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Siswa is able to write fictional stories. The document outlines a story board for a unit on argumentative text that includes activities for students to develop competencies in writing fictional narratives over 1 week. It involves using PowerPoint to explain narrative text, analyzing the story of Malin Kundang, answering questions, and using cooperative learning through discussion and group work.
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Story board 2 oray
Siswa is able to write opinions based on a storyboard about argumentative texts. The storyboard outlines activities over 1 week including showing a PowerPoint on argumentative texts, watching a video of Mount Bromo, and having students answer questions in groups. It links to additional online resources and uses cooperative learning methods like discussion and group work.
Story board 2 akmal
Siswa mampu menuliskan pengalaman menarik. The document outlines a story board for a unit on recount text that focuses on the competency of students being able to write about interesting experiences. It includes activities like presenting on recount text definitions and examples using PowerPoint, reading a text about a Spanish carnival and answering questions, and using cooperative learning methods like discussion and group work.
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Story board writing
Mata pelajaran B.inggris bagian writing. Bagian ini dikhususkan agar siswa/siswi mampu menulis b.inggris menggunakan tata bahasa (structure) dan menempatkan tanda baca (punctuation) dengan baik.
Table of contents
This document contains information about various genres or types of texts in English, including their communicative purposes, generic structures, and linguistic features. It discusses 10 common genres: recount, news item, procedure, description, narrative, report, analytical exposition, hortatory exposition, explanation, and discussion. For each genre, it provides characteristics, examples, and vocabulary. The document aims to help students understand different text types and their components to improve English communication skills.
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Story board 2 oray
Siswa is able to write opinions based on a storyboard about argumentative texts. The storyboard outlines activities over 1 week including showing a PowerPoint on argumentative texts, watching a video of Mount Bromo, and having students answer questions in groups. It links to additional online resources and uses cooperative learning methods like discussion and group work.
Story board 2 akmal
Siswa mampu menuliskan pengalaman menarik. The document outlines a story board for a unit on recount text that focuses on the competency of students being able to write about interesting experiences. It includes activities like presenting on recount text definitions and examples using PowerPoint, reading a text about a Spanish carnival and answering questions, and using cooperative learning methods like discussion and group work.
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This document discusses an English reading and analysis skill course that covers understanding spoof texts. The course contains several units that teach students to comprehend the definition and generic structure of spoof texts, which include an orientation, event, and unpredictable twist ending. It also helps students analyze an example spoof text about a trainee who mistakenly calls the managing director asking for coffee. The lesson plans include activities, presentations, videos, tests and assignments to teach these skills.
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This document provides tips for reading and summarizing a text. It recommends underlining and highlighting key words, reading critically by asking questions about the author and intended audience, making annotations in the margins, and summarizing the text in your own words. The purpose of summarizing is to present the main ideas more briefly, understand the essence, avoid plagiarism, and improve comprehension.
Story board writing
Mata pelajaran B.inggris bagian writing. Bagian ini dikhususkan agar siswa/siswi mampu menulis b.inggris menggunakan tata bahasa (structure) dan menempatkan tanda baca (punctuation) dengan baik.
Table of contents
This document contains information about various genres or types of texts in English, including their communicative purposes, generic structures, and linguistic features. It discusses 10 common genres: recount, news item, procedure, description, narrative, report, analytical exposition, hortatory exposition, explanation, and discussion. For each genre, it provides characteristics, examples, and vocabulary. The document aims to help students understand different text types and their components to improve English communication skills.
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The lesson plan template outlines a two-day lesson to teach students how to write descriptive paragraphs about book characters. On day one, students will discuss how authors describe characters and learn about descriptive techniques like adjectives, phrases, similes and metaphors by analyzing examples. They will identify these techniques in additional descriptions. On day two, students will review similes and metaphors, learn new vocabulary words to describe characters, and look up definitions of unfamiliar words to expand their vocabularies. The goal is for students to apply what they learned to write high-quality descriptive paragraphs about a character of their choice.
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This document provides information on the typical structure and features of magazine articles. It discusses the key elements like the headline, introduction, and body. The introduction is especially important as it needs to interest readers in the first paragraph. Additional features mentioned include the informal language, use of puns and alliteration, exaggerated language, slang, colloquial terms, short sentences, descriptive adjectives and elision. The document also includes a sample magazine article and asks the reader to edit it based on the structural and language criteria, noting any changes needed. It instructs presenting the original, edited and redrafted versions on a blog.
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The document provides information about a lesson plan on writing and expressions of politeness. It includes:
1) The lesson's competency standards which focus on using accurate, fluent written language to interact with the local environment through simple procedural texts.
2) A storyboard outlining the lesson activities which include writing polite expressions, making dialogs, videos, and assignments over a one week period.
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3. Details of an assessment task where students will work in groups to record a news report bulletin by researching current events and compiling news reports to present.
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2. It outlines one unit where students will make a writing by following the procedure for a text and includes reminders to use time connectors.
3. The unit includes activities for creating a procedural text, presentations, images, a quiz, and assigns the task as a one week assignment to be completed individually or in groups.
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This document provides a scheme of work for an English language course for Form 1 students over 38 weeks. It outlines the weekly themes and topics to be covered, the intended learning outcomes, suggested activities, and assessments. The topics covered include family, friends, health, safety, school, values, citizenship, and the environment. The learning outcomes focus on developing students' language skills for interpersonal communication, acquiring and understanding information, and appreciating literature. Grammar, vocabulary, and sound system concepts are also integrated into the lessons.
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It begins by outlining the exam question and asking students to discuss how headings and pictures contribute to the dramatic impact of an article. The document then provides examples of typical presentational features used in media texts and how they guide the reader and highlight important points.
Students are asked to analyze the impact of headings, subheadings and images in a sample article. The document also previews common exam questions about conveying tone, such as power or sympathy, through word choices. It emphasizes the importance of considering an article's purpose, audience and tone when answering questions.
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This document discusses empathy and genre conversion when analyzing texts. It defines empathy as understanding the thoughts, feelings and perspectives of characters rather than feeling sympathy. To complete a genre conversion task, one must analyze details in the original text, imagine expanding on them while maintaining fidelity to the text, and rewrite the content in a new genre like a newspaper report, magazine article, or letter. Different genres have defining structural features and it provides examples of features for some common genres. It then provides a short sample text and questions to demonstrate how to complete an empathetic genre conversion.
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The document provides guidance on writing persuasive texts. It discusses identifying the purpose and audience of a persuasive piece of writing. It also covers structuring ideas in a logical order using paragraphs and planning lists. Examples are provided of slogans, introductions, images with captions, facts, and appeals that could be used in a persuasive leaflet for teenagers on the benefits of not smoking. The document advises avoiding mistakes such as not planning or adapting writing for the target audience. It emphasizes developing well-structured paragraphs to effectively convey information to the intended reader or examiner.
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हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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www.StokeNewingtonHistory.com
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