PRESUPPOSITION AND ENTAILMENT/PRAGMATICS

Presupposition and Entailment

                Presupposition is what the speaker assumes to be the case prior to making an utterance. Entailment, which is not a pragmatic concept, is what logically follows from what is asserted in the utterance. Speakers have presuppositions while sentences, not speakers, have entailments. Take a look at the example below:

Jane’s brother bought two apartments.

                This sentence presupposes that Jane exists and that she has a brother. The speaker may also hold the more specific presupposition that she has only a brother and her brother has a lot of money. All these presuppositions are held by the speaker and all of them can be wrong.

                In pragmatics entailment is the relationship between two sentences where the truth of one (A) requires the truth of the other (B).

For example, the sentence (A) The president was assassinated. entails (B) The president is dead.

                Presupposition

                The concept of presupposition is often treated as the relationship between two propositions. In the case below, we have a sentence that contains a proposition (p) and another proposition (q), which is easily presupposed by any listener. However, the speaker can produce a sentence by denying the proposition (p), obtaining as a result the same presupposition (q).

Debora’s cat is cute. (p)

Debora has a cat. (q)

When I say that Debora’ s cat is cute, this sentence presupposes that Debora has a cat. In

Debora’ s cat is not cute. (NOT p)

the same thing holds true, that is, it presupposes that she has a cat. This property of presupposition is generally described as constancy under negation. Basically, it means that the presupposition of a statement will remain constant (i.e. still true) even when that statement is negated.

Types of Presupposition

                In the analysis of how speakers’ assumptions are typically expressed, presupposition has been associated with the use of a large number of words, phrases and structures. These linguistic forms are considered here as indicators of potential presupposition, which can only become actual presupposition in contexts with speakers. The types of presupposition are:

1-Existential presupposition: it is the assumption of the existence of the entities named by the speaker.

For example, when a speaker says "Tom’s car is new", we can presuppose that Tom exists and that he has a car.

2-Factive presupposition: it is the assumption that something is true due to the presence of some verbs such as "know" and "realize" and of phrases involving glad, for example. Thus, when a speaker says that she didn’t realize someone was ill, we can presuppose that someone is ill. Also, when she says "I’m glad it’s over”, we can presuppose that it’s over.

3-Lexical presupposition: it is the assumption that, in using one word, the speaker can act as if another meaning (word) will be understood. For instance:

Andrew stopped running. (>>He used to run.)

You are late again. (>> You were late before.)

                In this case, the use of the expressions "stop" and "again" are taken to presuppose another (unstated) concept.

4-Structural presupposition: it is the assumption associated with the use of certain words and phrases. For example, wh-question in English are conventionally interpreted with the presupposition that the information after the wh-form (e.g. when and where) is already known to be the case.

When did she travel to the USA? ( >> she traveled)

Where did you buy the book? (>> you bought the book)

The listener perceives that the information presented is necessarily true rather than just the presupposition of the person asking the question.

5- Non- factive presupposition: it is an assumption that something is not true. For example, verbs like "dream", "imagine" and "pretend" are used with the presupposition that what follows is not true.

I dreamed that I was rich. (>> I am not rich)

We imagined that we were in London. (>> We are not in London)

6-Counterfactual presupposition: it is the assumption that what is presupposed is not only untrue, but is the opposite of what is true, or contrary to facts. For instance, some conditional structures, generally called counterfactual conditionals, presuppose that the information, in the if- clauses, is not true at the time of utterance.

If you were my daughter, I would not allow you to do this. ( > you are not my daughter)

                Projection Problem

                Yule has also called attention to the projection problem, which occurs when a simple sentence becomes part of a more complex sentence. In this case, the meaning of some presupposition (as a part) doesn’t survive to become the meaning of a more complex sentence (as a whole).

a)Nobody realized that Kelly was unhappy

b)I imagined that Kelly was unhappy.

c)I imagined that Kelly was unhappy and nobody realized that she was unhappy.

