of six official languages of the United Nations.[26]

68. One impact of the growth of English is the reduction of native linguistic diversity in many
parts of the world. Its influence continues to play an important role in language attrition.[27]
Conversely, the natural internal variety of English along with creoles and pidgins have the
potential to produce new distinct languages from English over time.[28]
History
Main article: History of the English language
English originated in those dialects of North Sea Germanic that were carried to Britain by
Germanic settlers from various parts of what are now the Netherlands, northwest Germany,
and Denmark.[29]
Up to that point, in Roman Britain the native population is assumed to have
spoken the Celtic language Brythonic alongside the acrolectal influence of Latin, from the
400-year Roman occupation.[30]
One of these incoming Germanic tribes was the Angles,[31]
whom Bede believed to have relocated entirely to Britain.[32]
The names 'England' (from
Engla land[33]
"Land of the Angles") and English (Old English Englisc[34]
) are derived from
the name of this tribe—but Saxons, Jutes and a range of Germanic peoples from the coasts of
Frisia, Lower Saxony, Jutland and Southern Sweden also moved to Britain in this era.[35][36][37]
Initially, Old English was a diverse group of dialects, reflecting the varied origins of the
Anglo-Saxon kingdoms of Great Britain[38]
but one of these dialects, Late West Saxon,
eventually came to dominate, and it is in this that the poem Beowulf is written.
Old English was later transformed by two waves of invasion. The first was by speakers of the
North Germanic language branch when Halfdan Ragnarsson and Ivar the Boneless started the
conquering and colonisation of northern parts of the British Isles in the 8th and 9th centuries
(see Danelaw). The second was by speakers of the Romance language Old Norman in the
11th century with the Norman conquest of England. Norman developed into Anglo-Norman,
and then Anglo-French – and introduced a layer of words especially via the courts and
government. As well as extending the lexicon with Scandinavian and Norman words these
two events also simplified the grammar and transformed English into a borrowing language—
more than normally open to accept new words from other languages.
The linguistic shifts in English following the Norman invasion produced what is now referred
to as Middle English; Geoffrey Chaucer's The Canterbury Tales is its best-known work.
Throughout all this period Latin in some form was the lingua franca of European intellectual
life, first the Medieval Latin of the Christian Church, but later the humanist Renaissance

69. Latin, and those that wrote or copied texts in Latin[13]
commonly coined new terms from Latin
to refer to things or concepts for which there was no existing native English word.
Modern English, which includes the works of William Shakespeare[39]
and the King James
Bible, is generally dated from about 1550, and after the United Kingdom became a colonial
power, English served as the lingua franca of the colonies of the British Empire. In the post-
colonial period, some of the newly created nations that had multiple indigenous languages
opted to continue using English as the lingua franca to avoid the political difficulties inherent
in promoting any one indigenous language above the others. As a result of the growth of the
British Empire, English was adopted in North America, India, Africa, Australia and many
other regions, a trend extended with the emergence of the United States as a superpower in the
mid-20th century.
Classification and related languages
Germanic family
The English language belongs to the Anglo-Frisian sub-group of the West Germanic branch
of the Germanic family, a member of the Indo-European languages. Modern English is the
direct descendant of Middle English, itself a direct descendant of Old English, a descendant of
Proto-Germanic. Typical of most Germanic languages, English is characterised by the use of
modal verbs, the division of verbs into strong and weak classes, and common sound shifts
from Proto-Indo-European known as Grimm's Law. The closest living relatives of English are
Scots (spoken primarily in Scotland and parts of Northern Ireland where Ulster Scots is
spoken) and Frisian (spoken on the southern fringes of the North Sea in Denmark, the
Netherlands, and Germany).
After Scots and Frisian come those Germanic languages that are more distantly related: the
non-Anglo-Frisian West Germanic languages (Dutch, Afrikaans, Low German, High
German), and the North Germanic languages (Swedish, Danish, Norwegian, Icelandic, and
Faroese). With the (partial) exception of Scots, none of the other languages are mutually
intelligible with English, owing in part to the divergences in lexis, syntax, semantics, and
phonology, and to the isolation afforded to the English language by the British Isles, although
some, such as Dutch, do show strong affinities with English, especially to earlier stages of the
language. Isolation has allowed English and Scots (as well as Icelandic and Faroese) to
develop independently of the Continental Germanic languages and their influences over
time.[40]

