KUMPULAN JENIS TEXT BHS INGGRIS

REPORT TEXT
Information reports are used to present information about something. They generally describe an
entire class of things, whether natural or constructed: mammals, the planets, rocks, plants,
computers, countries of the region, transport, and so on.
Structure
Information reports are usually organised to include:

a general statement identifying the subject of the information report, perhaps defining and
classifying it;
description (bundles of information relating to, for example, features, behaviour or
types).

Grammar
Common grammatical patterns of an information report include:

use of general nouns, eg hunting dogs, rather than particular nouns, eg our dog;
use of relating verbs to describe features, eg Molecules are tiny particles;
some use of action verbs when describing behaviour, eg Emus cannot fly;
use of timeless present tense to indicate usualness, eg Tropical cyclones always begin
over the sea;
use of technical terms, eg Isobars are lines drawn on a weather map;
use of paragraphs with topic sentences to organise bundles of information;
repeated naming of the topic as the beginning focus of the clause.

THE EXAMPLE
The Pelican Report

General statement

Pelican is part of the bird family. Its The only kind in Australia

Description

Pelicans have a big bill with a pouch. Most pelicans have white
body feathers. All pelicans have short legs. Most Pelicans have
large webbed feet. Most Pelicans live around the coast. Pelicans
eat crustaceans, crabs, fish and shrimps. Pelicans fly with their
head back. Pelicans lay two, three or four white eggs. They take

thirty five days to hatch. Pelicans can weigh u

Taken from Board of Studies NSW, English K-6 Module, NSW

THE EXERCISES
EXERCISE 1
Answer the following questions correctly by reading the text below.
1)

What does the writer tell on the report?

2)

What are the characteristics of shark?

3)

What is gills?

4)

What is the function of cartilage?

5)

What are the differences between harmless sharks and harmful sharks?

6)

Why do sharks still keep moving when it is asleep?

7)

What is the main idea of the last paragraph

Shark Report
A shark is a type of fish that lives in the sea. It is one of the largest sea creatures.
There are over 350 species. A shark is shaped like a torpedo. It has rough skin
like sandpaper. Instead of bones it has elastic cartilage which helps them to move
easily. It can grow up to 8metres.
Sharks are found in all oceans around the world. The type of shark found will
depend on the waters temperature. A shark has to keep moving when it is asleep
because it will either sink or suffocate. It has to keep moving because it needs to
breathe through its gills to keep alive.
When sharks are hungry, they look for food. Different sharks eat different food.
Harmless sharks eat plankton but harmful sharks eat meat.
Sharks have up to forty two babies (which are called pups) at a time. When the
pups are born, they leave straight away because the mother shark does not have
teats. Some sharks have their pups in different ways, some lay eggs while others
have them alive. When they are born they need to defend themselves because
they have no one to help them.
Taken from Board of Studies NSW, K-6 English Module NSW.1998

EXERCISE 2
Here are the characteristics of sharks mentioned above. State whether they are true or false
and give reason.
1)

. Sharks can be found in the ocean only.

2)

. Shark is the largest animal in the world.

3)

. Sharks have more than 40 babies at a time.

4)

. Sharks lay eggs to have their pups.

5)

. Sharks have not more than 350 species.

EXERCISE 3
Answer the following questions based on the data of the report above.
1)

In what paragraph can you find the general information about the report text of shark?

2)

Where can you find the description of shark?

3)

What features/descriptions are mentioned in the text?

4)

Can you find noun groups from the text? What are they?

Text : RECOUNT
Recounts tell what happened. The purpose of a factual recount is to document a series of events
and evaluate their significance in some way. The purpose of the literary or story recount is to tell
a sequence of events so that it entertains. So, its purpose is to inform or entertain by retelling past
events or experience. The types of recount can be personal, factual and imaginative recount.
Structure
Recounts are organised to include:

an orientation providing information about who, where and when;

a record of events usually recounted in chronological order;
personal comments and/or evaluative remarks, which are interspersed throughout the
record of events;
a reorientation, which rounds off the sequence of events.