Through these examples, we can observe that, when the speaker utters (a), we can presuppose that she was unhappy and that, when she utters (b), we can presuppose that she was not unhappy. However, when the speaker utters (c), we can't understand what the speaker means by that utterance without a context because the two parts have an opposite meaning.

However, it does not mean that there are no situations in which the combination of two simple sentences in a complex one can be possible. For example:

a) It’s so sad. Blaine regrets getting Laura fired. (>> Blaine got Laura fired)

b) Blaine regrets getting Laura fired, but he didn’t get her fired.

One way to think about the whole sentence presented in b) is as an utterance by a person reporting what happened in the film that day. In the example above, when the speaker utters he didn’t get her fired actually entails Blaine didn’t get her fired as a logical consequence. Thus, when the person who watched the film tells you that Blaine regrets getting Laura fired, but he didn’t get her fired, you have a presupposition q and NOT q. In this case, we can infer that Blaine thought he was the cause of Laura’s discharge, but, in fact, he was not.

This shows that entailments (necessary consequences of what is said) are simply more powerful than presuppositions (earlier assumptions). In the example below, the power of entailment can also be used to cancel existential presuppositions .

The King of Brazil visited us. (The king of Brazil does not exist).

                Ordered entailments

Generally speaking, entailment is not a pragmatic concept (i.e. having to do with the speaker meaning), but it is considered a purely logical concept.

Observe the examples below:

1)Bob ate three sandwiches.

a) Something ate three sandwiches.

b)Bob did something to three sandwiches.

c) Bob ate three of something.

d)Something happened.

When a speaker utters sentence (1), the speaker is necessarily committed to the truth of a very large number of background knowledge. On any occasion, in uttering (1), however, the speaker will indicate how these entailments are to be ordered. That is, the speaker will communicate, typically by stress, which entailment is assumed to be the foreground, or more important for interpreting intended meaning, than any others. For example, when the speaker utters the following sentences, she indicates that the foreground entailment, and hence her main assumption, is that Bob ate a certain number of sandwiches.

a) Bob ate THREE sandwiches.

b) BOB ate three sandwiches.

In b), the focus shifts to BOB, and the main assumption is that someone ate three sandwiches. The stress in English functions to mark the main assumption of the speaker in producing an utterance. As such, it allows the speaker to mark for the listener what the focus of the message is, and what is being assumed.

A very similar function is exhibited by a structure called cleft construction in English, as we can observe in the example below:

a) It was VICTOR that did the work.

b) It wasn’t ME who took your jacket.

In both the examples above, the speaker can communicate what she believes the listener may already be thinking (i.e. the foreground entailment). In b), that foreground entailment (someone took your jacket) is being made in order to deny personal responsibility. The utterance in b) can be used to attribute the foreground entailment to the listener(s) without actually stating it (as a possible accusation).

DETERMINING AUTHOR'S POINT OF VIEW

DETERMINING AN AUTHOR’S POINT OF VIEW

An author’s point of view is his or her position or stance on a topic. Authors express their points of view through the kinds of words they use and by the kinds of details they include in their writing. It is important to recognize an author’s point of view when you read. Identifying an author’s point of view helps you understand the author’s position on a topic, it helps you compare it with your own position, and it may help you understand differences of opinion among authors on a topic.

In the readings for your college courses, you will be exposed to many different topics with multiple points of view. Part of your responsibility as a student in those courses will be to understand the value of competing points of view and to make reasoned judgments about their strengths and weaknesses.

There are three main elements to assessing an author's point of view:

interpreting a writer's tone

detecting bias

recognizing slanting

Interpreting a Writer’s Tone

You can gauge a writer’s attitude toward a subject by his or her tone. Tone is the way the writer’s voice sounds in your mind as you read. Writers convey their attitude toward a subject with the kinds of words they choose to describe or explain it. A writer’s tone may convey enthusiasm, humor, anger, joy, admiration, sarcasm, or any number of attitudes. The key to understanding tone is to look closely at and listen closely to a writer’s sentences and language.

