Materi Kuliah Reading for General Communication

READING FOR ACADEMIC PURPOSES

Compiled By :
Drs. Tajul Arifin, M.Ed.

SEKOLAH TINGGI KEGURUAN DAN ILMU PENDIDIKAN
(STKIP) SILIWANGI BANDUNG
STRATEGIES FOR READING COMPREHENSION
1. Identify the purpose in reading.
2. Use grpahemic rules and patterns to aid bottom-up decoding ( especially for beginning level learners ).
3. Use efficient reading for relatively rapid comprehension ( for intermediate to advance levels ).
4. Skim the text for main ideas.
5. Scan the text for specific information.
6. Use semantic mapping or clustering.
7. Guess when your aren’t certain.
8. Analyze vocabulary.
9. Distinguis between literal and implied meanings.
10. Capitalize on discourse markers to process relationship.
TYPES OF CLASSROOM READING PERFORMANCE
1. Oral and silent reading.
2. Intensive and extensive reading
Classroom Reading Performance

a. Extensive reading is carried out to b achieve a general understanding of a usually somewhat longer text (book, long article, or essays, etc. ). Most extensive reading is performed outside of class time. Pleasure reading is often extensive. Technical, scientific, and professional reading can, under certain special circumstances, be extensive when one is simply striving for global or general meaning from longer passages.
b. The advantage of extensive reading were discussed in the first section of the chapter. By simulating reading for enjoyment or reading where all concepts, names, dates, and other details need not be retained, students gain an appreciations for the affective and cognitive window of reading : an entres into new worlds. Extensive reading can sometimes help learners get away from their landency to overanalyze or look up words they don’t know, and read for understanding.HOW TO REMEMBER NEW WORDS

> Write the word and its definition often, just for practice.
> Say the word. Learn to pronounce it correctly by using the pronunciation clues in your dictionary.
> Try to learn the word and its meaning the first time you see it.
> Use index cards to study vocabulary. Write the word on one side of the card and its definition one the other side.
> Make up a phrase or a sentence that uses the word in a way you understand.
> Change the ending of the word : try to make it plural; try to change the tense; try to add ly.
> Use the word when you talk – in class, on the job, at home.
> Use the word whenever you can in your writing assignments.
> Say the word and its meaning over and over again in your mind.
USING A DICTIONARY

> How to spell a word or its special plural form.
> Whether or not a word is capitalized or abbreviated.
> How to break a word into syllables.
> How to pronounce a word.
> How a word fits into the English system of grammar ( what part of speech it is : verb, noun, adjective, and so forth).
> Different meanings of a word, along with aynonyms (words that have the same meaning) and antonyms (words that have opposite meanings).
> A sentence or an expression that uses a word correctly.
> The meaning of important prefixes and suffixes.
> The special uses of a word.
> The history of a word.
> Words made from a main word.
> Foreign word and phrases.
> Abbreviations.
> Addresses of colleges or government offices.
> The population of cities and countries.SKIMMING

> Make sure that you know what information you are looking for. Ask yourself a question. Look for the key word.
> Move your eyes quickly from line to line and from sentence to sentence.
> When your think you’ve found what you are looking for, stop.
> Read slowly the part of the line or sentence that tells you what you want to know.
> Think about the question you were trying to answer.
> Does the information you found answer the question? If not, quickly read the passage again to look for the information you need.
> Jot down the answer to the question you’ve asked.
FACT - FINDING

> Have a definite purpose for reading. Are your reading a page of your biology book to find out how the eye works? Are your reading a chapter of a political science text to learn the meaning of democracy? Or do you read only because an instructor made an assignment? Are you reading the newspaper out of general interest or for a specific research project?
> Learn to read for the main idea. If you recognize the main idea easily, the acts to support that idea will stand out.
> Know that all facts and details are not equal in importance. Look only for the facts that relate to the main idea.
> Look for information in groups or units. Facts often appear together in clumps.
> Look for the way the paragraph is put together. How is the information arranged? Has the writer organized the material in terms of a pattenr that is easy to see?
> Lear to keep an author’s opinions apart from the facts offered in the writing.
> Question yourself as your read. Stop to think and to let facts sink in before you rush on to other information.Ask yourself, “what does that mean?” or “what does that information tell me?” or “whay is this information here?”
> Use the five  W’s when your read in order to ask yourself specific questions about the facts.
1. Ask yourself “Who?” then look for the name of someone of something.
2. Ask yourself “When?” then look for a date (a day, a month year) or a time of day or year.
3. Ask yourself “Where?” then look for words that show a location or name a place.
4. Ask yourself “What?” or “What happened?” then look for some action.
5. Ask yourself “Why?” then look for an explanation of some act or event.
> Think about the kinds of questions someone might ask you about the information you have read. Go back after you have finished to re-read quickly and review any facts you have learned. Try to summarize the important facts in your mind.
MAJOR DETAILS, MINOR DETAILS