Grammar
Common grammatical patterns of a recount include:

use of nouns and pronouns to identify people, animals or things involved;

use of action verbs to refer to events;
use of past tense to locate events in relation to speakers or writers time;
use of conjunctions and time connectives to sequence the events;
use of adverbs and adverbial phrases to indicate place and time;
use of adjectives to describe nouns

THE EXAMPLE OF RECOUNT

Title

OUR TRIP TO THE BLUE MOUNTAINS

On Friday we went to the Blue Mountains. We stayed at David

Orientation

Record of
events

Reorientation

and Delias house. It has a big garden with lots of colourful

flowers and a tennis court.

On Saturday we saw the Three Sisters and went on the scenic

railway. It was scary. Then Mummy and I went shopping with
Delia. We went to some antique shops and I tried on some old
hats.

On Sunday we went on the Scenic Skyway and it rocked. We saw

cockatoos having a shower. In the afternoon we went home.

Taken from Board of Studies NSW, English K-6 Modules. NSW:

109

THE EXERCISES

EXERCISE 1
Read the text carefully then answer the questions that follow.

An Excursion to the Botanic Gardens

On Thursday 24 April we went to the Botanic Gardens. We walked down and
boarded the bus.
After we arrived at the gardens we walked down to the Education Centre. Year
Three went to have a look around. First we went to the First Farm and Mrs. James
read us some of the information. Then we looked at all the lovely plants. After that
we went down to a little spot in the Botanic Gardens and had morning tea.
Next we did sketching and then we met back at the Education Centre with Year
Four to have lunch. Soon after it was time for us to go and make our terrarium
while Year Four went to have their walk.
A lady took us in to a special room and introduced herself, then she explained what
we were going to do. Next she took us in to a pyramid terrarium and another one.
It was most interesting. Later we went back and made our terrariums.
Soon after we had finished we went back outside and met Year Four. Then we
reboarded the bus and returned to school.

Taken from Board of Studies NSW. K-6 English Module. NSW.1998

Choose the correct answer for the following questions.

1)

What is the purpose of the text?

(A) to inform about the experience of trip to the Botanic garden

(B) to describe about the Botanic garden
(C) to explain how to trip to the Botanic garden
(D) to persuade the reader to visit the Botanic garden
(E) to present the beauty of the Botanical garden
2)

On Thursday 24 April we went to . This paragraph is called

(A) records of event

(B) orientation

(C) reorientation
(D) conclusion
(E)

arguments

3)

In what paragraph can you find the records of events?

(A) paragraph 1, 2, 3
(B) paragraph 2,3,4
(C) paragraph 3,4,5
(D) paragraph 1,3,5
(E)

paragraph 2, 4, 5

4)

What sentence is the reorientation of the text?

(A) On Thursday 24 April

(B) After we arrived at the garden we walked
(C) Next we did sketching and
(D) A lady took us into a special
(E)

Soon after we had finished we went

5)

After, First, then, Next are called

(A) preposition
(B) imperatives
(C) time connectives/conjunction
(D) subjunctives

(E)

pronoun

EXERCISE 2
Read the recount text above to answer the questions below:
1)

What does the writer tell about?

2)

Who went to the Botanical Garden?

3)

How many places/parts of the garden did they visit? Mention.

4)

Where did they have morning tea?

5)

It was most interesting. (paragraph 5). What does it refer to?

6)

What are stated in the orientation paragraph in the text?

7)

List the noun and pronoun of the text.

8)

What are the conjunctions to show chronological order of the event?

EXERCISE 2
Decide whether the following statements true (T) or false (F).

1)

T F There are three classes (grades) joining a trip to the Botanical garden.

2)

T F They went and returned to school together.

3)

T F They have lunch at the Education Centre.

4)

T F All grades visited the same places in the garden.

5)

T F First Farm is the most interesting place.

