Story board speaking
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1. The document describes a competency standard about expressing simple meanings in transactional and interpersonal conversations using accurate, fluent, and acceptable spoken language forms to interact with the local environment. 2. It involves speech acts like asking for and providing services, asking for and providing goods, and asking for and providing facts. 3. The document provides an example dialogue of asking for and providing goods or services at a restaurant.
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Story board
1. The document describes a speaking competency standard about expressing simple meanings in transactional and interpersonal conversations using accurate, fluent, and acceptable spoken language forms to interact with the immediate environment.
2. It involves speech acts like asking for and providing services, asking for and providing goods, and asking for and providing facts.
3. The document provides an example dialogue of asking for and providing goods or services at a restaurant.
Portfolio Evaluation
Natasha evaluated her English portfolio from the semester. She took two classes, English Lab and Conversational English, which aimed to improve her listening and speaking skills respectively. In the Lab, she used three websites - ego4u, subingles, and myefa - to work on listening exercises, learn grammar, and vocabulary. She enjoyed subingles the most for listening to songs and filling in lyrics. In Conversational English, activities like acting out scenes and playing games made her more comfortable speaking English and reminded her learning can be fun, unlike past classes. Overall, she felt the activities helped her improve her English skills, especially listening from the Lab activities.
The Speech Events
The document discusses the key components of speech events in sociolinguistics. It defines a speech event as a piece of linguistic interaction consisting of one or more utterances. The main constituents of a speech event are the addresser and addressee, the message form, channel, setting, topic, and code. All of these factors interrelate and influence one another in complex ways to shape particular speech events. By studying sociolinguistics and the factors that define speech events, people can learn to communicate appropriately in different social situations.
Speech acts theory in sociolinguistics
The document is a paper on speech acts that was written by Aseel Kazum Mahmood on January 22nd, 2014. It discusses speech acts from a sociolinguistic perspective and provides definitions and classifications of different types of speech acts, including constative utterances, ethical propositions, phatic utterances, and performative utterances. It also discusses felicity conditions for successful performatives and the concept of phatic communion in language.
Speech act and speech event
Speech acts are functional units of communication that speakers perform through utterances. There are three types of meaning conveyed: propositional meaning of the literal words, illocutionary meaning of the intention, and perlocutionary force of the effect on the listener. Speech acts can be categorized as representatives, directives, commissives, expressives, or declarations depending on the intention. Analyzing speech acts and speech events provides insight into the functions and social contexts of language use.
Speech acts
This document discusses speech acts, which are functional units of communication. It defines locutionary, illocutionary, and perlocutionary aspects of speech acts. It also discusses research methods used to study speech acts, including role plays, discourse completion tasks, and interviews. Finally, it notes the importance of teaching speech acts to language learners and recommends techniques like modeling dialogues, role plays, and feedback.
How do paralinguistics differ over the internet from
Paralinguistics is the study of meaning conveyed through vocal elements like pitch, loudness, speech rate, and fluency. It focuses on how these elements imply attitudes, emotions, and sociolects. While linguistics studies language codes, paralinguistics examines other aspects of speech. Paralinguistics relates to linguistics subsystems like phonetics, phonology, syntax, and semantics. Online, people use emoticons and internet slang to convey paralinguistics since they cannot use voice. Emoticons especially help show emotions and whether something is meant as a joke. Overall, face-to-face and online communication share many paralinguistic qualities despite the lack of voice online.
Pragmatics-Powerpoint
The document discusses pragmatic markers. It begins with an agenda that includes defining pragmatic markers, activities to analyze their use, and examining markers in different languages. It then defines pragmatic markers based on their phonological, syntactic, semantic, functional, and sociolinguistic features. Their textual and interpersonal functions are also defined. Examples are provided to categorize the functions of markers. The discussion then explores markers in languages such as Chinese, Japanese, and Thai, noting common markers and their frequencies and uses in each language.
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Story board
1. The document describes a speaking competency standard about expressing simple meanings in transactional and interpersonal conversations using accurate, fluent, and acceptable spoken language forms to interact with the immediate environment.
2. It involves speech acts like asking for and providing services, asking for and providing goods, and asking for and providing facts.