> State the main idea in your own words.
> Look only for information that supports the main idea.
> Read quickly over the words or sentences that give information that is not important to the main idea.
> Look for signal words like most importans, first, finally,the facts are and so on.
> Underline the major details when you locate them.BUILDING INFERENCE SKILLS

> Try to read beyond the words. Fill in details and information based on the writer’s suggestions.
> Question yourself as you read “Why is this person doing. What she is doing?” you might ask as you read “What can I do infer from the scene?” supply the answer on the basis of the writer’s hints and you own experience.
> If a writer describes a person, try to understand the person from how she moves, what she says, what she looks like. You can infer things about character from the way a person behaves. Try to build a picture of the person in your mind ; bae your picture on the writer’s description of action and appereance.
> If you find that you cannot easily answer a question about what you have read, remember to use inference skills. Return to the part of reading where you expect the answer. Then see if the writer suggests something that yourself have to supply in clearer terms.HOW TO FORM CONCLUSIONS AND PREDICT OUTCOMES

> Be sure you know the main idea of selection.
> Be sure you understand all the facts or details that the writer gives to support the idea.
> Check on difficult vocabulary. Did you use sentences clues to figure out that manna had something to do with food? (and food supplied as if by a miracle – like the food that came to the Jaws in the wilderness – is called manna).
> Look out for the logic of action. Did you follow the sequence? Did you put events together in the right order of time or place to help you predict what would happen?.
> Look at the way people are described. Can you tell from their personalities – from the way they think and feel – just how they might act?.
> Ask yourself after you read : what will happen as a result of these actions or events?.
> Be careful to buold your conclusion on evidence you find in what you read and not exclusively on your own opinions, like, and dislikes. Of course you need to rely on your own experience to help you figure out how things may happen. But most of your conclusions must be based on what you read in the selection.

EVALUATING IDEAS

> Does the author carefully separate objective fact from opinion?
> Does the passage present the facts completely, specifically, and accurately?
> Does the author seem reliable? Can you see what strengths or experience make the author qualified to write about a topic?
> Does the author make any claims that seem outrageous or unsupportable?
> Does the author make his or her intent or point of view clear?
> Does the author take into account other points of view on the topic?
> Does the author try to appeal more to your emotions or to your reason and common sense?
> Do your emotions get in the way of your ability to judge an author’s statements fairly?
> Does it seem that the author is slanting information in such a way as to prejudice your ideas? Is the author using propaganda?UNDERLINING
A. A Method for Underlining

> Underline only reading material that belongs to you. Do not mark up library books, borrowed books, or books belonging to your school.
> Underlining is a personal process. Your underlining may interfere with other reader’s use and enjoyment of a book.
> Mark the main ideas and the major details differently. Underline the main ideas with a double line, and the major details with a single line. Or use a different color high lighter pen for each.
> Find main idea sentences by following the suggestions in section 5b. Underline the sentences or parts of sentences that state the main idea of a paragraph. If the main idea are only implied, write your own main-idea sentence in the margin.
> Find major details by following the suggestions in section 6b. Underline these major details.
> Circle key words. Use brackets (), asterisks (*), or any other symbol to mark parts that are especially interesting or important to you.
> Write notes or comments to yourself in the margin. The margins are good places to put down your own thoughts as you read. Margin notes can help you connect ideas from different parts of the selection. They can also help you connect a passage with other material you havse read, comments your teacher has made, or your own experience.