70. In addition to isolation, lexical differences between English and other Germanic languages
exist due to diachronic change, semantic drift, and to substantial borrowing in English of
words from other languages, especially Latin and French (though borrowing is in no way
unique to English). For example, compare "exit" (Latin), vs. Dutch uitgang and German
Ausgang (literally "out-going", though outgang continues to survive dialectally) and "change"
(French) vs. Dutch verandering and German Änderung (literally "elsing, othering", i.e.
"alteration"); "movement" (French) vs. Dutch beweging and German Bewegung ("beway-ing",
i.e. "proceeding along the way"); etc. With the exception of exit (a Modern English
borrowing), Middle English had already distanced itself from other Germanic languages,
having the terms wharf, schift (="shift"), and wending for "change"; and already by Old
English times the word bewegan meant "to cover, envelop", rather than "to move". Preference
of one synonym over another also causes differentiation in lexis, even where both words are
Germanic, as in English care vs. German Sorge. Both words descend from Proto-Germanic
*karō and *surgō respectively, but *karō has become the dominant word in English for "care"
while in German, Dutch, and Scandinavian languages, the *surgō root prevailed. *Surgō still
survives in English, however, as sorrow.
Despite extensive lexical borrowing, the workings of the English language are resolutely
Germanic, and English remains classified as a Germanic language due to its structure and
grammar. Borrowed words get incorporated into a Germanic system of conjugation,
declension, and syntax, and behave exactly as though they were native Germanic words from
Old English. For example, the word reduce is borrowed from Latin redūcere; however, in
English one says "I reduce – I reduced – I will reduce" rather than "redūcō – redūxī –
redūcam"; likewise, we say: "John's life insurance company" (cf. Dutch "Johns
levensverzekeringsmaatschappij" [= leven (life) + verzekering (insurance) + maatschappij
(company)] rather than "the company of insurance life of John", cf. the French: la compagnie
d'assurance-vie de John). Furthermore, in English, all basic grammatical particles added to
nouns, verbs, adjectives, and adverbs are Germanic. For nouns, these include the normal
plural marker -s/-es (apple – apples; cf. Frisian appel – appels; Dutch appel – appels;
Afrikaans appel – appels), and the possessive markers -'s (Brad's hat; German Brads Hut;
Danish Brads hat) and -s' .
For verbs, these include the third person present ending -s/-es (e.g. he stands/he reaches ), the
present participle ending -ing (cf. Dutch -ende; German -end(e)), the simple past tense and
past participle ending -ed (Swedish -ade/-ad), and the formation of the English infinitive
using to (e.g. "to drive"; cf. Old English tō drīfenne; Dutch te drijven; Low German to