3. The document provides an example dialogue of asking for and providing goods or services at a restaurant.
Portfolio Evaluation
Natasha evaluated her English portfolio from the semester. She took two classes, English Lab and Conversational English, which aimed to improve her listening and speaking skills respectively. In the Lab, she used three websites - ego4u, subingles, and myefa - to work on listening exercises, learn grammar, and vocabulary. She enjoyed subingles the most for listening to songs and filling in lyrics. In Conversational English, activities like acting out scenes and playing games made her more comfortable speaking English and reminded her learning can be fun, unlike past classes. Overall, she felt the activities helped her improve her English skills, especially listening from the Lab activities.
The Speech Events
The document discusses the key components of speech events in sociolinguistics. It defines a speech event as a piece of linguistic interaction consisting of one or more utterances. The main constituents of a speech event are the addresser and addressee, the message form, channel, setting, topic, and code. All of these factors interrelate and influence one another in complex ways to shape particular speech events. By studying sociolinguistics and the factors that define speech events, people can learn to communicate appropriately in different social situations.
Speech acts theory in sociolinguistics
The document is a paper on speech acts that was written by Aseel Kazum Mahmood on January 22nd, 2014. It discusses speech acts from a sociolinguistic perspective and provides definitions and classifications of different types of speech acts, including constative utterances, ethical propositions, phatic utterances, and performative utterances. It also discusses felicity conditions for successful performatives and the concept of phatic communion in language.
Speech act and speech event
Speech acts are functional units of communication that speakers perform through utterances. There are three types of meaning conveyed: propositional meaning of the literal words, illocutionary meaning of the intention, and perlocutionary force of the effect on the listener. Speech acts can be categorized as representatives, directives, commissives, expressives, or declarations depending on the intention. Analyzing speech acts and speech events provides insight into the functions and social contexts of language use.
Speech acts
This document discusses speech acts, which are functional units of communication. It defines locutionary, illocutionary, and perlocutionary aspects of speech acts. It also discusses research methods used to study speech acts, including role plays, discourse completion tasks, and interviews. Finally, it notes the importance of teaching speech acts to language learners and recommends techniques like modeling dialogues, role plays, and feedback.
How do paralinguistics differ over the internet from
Paralinguistics is the study of meaning conveyed through vocal elements like pitch, loudness, speech rate, and fluency. It focuses on how these elements imply attitudes, emotions, and sociolects. While linguistics studies language codes, paralinguistics examines other aspects of speech. Paralinguistics relates to linguistics subsystems like phonetics, phonology, syntax, and semantics. Online, people use emoticons and internet slang to convey paralinguistics since they cannot use voice. Emoticons especially help show emotions and whether something is meant as a joke. Overall, face-to-face and online communication share many paralinguistic qualities despite the lack of voice online.
Pragmatics-Powerpoint
The document discusses pragmatic markers. It begins with an agenda that includes defining pragmatic markers, activities to analyze their use, and examining markers in different languages. It then defines pragmatic markers based on their phonological, syntactic, semantic, functional, and sociolinguistic features. Their textual and interpersonal functions are also defined. Examples are provided to categorize the functions of markers. The discussion then explores markers in languages such as Chinese, Japanese, and Thai, noting common markers and their frequencies and uses in each language.
Story board listening
The document provides a lesson plan on teaching basic expressions for asking for, giving, and refusing goods and services in English. It includes examples of common expressions, sample dialogs demonstrating their use, and assessment tasks for students to practice comprehending and using the target language functions. Keywords are also defined to aid comprehension.
Storyboard for listening
1. The document discusses the importance of listening skills, noting that 45% of time is spent listening and it is important for developing communicative abilities.
2. It provides learning objectives for responding accurately to simple transactional and interpersonal conversations involving asking for, giving, and refusing goods and services.
3. Example exercises are given to assess comprehending and responding appropriately to expressions for requesting help, offering help, and refusing help.