Practicing Interpreting a Writer's Tone

Detecting Bias

Bias refers to a person’s disposition or inclination to favor one side of an issue or topic. Advertisers, for example, are biased toward the products they promote. Music lovers might be biased toward a particular genre: opera, country, hip-hop, or folk, perhaps. A person can be biased in favor of something or biased against it. A Boston Red Sox fan may hate the New York Yankees. Or a voter whose political bias is for the Democratic Party will very likely be biased against the Republicans. Although bias does suggest preference, it isn’t necessarily a matter of unfairness. Sometimes bias is simply a person’s point of view.

Recognizing bias will help you determine how objectively, or evenly, an author treats his or her subject. Writers who hold strongly biased views might ignore or dismiss opposing points of view. Consider, for example, this paragraph from a 2001 Cal Thomas article, “New Study: Gays Can Go Straight,” about a controversial psychological study that found that homosexuals can change their sexual orientation:

Many homosexuals with whom I have spoken are not aware of the availability of nonjudgmental counseling to help them escape the “gay life.” Many feel trapped in their “orientation,” not because of dwindling cultural disapproval but because of pressure to conform to gay society. They are told that a desire to change indicates they hate themselves and that it is impossible for them to reject their “true identity.”

To detect bias when you read, look closely at the language used to describe someone or something. You should also look closely at the way writers attempt to persuade their readers. Consider the language Cal Thomas uses. His quotation marks around gay life, orientation, and true identity suggest that he dismisses these terms, but he doesn’t offer any explanation for his dismissal. He speaks of escaping, feeling trapped, and pressure to conform; his choice of these words suggests his point of view—that being homosexual is necessarily unpleasant. Notice also the details—or lack of them—that he uses to support his argument: He says many are not aware of counseling, that many feel trapped. How many is many? He doesn’t say. Maybe he spoke to hundreds of gay men and women. Maybe he spoke to four. Maybe “many” is the majority of the people he spoke to; maybe it’s a minority. The reader has no way of knowing. With these clues, you can determine that Cal Thomas is biased against homosexuality; knowing that will affect how you respond to his argument.

Practice Detecting Bias

Recognizing Slanting

Slanting is a technique some writers use to persuade their readers to adopt a particular belief or point of view. In slanting, a writer uses language that conveys a strongly positive image toward a favorable topic or a strongly negative image toward an unfavorable topic. Look again at the Cal Thomas paragraph above. As you’ve seen, his words and details portray a negative slant on homosexuality. What would a positive slant look like? Here is a passage on the same study Thomas discusses. This one, from the 2000 article “Why Not Turn Them All Gay?” by John McCalla takes a different point of view, suggesting that perhaps society should encourage straight men and women to convert to homosexuality.

                Gays and lesbians are—all false humility aside—not only good enough and smart enough, they’re smarter, better-looking, more stylish, better-mannered, more artistic, sexier, funnier, and, in general, preferable at cocktail parties and cook-outs. This is not a secret. Why else are city governments encouraging more gay and lesbian home ownership? Gays are better for urban-renewal, aesthetically improving neighborhoods while at the same time contributing much and taking little from the tax base. More gays and lesbians on the planet would be, in corporate America cliché-speak, a “win-win” across the board.

                Like Thomas, McCalla uses language and slanting that reveal his bias: “smarter, better-looking, more stylish, better-mannered, more artistic, sexier, funnier, and, in general, preferable at cocktail parties and cookouts.” He also makes his argument without substantial supporting detail.

AUTHOR'S POINT OF VIEW

Author's Point of View

                Ratna (2004:90),  said that the point of view  is the way of the author to show  a topic, story or subject. The Author’s Point of View is how the author feels about the topic and events in the writing. Are they  angry, disappointed, sorrowful, or maybe delighted, enthusiastic, or empathetic? Point of View also  position from which a writer addresses a topic to include beliefs, assumptions, and biases.