B. A Method for Taking Notes
> Find the main ideas following the suggestions in section 5b. Write these main ideas down on notebook paper, starting at the left margin of the paper. You may copy the entire main idea sentence as it appears in the reading, shorten it, or put the idea in your own words. You can even jot down just a few key phrases from the printed text as long as they capture the main idea.
> Find the major details, following the suggestions in section 6b. List them opposite or beneath your notes on the main ideas. Again you need not copy down whole sentences. Phrases or words will do. Your own wording of the printed text will do. As long as your notes, weeks or months later.
> Use abbreviations, but make sure you will be able to understand their meanings when you return to the notes, weeks or months later.
> Add your own comments and thoughts in the margin or in a special section at the bottom of the page. These comments will help you think trough the importance of the material or highlight its relation to other reading you have done.
> You may use a similar method for taking notes during course lectures. Make sure you keep up with the lecture . Don’t get so caught up in taking notes that you stop listening to the lecture. If you find the lecturer getting too far ahead of you, stop writing and start listening. If you skip a few lines, you can always complete your notes later from memory or from a friend’s notes. During lectures, avois fussing over the spelling and ezact wording of your notes. You can always check the dictionary later.OUTLINING

To Make Successful Outlines
> List only main ideas as main headings.
> Relate all subheadings to the main heading they follow.
> Make sure all the headings in a series fit together logically.
> Make sure the headings are clearly different so that they don’t cover the same material. If there is too much overlap you should reorganize the outline.
> Make sure that whenever you break down a heading you have at least two subheadings.
> Include everything important that appears in the selection you are outlining.
> Use whole sentences, phrases, or just single words, as long as the entries convey the information and are easy to understand. If you use sentences, however, you should use sentences throughout the outline.
> Indent all items correctly.
> Put a period after each letter or number.SUMMARIZING

How to Prepare a Summary
> Read carefully the entire passage to be summarized. Make sure you understand all its vocabulary and concepts. Check a dictionary when necessary.
> Underline or list separately the main ideas and major details of the reading.
> Select the main idea of the passage as the most important idea of the summary. This will usually be the first sentence of your summary.
> Rewrite facts and ideas into sentences that show connections amon them. If you combine several facts and ideas in one sentence, make their connections clear. Be careful not to combine information without any logical connection.
> Avoid repeating unnecessary words from the original material. Leave out all but the most important details.
> Present ideas and information in an organized way that reflects the meaning of the original version. Don’t jump suddenly from one point to the next. Use connecting words like first, second, on the other hand, because, and although to show your summary statements fit together.

Be A Good Readers ^^

   MALIN KUNDANG

Once upon a time, on the north coast of Sumatra lived a poor woman and his son. The boy was called Malin Kundang. They didn’t earn much as fishing was their only source of income. Malin Kundang grew up as a skillful young boy. He always helps his mother to earn some money. However, as they were only fisherman’s helper, they still lived in poverty. “Mother, what if I sail overseas?” asked Malin Kundang one day to his mother. Her mother didn’t agree but Malin Kundang had made up his mind. “Mother, if I stay here, I’ll always be a poor man. I want to be a successful person,” urged Malin kundang. His mother wiped her tears, “If you really want to go, I can’t stop you. I could only pray to God for you to gain success in life,” said his mother wisely. “But, promise me, you’ll come home.”

In the next morning, Malin Kundang was ready to go. Three days ago, he met one of the successful ship’s crew. Malin was offered to join him. “Take a good care of yourself, son,” said Malin Kundang’s mother as she gave him some food supplies. “Yes, Mother,” Malin Kundang said. “You too have to take a good care of yourself. I’ll keep in touch with you,” he continued before kissing his mother’s hand. Before Malin stepped onto the ship, Malin’s mother hugged him tight as if she didn’t want to let him go.

            It had been three months since Malin Kundang left his mother. As his mother had predicted before, he hadn’t contacted her yet. Every morning, she stood on the pier. She wished to see the ship that brought Malin kundang home. Every day and night, she prayed to the God for her son’s safety. There was so much prayer that had been said due to her deep love for Malin Kundang. Even though it’s been a year she had not heard any news from Malin Kundang, she kept waiting and praying for him.

After several years waiting without any news, Malin Kundang’s mother was suddenly surprised by the arrival of a big ship in the pier where she usually stood to wait for her son. When the ship finally pulled over, Malin Kundang’s mother saw a man who looked wealthy stepping down a ladder along with a beautiful woman. She could not be wrong. Her blurry eyes still easily recognized him. The man was Malin Kundang, her son.

Malin Kundang’s mother quickly went to see her beloved son. “Malin, you’re back, son!” said Malin Kundang’s mother and without hesitation, she came running to hug Malin Kundang, “I miss you so much.” But, Malin Kundang didn’t show any respond. He was ashamed to admit his own mother in front of his beautiful wife. “You’re not my Mother. I don’t know you. My mother would never wear such ragged and ugly clothes,” said Malin Kundang as he release his mother embrace.

