1. purpose of recount text_generic structure
2. language features of recount text
3. example of the text_with generic structure_language features
4. some assignments
5. language feature : simple past tense
The document is about a lesson plan for an 8th grade English class. It focuses on descriptive and recount texts. Students will listen to and respond to short, simple descriptive and recount monologues to interact with their environment. They will analyze the generic structure and language features of recount texts, including orientation, events in chronological order, and reorientation. As an example, it provides a short recount text titled "My Adolescence" and questions about it.
The document provides information about procedural texts and examples of procedures. It defines procedural texts as those that describe a process in a series of steps to tell the reader how to do or make something. Two examples of procedures are then given: one for making fried rice and one for making homemade banana ice cream. Each example follows the generic structure of procedural texts, which includes the goal, materials, and a series of method steps using imperative verbs and simple present tense.
Materi Bahasa Inggris Kelas 8 Semester Genap Kurikulum 2013 dalam bentuk power point presentation yang dapat digunakan oleh guru dalam mengajar di kelas
Here are the answers to the questions:
1. The writer went to a "Banjar Book Store".
2. The book store was located in Banjarharjo.
3. The writer left his house at 4 pm.
4. The book looked by the writer was entitled "English is Fun".
5. Yes, there were many interesting books in the book store according to the passage. It said "I saw many interesting book there".
This document provides standards and competencies for reading and writing skills in Indonesian. It includes standards for understanding short functional texts and analytical essays in everyday contexts. Key competencies involve responding to meaning and rhetorical steps in essays using accurate written language.
The document then discusses a narrative text structure, which includes orientation, complication, and resolution. It provides examples of language features in narratives, including past tenses and noun phrases. Vocabulary lists words related to animals, nature, and locations.
An example narrative text is provided about a cat, frog and camel comparing when they were born. Comprehension questions follow about the story's genre, characters' actions and reasons. The conclusion restates that narrative texts have an orientation
This document contains an example of a recount text about a student's horrible experience three years ago when they were twelve years old. It provides the structure and features of a recount text, including an orientation that introduces who was involved and where and when the story took place, a series of events described in chronological order using words like "then" and "after", and a re-orientation that summarizes the experience. The example recount text describes a series of strange events where the student was thrown from their bed and injured, leading their parents to eventually move houses because they believed it was haunted.
The document provides information about narrative text structures. It defines narrative text as a genre that tells a story, created to amuse or entertain readers. Narrative texts have a generic structure including an orientation that introduces characters, a complication that increases problems or crises, and a resolution that solves problems. As an example, it summarizes the story of Snow White in three paragraphs adhering to this structure - the orientation introduces Snow White, the complication describes her running away from home, and the resolution has her finding happiness with the dwarfs. The document concludes with exercises asking readers to identify generic structures and main characters in the short narrative text about the legend of Lake Toba.
The document discusses the correlative conjunctions "so" and "such...that". It provides examples of how to use "so...that" with adjectives or adverbs, and "such...that" with modified nouns. It then provides quiz examples to practice combining sentences using these conjunctions, with answers combining the sentences as directed.
The document is about a lesson plan for an 8th grade English class. It focuses on descriptive and recount texts. Students will listen to and respond to short, simple descriptive and recount monologues to interact with their environment. They will analyze the generic structure and language features of recount texts, including orientation, events in chronological order, and reorientation. As an example, it provides a short recount text titled "My Adolescence" and questions about it.
The document provides information about procedural texts and examples of procedures. It defines procedural texts as those that describe a process in a series of steps to tell the reader how to do or make something. Two examples of procedures are then given: one for making fried rice and one for making homemade banana ice cream. Each example follows the generic structure of procedural texts, which includes the goal, materials, and a series of method steps using imperative verbs and simple present tense.
Materi Bahasa Inggris Kelas 8 Semester Genap Kurikulum 2013 dalam bentuk power point presentation yang dapat digunakan oleh guru dalam mengajar di kelas
Here are the answers to the questions:
1. The writer went to a "Banjar Book Store".
2. The book store was located in Banjarharjo.
3. The writer left his house at 4 pm.
4. The book looked by the writer was entitled "English is Fun".
5. Yes, there were many interesting books in the book store according to the passage. It said "I saw many interesting book there".
This document provides standards and competencies for reading and writing skills in Indonesian. It includes standards for understanding short functional texts and analytical essays in everyday contexts. Key competencies involve responding to meaning and rhetorical steps in essays using accurate written language.