                An author’s point of view is his or her position or stance on a topic. Authors express their points of view through the kinds of words they use and by the kinds of details they include in their writing. It is important to recognize an author’s point of view when you read. Identifying an author’s point of view helps you understand the author’s position on a topic, it helps you compare it with your own position, and it may help you understand differences of opinion among authors on a topic.

                Point of view refers to the author’s opinion. The author’s point of view is his or her particular opinion or position on the topic. Point of view includes beliefs, biases and assumptions. This is the writer’s own personal way of looking at the subject. Sometimes the writer makes personal judgments that are evident in the reading.

                 Examples: a) A writer may have an opinion about how responsible young people are. From this point of view, the author assumes the best of young people. The same writer may have a strong opinion or bias against adults who do not help young people who deserve it. These beliefs, opinions, positions and biases will influence the writing. b) A writer may take the point of view that violence in schools is caused by violence in society. Writing from this point of view will show a bias against social institutions like television and movies and their influence on youth. As you read, you may have your own opinion. Pay attention to your reaction to the reading. It may help you to figure out the author’s point of view.

                                Why is Author's Purpose and Point of View an important reading strategy?

                Understanding the author’s purpose will help you identify the main idea and most important details.  

                To Entertain:  Characters, setting, problem, events, solution

                To Inform:  Who, Where, When, What, Why, How

                To Persuade: Audience, point of view, supporting reasons

                               

                                Questions that help students explore author’s viewpoint:

                1.What opinions or belief statements are evident in the article?

                2.Why do you think the author has this particular opinion or point of view?

                3.What background information about the author does the reader have that may help understand the writer’s point of view? (Point of reference) Would another author have a different point of view depending on his/her background experiences?

                4.What pictures does the author paint for a reader?

                5.What evidence did the author include to support their opinions?

                6.What facts were missing?

                7.What words and phrases did the author use to present the information? (Students collect samples of the language an author uses to identify the context in which ideas are presented.)

                8.Why did the author write this selection? Identifying the author’s purpose helps students recognize possible viewpoints, especially in persuasive writing. 

LESSON PLAN LISTENING

LESSON  PLAN

School                               : SMP Negeri 2 Silimakuta

Subject                              : English

Skill                                  : Listening

Grade /semester                : VIII / 2

Time allocation                 :  1x40 minutes

A.                 Basic Competence

Listening short functional text to interact with the nearest environment.

B.               Standard Competence :

Responding meaning in simple short functional text accurately, fluently and acceptable to interact with the nearest environment.

C.     Indicators :

Student are able to :

1.      Listen  a record

2.      Answer questions dealing with the record

D.     Learning objectives:

1.      By giving the record, the students are able to improve the listening ability.

2.      Based on the the record given, the students are able to answer the questions.

F.      Learning material

1.      Example recount text:

My Adolescence

I had my adolescence when I was thirteen.

It started with acne that showed up on my face. It was very annoying. It lowered my self-esteem and I was embarrassed to come out of my house and play with friends.

Fortunately, my Mum gave me a good medicine. In three weeks, the acnes started to vanish although those showed some black spots in my face.

That was my bad experience with adolescence, though there were still lots of good experience too.

            

G.    Method : think-pair-share

H.    Learning Material

Steps	No	Activities in the classroom	Time Allotment
1.Pre-activity (engagement)	1 2 3	Greeting the students Checking the students attendance Telling the objective of the lesson	10 minutes
2.Whilst-activity	1 2 3 4 5	Giving the students the question  about recount text Asking the students to answer the questions based on the text given in pair Playing the audio record. Discussing the result together. Opening question and answer session or asking the students difficulty	25 minutes
3.Post-activity	1 2	Summarizing the lesson that have just been learnt Saying good bye and thank you	10 minutes

I.       Source and Teaching Media

a.      Source : Look Ahead book for grade 1

b.      Media  : audio record ,paper copies,etc.

