Soal Bahasa Inggris Kelas 10 Bab Writing

hello good morning friends, today we will membahas materi bahasa inggris yaitu tentang Writing a recount text. Sekaligus kita juga akan membahas latihan soalnya beserta kunci jawabannya. Sumber artikel ini berasal dari quipper.com. Have a good study and Hope it is useful

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Soal Bab Recount Texts - Writing a recount text

A. Question number 1 to 5 is based on the following text.
Read the following text and answer the questions provided below.

My friend Bono and I had arrived at the Activity Center on Friday evening. The accommodation wasn’t wonderful, but we had everything we needed (beds, blankets, food), and we were pleases to be out of the city and in the fresh air.

On Saturday morning, we met the other ten members of our group. Cameron had come along with two friends, Kevin and Simon, while Sister Retno and Tiwuk had come with Amanda. We had come from various places and none of us knew the area.

We knew we were going to spend the weekend outdoors, but none of us was sure exactly how. Half of us spend the morning caving while the others went rock-climbing and then we changed at lunchtime. Bono and I went to the caves first. Climbing out was harder than going in, but after a good deal of pushing, we were out at last – covered in mud but pleased and excited by what we’ve done.

1. What is the writer trying to do in the text?

A. Going to spend the weekend outdoors. ✓
B. Explain how to do certain outdoor sports.
C. Say how she spends some free time.
D. Describe some people she met.
E. Advertise the Activity Center.

Penjelasan: Read line 5 "...We knew we were going to spend the weekend outdoors,..."

2. What can the reader learn from the text?

A. How to apply for a place at the Center.
B. When to depend on other people at the Center.
C. Which time of year is best to attend the Center.
D. If we want to go hiking is on Sunday.
E. What sort of activities you can experience at the Center. ✓

Penjelasan: Line 1-2 "My friend Bono and I had arrived at the Activity Center on Friday evening. The accommodation wasn’t wonderful, but we had everything we needed (beds, blankets, food), and we were pleases to be out of the city and in the fresh air."
It is stated the in text the activity center on Friday evening and some activities can be experienced at the center

3. What do we learn about the group?

A. They came from the same city.
B. Some of them had been there before.
C. They're boring people.
D. Some of them already knew each other.
E. They had already chosen their preferred activities. ✓

Penjelasan: Line 5-8 "...We knew we were going to spend the weekend outdoors, but none of us was sure exactly how. Half of us spend the morning caving while the others went rock-climbing and then we changed at lunchtime. Bono and I went to the caves first. Climbing out was harder than going in, but after a good deal of pushing, we were out at last – covered in mud but pleased and excited by what we’ve done.

4. The word “we” on the second paragraph ".... We had everything we needed...." refers to....

A. Bono and Retno
B. Bono and I ✓
C. Bono and Amanda
D. Bono and Tiwuk
E. Bono and Simon

Penjelasan: Line 1 "My friend Bono and I had arrived at the Activity Center on Friday evening.The accommodation wasn’t wonderful, but we had everything we needed (beds, blankets, food), and we were pleases to be out of the city and in the fresh air.."

5. How do you think the writer might describe her weekend?

A. relaxing
B. frightening
C. unpleasant
D. boring
E. excited ✓

Penjelasan: Line 7 "... covered in mud but pleased and excited by what we’ve done." it is clearly stated in pleased and excited

Read the following text and answer the questions provided below.
B. Question number 6 to 10 is based on the following text.

Have you ever been humiliated by a little girl?
Last week, my four-year-old daughter, Ruth, was invited to a children party. I decided to take her by train.
Ruth was excited because she has never travelled on a train before. She sat near the window and asked a question about anything she saw.
Suddenly, a middle-aged lady came into out compartment and sat opposite to Ruth.
Hallo, little girl,” she said. Ruth did lady was dressed, but looked at her curiously. The lady was dressed in a blue coat and a large, funny hat.
After the train had left the station, the lady opened her handbag and took out her compact. She then began to make up her face.
“Why are you doing that?” Ruth asked.
“To make myself beautiful,” the lady answered.
She put away her compact and smiled kindly.
“But you away still ugly,” Ruth said.
Ruth was amused, but I was very embarrassed.

6. Where did Ruth want to go?

A. She would go to a wedding party
B. She was going to go to her friend’s birthday party ✓
C. She wanted to go her school.
D. She went to the zoo
E. She was going to go to beauty salon

Penjelasan: Line 2 "...Ruth, was invited to a children party. I decided to take her by train..." and Line 2 "Last week, my four year old daughter, Ruth, was invited to a children party. I decided to take her by train."

7. “Suddenly, a middle aged lady came into out compartment and sat opposite to Ruth.” The underlined word "opposite" has the same meaning with …

A. next to
B. in front of ✓
C. behind
D. beside
E. far away

Penjelasan: clearly stated facing is similar with in front of, opposite has similar meaning with facing or in a position on the other side of a specific area from. the appropriate word is in front of

8. “Suddenly, a middle-aged lady came into out compartment and sat opposite Sally.” The underhand phrase 'middle age' means a lady whose age is around ….