English Teaching Media( story board )
This document provides a lesson plan for teaching expressions of politeness in English. It includes 3 key learning competencies: expressing meanings in transactional and interpersonal conversations using simple spoken language accurately. It outlines activities such as watching a video on expressions of politeness, explaining the uses of "excuse me" and "please", completing dialogue exercises, and creating original dialogues in groups. Students' language skills will be assessed through role plays demonstrating their use of polite expressions. The lesson incorporates role plays, group work, and individual exercises to help students learn when and how to use common polite expressions in English.
Rencana pelaksanaan pembelajaran
Good morning! I'm doing well, thanks for asking. Yes, I went to the night market yesterday. It was very crowded and noisy, but I really enjoyed exploring all the stalls. I bought some snacks to eat and a new shirt. The bell just rang, so I have to get to class. It was nice talking to you!
1B Questioner: you must give this question
to your friend and listen what he/she answers
-Goodmorning?
-how are you today?
- yesterday you did you go to night market?
- could you tell me your experiences when
you went to night market?
- Oh..the bell ring so our time is up...but I’m
Speaking story board etm
This document provides a lesson plan on expressing politeness in speech. It includes 3 key learning competencies: 1) using expressions like "excuse me" and "please" accurately when interacting with others, 2) examples of dialogues using these expressions, and 3) activities like role playing and completing sample dialogues. Students will learn about speech acts involving politeness through video examples and teacher explanation. They will practice the target expressions by creating and performing short dialogues in pairs. Performance will be assessed based on fluency, pronunciation, vocabulary use, grammar structure, and completion of dialogue exercises.
Etm story board speaking
The document provides a lesson plan on expressing politeness in English. It includes 3 key learning competencies: 1) using expressions like "Excuse me" and "Please" accurately in simple transactions and interactions, 2) materials that teach when to use "Excuse me" and "Please", and examples of dialogues using these expressions, and 3) activities like role playing dialogues, completing example dialogues, and creating original dialogues to practice. Students will be assessed based on their fluency, pronunciation, vocabulary, grammar, and ability to perform short dialogues expressing politeness.
Lesson plan greeting and introduction
This lesson plan covers greetings and introductions for a 7th grade English class. Over four class periods, students will learn about greeting people, introducing themselves, and introducing others through listening to videos and the teacher. Students will practice greeting others, introducing themselves, and introducing others. To assess learning, students will do a role play demonstrating greeting others, introducing themselves, and introducing others. The goal is for students to be able to respond to greetings and introductions and properly greet and introduce themselves and others.
Story board listening
The document discusses a listening lesson plan on comprehending the meanings of expressions in transactional and interpersonal conversations. The lesson involves students listening to conversations and filling in blanks in worksheets. It provides a link to a YouTube video and online materials on personality types and going downtown. The lesson aims to help students understand prohibition and opinion expressions accurately, fluently and appropriately when interacting with people in daily life situations.
Learning medium-smp
The document outlines an English lesson plan for 8th grade students focusing on developing skills in listening, speaking, and using expressions for asking for help, offering help, and refusing help in both formal and informal contexts. It includes sample dialogs for students to analyze and complete, activities for role playing requests and offers of help, and developing their own short dialogs on given situations using the target expressions.
ETM STORY BOARD WRITING SYIFA ULFA SUFIA
This document provides information about an English teaching media lesson on introducing oneself. The lesson asks students to make a simple introduction about themselves using simple present tense for content about identity, greetings, introductions, and meetings. It includes a picture, audio, and test provided for the lesson. The lesson is focused on writing short, simple transactional texts involving giving and requesting information related to identity while considering appropriate social functions, text structure, and language elements.
Story board etm 4
The document describes a lesson plan on expressing gratitude in Indonesian. The key competency is responding to transactional and interpersonal conversations using simple spoken language accurately, fluently and appropriately. It includes two example dialogs of expressing thanks and responding to thanks. Students are asked to make and perform their own dialog using gratitude expressions for topics like a friend's birthday or receiving a surprise.
Discourse
The document discusses various concepts related to discourse analysis including defining discourse, objects of discourse analysis, coherence and cohesion, reference and substitution, and implicature. It provides examples to illustrate concepts like cohesive ties, transition markers, and how background knowledge is needed to interpret implicatures in conversations. Grice's cooperative principle of conversation and its maxims of quality, quantity, relation and manner are also summarized.