J.      Evaluation

                                                                                                            P.Siantar, 18^th  march 2015

To Know;

Principal of SMP                                                                           English Teacher

A.Sinaga,S.Pd, M.Pd.                                                                   Delmi Lingga, S.Pd
                                                      

STUDENT WORKSHEET

I. Choose the best word to complete the sentences below.

            1.The first paragraph we named as….

a.       Event

b.      Orientation

c.       Re-orientation

d.      A and B is true

2. There  many……. Campers when we arrived at the camping site. The best tobe to complete the sentence is ………..

a.are

b.is

c.was

d.were

3. It was near a big tree. The antonym of italic word is ……….

a.small

b.wide

c.far

d.behind

4. The weather was very clear. The similar of the italic words is ……

a.bad

b.hot

c.good

d.rainy

5. The best structure of above text is ………….

a. event,re-orientation,orientation

b.re-orientation,event, orientation

c.orientation,re-orientation, event

d.orientation,event,re-orientation

II.Answer these questions based on the text!

1.     Where did the writer and his family set up their tent?

2.      What is the purpose of the text above?

3.     What is the writer and his father’s hobby?

4.     Where the writer go camping?

5.     The river had been occupied.  Occupied means that……

BUDAYA AFRIKA

Lip-plates

            Nga Mokonyi Keketokenno, one month after her lip had been pierced. (David Turton, 1969)

            The Mursi, Chai and Tirma are probably the last groups in Africa amongst whom it is still the norm for women to wear large pottery or wooden discs or ‘plates’ in their lower lips. The lip-plate (dhebi a tugoin) has become the chief visible distinguishing characteristic of the Mursi and made them a prime attraction for tourists. A girl’s lower lip is cut, by her mother or by another woman of her settlement, when she reaches the age of 15 or 16. The cut is held open by a wooden plug until the wound heals. It appears to be up to the individual girl to decide how far to stretch the lip, by inserting progressively larger plugs over a period of several months. Some, but by no means all, girls persevere until their lips can take plates of 12 centimetres or more in diameter.

            It is often claimed that the size of the lip plate is correlated with the size of a woman’s bridewealth. This is not born out by the fact that the marriages of many girls have already been arranged, and the amount of bridewealth to be paid by their husbands’ families has already been decided, before their lips are cut. Another common idea is that the practice of cutting and stretching the lower lip originated as a deliberate disfigurement, designed to make women and girls less attractive to slave traders. This ignores the fact that the Mursi themselves do not give such an historical explanation and that the practice is confined neither to Africa nor to women. Amongst the Kayapo of Brazil, for example, senior men wear a saucer-like disc, some six centimetres across, in the lower lip (Turner, 1980). Like other forms of body decoration and alteration found the world over (like ear piercing, tattooing, and circumcision), the lip plate worn by Mursi women is best seen as an expression of social adulthood and reproductive potential. It is a kind of ‘bridge’ between the individual and society - between the biological ‘self’ and the social ‘self’.

            More information

            On what the lip-plate means to Mursi women, and how it functions as a symbol of pride and identity, see: Shauna Latosky, ‘Reflections on the lip-plates of Mursi women as a source of stigma and self-esteem’, in Ivo Strecker and Jean Lydall (eds.) The perils of face: Essays on cultural contact, respect and self-esteem in southern Ethiopia, Mainzer Beiträge zur Afrika-Forschung, Lit Verlag, Berlin, 2006, pp. 371-386.

            On the meaning and social significance of body alteration and decoration, with special reference to the Kayapo of Brazil, see: Terence S. Turner, ‘The Social Skin’, in Jeremy Cherfas and Roger Lewin (eds.), Not Work Alone: A cross-cultural view of activities superfluous to survival. Temple Smith, London, 1980.

            On the significance of the lip-plate in the Mursi-tourist encounter, see: David Turton, ‘Lip plates and “the people who take photographs”: uneasy encounters between Mursi and tourists in southern Ethiopia’, Athropology Today, 20:3, 3-8, 2004).