A. 1 – 5 years old
B. 5 – 10 years old
C. 40 – 50 years old ✓
D. 20 – 30 years old
E. 11 – 20 years old

Penjelasan: It is clearly stated, Middle age is the period after early adulthood and before old age, about 40 to 55.

9. The purpose of the text is ….

A. to explain the reader about the incident in the train
B. to inform the readers of the incident in the train ✓
C. to persuade the reader to take a train
D. to entertain the readers with the incident
E. to describe the character of Ruth

Penjelasan: IT is clearly stated in social function, The social function of Recount text is to retell past event or something which happened in the past. The purpose of this text can be only to inform or even just to entertain.

10. Who writes the text above?

A. Ruth’s mother ✓
B. The conductor
C. Ruth
D. The middle-aged lady
E. Another person in the train

Penjelasan: it can be seen from my four year old daughter, It can be seen from my four year old daughter in the line 1 "Last week, my four year old daughter, Ruth, was invited to a children party. I decided to take her by train."

Materi Writing Recount text

Description: Analyzing social functions, text structure, and linguistic elements in a simple recount text about experiences / events / events, according to the context of its use.
Objective: In this topic, you will learn to parse and write a general overview and specific information from the text simple recount of the activities / events / events with aplomb and responsible.

LESSON

DEFINITION: Recount writing is often seen as the easiest non-fiction text type to teach, since recounts are organized chronologically, like a story. There are many occasions when children have a ‘true story’ to write, e.g. accounts of schoolwork or outings, events from history or RE, anecdotes and personal accounts, Biographical writing in any curricular area. However, chronological writing is not without its pitfalls. All teachers are familiar with young writers’ accounts of school trips that deal admirably with the bus journey but omit to mention what happened later on. Some students, even in upper primary, have difficulty ordering events appropriately in more complex historical or biographical recounts. Most students therefore benefit from organizing the facts as notes on a timeline (or another sequenced framework) before writing. This provides an opportunity to sort out the main events, and their sequence, without the added effort of putting them into sentences an overview of all the events, in clear chronological order, so the author knows exactly how much he or she has to cover (and doesn’t get stuck on the bus), an opportunity to consider how to divide the information into paragraphs before beginning to write, an opportunity to decide whether to follow a linear chronological structure or to adapt the time sequence for effect, e.g. starting with a key event in a biography. If an appropriate recount note-taking format or ‘skeleton’ outline (such as the timeline) is used, the structure of these notes provides a bridge into the structure of the extended written recount. Chronological notes from any subject area can be used to provide the content for purposeful recount writing.

What is recount writing?

Recounts are used to relate experiences or retell events for the purpose of informing, entertaining or reflecting. Recounts can be personal, factual or imaginative. This resource paper has been designed to assist classroom teachers to review and refine the teaching of recount writing.

Personal recount – retelling an activity that the writer has been personally involved in and may be used to build the relationship between the writer and the reader e.g. anecdote, diary journal, personal letter

Factual recount – reporting the particulars of an incident by reconstructing factual information e.g. police reconstruction of an accident, historical recount, biographical and autobiographical recounts

Imaginative recount – applying factual knowledge to an imaginary role in order to interpret and recount events e.g. A Day in the Life of a Roman Slave, How I Discovered Radium
Procedural recount – recording the steps in an investigation or experiment and thereby providing the basis for reported results or findings
Literary recount – to retell a series of events for the purpose of entertaining

What do students need to know about recount writing?

Students need to know how language is used to structure the text and how the language features are used in recount writing to achieve the purpose. Students also need to develop an understanding of how different audiences and purposes of recount texts determine the language choices they make. This language is influenced by:
Purpose – what do I want my writing to do/achieve? e.g. accurately retell an incident
Audience – for whom am I writing? e.g. my teacher, peers Identity –whom am I writing as? e.g. an authority/expert
Attitude – how will I make my audience feel? e.g. informed, happy, sad
Orientation – provides the reader with background information needed to understand the text. e.g. who, when, where
During the holidays, our family went to Victor Harbor. We stayed in a holiday apartment. There were nine other apartments where we stayed.

Sequence of events – series of events typically ordered in chronological order. In this example it is appropriate to include personal comments and evaluative remarks throughout the text.
After we unpacked our things, we went to the beach. At the beach we met our cousins and played with them. Later on, Mum went shopping with my brother to buy some groceries. While she was shopping, Dad and I went fishing.The next day we went to Greenfields Adventure Park. It was really crowded. Every day we went to the beach. Sometimes while we were there, we went fishing with Dad.

Re-orientation – A summary statement/an evaluative comment/a return to the starting point

On the last day of our holiday, we all went fishing again. We caught lots of fish. It was really cool fishing with Dad
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