Malin Kundang’s mother take a step back, “Malin…You don’t recognize me? I’m your mother!” she said sadly. Malin Kundang’s face was as cold as ice. “Guard, take this old women out of here,” Malin Kundang ordered his bodyguard. “Give her some money so she won’t disturb me again!” Malin Kundang’s mother cried as she was dragged by the bodyguard, ”Malin… my son. Why do you treat your own mother like this?”

Malin Kundang ignored his mother and ordered the ship crews to set sail. Malin Kundang’s mother sat alone in the pier. Her heart was so hurt, she cried and cried. “Dear God, if he isn’t my son, please let him have a save journey. But if he is, I cursed him to become a stone,” she prayed to the God.

In the quiet sea, suddenly the wind blew so hard and a thunderstorm came. Malin Kundang’s huge ship was wrecked. He was thrown by the wave out of his ship, and fell on a small island. Suddenly, his whole body turned into stone. He was punished for not admitting his own mother.

MATERI BAHASA INGGRIS SMP TENTANG READING

MATERI BAHASA INGGRIS SMP
MATERI I

• Teks Recount

adalah teks yang isinya tentang pengalaman2 atau kejadian2 yang terjadi pada waktu lampau.
Generic Structure:
1. Orientation
2. Events
3. Reorientation
Contoh teks RECOUNT

1) I am used to travelling by air and only on one occasion I have ever felt frightened. After taking off, we flew low over the city. It slowly went high to the sky. But suddenly it turned round and flew back to the airport.(Ini adalah Orientation)
An airhostess told us to keep calm and to get off the plane quietly as soon as it touched down. Everybody on board was worried and we were curious to find out what happened. Later we learnt that there was a very important person on board. Earlier somebody told the police that there was a bomb on the plane. After we landed, the police searched the plane carefully. Fortunately, they did not find a bomb and five hours later we were able to take off again.(Ini adalah Event).
2) I was driving along the coast road when the car suddenly lurched to one side. At first I thought a type had gone but that then I saw telegraph poles collapsing like matchsticks. The rocks came tumbling across the road and I had to abandon the car. There was an earthquake. When I got back to town, there wasn’t much left.
CATATAN :
Dalam teks Recount, Generic Structure nya adalah: Orientation – Events – Reorientation.
Note: ‘Event’ dalam teks Recount boleh satu atau lebih. Dan ‘Reorientation’ adalah optional(boleh ada boleh tidak)
Tenses yang digunakan selalu Past Tense.

• TEKS REPORT

Teks Report adalah teks yang isinya mendeskripsikan sesuatu (binatang/barang/tempat2 umum, dll) secara umum
Contoh Teks Report
1) A library is a place which collects records of what people have thought and done.(Ini adalah General Classification).
It preserves those records, and it ,makes them available to us, so that we can learn about many things. In the world of library, we can entertain ourselves, teach ourselves, and be inspired by the ideas that we might never have dreamed of otherwise.(Ini adalah ‘Description’)
A library has many sections. Commonly, a library has a reading room, a catalogue section, a newspaper and magazine section, books section, and a librarian desk which deals with book circulation. The books are classified based on the subjects, such as fiction, science, psychology, etc. They are arranged on the bookshelves.(Ini adalah ‘Description’).
2) Whales are sea-living mammals. They therefore breathe air but cannot survive on land. Some species are very large indeed and blue whale, which can exceed 30 cm in length, is the largest animal to have lived on earth Superficially, the whale looks rather like a fish, but there are important differences in its external structure: its tail consists of a pair of broad, flat, horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shiny and beneath it lies a layer of fat (blubber). This is up to 30 cm in thickness and serves to conserve heat and body fluids
Teks Report memiliki Generic Structure:
1. General Classification
2. Description.
Tenses yang digunakan adalah ‘Present Tense’.

• PROCEDURE

Teks Prosedur adalah teks yang isinya mengenai langkah-langkah/step bagaimana membuat/ melakukan sesuatu
Contoh PROCEDURE TEXTS
How to Plant a Flower.
(Ini adalah Aim/Goal)
Materials and Tools:
A pail, a flower pot, a water dipper or water hose and a pair of gloves, soil and manure.
Steps:
- Take a pail of soil from the backyard. Mix the soil and the manure.
- Put the mixture in the flower pot.
- Plant tha flower in the flower pot.
- Take some water using the water dipper. Sprinkle the plant
- Put a little soil around the plant
LOOP-THE-LOOP PAPER PLANE .
Materials needed:
A sheet of heavy paper • A pencil • Sharp scissors • A paper clip • Crayons
Method/steps: Here a paper airplane that will fly in circles.
1. first fold the paper in half the long way
2. Then draw an airplane with wings and tail on it.
3. Next draw a line about an inch away from the fold on each side the full length of paper.
4. Then cut out the airplane, but do not cut on the fold.
5. After that spread out the airplane and colour it. You can draw airplane markings near each
wing tip.
6. Next refold your airplane. Now fold each wing down along the time drawn on it.
7. Then add a paper clip to the nose. You can change the way your airplane flies by changing
the wing shape and putting more than one paper clip on the nose.
Keterangan:
Generic Structure Teks Procedure yaitu:
1. Aim/Goal
2. Materials
3. Steps
Tenses yang digunakan adalah Simple Present dalam bentuk Imperative.