                        Mursi Tribe

                The Mursi tribe (sometimes called the Murzu tribe) are an African tribe from the isolated Debub Omo Zone in Southern Ethiopia near the border with Sudan. There are an estimated 10,000 people in the Mursi tribe and the Ethiopian government groups them together with the Suri and Me'en tribes and calls the collective group the Surma. However, the Mursi tribe reject the term Surma and refuse to identify themselves as Surma. Unlike some other pastoralist African tribes, the Mursi are sedentary rather than nomadic. The language of the Mursi is in the Nilo-Saharan linguistic family rather than being in the Afro-Asiatic language family as is Amharic, the official Ethiopian language. Very few Mursi people speak Amharic and most are unable to read or write. Although a small percentage of the Mursi tribe are Christians, most still practice Animism, believing that plants, animals and some inanimate objects possess spirits. Mursi tribe girls and women wear lip plates in their lower lips similar to some Amazon tribes such as the Suya tribe from the Xingu River area in Brazil. However, in the Suya Amazon tribe it is the men that wear the lip plates, while with the Mursi African tribe, only the females wear the plates in their lips. The Mursi girls pierce the bottom lips which are stretched so that a clay lip plate can be inserted. In addition, this African tribe removes the bottom teeth of the girls for esthetic enhancement. Currently the Mursi tribe is being displaced from their traditional lands that are in the Omo National Park. Ethiopian government officials have been actively evicting Mursi people from the Omo National Park without any compensation and burning down homes located within the boundaries of the park. The Mursi have a reputation for being one of the more aggressive African tribes and are famous for their stick fighting ceremony ("donga") which is fought by the men of this naked African tribe. The winner of the "donga" will be able to select the girl of his choice to have relations with, even though she may marry someone else. Similar to the Hamer tribe, the Mursi tribe commonly drink a mixture of blood and milk as do other African tribes in the region. 

CONTOH RPP BAHASA INGGRIS KURIKULUM KTSP

LESSON PLAN

                                School                                   : SMP Negeri 2 Purba

                                Grade /Semester                   : XI/2

                                Subject                                  : English

                                Skill                                       : Reading

                                Time Allocation                    : 1 X 45 minutes

                            A.Basic Competence

Responding the meaning and rhetoric step of written  essay text accurately, fluently and receive in daily life to access the knowledge in the  report text.

       B. Standard Competence

Understanding the  functional of short writtenof report text in daily life context to access

the knowledge.

       C. Indicators

      To identify the social function and of the report text.

       To identify the generic structure of report text.

      To identify the lexicogrammatical features of report text.

      Answering the question base on the text.

                        D.Learning Objectives

      The students able to identify the social function of report text.

      The students able to identify the generic structure of report text.

      The students able to identify the lexicogrammatical features of  report text.

      The students able to answer the question base on the text.

E. Learning Materials

                        Social function                          :

                        Report text is a text that describes something in general or not a specific participants.

                        Generic structures                  : 

                        - General statement : explain the  report subject and the classification.

                        - Description                : tells what the phenomenon under discussion; in terms of parts,                                                                   qualities, habits or behaviors.

                       

Lexicogrammatical Features :

-          Use of general nouns

-          Use of relating verb or linking verb (is, am,are) seem, look, taste,etc.

-          Use  simple present tense (often, usually,etc)

-          Use of action verb (walk, jump,etc)

-          Use of adjectives

-          Use adverbs

                                                                                        CAMELS

General Statement

Camel is a large and strong animal which is commonly see in desert.

Descriptions

Th  There are two kinds of camel; Arabian camel and Bactrian camel. The first kind of camel has one hump and the second has two humps.         Camel are able to travel in great distance across hot and dry deserts with little food or water. They walk easily on soft sand the desert.         Camels are trained as means of transportation  by carrying people and loads on their backs. They also server the people of the desert in many other ways.

       

                                                                                        BIRDS

                       

General Statement

Bir  Birds are interesting flying animals. They are vertebrates and warm blooded animals. They belong to aves class and they can be found all over the world.