Text : NARRATIVE
Narratives construct a pattern of events with a problematic and/or unexpected outcome that
entertains and instructs the reader or listener. Narratives entertain because they deal with the

unusual and unexpected development of events. They instruct because they teach readers and
listeners that problems should be confronted, and attempts made to resolve them. Narratives
incorporate patterns of behaviour that are generally highly valued.
Structure
Narratives are usually organised to include:

Orientation this stage alerts the listener and/or reader to what is to follow, usually by
introducing the main character/s in a setting of time and place.
Complication in this stage a sequence of events, which may begin in a usual pattern, is
disrupted or changed in some way so that the pattern of events becomes a problem for
one or more of the characters, eg a visit to a deserted house becomes a serious problem
for the narrator when he finds himself locked in a house where there is no handle to the
door. The events are evaluated by the character/s, thus making it clear to the
reader/listener that a crisis has developed, eg I was terrified when the door slammed
shut. How was I going to get out? There was no handle on the inside and nobody knew
where I was. My heart was racing and I felt sick with fear as I banged on the door.
Resolution the problems of the complication are resolved or attempted to be resolved
in the resolution. A pattern of normalcy is restored to the events, but the main character/s
has changed as a consequence of the experience.
Coda this stage is optional. It makes explicit how the character/s has changed and
what has been learned from the experience.

Grammar
Common grammatical features of narrative texts include:

use of particular nouns to refer to or describe the particular people, animals and things
that the story is about;
use of adjectives to build noun groups to describe the people, animals or things in the
story;
use of time connectives and conjunctions to sequence events through time;
use of adverbs and adverbial phrases to locate the particular incidents or events;
use of past tense action verbs to indicate the actions in a narrative;
use of saying and thinking verbs to indicate what characters are feeling, thinking or
saying.
Use direct and indirect speech
Use pronoun to track subject
Use complex verbal groups, for example started to live, started making

THE EXAMPLE OF NARRATIVE TEXT

Orientation
SNOW MAIDEN
includes setting
and introduces

main character
Complication
Resolution

Once upon a time there were an old man and old woman lived in a small
village in Russia. They didnt have any children and they were very sad about
that.

coda
One New Years Eve they decided to make a daughter from snow. The girl
was beautiful and she looked alive. The old man and the old woman dressed
her in a dress and then they returned home to sleep. The next morning they
heard a knock at the door. The old man opened the door and saw a girl. Who
are you? asked the old man. Im your daughter Snow Maiden, answered
the girl.

The old man and the old woman were very happy and they all started to live
together. Snow Maiden helped her parents do everything but she couldnt go
near the stove or she would melt. All the other children in the village loved
Snow Maiden because she was very kind.

The spring came. All the children wee happy and they sang, danced and
played. They made a fire and began to jump over it. But only Snow Maiden
didnt jump. She was afraid of fire, but the children shouted to her, Jump!
Jump! and as she jumped she became a cloud. The other children started to
cry but the old woman said to them, Dont cry when winter comes, Snow
Maiden will return.

From that moment every winter children started making girls from snow and
waiting for them to come alive.

So if you want something very much, just wish for it. Perhaps your wish will
come true.

THE EXERCISE

Read the text carefully to answer the questions.

THE WEIRD HAUNTED HOUSE
A long time ago, in 1955 in Canada, there was a haunted house. In it lived a fat ghost. The ghost
would scare away whoever went into the huge, haunted house.
Down the road live two boys. The oldest boys name was Jim. He was a tall, thin, serious boy
aged 15, with hairy arms and legs. He loved going on outings. The other boys name was
Arnold. He was a small, fat, funny boy aged 13. When I say funny I mean this person laughs a
lot and tells jokes.
One day Jim asked Arnold if he wanted to go to the haunted house. Arnold said, Youre
joking. But Jim wasnt because he was a serious boy. Arnold said, All right. So they went up
to the road. It was weird because where the boys lived it was sunny, but when they were in the
front yard of the haunted house it was raining and dark.