The document then discusses a narrative text structure, which includes orientation, complication, and resolution. It provides examples of language features in narratives, including past tenses and noun phrases. Vocabulary lists words related to animals, nature, and locations.
An example narrative text is provided about a cat, frog and camel comparing when they were born. Comprehension questions follow about the story's genre, characters' actions and reasons. The conclusion restates that narrative texts have an orientation
This document contains an example of a recount text about a student's horrible experience three years ago when they were twelve years old. It provides the structure and features of a recount text, including an orientation that introduces who was involved and where and when the story took place, a series of events described in chronological order using words like "then" and "after", and a re-orientation that summarizes the experience. The example recount text describes a series of strange events where the student was thrown from their bed and injured, leading their parents to eventually move houses because they believed it was haunted.
The document provides information about narrative text structures. It defines narrative text as a genre that tells a story, created to amuse or entertain readers. Narrative texts have a generic structure including an orientation that introduces characters, a complication that increases problems or crises, and a resolution that solves problems. As an example, it summarizes the story of Snow White in three paragraphs adhering to this structure - the orientation introduces Snow White, the complication describes her running away from home, and the resolution has her finding happiness with the dwarfs. The document concludes with exercises asking readers to identify generic structures and main characters in the short narrative text about the legend of Lake Toba.
The document discusses the correlative conjunctions "so" and "such...that". It provides examples of how to use "so...that" with adjectives or adverbs, and "such...that" with modified nouns. It then provides quiz examples to practice combining sentences using these conjunctions, with answers combining the sentences as directed.
This document discusses compliments and provides examples of compliment expressions and forms. It defines a compliment as an expression of praise, congratulation or encouragement. Some common compliment expressions listed include "Excellent!", "Good job", "That's nice", and "Well done". The document also provides examples of compliment forms such as "How [adjective] [noun] [verb]" and "[noun] looks really [adjective]". It includes sample dialogues where people give and receive compliments on items like motorbikes and t-shirts.
The document provides an example of a recount text about a student having a terrible day at school. It then asks questions about the text and explains the generic structure and grammar. The recount text is about a student who woke up late on her first day back at school after a holiday. She then faced more problems getting to school on time and received punishment for being late. After her punishment ended, she returned to class, hoping she would never experience another day as terrible as that one.
Teaching material unit 4 - reading skill recount textJatniatur Rahmi
The document defines and provides details about recount texts. A recount text retells past events or experiences to inform or entertain the audience. It follows a chronological sequence, including an orientation introducing participants and setting, a series of events, and optionally a reorientation with personal comments. Language features include use of past tense, chronological connectors, and action verbs. The purpose is to retell events, focusing on individuals using words like "I" and indicating when and where events took place. An example recount text is provided about a student having a terrible day where everything went wrong from oversleeping to missing the bus to school.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
Power point ini tentang materi analytical exposition text. Termasuk pengertian, fungsi sosial, struktur teks dan tata kebahasan yang digunakan dalam analytical exposition text.
This document discusses the definition, social function, generic structure, and language features of narrative text. Narrative text is defined as a story with problematic events and resolutions to solve problems, and its purpose is to amuse or entertain readers. The generic structure of narrative text includes an orientation that introduces characters, a complication that presents problems leading to a climax, and a resolution that solves the crisis in a happy or sad ending. Language features include using past tense, adverbs of time, connectives, and descriptive adjectives.
The document discusses narrative text and provides an example story about Snow White. It defines narrative text as stories that include a plot with a climax and resolution to entertain readers. It then lists common types of narrative texts like fables, legends, and folk tales. The generic structure of narrative texts is also outlined as orientation, complication, and resolution. The document concludes by providing a short story about Snow White in both English and Indonesian to exemplify a narrative text.
The document discusses the simple present tense in English. It provides examples of its common uses which include facts, general truths, habitual actions and descriptions. It then explains the formula and structures for positive, negative and interrogative sentences in both verbal (with verbs like eat, study) and nominal (with verbs like be, seem) constructions. Examples are given for each. In the end, readers are instructed to complete exercises on simple present tense in their English Time textbook.
Powerpoint Presentation for Teaching Descriptive TextBob Septian
Lenka Kripac is a famous Australian singer and songwriter. She was born in 1978 in Australia and raised in New South Wales until age 7, when her family moved to Sydney. She is known for her song "The Show". Lenka has a beautiful face with long hair and is very feminine, with noticeable dimples when she smiles. She is a creative and multi-talented artist who can sing, write songs, play instruments, dance, and act.