Special considerations for_teaching-1[1]
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
Story board "Speaking"
Speaking involves using sounds of language to express or convey thoughts, ideas, or feelings verbally. The key competencies are: 1) Students can properly utter the word "thank you". 2) Students can properly ask questions and provide information. This document provides a storyboard for a 7th grade English lesson focusing on expressions of gratitude, asking questions, and sharing information.
Translanguaging and the globalization of YouTube
This document summarizes research on informal language learning through engagement with digital media like YouTube. It discusses how YouTube allows for translanguaging practices in user-generated videos and comments. Research approaches described include longitudinal case studies and discourse analysis of video content. Evidence suggests YouTube enables microglobalization where individuals communicate across borders, and informal language learning in comment exchanges where users provide explanations and feedback.
Conversation and Preference structure
This document discusses concepts in conversation analysis including:
- Conversation analysis studies both verbal and non-verbal conduct in everyday interactions.
- Types of conversation analysis include pauses, overlaps where speakers talk simultaneously, and backchannels like "uh-huh" that provide feedback.
- Adjacency pairs refer to conversational sequences where one utterance depends on another, such as questions/answers or requests/grants.
- Preference structure means the first part of an adjacency pair, like a request or offer, expects an acceptance in the second part which is structurally more likely than a rejection. Dispreferred responses include hesitations or excuses instead of a direct "no."
Group 2 ppt
This document discusses special considerations for teaching listening comprehension. It notes that listening can be difficult due to speaker factors like speed of speech, listener factors like purpose, and content factors like vocabulary. It suggests choosing speakers based on students' levels and adjusting speech speed. It also emphasizes the importance of understanding for learning and maintaining student interest. Finally, it proposes several teaching methods to help students improve their listening skills, such as having students summarize podcasts, discuss movies, and analyze music.
Lesson plan 1.1 and 1.2
This lesson plan is for an English class at SMPN 2 Demak for eighth grade students. It covers two competencies over six meetings. The first competency is understanding the explicit and implicit meanings of expressions involving asking, giving, refusing favors and opinions. The second competency involves understanding descriptions of past actions and events through simple past tense verbs. Learning activities include listening to conversations and responding, discussing meanings, and role-playing scenarios. Assessment involves oral tests of comprehension of sample dialogs. The goal is for students to improve their English communication skills regarding interpersonal exchanges and descriptions of past experiences.
Storyboard speaking skill etm
The document provides information about speaking skills competencies and materials for giving and asking opinions. It includes the key competencies, a storyboard layout, instructional methods, example conversations, and lists of phrases for asking and giving opinions in English. The goals are to understand social functions, text structure, and correct language elements in context, and to convey opinions and ask for opinions along with responses orally according to context. Example conversations are provided to demonstrate giving and asking opinions on hair styles.
Storyboard speaking skill
The document provides information about speaking skills competencies and materials for giving and asking opinions. It includes the key competencies, a storyboard layout, instructional methods, example conversations, and lists of phrases for asking and giving opinions in English. The goals are to understand social functions, text structure, and correct language elements in context, and to convey opinions and ask for opinions along with responses orally according to context. Example conversations are provided to demonstrate giving and asking opinions on hair styles.
Narrative text ppt
Narrative text is a type of text that retells a story using past tense. The purpose is to entertain or amuse readers. An example is provided of the story "Little Red Riding Hood" where a young girl takes a basket to her grandmother's cottage but meets a Big Bad Wolf along the way. The wolf tricks the grandmother and lies in wait for the girl. Woodcutters eventually rescue the girl and grandmother and chase the wolf away. Narrative texts typically include an orientation, series of events, and resolution.
Story board reading
1. The document describes a narrative text about Cinderella and provides comprehension questions about the story. It also includes a second narrative text about two animals, Sura the shark and Baya the crocodile, and additional questions.
2. The Cinderella story involves Cinderella living with her bossy stepsister and stepmother, being prevented from going to a ball but attending with fairy godmother's help, dancing with and marrying the prince.
3. The Sura and Baya story is about the two animals fighting over food but agreeing to live separately, with Sura later breaking this agreement causing another fight.