Jim and Arnold heard a womans scream. Arnold was terrified and ran to the gate but the gate
didnt open. Arnold said, There is someone trying to scare us off but she or he wants us to get
out of the hard way. Jim said, Lets go, we cant stand here all day dong nothing. Jim
knocked on the door. It opened by itself. Arnold thought it was a ghost that opened the door so
he pretended he had a machine gun, but Jim said it was already open.
They went in and heard an organ playing in the music room. The boys knew that it was playing
by itself so they didnt go into the music rooms. They went upstairs instead. They went into a
bedroom. In the bedroom they found a dead body moving around, It was a ghost moving the
woman around, said Jim.
Arnold and Jim were so frightened that they went quickly down the stairs, out of the haunted
house and climbed over the gate and ran home. Jim said, Do you want to go back to the
haunted house? Arnold said, You mean it? and Jim said, Only kidding. Arnold was happy
because Jim for once didnt mean what he said.
Today the boys wonder if the ghost still kills people.
1. The passage is about
(A)

why the house is called haunted house

(B)

how the haunted house built

(C)

how Jim and Arnold built the house

(D)

Jim and Arnolds adventure to the haunted house

(E)

the ghost in the haunted house

2. The word haunted house means

(A)

The house that is visited by ghosts regularly

(B)

The house that produces ghosts

(C)

A beautiful house

(D)

The house that is visited by many people

(E)

The house that is none there

3. What is the type of the text?

(A)

recount

(B)

narrative

(C)

report

(D)

review

(E)

exposition

4. What is the communicative purpose of the text?

(A)

to describe the house

(B)

to tell the factual information of the house

(C)

to share an amusing story to the reader

(D)

to present the history of haunted house

(E)

to tell the reader about the haunted house

5. Who are the main characters?

(A)

Jim and the dead body

(B)

Arnold and Jim

(C)

Arnold and the ghosts

(D)

Jim and the woman

(E)

The ghosts and the woman

6. Where and when did the story happen?

(A)

in Canada in 1995

(B)

in Canada in 1855

(C)

in Canada in 1755

(D)

in Canada in 1985

(E)

in Canada in 1955

7. A long time ago in 1955 in Canada there was a haunted house (par.1). This paragraph is
called
(A)

orientation

(B)

complication

(C)

resolution

(D)

coda

(E)

conclusion

8. How does the complication start?

(A)

The days is getting dark and rainy

(B)

Jim asked Arnold to go to the haunted house

(C)

Jim and Arnold heard the womans scream

(D)

Jim and Arnold heard an organ playing in the music room

(E)

Jim and Arnold were frightened and went down stairs

9. Arnold and Jim were so frightened that they went quickly down the stairs (par.6). This part
of the text is called
(A)

orientation

(B)

complication

(C)

resolution

(D)

coda

(E)

conclusion

10. Today the boys wonder if the ghost still kills people (last paragraph). This paragraph is called

(A)

orientation

(B)

complication

(C)

resolution

(D)

coda

(E)

conclusion

11. Which of the following chain words which build the topic information?
(A)

joke, funny, haunted

(B)

haunted, ghost, scare

(C)

small, huge, haunted

(D)

house, funny, fat

(E)

happy, frightened, house

12. The word weird can be replaced by

(A)

strange

(B)

dirty

(C)

natural

(D)

scary

(E)

silent

13. The following statements make Jim and Arnold feel scary except

(A)

a womans scream

(B)

the door opened by itself

(C)

dead body moving around

(D)

the organ was played by itself

(E)

it was raining and dark

14. Which of the following sentences use reported speech?

(A)

There was a haunted house in Canada in 1955

(B)

One day Jim asked Arnold if he wanted to go to the haunted house.

(C)

The boys knew that it was playing by itself.

(D)

Jim knocked on the door.

(E)

Arnold was terrified and ran into the gate.

15. Which of the following sentences use passive voice?

(A)

The organ was played by someone.

(B)

Jim said it was already open.

(C)

Arnold and Jim were so frightened that they went quickly.

(D)

Jim knocked on the door.

(E)

Arnold thought it was a ghost that opened the door

GIVING ANNOUNCEMENT
Announcement is aimed at giving information to certain people, usually about what happening or
what will happen. The most common announcement are at the public places like airport, school,
mall, cinema, etc.
Here are the stages for giving the announcement:
1. Opening
o Greeting or Asking attention

Good morning/afternoon/evening/; attention, please..; this is an announcement.

Addressing (to whom the announcement is)

Dear participants ; To all students ; Announcement for all passengers ; Should Mrs. Lim;
2. Giving announcement (usually instruct someone to do something)
Be clear, in details, simple and effective sentence/no repetition;
For example:

Were about to landing preparation. Please fasten your seatbelt.