This document provides information about procedural texts, including their definition, purpose, generic structure, language features, and examples. It defines a procedural text as one that shows a process in order and their purpose is to describe how to do or make something through a sequence of steps. Common examples given are recipes, rules for games, and appliance instructions. The generic structure outlined includes a goal/aim, list of materials, and method consisting of a series of steps. Key language features of procedural texts are the use of action verbs, imperative sentences, simple present tense, and linking words for time. An example recipe for fried rice is provided to illustrate these concepts.
The document defines a procedure text as a type of text that instructs or explains how to do or make something. It outlines the typical structure of a procedure text which includes a title, list of materials, and steps. The purpose is to guide the reader through a logical sequence of small steps to complete an activity or create something. As an example, the document provides a procedure for making a snack from ravioli which lists the materials, ingredients, 10 step-by-step instructions, and a concluding tip.
Recount text describes past events in chronological order using time words like before, after, then, and finally. It is used in journals, diaries, biographies, histories, and for recounting personal experiences or events. The past tense is typically used. Common types are personal, factual, and imaginative recounts. An example recount text is a diary entry describing a friend's visit to an arts camp that morning and the events that occurred.
Present perfect tense & past perfect tensehasfaa1017
The document discusses the present perfect and past perfect tenses. [1] The present perfect tense expresses past actions with no specific time indicated and uses "has/have + past participle." [2] The past perfect tense describes actions that occurred before other past actions and uses "had + past participle." [3] Both tenses use time expressions like "since, for, yet" and "before, after, as soon as."
News item text is used to inform readers about current events. It focuses on describing the newsworthy event, providing background details like location and time, and including sources like experts or witnesses. An example news item text summarizes a collision that killed 7 people on a road, providing background on the circumstances of the accident from police and noting reporting restrictions on overtaking and passenger limits.
Expressing Prohibition (Materi Bahasa Inggris Kelas 8 Semester Ganjil Kurikulum 2013 dalam bentuk Power point presentation yang dapat digunakan untuk presentasi di kelas oleh Guru)
The document defines analytical exposition text and discusses its generic structure and significant linguistic features. It provides an example of an analytical exposition text on integrated pest management. The text introduces integrated pest management as a safer and more effective option for agriculture compared to pesticides. It makes five arguments supporting this claim: that pesticide residues harm farm produce and the environment; pests develop resistance; pesticides harm non-target animals; eradication is expensive; and understanding ecology aids natural control. In conclusion, integrated pest management is a better agricultural pest control method.
This document provides information about expressing opinions in formal and informal situations in English. It defines opinion and discusses asking and giving opinions formally and informally. Examples of expressions for asking opinions, giving opinions, and refusing things are given for both formal and informal contexts. Sample dialogues demonstrate asking for and giving opinions. The document concludes with exercises for students to practice opinion expressions through a fill-in-the-blank dialogue and questions.
This document discusses compliments and provides examples of compliment expressions and forms. It defines a compliment as an expression of praise, congratulation or encouragement. Some common compliment expressions listed include "Excellent!", "Good job", "That's nice", and "Well done". The document also provides examples of compliment forms such as "How [adjective] [noun] [verb]" and "[noun] looks really [adjective]". It includes sample dialogues where people give and receive compliments on items like motorbikes and t-shirts.
The document provides an example of a recount text about a student having a terrible day at school. It then asks questions about the text and explains the generic structure and grammar. The recount text is about a student who woke up late on her first day back at school after a holiday. She then faced more problems getting to school on time and received punishment for being late. After her punishment ended, she returned to class, hoping she would never experience another day as terrible as that one.
Teaching material unit 4 - reading skill recount textJatniatur Rahmi
The document defines and provides details about recount texts. A recount text retells past events or experiences to inform or entertain the audience. It follows a chronological sequence, including an orientation introducing participants and setting, a series of events, and optionally a reorientation with personal comments. Language features include use of past tense, chronological connectors, and action verbs. The purpose is to retell events, focusing on individuals using words like "I" and indicating when and where events took place. An example recount text is provided about a student having a terrible day where everything went wrong from oversleeping to missing the bus to school.
This document contains a narrative text about the story of Malin Kundang and instructions for related classroom activities. The story is about a boy named Malin Kundang who leaves his poor village to seek fortune in the city, eventually becoming rich but forgetting his mother. When he returns years later as a merchant, his mother recognizes him but he denies being her son. Angry, his mother curses him and his ship turns to stone. The document provides the generic structure of narratives and features of the narrative text type. It also includes exercises for students to retell the story, identify the generic structure, and fill in blanks in another narrative text.