More Related Content
Similar to Story board speaking
Story board listening
The document provides a lesson plan on teaching basic expressions for asking for, giving, and refusing goods and services in English. It includes examples of common expressions, sample dialogs demonstrating their use, and assessment tasks for students to practice comprehending and using the target language functions. Keywords are also defined to aid comprehension.
Storyboard for listening
1. The document discusses the importance of listening skills, noting that 45% of time is spent listening and it is important for developing communicative abilities.
2. It provides learning objectives for responding accurately to simple transactional and interpersonal conversations involving asking for, giving, and refusing goods and services.
3. Example exercises are given to assess comprehending and responding appropriately to expressions for requesting help, offering help, and refusing help.
English Teaching Media( story board )
This document provides a lesson plan for teaching expressions of politeness in English. It includes 3 key learning competencies: expressing meanings in transactional and interpersonal conversations using simple spoken language accurately. It outlines activities such as watching a video on expressions of politeness, explaining the uses of "excuse me" and "please", completing dialogue exercises, and creating original dialogues in groups. Students' language skills will be assessed through role plays demonstrating their use of polite expressions. The lesson incorporates role plays, group work, and individual exercises to help students learn when and how to use common polite expressions in English.
Rencana pelaksanaan pembelajaran
Good morning! I'm doing well, thanks for asking. Yes, I went to the night market yesterday. It was very crowded and noisy, but I really enjoyed exploring all the stalls. I bought some snacks to eat and a new shirt. The bell just rang, so I have to get to class. It was nice talking to you!
1B Questioner: you must give this question
to your friend and listen what he/she answers
-Goodmorning?
-how are you today?
- yesterday you did you go to night market?
- could you tell me your experiences when
you went to night market?
- Oh..the bell ring so our time is up...but I’m
Speaking story board etm
This document provides a lesson plan on expressing politeness in speech. It includes 3 key learning competencies: 1) using expressions like "excuse me" and "please" accurately when interacting with others, 2) examples of dialogues using these expressions, and 3) activities like role playing and completing sample dialogues. Students will learn about speech acts involving politeness through video examples and teacher explanation. They will practice the target expressions by creating and performing short dialogues in pairs. Performance will be assessed based on fluency, pronunciation, vocabulary use, grammar structure, and completion of dialogue exercises.
Etm story board speaking
The document provides a lesson plan on expressing politeness in English. It includes 3 key learning competencies: 1) using expressions like "Excuse me" and "Please" accurately in simple transactions and interactions, 2) materials that teach when to use "Excuse me" and "Please", and examples of dialogues using these expressions, and 3) activities like role playing dialogues, completing example dialogues, and creating original dialogues to practice. Students will be assessed based on their fluency, pronunciation, vocabulary, grammar, and ability to perform short dialogues expressing politeness.
Lesson plan greeting and introduction
This lesson plan covers greetings and introductions for a 7th grade English class. Over four class periods, students will learn about greeting people, introducing themselves, and introducing others through listening to videos and the teacher. Students will practice greeting others, introducing themselves, and introducing others. To assess learning, students will do a role play demonstrating greeting others, introducing themselves, and introducing others. The goal is for students to be able to respond to greetings and introductions and properly greet and introduce themselves and others.
Story board listening
The document discusses a listening lesson plan on comprehending the meanings of expressions in transactional and interpersonal conversations. The lesson involves students listening to conversations and filling in blanks in worksheets. It provides a link to a YouTube video and online materials on personality types and going downtown. The lesson aims to help students understand prohibition and opinion expressions accurately, fluently and appropriately when interacting with people in daily life situations.
Learning medium-smp
The document outlines an English lesson plan for 8th grade students focusing on developing skills in listening, speaking, and using expressions for asking for help, offering help, and refusing help in both formal and informal contexts. It includes sample dialogs for students to analyze and complete, activities for role playing requests and offers of help, and developing their own short dialogs on given situations using the target expressions.