Should Mr. Harris here, come to the information desk.
Come to the second floor. Big sale for all mens wear

3. Closing (indicate that you end the announcement or finish)

Thank you. (the most common closing expression)
Enjoy your flight. etc

EXPRESSING POSSIBILITY AND IMPOSSIBILITY

To say that something is possible, probable and impossible, use the following expressions:
POSSIBILITY
NEUTRAL
Its possible/probable

Its likely
I expect
It may be
It could/might/may be

It is/looks/seems
possible.

INFORMAL
FORMAL
Could be
I think theres
If you ask me,
possibility
It looks as if
I believe
You can be sure
Theres always
possibility of
Theres a good chance
I reckon
Its more than likely
Its reasonable to
I bet

believe

IMPOSSIBILITY

NEUTRAL
I dont think

INFORMAL
Probably not.

FORMAL
Its very doubtful

Its not likely

I dont expect
Its not probable
Its unlikely
Its impossible

Impossible.
Perhaps not.
May be not.
No way.
Surely not.
Not a chance.

Its extremely
unlikely/improbable
I think theres absolutely no
possibility of
I think theres very little
chance of ..

Look at the example:

Jimmy : Is there a chance that well win the football match?
Alex

: Of course there is a chance. We are one of the ten best teams in the district.

Jimmy : Is it possible coz our rival is the first place?

Alex

: Well, theres possibility of being the winner. Dont be discouraged.

THE EXERCISES
EXERCISE 1
Answer the following questions by choosing the correct option.
1)
Bella

Mike

: are you sure to come to Dinas party tonight?

: Probably, Im not sure.

The underlined sentence means

(A) disagreement
(B) displeasure
(C) certainty
(D) uncertainty
(E) disappointed

2)
Tom

Marry :Tom, do you think that we can finish this project by today?
: I have no doubt that we can finish it in time.

The underlined sentence means

(A) agreement
(B) disagreement
(C) certainty
(D) uncertainty
(E) impossibility

3)

Betty

:Id like to go to the cinema tonight, will you join me?

Charlie : . Its great.

(A) I dont think Ill go with you
(B) Sure, Im really looking forward to seeing it
(C) I think I have the qualification to see it
(D) Oh really, but I dont like it
(E) Id love to, but I have something to do.

EXERCISE 2
State whether the followings are possible or impossible.
1)

. A man can survive in a jungle without any help.

2)

. A fat guy cannot run fast.

3)

. Flowers can grow inside the house.

4)

. People can live without sun.

5)

. Students do not need to wear uniform to school.

6)

. Expensive dress must be durable.

7)

. A house can be built in a week.

8)

. Riding car shows being a rich person.

9)

. Being diligent must be successful.

10) . Most smokers suffer from lung cancer.

From the statements above, make and practice dialogue with your friends by applying the
expressions of possibility and impossibility
..
..
..
..
..
.
.
..
..
..

Text : PROCEDURE
Procedures tell how to do something. This might include instructions for how to carry out a task
or play a game, directions for getting to a place, and rules of behavior.

A procedure is usually organized to include:

the goal of the activity;

any materials needed to achieve the goal;
steps to accomplish the goal.

Some procedures have optional stages such as explaining reasons for a step, providing alternative
steps, giving cautions, or mentioning possible consequences. Directions, rules and spoken
procedures will have a slightly different structure from those which give instructions to make
something.
Common grammatical patterns of a procedure include:

the use of commands (i.e. the imperative form of the verb), e.g. put, dont mix;
the use of action verbs, e.g. turn, pick up, dont run;
the use of precise vocabulary, e.g. whisk, lukewarm;
the use of connectives to sequence the actions in time, e.g. then, while;
the use of adverbials to express details of time and place, manner, and so on, e.g. for five
minutes, 2 centimeters from the top, carefully.

THE EXAMPLE OF PROCEDURE

How to Make a Cardboard Photo Frame

Goal
Materials/equipment Equipment needed:
Steps:
- In chronological
order
- All necessary steps
included

Cardboard, paper, string etc

Photo
Glue
Paint
Sticky tape
Ruler

Steps:
1. Find photo.
2. Measure up frames.