Power point ini tentang materi analytical exposition text. Termasuk pengertian, fungsi sosial, struktur teks dan tata kebahasan yang digunakan dalam analytical exposition text.
This document discusses the definition, social function, generic structure, and language features of narrative text. Narrative text is defined as a story with problematic events and resolutions to solve problems, and its purpose is to amuse or entertain readers. The generic structure of narrative text includes an orientation that introduces characters, a complication that presents problems leading to a climax, and a resolution that solves the crisis in a happy or sad ending. Language features include using past tense, adverbs of time, connectives, and descriptive adjectives.
The document discusses narrative text and provides an example story about Snow White. It defines narrative text as stories that include a plot with a climax and resolution to entertain readers. It then lists common types of narrative texts like fables, legends, and folk tales. The generic structure of narrative texts is also outlined as orientation, complication, and resolution. The document concludes by providing a short story about Snow White in both English and Indonesian to exemplify a narrative text.
The document discusses the simple present tense in English. It provides examples of its common uses which include facts, general truths, habitual actions and descriptions. It then explains the formula and structures for positive, negative and interrogative sentences in both verbal (with verbs like eat, study) and nominal (with verbs like be, seem) constructions. Examples are given for each. In the end, readers are instructed to complete exercises on simple present tense in their English Time textbook.
Powerpoint Presentation for Teaching Descriptive TextBob Septian
Lenka Kripac is a famous Australian singer and songwriter. She was born in 1978 in Australia and raised in New South Wales until age 7, when her family moved to Sydney. She is known for her song "The Show". Lenka has a beautiful face with long hair and is very feminine, with noticeable dimples when she smiles. She is a creative and multi-talented artist who can sing, write songs, play instruments, dance, and act.
This document provides information about procedural texts, including their definition, purpose, generic structure, language features, and examples. It defines a procedural text as one that shows a process in order and their purpose is to describe how to do or make something through a sequence of steps. Common examples given are recipes, rules for games, and appliance instructions. The generic structure outlined includes a goal/aim, list of materials, and method consisting of a series of steps. Key language features of procedural texts are the use of action verbs, imperative sentences, simple present tense, and linking words for time. An example recipe for fried rice is provided to illustrate these concepts.
The document defines a procedure text as a type of text that instructs or explains how to do or make something. It outlines the typical structure of a procedure text which includes a title, list of materials, and steps. The purpose is to guide the reader through a logical sequence of small steps to complete an activity or create something. As an example, the document provides a procedure for making a snack from ravioli which lists the materials, ingredients, 10 step-by-step instructions, and a concluding tip.
Recount text describes past events in chronological order using time words like before, after, then, and finally. It is used in journals, diaries, biographies, histories, and for recounting personal experiences or events. The past tense is typically used. Common types are personal, factual, and imaginative recounts. An example recount text is a diary entry describing a friend's visit to an arts camp that morning and the events that occurred.
Present perfect tense & past perfect tensehasfaa1017
The document discusses the present perfect and past perfect tenses. [1] The present perfect tense expresses past actions with no specific time indicated and uses "has/have + past participle." [2] The past perfect tense describes actions that occurred before other past actions and uses "had + past participle." [3] Both tenses use time expressions like "since, for, yet" and "before, after, as soon as."
News item text is used to inform readers about current events. It focuses on describing the newsworthy event, providing background details like location and time, and including sources like experts or witnesses. An example news item text summarizes a collision that killed 7 people on a road, providing background on the circumstances of the accident from police and noting reporting restrictions on overtaking and passenger limits.
Expressing Prohibition (Materi Bahasa Inggris Kelas 8 Semester Ganjil Kurikulum 2013 dalam bentuk Power point presentation yang dapat digunakan untuk presentasi di kelas oleh Guru)
The document defines analytical exposition text and discusses its generic structure and significant linguistic features. It provides an example of an analytical exposition text on integrated pest management. The text introduces integrated pest management as a safer and more effective option for agriculture compared to pesticides. It makes five arguments supporting this claim: that pesticide residues harm farm produce and the environment; pests develop resistance; pesticides harm non-target animals; eradication is expensive; and understanding ecology aids natural control. In conclusion, integrated pest management is a better agricultural pest control method.
This document provides information about expressing opinions in formal and informal situations in English. It defines opinion and discusses asking and giving opinions formally and informally. Examples of expressions for asking opinions, giving opinions, and refusing things are given for both formal and informal contexts. Sample dialogues demonstrate asking for and giving opinions. The document concludes with exercises for students to practice opinion expressions through a fill-in-the-blank dialogue and questions.