ETM STORY BOARD WRITING SYIFA ULFA SUFIA
This document provides information about an English teaching media lesson on introducing oneself. The lesson asks students to make a simple introduction about themselves using simple present tense for content about identity, greetings, introductions, and meetings. It includes a picture, audio, and test provided for the lesson. The lesson is focused on writing short, simple transactional texts involving giving and requesting information related to identity while considering appropriate social functions, text structure, and language elements.
Story board etm 4
The document describes a lesson plan on expressing gratitude in Indonesian. The key competency is responding to transactional and interpersonal conversations using simple spoken language accurately, fluently and appropriately. It includes two example dialogs of expressing thanks and responding to thanks. Students are asked to make and perform their own dialog using gratitude expressions for topics like a friend's birthday or receiving a surprise.
Discourse
The document discusses various concepts related to discourse analysis including defining discourse, objects of discourse analysis, coherence and cohesion, reference and substitution, and implicature. It provides examples to illustrate concepts like cohesive ties, transition markers, and how background knowledge is needed to interpret implicatures in conversations. Grice's cooperative principle of conversation and its maxims of quality, quantity, relation and manner are also summarized.
Special considerations for_teaching-1[1]
This document discusses special considerations for teaching listening and speaking skills to English language learners. It addresses what makes listening difficult, such as speaker speed and complexity of content. It recommends choosing age-appropriate content and adjusting speech speed. It also stresses the importance of understanding for learning and maintaining student interest. The document provides examples of teaching methods to improve listening, such as having students summarize podcasts or discuss movie plots with partners. It notes that speaking can be difficult for students to assess their own progress in and recommends keeping students motivated through praise and meaningful speaking tasks. The document outlines different functions of speaking, such as social interaction, information exchange, and formal presentations.
Story board "Speaking"
Speaking involves using sounds of language to express or convey thoughts, ideas, or feelings verbally. The key competencies are: 1) Students can properly utter the word "thank you". 2) Students can properly ask questions and provide information. This document provides a storyboard for a 7th grade English lesson focusing on expressions of gratitude, asking questions, and sharing information.
Translanguaging and the globalization of YouTube
This document summarizes research on informal language learning through engagement with digital media like YouTube. It discusses how YouTube allows for translanguaging practices in user-generated videos and comments. Research approaches described include longitudinal case studies and discourse analysis of video content. Evidence suggests YouTube enables microglobalization where individuals communicate across borders, and informal language learning in comment exchanges where users provide explanations and feedback.
Conversation and Preference structure
This document discusses concepts in conversation analysis including:
- Conversation analysis studies both verbal and non-verbal conduct in everyday interactions.
- Types of conversation analysis include pauses, overlaps where speakers talk simultaneously, and backchannels like "uh-huh" that provide feedback.
- Adjacency pairs refer to conversational sequences where one utterance depends on another, such as questions/answers or requests/grants.
- Preference structure means the first part of an adjacency pair, like a request or offer, expects an acceptance in the second part which is structurally more likely than a rejection. Dispreferred responses include hesitations or excuses instead of a direct "no."
Group 2 ppt
This document discusses special considerations for teaching listening comprehension. It notes that listening can be difficult due to speaker factors like speed of speech, listener factors like purpose, and content factors like vocabulary. It suggests choosing speakers based on students' levels and adjusting speech speed. It also emphasizes the importance of understanding for learning and maintaining student interest. Finally, it proposes several teaching methods to help students improve their listening skills, such as having students summarize podcasts, discuss movies, and analyze music.
Lesson plan 1.1 and 1.2
This lesson plan is for an English class at SMPN 2 Demak for eighth grade students. It covers two competencies over six meetings. The first competency is understanding the explicit and implicit meanings of expressions involving asking, giving, refusing favors and opinions. The second competency involves understanding descriptions of past actions and events through simple past tense verbs. Learning activities include listening to conversations and responding, discussing meanings, and role-playing scenarios. Assessment involves oral tests of comprehension of sample dialogs. The goal is for students to improve their English communication skills regarding interpersonal exchanges and descriptions of past experiences.
Storyboard speaking skill etm
The document provides information about speaking skills competencies and materials for giving and asking opinions. It includes the key competencies, a storyboard layout, instructional methods, example conversations, and lists of phrases for asking and giving opinions in English. The goals are to understand social functions, text structure, and correct language elements in context, and to convey opinions and ask for opinions along with responses orally according to context. Example conversations are provided to demonstrate giving and asking opinions on hair styles.