Descriptions

Bir  Birds breath with the air pocket. Beside as respiration organ, air pocket also can enlarge or reduce their weight when flying or swimming.         There are many kinds of birds. Earth bird has special characteristic. They have different morphology to their habitat . Some of them eat seeds, pollen,fish or meat. There are some species that live in land and others live in water. Land birds live on their nest.         Female birds have specific tasks. They lay eggs and feed their baby. Beside that they look for foods for the baby.

       

                                       

F.   Methods

                              Speech, asking question,discussion                  

                                        G. Teaching Procedures

                             

                                        1. Pre activities

· Greeting

·  Checking the attendance

§  Tell the ojectives

2. Whilst activities

· Explain the social function, generic structure and the lexicogrammatical features of the report text

· Ask the students to read the example of the text given (Birds, Camels)

· Ask the students to identify the generic structure of the text given

· Ask the students to  answer the question of the text given.

· Discuss the answer with the students.

      3. Post activities.

· The teacher asks students have understood or not.

· The teacher summarize the report text

· The teacher asks the students to make the example of report text as homework.

· The teacher closing the meeting.

                             

H. Source : taken from Look Ahead Book 2, internet.

                       Media: copies of paper, marker and pictures

                              I. Evaluation

                                                                  ROSE

                  If you are in love, you may remember a rose. It is  a symbol of romantic thing. However do you know the nature of this beautiful flower?

Rose is in a family of Rosaceae. The flower is large and showy. The colours range from white through yellows and reds. Most species of rose are native to Asia, Europe, North America, and Northwest Africa. Rose plants can grow in different size from compact, miniature, to climbers which reach 7 meters in height.

                  The popular species of roses are Banksianae, Caninae,Carolinae,Chinensis, and Gallicanae. Banksianae is a rose flower from China which is white and yellow. Caninae is a species from Asia, Europe and North Africa which is pink and white. Carolinae is known from North America which has a white, pink, and bright pink colour. Chinensis is  a white, pink,yellow, red and mixed colour rose from China and Burma. Gallicanae is a species of roses from western Asia and Europe which is pink to crimson.

                  Roses are best knownas ornamental plants grown for their flowers in the garden and sometimes indoors. They have been also used for commercial perfumery and commercial cut flower crops.

                  I.Choose the best answer base on the report text above.

      1. It is a symbol of romantic thing.  It refers to .....

          a. love

          b. colour

          c. rose

          d. you

      2. Rosaceae is the ..... rose.

          a. friend

          b.class

          c. species

          d. family

     

3.Rose plants can grow up to ..... height.

          a. 1 meters

          b. 3 meters

          c. 5 meters

          d. 7 meters

4. How many kinds of the popular species of rose?

          a. 3

          b. 4

          c. 5

          d. 6

      5. Rose Chinensis come from .....

          a. Burma

          b. Burma and Africa

          c. Asia and Burma

          d. China and Burma

                  II. Answer the following question base on the text above.

1.      Please indentify the generic structure of the text above!

2.      Please write down the adjectives from the text !

3.      What are the five  popular species of the rose?

4.      We can find the Carolinae species?

5.      What are the colours of rose you can find in your environment?

                  KEY ANSWERS:

                  I.1. C

                    2. D

                    3. D

                    4. C

                    5. D

II.1.Paragraph 1 is general statement and Paragraph 2 until 4 is Descriptions.

    2. Adjectives: romantic, beautiful,nature, large, yellow,white, pink, bright, red.

    3. The popular species of rose are Banksianae, Caninae,Carolinae,Chinensis, and Gallicanae.

    4. We can find the Carolinae species from North America.

    5. We can find the red, white, yellow, pink.

SCORING RUBRICS

No	Criteria	Score
1-5	Students are able to answer the question depend on the text given	5
1-5	Students are able to  answer the question  of the text given but they make a little mistake	5

                  True x 10 = 10x 10

                                 =100

                                                                                    Pematangsiantar, 01st of April 2015

            Headmaster                                                            English Teacher