This document provides information about a recount text assignment. It defines a recount text as a piece that retells past events or experiences like a biography or vacation. It outlines the generic structure of recount texts, which includes an orientation introducing participants and time/place, a description of events, and an optional re-orientation with personal comments. The document then shares a sample recount text about the author's first experience riding a motorcycle with their father as a child.
The document provides information about recount text, including its definition, purpose, generic structure, language features, and examples. It discusses reviewing a previous meeting, brainstorming topics, explaining recount text, having students complete a worksheet, and giving feedback. Students are asked to recall an interesting experience and consider telling it to a friend. The generic structure of recount text is outlined as orientation, events, and reorientation. Benefits of using text mapping in writing are described.
Recount is a text that retells past events or experiences to inform or entertain the audience. It generally has an orientation introducing participants and setting, a series of events described in chronological order using simple past tense, and an optional reorientation with the writer's personal comment. Key language features include use of pronouns like "I" and "my", chronological connectors like "then" and "first", linking verbs, and action verbs. While recounts and narratives both tell past stories chronologically using past tense, narratives focus more on conflicts between participants.
The document defines and provides examples of the generic structure of a recount text. A recount text tells a story or describes an event or activity in the past. It typically includes an orientation that introduces who was involved, where and when the event took place. A series of events are then described in chronological order. The recount may conclude with a reorientation that provides closure or the ending. An example recount text is provided that describes a group visiting locations in Jogja, Indonesia last week.
The document provides biographical details about tennis star Roger Federer, including that he was born in 1981 in Switzerland, took an interest in sports at a young age and focused on tennis, and had great success winning Wimbledon titles and regaining the No. 1 world ranking in 2012 by defeating Novak Djokovic and Andy Murray.
Recount text, my unforgetable experiencemankotablitar
The document provides information about recount text, which summarizes past events. It discusses the generic structure of recount texts, including an orientation paragraph, series of event paragraphs retelling what happened in order, and a reorientation conclusion paragraph. It also notes the use of past tense and words showing temporal order. An example text is then provided about a teacher who embarrassingly wore a teddy bear costume to her first class, which turned out to be adults rather than children as scheduled.
Teaching recounts genre is sometimes complicated and what teaches need is to help the students on how to deal with the recount genre, especially on how to produce the recounts.
Here is the example on how to write the recounts genre.
The document summarizes a student's memorable time in Singapore. It describes the spectacular views of the city seen from Mount Fable at night. It also discusses enjoying exciting activities like rollercoaster rides and sea world shows. Additionally, it mentions enjoying local cuisine at night markets and shopping for souvenirs like silk scarves and key chains.
This document provides information about recount texts, including their characteristics and structure. It defines a recount text as one that talks about events that happened in the past. Key characteristics are the use of past tense, conjunctions to show sequence (e.g. and, but, then), adverbs of time (e.g. yesterday, slowly), and action verbs. An example recount text is provided about Shinchan's holiday activities. The structure of a recount text is outlined as introducing who, when, where, what and then listing events in sequence using words like after, then and finally to connect them before stating an overall feeling. Examples of regular and irregular past tense verbs are also included.
Recount Text - Macam-macam contoh recount text.. for class X MA/SMAMulia Fathan
1) The document is a collection of recount texts in Indonesian about various personal experiences and events, such as being late, having an unlucky day, a busy day, a vacation at the beach, experiencing a flood, a busy holiday, a school trip to Bali, and the first experience being a solo backpacker.
2) One text recounts a woman who woke up late and had trouble moving her motorcycle that was blocked in by other motorcycles in the garage.
3) Another tells of a weekend that started unluckily, from falling in the bathroom to mistakenly greeting the wrong person while jogging to eating before the meal was ready and getting sick.
The document defines recount text as a piece of text that retells past events in chronological order. It provides the generic structure of recount text, which includes an orientation, events, and an optional reorientation. An example is given of a recount text about visiting Bali that describes the sights seen on tours to Singaraja and Ubud. Exercises are included for writing a recount text and answering true/false questions about the Bali example.
The document provides success criteria for writing a recount, including writing in the first person and past tense, introducing the reader, ordering events sequentially, using connecting words and phrases, descriptive adjectives and verbs, and describing feelings at different points to fully engage the reader. It also includes an example student self-assessment checklist to review if the criteria were met.