71. drieven; German zu treiben). Adverbs generally receive an -ly ending (cf. German -lich;
Swedish -ligt), and adjectives and adverbs are inflected for the comparative and superlative
using -er and -est (e.g. hard/harder/hardest; cf. Dutch hard/harder/hardst), or through a
combination with more and most (cf. Swedish mer and mest). These particles append freely to
all English words regardless of origin (tsunamis; communicates; to buccaneer; during;
calmer; bizarrely) and all derive from Old English. Even the lack or absence of affixes,
known as zero or null (-Ø) affixes, derive from endings which previously existed in Old
English (usually -e, -a, -u, -o, -an, etc.), that later weakened to -e, and have since ceased to be
pronounced and spelt (e.g. Modern English "I sing" = I sing-Ø < I singe < Old English ic
singe; "we thought" = we thought-Ø < we thoughte(n) < Old English wē þōhton).
Old Norse impact
Due to the Viking colonisation and influence of Old Norse upon Middle English, English
syntax follows a pattern similar to that of North Germanic languages (Danish, Swedish,
Icelandic, etc.) in contrast to other West Germanic languages, such as Dutch and German.
This is especially evident in the order and placement of verbs. For example, English "I will
never see you again" = Danish "Jeg vil aldrig se dig igen"; Icelandic "Ég mun aldrei sjá þig
aftur", whereas in Dutch and German the main verb is placed at the end (e.g. Dutch "Ik zal je
nooit weer zien"; German "Ich werde dich nie wieder sehen", literally, "I will you never
again see"). This is also observable in perfect tense constructions, as in English "I have never
seen anything in the square" = Danish "Jeg har aldrig set noget på torvet"; Icelandic "Ég hef
aldrei séð neitt á torginu", where Dutch and German place the past participle at the end (e.g.
Dutch "Ik heb nooit iets op het plein gezien"; German "Ich habe nie etwas auf dem Platz
gesehen", literally, "I have never anything in the square seen"). As in most Germanic
languages, English adjectives usually come before the noun they modify, even when the
adjective is of Latinate origin (e.g. medical emergency, national treasure). Also, English
continues to make extensive use of self-explaining compounds (e.g. streetcar, classroom), and
nouns which serve as modifiers (e.g. lamp post, life insurance company), traits inherited from
Old English (See also Kenning).
The kinship with other Germanic languages can also be seen in the tensing of English verbs
(e.g. English fall/fell/fallen/will or shall fall, West Frisian fal/foel/fallen/sil falle, Dutch
vallen/viel/gevallen/zullen vallen, German fallen/fiel/gefallen/werden fallen, Norwegian
faller/falt/falt or falne/vil or skal falle), the comparatives of adjectives and adverbs (e.g.
English good/better/best, West Frisian goed/better/best, Dutch goed/beter/best, German

72. gut/besser/best), the treatment of nouns (English shoemaker, shoemaker's, shoemakers,
shoemakers'; Dutch schoenmaker, schoenmakers, schoenmakers, schoenmakeren; Swedish
skomakare, skomakares, skomakare, skomakares), and the large amount of cognates (e.g.
English wet, Scots weet, West Frisian wiet, Swedish våt; English send, Dutch zenden, German
senden; English meaning, Swedish mening, Icelandic meining, etc.).
It occasionally gives rise to false friends (e.g. English time vs Norwegian time, meaning
"hour"; English gift vs German Gift, meaning "poison"), while differences in phonology can
obscure words that really are related (tooth vs. German Zahn; compare also Danish tand,
North Frisian toth). Sometimes both semantics and phonology are different (German Zeit
("time") is related to English "tide", but the English word, through a transitional phase of
meaning "period"/"interval", has come primarily to mean gravitational effects on the ocean by
the moon, though the original meaning is preserved in forms like tidings and betide, and
phrases such as to tide over).[citation needed]
Many North Germanic words entered English due to the settlement of Viking raiders and
Danish invasions which began around the 9th century (see Danelaw). Many of these words
are common words, often mistaken for being native, which shows how close-knit the relations
between the English and the Scandinavian settlers were (See below: Words of Old Norse
origin). Dutch and Low German also had a considerable influence on English vocabulary,
contributing common everyday terms and many nautical and trading terms (See below: Words
of Dutch and Low German origin).
Dialects and varieties
Main article: List of dialects of the English language
English has been subject to a large degree of regional dialect variation for many centuries. Its
global spread now means that a large number of dialects and English-based creole languages
and pidgins can be found all over the world.
Several educated native dialects of English have wide acceptance as standards in much of the
world. In the United Kingdom much emphasis is placed on Received Pronunciation, an
educated dialect of South East England. General American, which is spread over most of the
United States and much of Canada, is more typically the model for the American continents
and areas (such as the Philippines) that have had either close association with the United
States, or a desire to be so identified. In Oceania, the major native dialect of Australian
English is spoken as a first language by the vast majority of the inhabitants of the Australian

