Now, you can browse learn about narrative text here. You can find the definition, generic structure, purpose, and the tenses that is used in the narrative text. So, enjoy learning guys! :)
Now, you can browse learn about narrative text here. You can find the definition, generic structure, purpose, and the tenses that is used in the narrative text. So, enjoy learning guys! :)
Power point ini tentang materi analytical exposition text. Termasuk pengertian, fungsi sosial, struktur teks dan tata kebahasan yang digunakan dalam analytical exposition text.
Power point ini tentang materi analytical exposition text. Termasuk pengertian, fungsi sosial, struktur teks dan tata kebahasan yang digunakan dalam analytical exposition text.
a narrative (or story) is any report of connected events, presented in a sequence of written or spoken words, and/or in a sequence of (moving) pictures
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
2. Standard Competence
Writing
12. Mengungkapkan makna dalam teks tulis
fungsional dan esei pendek sangat
sederhana berbentuk narrative dan report
untuk berinteraksi dalam konteks
kehidupan sehari – hari.
3. Basic Competence
12.2. Mengungkapkan makna dan langkah retorika
dalam esei pendek sangat sederhana dengan
menggunakan ragam bahasa tulis secara akurat,
lancar dan berterima untuk berinteraksi dalam
konteks kehidupan sehari - hari dalam teks
berbentuk narrative.
4. Objectives of the Lesson:
• 75% of all students are able to understand the
content of narrative and answer correctly 3 of 4
the questions related to the text given.
• 75% of all students are able to understand the
purpose, the generic structure, and the
lexicogrammatical feature of narrative text by
correctly identify 3 of 5 narrative texts.
• 75% of all students are able to write narrative.
8. The Smartest Parrot
Orientation
Once upon time, a man had a wonderful
parrot. There was no other parrot like it.
Questions
Who are the main characters involved in the story?
What is the purpose of the text?
When did the story happen?
Where did the story happen?
9. The parrot could say every word,
except one word. The parrot would
not say the name of the place where it
was born “Catano”.
10. Complication
The man felt excited having the smartest
parrot but he could not understand why
the parrot would not say Catano. The
man tried to teach the bird to say
Catano.
11. At the first, the man was very nice to the
bird but then he got very angry. “You
stupid bird!” pointed the man to the
parrot. “Why can’t you say the word? Say
Catano! Or I will kill you” the man said
angrily.
12. Although he tried hard to teach, the
parrot would not say it. Then the man
got so angry and shouted to the bird
over and over; “Say Catano or I’ll kill
you”. The bird kept not to say the word
of Catano.
13. One day, after he had been trying so
many times to make the bird say
Catano, the man really got very angry.
He could not bear it. He picked the
parrot and threw it into the chicken
house.
14. There were four old chickens for next
dinner “You are as stupid as the
chickens. Just stay with them” Said the
man angrily. Then he continued to
humble; “You know, I will cut the
chicken for my meal.
15. Next it will be your turn, I will eat you
too, stupid parrot”. After that he left the
chicken house.
Resolution
The next day, the man came back to the
chicken house.
16. He opened the door and was very
surprised. There were three death
chickens on the floor. At the moment,
the parrot was standing proudly and
screaming at the last old chicken; “Say
Catano or I’ll kill you”.
17. 1. Who are the main characters
involved in the story?
2. What is the purpose of the text?
3. When did the story happen?
4. Where did the story happen?
Questions
18. Arrange These Paragraph in Order!
The Bear and The Rabbit
Once upon a time, there lived a bear and a rabbit.
The rabbit is a good shot. In contrary, the bear is
always clumsy and could not use the arrow.
19. However the bear did not want the rabbit to
get any of the meat. The rabbit could not
even taste the meat. The poor rabbit would
have to go home hungry after his hard day's
work.
The bear was the father of five children.
Fortunately, the youngest child was very
kind to the rabbit. The mother bear always
gave
20. him an extra large piece of meat but the
youngest child did not eat it. He kicked the
meat toward the rabbit's house. In this way,
the poor rabbit would get his meal.
He went with the bear and shot enough
buffalo to satisfy the hungry family. Indeed
he shot and killed so many that there were
lots of meats left.
21. One day, the bear called over the
rabbit and asked the rabbit to take his
bow and arrows.
23. Once upon a time there was a girl called Cinderella. She lived
with her stepsisters. They were very bossy. They made
Cinderellado all the housework.
Cinderella
Read and Analyze the Generic
Structure of this Text!
24. One day an invitation to the ball came to the family. Her
stepsisters wouldnot let her go. Cinderella was sad because she
wantedto go to the ball too. Her stepsisters went to the ball
without her.
25. Fortunately, the fairy Godmother came and helped her to get to
the ball. At the ball, Cinderella dance with the prince. The
prince fell in love with her then married her. They lived happily
ever after.
26. Fun Learning Activity!
1.There (is) a girl called Cinderella.
2.She (live) with her stepsisters.
3.They (are) very bossy.
4.They (make) Cinderella do all the
housework.
5.One day an invitation to the ball (come)
to the family.
was
lived
were
made
came
27. 6. Cinderella (is sad) because she wanted to
go to the ball too.
7. Her stepsisters (go) to the ball without
her.
8. The fairy Godmother (come and help)
her to get to the ball.
9. The prince (fall) in love with her then
married her.
10. They (live) happily ever after.
Was sad
went
Came and helped
fell
lived
28. Narrative text is a text which contains about
story and its plot consists of climax of the
story then followed by the resolution
What is narrative text?
29. To amuse, entertain, and do deal with actual
or vicarious experience in different ways
Social function
30. Orientation
Introducing the participants and
informing the time and the place
Complication
Describing the rising crises which the
participants have to do with
Resolution
Showing the way of participant to solve
the crises, better or worse
Generic structure
31. Focus on specific
and usually
individualized
participants
Use of material
processes
Use of relational
processes and
mental processes
Use of temporal
conjunctions, and
temporal
circumstances
Use of past tense
Lexicogrammatical features