This document provides guidance on how to write an effective recount by using first or third person pronouns, past tense verbs, time and location words, descriptive adjectives, feeling words, and sequencing events in chronological order. It recommends including an introduction with context, writing each event in the order it occurred, using connecting words, describing feelings, and concluding with how things ended and potential future resolutions.
The document summarizes the structure and elements of a recount text, provides an example, and asks comprehension questions about the example. It outlines that a recount text retells a past event or experience, and includes an orientation with time and place, a sequence of events, and a reorientation concluding the events. The example recount text describes visiting a flower garden with a friend Aisya in Jakarta, including walking around and seeing sights before getting tired and going home as it got dark.
The document discusses what a recount text is. A recount text recounts events in chronological order and uses past tense verbs, transition words like "after" and "before", and time words like "yesterday". There are three types of recount texts: personal recounts about personal experiences, factual recounts about real events, and imaginative recounts involving fictional events. The document provides examples of recount texts and discusses the typical structure and language features of a recount.
The document provides an overview of the features of a recount text. It discusses the purpose, generic structure, and language features of a recount text. The purpose is to tell about events that happened in the past. The generic structure includes an orientation, events ordered chronologically, and a reorientation. Language features are the use of past tense verbs, specific participants, and temporal connectors like "then" and "after that". It also provides an example recount text about a family trip to Bandung.
year 12 ideals challenge week to borneo. RISS - Renaissance International School Saigon. Offers from pre-school to secondary curriculum under the structure of the British system. Located in Ho Chi Minh City, Vietnam.
The document recounts two personal experiences. The first describes a visit to a studio with friends where they met people, toured the facilities, had a delicious lunch, and took photographs before returning home. The second recounts spending a night at a countryside house with family, where they lit a fire, sang songs, had dinner, watched a movie, and slept outside. Both experiences followed a similar sequence of events and used past tense verbs and conjunctions to connect the activities.
Last weekend, the writer and some friends volunteered at the Society for the Prevention of Cruelty to Animals (SPCA). They arrived in the morning and helped bathe, feed, and clean the animal cages. They also played with and socialized the animals. The volunteers enjoyed their time and learned how the SPCA cares for animals. They plan to volunteer again in the future.
On a Japan Day at the school, two visitors from Ireland and Japan spoke to students about renewable energy. Students participated in various activities that taught them about Japanese culture, such as trying foods, composing music, origami, and haiku poetry. They also did a science experiment making hydrogen gas and saw a demonstration of a hydrogen-powered toy car. Presentations at the end of the day provided information about renewable energy in Orkney and an overview of Japan. The Japan Day was an engaging way for students to learn about Japanese culture and renewable energy.
1. The document discusses the use of past forms of regular verbs. It provides examples of how regular verbs are formed in the past tense by adding "-ed" or "d" to the base verb.
2. It then presents a dialogue between a father and son about the lifestyle of early Filipinos. It describes how they lived in caves and gathered wild fruits and hunted animals for food.
3. The document emphasizes that the past form of verbs is used when talking about actions or events that happened in the past. It provides exercises for students to practice identifying and using past tense regular verbs.
This document provides a lesson on writing recounts. It includes an example recount text about a family's day trip to Yogyakarta, Indonesia. The summary is:
The document contains a reading passage that recounts a family's day trip from their home in Semarang to Yogyakarta, Indonesia. They visited their uncle, a beach, a museum, and shopping center before returning home in the evening. The purpose of the passage is to demonstrate the elements and structure of a recount, which outlines the sequence of events. Questions follow to check the reader's comprehension of details in the recount.
DEK junior high school students and teachers went on a study trip to the Adityawarman Museum in West Sumatra. Before departing, teachers assigned the students biology, physics, and history tasks to complete during the visit. At the museum, students observed plants and animals, took notes on physics concepts in the environment, and listed 10 historical heritages and their origins. The museum exhibited a variety of Minangkabau foods, traditional clothes from different regions of West Sumatra, and replicas of traditional houses. Students saw animal exhibits and art and carving heritage pieces from Minangkabau culture.
Shreya Anand from India spent 14 days in Germany on an exchange program. Each day included activities like visiting landmarks, spending time with their host family, going to school, and socializing with other exchange students. Highlights included welcoming ceremonies from local leaders, exploring castles and parks, building a bee hotel in school, performing Indian dances, and developing close relationships with their partner and host family during their two week cultural exchange.