73. continent, with General Australian serving as the standard accent. The English of
neighbouring New Zealand as well as that of South Africa have to a lesser degree been
influential native varieties of the language.
Aside from these major dialects, there are numerous other varieties of English, which include,
in most cases, several subvarieties, such as Cockney, Scouse and Geordie within British
English; Newfoundland English within Canadian English; and African American Vernacular
English ("Ebonics") and Southern American English within American English. English is a
pluricentric language, without a central language authority like France's Académie française;
and therefore no one variety is considered "correct" or "incorrect" except in terms of the
expectations of the particular audience to which the language is directed.
Scots has its origins in early Northern Middle English[75]
and developed and changed during
its history with influence from other sources. However, following the Acts of Union 1707 a
process of language attrition began, whereby successive generations adopted more and more
features from Standard English. Whether Scots is now a separate language or is better
described as a dialect of English (i.e. part of Scottish English) is in dispute, although the UK
government accepts Scots as a regional language and has recognised it as such under the
European Charter for Regional or Minority Languages.[76]
There are a number of regional
dialects of Scots, and pronunciation, grammar and lexis of the traditional forms differ,
sometimes substantially, from other varieties of English.
English speakers have many different accents, which often signal the speaker's native dialect
or language. For the most distinctive characteristics of regional accents, see Regional accents
of English, and for a complete list of regional dialects, see List of dialects of the English
language. Within England, variation is now largely confined to pronunciation rather than
grammar or vocabulary. At the time of the Survey of English Dialects, grammar and
vocabulary differed across the country, but a process of lexical attrition has led most of this
variation to die out.[77]
Just as English itself has borrowed words from many different languages over its history,
English loanwords now appear in many languages around the world, indicative of the
technological and cultural influence of its speakers. Several pidgins and creole languages have
been formed on an English base, such as Jamaican Patois, Nigerian Pidgin, and Tok Pisin.
There are many words in English coined to describe forms of particular non-English
languages that contain a very high proportion of English words.

74. Register effects
It is well-established[78]
that informal speech registers tend to be made up predominantly of
words of Anglo-Saxon or Germanic origin, whereas the Latinate vocabulary is usually
reserved for more formal uses such as legal, scientific, and otherwise scholarly or academic
texts.
Child-directed speech, which is an informal speech register, also tends to rely heavily on
vocabulary rife in words derived from Anglo-Saxon. The speech of mothers to young children
has a higher percentage of native Anglo-Saxon verb tokens than speech addressed to
adults.[79]
In particular, in parents' child-directed speech the clausal core [80]
is built in the
most part by Anglo-Saxon verbs, namely, almost all tokens of the grammatical relations
subject-verb, verb-direct object and verb-indirect object that young children are presented
with, are constructed with native verbs.[81]
The Anglo-Saxon verb vocabulary consists of short
verbs, but its grammar is relatively complex. Syntactic patterns specific to this sub-vocabulary
in present-day English include periphrastic constructions for tense, aspect, questioning and
negation, and phrasal lexemes functioning as complex predicates, all of which also occur in
child-directed speech.
The historical origin of vocabulary items affects the order of acquisition of various aspects of
language development in English-speaking children. Latinate vocabulary is in general a later
acquisition in children than the native Anglo-Saxon one.[82][83]
Young children almost
exclusively use the native verb vocabulary in constructing basic grammatical relations,
apparently mastering its analytic aspects at an early stage.[81]
Formal written English
Main article: Formal written English
A version of the language almost universally agreed upon by educated English speakers
around the world is called formal written English. It takes virtually the same form regardless
of where it is written, in contrast to spoken English, which differs significantly between
dialects, accents, and varieties of slang and of colloquial and regional expressions. Local
variations in the formal written version of the language are quite limited, being restricted
largely to minor spelling, lexical and grammatical differences between different national
varieties of English (e.g. British, American, Indian, Australian, South African, etc.).

75. Simplified and constructed varieties
Artificially simplified versions of the language have been created that are easier for non-
native speakers to read. Basic English is a constructed language, with a restricted number of
words, created by Charles Kay Ogden and described in his book Basic English: A General
Introduction with Rules and Grammar (1930). Ogden said that it would take seven years to
learn English, seven months for Esperanto, and seven weeks for Basic English.[citation needed]
Thus, Basic English may be employed by companies that need to make complex books for
international use, as well as by language schools that need to impart some knowledge of
English in a short time.
Ogden did not include any words in Basic English that could be said instead with a
combination of other words already in the Basic English lexicon, and he worked to make the
vocabulary suitable for speakers of any other language. He put his vocabulary selections
through a large number of tests and adjustments. Ogden also simplified the grammar but tried
to keep it normal for English users. Although it was not built into a program, similar
simplifications were devised for various international uses.
Simplified English is a controlled language originally developed for aerospace industry
maintenance manuals. It employs a carefully limited and standardised[84]
subset of English.
Simplified English has a lexicon of approved words and those words can only be used in
certain ways. For example, the word close can be used in the phrase "Close the door" but not
"do not go close to the landing gear".
Other constructed varieties of English include:
 E-Prime excludes forms of the verb to be.
 English reform is an attempt to improve collectively upon the English language.
 Manually Coded English consists of a variety of systems that have been developed to
represent the English language with hand signals, designed primarily for use in deaf
education. These should not be confused with true sign languages such as British Sign
Language and American Sign Language used in Anglophone countries, which are independent
and not based on English.
 Seaspeak and the related Airspeak and PoliceSpeak, all based on restricted vocabularies,
were designed by Edward Johnson starting from the 1980s to aid international cooperation
and communication in specific areas.