Storyboard speaking skill
The document provides information about speaking skills competencies and materials for giving and asking opinions. It includes the key competencies, a storyboard layout, instructional methods, example conversations, and lists of phrases for asking and giving opinions in English. The goals are to understand social functions, text structure, and correct language elements in context, and to convey opinions and ask for opinions along with responses orally according to context. Example conversations are provided to demonstrate giving and asking opinions on hair styles.
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Narrative text is a type of text that retells a story using past tense. The purpose is to entertain or amuse readers. An example is provided of the story "Little Red Riding Hood" where a young girl takes a basket to her grandmother's cottage but meets a Big Bad Wolf along the way. The wolf tricks the grandmother and lies in wait for the girl. Woodcutters eventually rescue the girl and grandmother and chase the wolf away. Narrative texts typically include an orientation, series of events, and resolution.
Story board reading
1. The document describes a narrative text about Cinderella and provides comprehension questions about the story. It also includes a second narrative text about two animals, Sura the shark and Baya the crocodile, and additional questions.
2. The Cinderella story involves Cinderella living with her bossy stepsister and stepmother, being prevented from going to a ball but attending with fairy godmother's help, dancing with and marrying the prince.
3. The Sura and Baya story is about the two animals fighting over food but agreeing to live separately, with Sura later breaking this agreement causing another fight.
Narrative text ppt
This narrative text retells the story of Little Red Riding Hood. It describes how Little Red Riding Hood's mother asked her to take a basket of goods to her grandmother's cottage. On the way, she met the Big Bad Wolf who asked where she was going. The wolf arrived at the grandmother's cottage first, locked her in a cupboard, and waited in her bed disguised as the grandmother. When Little Red Riding Hood arrived, the wolf pounced on her but woodcutters rescued them and chased the wolf away. Little Red Riding Hood learned not to talk to strangers.
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This document provides information about an English language textbook for 7th grade students in Indonesian junior high schools. It was developed by the Directorate for Junior High School Development to improve the quality of education. The textbook was created based on national education standards and was validated through trials with students and experts. It covers a variety of topics across 8 units using texts such as conversations, announcements, notes, and descriptions. The goal is for students to develop communicative competence in English.
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LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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www.StokeNewingtonHistory.com
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This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
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of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
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significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
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The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
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Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
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Story board speaking
- 1. Deskripsi: Speaking Kompetensi Dasar: 1. Mengungkapkan makna dalam percakapan transaksional ( to get things done ) dan interpersonal ( bersosialisasi ) sangat sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar dan berterima untuk berinteraksi dengan lingkungan terdekat yang melibatkan tindak tutur: meminta dan memberi jasa, meminta dan memberi barang, dan meminta memberi fakta STORY BOARD Unit 1 : Asking for and giving things, services, clarification; asking and expressing opinion; and giving personal responses No KD Aktivitas Teks/ Present asi Gambar Video Tes/Quiz/ Tugas Silab us/ Kale nder Link: URL Glossar y Instructiona l Method 1 Mengungkapk an dialog tentang memberi dan meminta barang atau jasa Asking for and giving things Gambar percakap an di restoran Dialo gue in the restau rant Tugas mingg u - Buku B.Ingg ris Th. Kumal arini dkk - youtub e.com - Can I borrow - May I use it Audio Lingual Method Materi Pembelajaran
- 2. Speech Act: Asking Something Giving Something Can you give me... Take me that... Could you please... Would you kindly... Sure. Glad to help... Yes, of course... Certainly, here it is. Contoh dialog meminta dan memberi barang atau jasa: 1. Waiter : Hello, Can I help you? Kim : Yes, I'd like to have some lunch. Could you please bring me a bowl Of chicken soup? Waiter : yes, of course. Kim : And I'd like a grilled cheese sandwich. Waiter : OK, would you like anything to drink? Kim : Yes, I'd like a glass of Coke, please. Waite : Can I bring you anything else? Informal (older people to younger people) Formal (younger people to older people or stanger)
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