The student went on a school trip to Thailand with about 50 other students. They took a plane and buses to get to an adventure camp located near a jungle. At the camp, they did various outdoor activities like kayaking, building bridges, and cooking over several days. They then kayaked down the Kwai River to a resort with modern amenities before returning home on a shopping trip to the airport.
The student went on a school trip to Thailand with about 50 other students. They took a plane and buses to get to an adventure camp located in the jungle, where they participated in activities like kayaking, building bridges, and cooking. After several days at the camp without proper bathrooms, the students kayaked along the Kwai River to a resort with more amenities. They later visited shops at the airport before flying back home to Bangladesh, tired but happy after their exciting trip.
Pronouns, adverbs, and simple past tense (structure 1)Ade Sudirman SC
This document discusses parts of speech, pronouns, adverbs, and the simple past tense. It defines nouns, pronouns, adjectives, verbs, adverbs, prepositions, and conjunctions. It also categorizes pronouns as subject, object, possessive, possessive adjective, reflexive. The document then discusses the uses of pronouns, adverbs, and how to form sentences in the simple past tense using verbs, time signals, and auxiliary verbs. Examples are provided to illustrate each concept.
Nisa Bozacı documented her 6 day trip to Portugal in her diary. Some key events and activities included:
- Flying from Turkey to Portugal and staying in a hostel with other students.
- Spending the first day at their partner school where they played games and had fun.
- Visiting colorful towns with beautiful flowers and churches and taking photos.
- Going to a dinosaur park with realistic dinosaurs and digging up dinosaur plaster molds.
- Learning about winemaking at a vineyard and tasting wines in the garden.
- Spending a day at a horse farm learning about horse care and riding.
- Having a fun last day at school playing games and dancing before flying back to
RISS - international school - year-7-ideals-challenge-week-to-cat-ba-island-1rissaigon
year 10 ideals challenge week to Cat Ba Island. RISS - Renaissance International School Saigon. Offers from pre-school to secondary curriculum under the structure of the British system. Located in Ho Chi Minh City, Vietnam.
On Japan Day at the school, visitors spoke to students about Japan and energy. Students participated in activities like learning Japanese instruments, making music, learning about life in Japan through presentations, testing hydrogen production through a chemical reaction, and doing crafts like calligraphy, origami, and painting. The day concluded with students thanking visitors and teachers for providing an informative and engaging event about Japanese culture.
Here is a rearranged paragraph using the sentences provided:
Last year my friend and I went to Singapore. On the first day we went to the universal studio. There we enjoyed a lot of rides from famous movies. On second day we went to the Merlion statue. We took. a lot of pictures around the famous statue. On last day we had lunch on the Orchard road. Then just before we went to the airport we stopped at the Bugis street. There we bought some gifts for friends.
Day 1: The student arrived in Qingyuan for a Week Without Walls trip and participated in building a catapult and going on a night walk.
Day 2: The student enjoyed rock climbing, overcoming a fear of heights, and biking through the beautiful scenery.
Day 3: The student helped teach English and games classes to local children but found them undisciplined and taking advantage. The student also enjoyed cave exploring with their group.
This document provides information about the purpose and language features of a personal recount text structure. A personal recount retells past events for the purpose of informing or entertaining. It uses past tense, focuses on a temporal sequence of events and individual participants, and includes orientations, key events, and re-orientations.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
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. Summary of Recount Text Features
A. The purpose of Recount Text: To tell what
happened in the past.
B. Generic Structure:
- Orientation: providing the setting and
introducing participants.
- Events: telling what happened with a
series of events ordered in a chronological
events.
- Reorientation: expressing the writer’s
personal comment.
3. C. Language Features.
- Focus on specific participants (I, we, Mr.
John).
- Use of simple past tense pattern (we ate, I
smiled)
- Focus on temporal sequence (then, after
that)
- Use of action verbs (material processes)
(went, ate).
- Use of linking verbs (was, were)
4. Going to Bandung
Last year I went to Bandung with my wife and my two
daughters. We left for Bandung at about 7 a.m. by car. We
got there around 10 a.m. One of our destinations was Rumah
Sosis or House of Sausage in Lembang, North Bandung.
There were some interesting attractions. First, we rode on
horseback around the place. And then, we got on Kora-kora,
a swinging small ship. We were actually very scared.
After that we did some other activities. Finally, we ate
delicious sausages, our favourite food.
We were very happy because it gave us a very fantastic
experience.
5. Last year I went to Bandung with my wife
and my two daughters. We left for
Bandung at about 7 a.m. by car. We got
there around 10 a.m. One of our
destinations was Rumah Sosis or House of
Sausage in Lembang, North Bandung.