• NARRATIVE

Teks naratif adalah teks yang isinya tentang ceritera (fiksi/non fiksi/dongeng/cerita rakyat, dll) dan dalam alur cerita /plotnya selalu disertai dengan puncak masalah/ klimaks cerita (complication) kemudian diikuti dengan penyelesaian masalah (Resolution)

Generic Structures:
1. Orientation
1. Complication
2. Evaluation (optional)
3. Resolution
4. Re orientation
Keterangan:
Orientation: it is about WHO, WHEN, and WHERE the story happened.
Evaluation: it is optional, it is usually used to make the story more interesting.
Complication: it is about the conflict or the big problem of the story. A story can have more than one complication.
Resolution: it is the solutiuon of the problem. It can be a happy or sad ending.
Example:The story of Cinderella, Snow White, Snow Maiden
This is the example :
SNOW MAIDEN
Once upon a time there lived a couple in a village. They had got married for a long
time, but so far they did not have a baby yet. Every single minute they prayed to God, begged for a baby, but it never came true
Oneday, they went to snow mountain. They made a girl from snow and they dressed
her beautifully. When it got dark, they decided to go home and left the snow girl alone. The following morning, someone knocked the door. “Any body home?”, she said. The old women inside opened the door and asked, “Who are you?” The girl said “I’m Snow Maiden, your daughter”. The old woman was surprised and happy. “Oh really? Thanks God! Come in, please!” Since that meeting, they lived happily. Snow Maiden was beautiful, kind, diligent and helpful. Her parents and all of her friends loved her very much
Oneday, Snow Maiden played with her friends. They played fire. At first, Snow
Maiden just looked at their play. Suddenly, her friends asked her to jump on the fire. Of course she refused it because one thing that made her afraid was the fire. It’s because Snow Maiden was made of snow, so she should avoid the fire. But her friends kept on forcing her to jump on. Finally, she could not do anything then she did it. She jumped on the fire and she melted. Her friends was so sorry about this, they cried and cried hoping Snow Maiden could live again, but it was useless. Snow Maiden would not be back anymore
Her mother tried to entertain Snow Maiden’s friends and asked them to make a new Snow Maiden. They went to a snow mountain and started making it. They expected to have the new Snow Maiden. Days passed but their dreams never came true. Poor them