76.  Special English is a simplified version of English used by the Voice of America. It uses a
vocabulary of only 1500 words.
Phonology
Main article: English phonology
The phonology (sound system) of English differs between dialects. The descriptions below
are most closely applicable to the standard varieties known as Received Pronunciation (RP)
and General American. For information concerning a range of other varieties, see IPA chart
for English dialects.
Consonants
The table below shows the system of consonant phonemes that functions in most major
varieties of English. The symbols are from the International Phonetic Alphabet (IPA), and are
also used in the pronunciation keys of many dictionaries. For more detailed information see
English phonology: Consonants.
Bilabial
Labio-
dental
Dental Alveolar
Post-
alveolar
Palatal Velar
Labial-
velar
Glottal
Nasal m n ŋ
Plosive p b t d k ɡ
Affricate tʃ dʒ
Fricative f v θ ð s z ʃ ʒ (x) h
Approximant r J w
Lateral l
Where consonants are given in pairs (as with "p b"), the first is voiceless, the second is
voiced. Most of the symbols represent the same sounds as they normally do when used as
letters (see Writing system below), but /j/ represents the initial sound of yacht. The symbol
/ʃ / represents the sh sound, /ʒ / the middle sound of vision, /tʃ / the ch sound, /dʒ / the sound
of j in jump, /θ/ and /ð/ the th sounds in thing and this respectively, and /ŋ/ the ng sound in
sing. The voiceless velar fricative /x/ is not a regular phoneme in most varieties of English,

77. although it is used by some speakers in Scots/Gaelic words such as loch or in other loanwords
such as Chanukah.
Some of the more significant variations in the pronunciation of consonants are these:
 In non-rhotic accents such as Received Pronunciation and Australian English, /r/ can only
appear before a vowel (so there is no "r" sound in words like card). The actual pronunciation
of /r/ varies between dialects; most common is the alveolar approximant [ɹ].
 In North American English and Australian English, /t/ and /d/ are flapped [ɾ] in many
positions between vowels.[85]
This means that word pairs such as latter and ladder may
become homophones for speakers of these dialects.
 The th sounds /θ/ and /ð/ are sometimes pronounced as /f/ and /v/ in Cockney, and as
dental plosives (contrasting with the usual alveolar plosives) in some Irish varieties. In African
American Vernacular English, /ð/ has merged with dental /d/.
 A voiceless w, [ʍ], sometimes written /hw/, for the wh in words like when and which, is
preserved in Scottish and Irish English and by some speakers elsewhere.
 The voiceless plosives /p/, /t/ and /k/ are frequently aspirated, particularly at the start of
stressed syllables, but they are not aspirated after an initial /s/, as in spin.
Vowels
The system of vowel phonemes and their pronunciation is subject to significant variation
between dialects. The table below lists the vowels found in Received Pronunciation (RP) and
General American, with examples of words in which they occur. The vowels are represented
with symbols from the International Phonetic Alphabet; those given for RP are in relatively
standard use in British dictionaries and other publications. For more detailed information see
English phonology: Vowels.
RP GAm word
monophthongs
iː I need
ɪ ɪ Bid
e ɛ bed
RP GAm word
monophthongs (cont.)
ʊ ʊ good
uː u food
ʌ ʌ but
RP GAm word
diphthongs
eɪ eɪ bay
əʊ oʊ road
aɪ aɪ cry