There were some interesting attractions.
First, we rode on horseback around the
place. And then, we got on Kora-kora, a
swinging small ship. We were actually
very scared.
After that we did some other activities.
Finally, we ate delicious sausages, our
favourite food.
We were very happy because it gave us a
very fantastic experience.
Event 2
Reorientation
Orientation
Event 1
GENERIC STRUCTURE:
6. Last year I went to Bandung with my wife
and my two daughters. We left for
Bandung at about 7 a.m. by car. We got
there around 10 a.m. One of our
destinations was Rumah Sosis or House of
Sausage in Lembang, North Bandung.
There were some interesting attractions.
First, we rode on horseback around the
place. And then, we got on Kora-kora, a
swinging small ship. We were actually
very scared.
After that we did some other activities.
Finally, we ate delicious sausages, our
favourite food.
We were very happy because it gave us a
very fantastic experience.
Simple Past
Tense Pattern
Temporal
Sequence
Action Verbs
Specific
Participants
Linking Verbs
LANGUAGE FEATURES:
7. Answer these questions based the text.
Orientation:
Last year I went to Bandung with my wife and my two daughters.
We left for Bandung at about 7 a.m. by car. We got there around 10
a.m. One of our destinations was Rumah Sosis or House of
Sausage in Lembang, North Bandung.
1. Who went to Bandung?
2. How did they go there?
3. What time did they arrive at Lembang, Bandung?
4. What was their first destination?
The writer and his family did.
By car.
At about 10 a.m.
Rumah Sosis (House of Sausage) Lembang
Exercise 01
8. Event 1:
There were some interesting attractions. First, we rode
on horseback around the place. And then, we got on
Kora-kora, a swinging small ship. We were actually
very scared.
5. How did they move around House of Sausage?
6. What was the name of small swinging ship?
7. Why were they scared?
By riding on horseback
Because it moved to and fro very fast
Kora-kora
9. Event 2:
After that we did some other activities. Finally, we ate
delicious sausages, our favourite food.
8. What did they do after that?
9. What was their favourite food?
Reorientation:
We were very happy because it gave us a very fantastic
experience.
10. Why were they happy?
Because it gave them a fantastic experience
They did some other activities
Sausage
10. Exercise 02
a. Arrange the following jumbled paragraph into good
recount text by giving numbers in the left box.
Next we took some pictures and then we went
for a walk. After that we entered the green
house. It was the most interesting.
Yesterday my family and I went to the Botanic
Gardens, Bogor. We walked down and got into
the bus.
We really enjoyed the Botanic Gardens although
we were very tired.
After we arrived there, we looked around. First
we went to Orchid Farm. Then we looked at all
the lovely plants
1
2
3
4
11. b. Analyse the generic structure of the text and write in
the left box.
Yesterday my family and I went to the Botanic
Gardens, Bogor. We walked down and got into
the bus.
After we arrived there, we looked around. First
we went to Orchid Farm. Then we looked at all
the lovely plants
Next we took some pictures and then we went
for a walk. After that we entered the green
house. It was the most interesting.
We really enjoyed the Botanic Gardens
although we were very tired.
Event 1
Reorientation
Orientation
Event 2
12. Simple Past Tense
Simple past tense is used to express something that
happened in the past. Here is the pattern.
(+) S + Verb 2
(-) S + did not + Verb 1
(?) Did + S + Verb 1
Examples: He went to the zoo yesterday.
He did not go to the zoo yesterday
Did he go to the zoo yesterday?
Adverb of time in simple past tense.
yesterday two days ago
last week ...... ago
last ....... etc,.
13. a. Underline the simple past tense verbs in the
following text.
Yesterday my family and I went to the Botanic
Gardens, Bogor. We walked down and got into the
bus.
After we arrived there, we looked around. First we
went to Orchid Farm. Then we looked at all the lovely
plants
Next we took some pictures and then we went for a
walk. After that we entered the green house. It was
the most interesting.
We really enjoyed the Botanic Gardens although we
were very tired.
Exercise
03
14. 1. Jacky ......... to Bali last week
2. Rudi ......... me home yesterday.
3. Three days ago, Rini .......... the free ticket to
Beijing.
4. Gani .......... much money in his holiday last
month.
5. Last holiday, Tini ................ the English course.
6. Dito ....................... her sister to go to the
travel agent three days ago.
go take accompany
attend win spend
went
took
attended
spent
accompanied
won
b. Fill the blanks with the correct verb forms in the box