• DESCRIPTIVE

Teks Deskriptif adalah teks yang isinya mendiskripsikan tentang sesuatu hal (benda/ orang/ tempat/ binatang, dll) secara spesifik / detail.
Generic Structure
1. Identification
2. Descriptions
Example:
Ben has a dog. Its name is Brownie. It’s brown. Brownie has black round eyes and big ears. Ita’s got thick fur especially around its tail. This dog doesn’tq like bones or meat. Everyday, it eats rice and fried fish. If you go to Jakarta, you can visit the Imax Theatre where you can see many shows.( Ini adalah Identification)
It is located in TMII complex, East Jakarta. Many people call it “Keong Mas� because the building has a shape like a snail. It looks amazing. The shape makes this place unique. It also has a large parking area. Besides, you can find a beautiful garden at the front of this building.
apa yang dimaksud GENRE ?
Genre adalah jenis teks.
Untuk level SMP, Genre yang harus dipelajari terdiri dari teks Narrative, Recount, Descriptive, Procedure dan Report.
Keterangan :
Jadi, pembelajaran bahasa Inggris sekarang ini berdasarkan pada jenis teks(Genre), bukan lagi Tema seperti dulu. Artinya, pembelajaran saat ini lebih menitikberatkan pada pemberian kemampuan berbahasa atau ‘lifeskill’ kepada siswa, sehingga mereka dapat survive dalam kehidupan bermasyarakat dan dapat menerapkan dalam kehidupan siswa.
Sebelum mempelajari Genre, segala pengetahuan kebahasaan (Grammar dan Vocab) harus dipelajari agar siswa mampu bermonolog dan menulis sesuai dengan Genre yang akan diungkapkannya.
CONTOH CONTOH JENIS TEKS
1. RECOUNT
Earthquake
I was driving along the coast road when the car suddenly lurched to one side.
At first I thought a tyre had gone but then I saw telegraph poles collapsing like matchsticks.
The rocks came tumbling across the road and I had to abandon the car.
When I got back to town, well, as I said, there wasn’t much left.
Note:
that young writers often indicate temporal sequence with ‘ and then, and then, and then’, Alternatives can be modelled and used when the teacher and students jointly construct Recounts.
2. REPORT
Whales
Whales are sea-living mammals . They therefore breathe air but cannot survive on land. Some species are very large indeed and the blue whale, which can exceed 30m in length, is the largest animal to have lived on earth. Superficially, the whale looks rather like a fish, but there are important differences in its external structure: its tail consists of a pair of broad, flat, horizontal paddles (the tail of a fish is vertical) and it has a single nostril on top of its large, broad head. The skin is smooth and shiny and beneath it lies a layer of fat (blubber). This is up to 30 cm in thickness and serves to conserve heat and body fluids.
3. NEWS ITEM TEXT
Town ‘Contaminated’
Moscow – A Russian journalist has uncovered evidence of another Soviet nuclear catastrophe, which killed 10 sailors and contaminated an entire town.
Yelena Vazrshavskya is the first journalist to speak to people who witnessed the explosion of a nuclear submarine at the naval base of shkotovo – 22 near Vladivostock.
The accident, which occurred 13 months before the Chernobyl disaster, spread radioactive fall-out over the base and nearby town, but was covered up by officials of the then Soviet Union. Residents were told the explosion in the reactor of the Victor-class submarine during a refit had been a ‘thermal’ and not a nuclear explosion. And those involved in the clean up operation to remove more than 600 tonnes of contaminated material were sworn to secrecy.
A board of investigators was later to describe it as the worst accident in the history of the Soviet Navy.
4. NARRATIVE TEXT
Snow White
Once upon a time there lived a little girl named Snow White. She lived with her Aunt and Uncle because her parents were dead.
One day she heard her Uncle and Aunt talking about leaving Snow White in the castle because they both wanted to go to America and they didn’t have enough money to take Snow White.
Snow White did not want her Uncle and Aunt to do this so she decided it would be best if she ran away. The next morning she ran away from home when her Aunt and Uncle were having breakfast. She ran away into the woods.
She was very tired and hungry.
Then she saw this little cottage. She knocked but no one answered so she went inside and fell asleep.
Meanwhile, the seven dwarfs were coming home from work. They went inside. There they found Snow White sleeping. Then Snow White woke up. She saw the dwarfs. The dwarfs said, what is your name? Snow White said, ‘My name is Snow White’.
Doc said, ‘If you wish, you may live here with us”. Snow White said, ‘Oh could(I) ?.Thankyou’. Then Snow White told the dwarfs the whole story and Snow White and the 7 dwarfs lived happily ever after.
5. PROCEDURE TEXT
The Hole Game
Materials needed:
Two players
One marble per person
A hole in ground
A line (distance) to start from
Method:
1. First you must dub (click marbles together).
2. Then you must check that the marbles are in good condition and are nearly worth the same value.
3. Next you must dig a hole in the ground and draw a line a fair distance away from the hole.
4. The first player carefully throws his or her marble towards the hole.
5. Then the second player tries to throw his or her marble closer to the hole than his or her opponent.
6. The player whose marble is closest to the hole tries to flick his or her marble into the hole. If successful, this player tries to flick his or her opponent’s marble into the hole.
The person flicking the last marble into the hole wins and gets to keep both marbles.
6. DESCRIPTIVE TEXT
Natural Bridge National Park
Natural Bridge National Park is a luscious tropical rainforest.
It is located 110 kilometres south of Brisbane and is reached by following the Pacific Highway to Nerang and then by travelling through the Numinbah Valley. This scenic roadway lies in the shadow of the Lamington National Park.
The phenomenon of the rock formed into a natural ‘arch’ and the cave through which a waterfall cascades is a short 1 kilometre walk below a dense rainforest canopy from the main picnic area. Swimming is permitted in the rock pools. Night-time visitors to the cave will discover the unique feature of the glow worms.
Picnic areas offer toilets, barbecues, shelter sheds, water and fireplaces; however, overnight camping is not permitted.