3. Cut out first frame.

4. Cut out second frame so that the first frame can fit on top without
slipping through.
5. Make the third frame with the same overlap.
6. Paint the frame in different ways.
7. Attach stand or handle.

Taken from Board of Studies, Engish K-6 Module, NSW.1998:218

THE EXERCISES

EXERCISE 1

PATTY CAKES
Ingredients
3 tablespoons butter
1 cup of self raising flour
1 egg
teaspoon vanilla
pinch salt
cup milk

Method
1.
2.
3.
4.
5.
6.
7.
8.

Beat butter and sugar to a cream

Add lightly beaten egg and vanilla. Beat well.
Stir flour and salt together.
Fold in dry ingredients alternately with milk and mix well.
Drop heaped teaspoonfuls of mixture into well-greased patty tins or papers.
Bake in a moderate oven for 10 to 15 minutes.
Cool on a wire rack.
Ice with butter icing

Servings
Makes about 12

(Taken from Text Types. A writing Guide for Students. Townsend, Ann. 2006)

Answer the following questions correctly by reading the procedure above.

1)

What does the text tell about?

(A) describe about patty cakes

(B) how to make patty cakes
(C) tell the story of patty cakes
(D) give information about buying patty cakes
(E)

what the patty cakes for

2)

What do you need to make patty cake?

(A) butter, flour, garlic, vanilla, salt, sugar

(B) butter, milk, onion, salt, vanilla, egg
(C) vanilla, flour, salt, butter, egg, milk
(D) vanilla, noodle, salt, milk, egg, flour

(E) milk, egg, flour, sugar, butter, vanilla

3)

What will you do after all ingredients mixed well?

(A) cool on a wire rack

(B) bake in an oven about 15 minutes
(C) add flour and salt
(D) fold in dry ingredients with milk
(E) drop heaped teaspoonfuls into patty tins or papers
4)

How many minutes do you need to bake the cake in the oven?

(A) 10 to 15 minutes
(B) 20 minutes
(C) 25 to 30 minutes
(D) 30 to 45 minutes
(E) an hour

5)

What is the writers suggestion to serve the patty cakes?

(A) serve with chocolate chips

(B) those ingredients make 12
(C) keep in cool and icy place
(D) eat patty cake right after taking out from the oven
(E) only 12 people may eat the patty cake

EXERCISE 2
1) List the verbs used in the text above.
2) List the noun mentioned in the text above.
3) Classify them in the table below

VERBS (IMPERATIVES)

NOUNS

EXERCISE 3
Rearrange the sentences below into correct good procedure text.
How to Make Jelly
1)

Put it in the refrigerator until it sets (at least two hours)

2)

Sprinkle the flavored jelly crystals into a bowl.

3)

Add 250mls of cold water and stir.

4)

Remove the jelly from the refrigerator and serve.

5)

Pour the jelly into a dish or jelly mould.

6)

Add 250mls of boiling water and stir with a whisk until dissolved.

How to Recycle Aluminum Cans

1)

Make sheets into new aluminum cans

2)

Roll the ingots into sheets.

3)

Collect the aluminum cans.

4)

Grind the cans into small metal chips.

5)

Send the sheets to aluminum can factories.

6)

Melt the small metal chips and turn them into ingots.

7)

Take the cans to a factory

To Find Out Evaporation

1)

Measure the water level in both beakers.

2)

Fill two beakers with the same amount of water.

3)

Put a foil cover over one of the beakers.

4)

Mark the water level on the outside of each beaker.

5)

Leave both beakers in a warm place for a few days.

6)

Write down the results.

EXERCISE 4
Here is the text of making a sandwich. Read the text carefully then rewrite it into the text
format as the example. The orders are goal, ingredients/materials, and steps/methods.

Do you know how to make sandwich? Well, first of all, take two slices of bread, and spread them
with butter or margarine. Then put anything that you like on top f the bread on one slice; you can
have a fried egg, omelet, some strawberry jam (or any kind of jam), chocolate sprinkles, a slice
of cheese, a sausage, or something else. After that, join the two slices of bread together, and your
sandwich is ready.