PRIMBON SEMESTER 1
*GREETING
A.How do you greet other people.
1.Good morning/afternoon/evening/nigh/nite.
2.Hello,Agnes
3.How are you
4.How’s everything with you?
5.How’s life?
6.How are you getting along?
7.How are you doing?
8.Hi,Nurul..
A.How do you greet other people.
1.Good morning/afternoon/evening/nigh/nite.
2.Hello,Agnes
3.How are you
4.How’s everything with you?
5.How’s life?
6.How are you getting along?
7.How are you doing?
8.Hi,Nurul..
B.How do you introduce your self ?
1.Let me introduce my self,my name is Oghy.
2.Hello,I’m Golda
3.Hi,I’m Adi Pramono,You can call me Mono.
4.Hello,my name is Yeni Pratiwi.
1.Let me introduce my self,my name is Oghy.
2.Hello,I’m Golda
3.Hi,I’m Adi Pramono,You can call me Mono.
4.Hello,my name is Yeni Pratiwi.
C.How do you introduce otrher people!
1.I would like to introduce Ria Saputri.
2.excuse me,let me introduce you a new friend.His name ia Agung Kuncoro.
1.I would like to introduce Ria Saputri.
2.excuse me,let me introduce you a new friend.His name ia Agung Kuncoro.
D.How do you close or end your conversation?
1.Well,I should be going now.See you!
2.Bye-bye.
3.Have a good time
4.GBU
5.See you
1.Well,I should be going now.See you!
2.Bye-bye.
3.Have a good time
4.GBU
5.See you
*GIVING INSTRUCTION
1.We use verbs as commading word in the form of infinitive without to.For ex:
-sit down
-cover your food
-eat your meal
-sweep the door
-Clean the room
-etc...
2.We use be + adjective or noun,or adverb for example:
-be careful
-be happy
-be there
-be on time
-etc....
3.We use the word don’t + verb infinitive with out to.For ex:
-don’t climb
-don’t do it!
-etc...
4.We use the word please at the begining or at the end of an instruction to make it sounds more polite.for ex:
-sit down,please.
-please don’t do that.
*SIMPLE PAST
We often use the simple past tense to talk a bout a complete past event,a permanent or long term situation that existed in the past.Study the example below:
1.He work hard all of his life
2.she passed her examination because she studied very hard
*NARRATIVE TEXT
A narrative is a story that is created in a constructive format (written, spoken, poetry, prose, images, song, theater or dance) that describes a sequence of fictional or non-fictional events. It derives from the Latin verb narrare, which means "to recount" and is related to the adjective gnarus, meaning "knowing" or "skilled".[1] (Ultimately derived from the Proto-Indo-European root gnō-, "to know".[2]) The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode.
Along with exposition, argumentation and description, narration, broadly defined, is one of four rhetorical modes of discourse. More narrowly defined, it is the fiction-writing mode whereby the narrator communicates directly to the reader.
Stories are an important aspect of culture. Many works of art, and most works of literature, tell stories; indeed, most of the humanities involve stories.
Narratives have also been used in Knowledge Management as a way of elicitate and disseminate knowledge [3], and also to encourage collaboration, to generate new ideas [4] and to "ignite change" [5].
Stories are of ancient origin, existing in ancient Egyptian, ancient Greek, Chinese and Indian culture. Stories are also a ubiquitous component of human communication, used as parables and examples to illustrate points. Storytelling was probably one of the earliest forms of entertainment. Narrative may also refer to psychological processes in self-identity, memory and meaning-making.
Specific features and structures of some narrative types
Children write many different types of narrative through Key Stages 1 and 2. Although most types share a common purpose (to tell a story in some way) there is specific knowledge children need in order to write particular narrative text types. While there is often a lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and progression. Each unit of work in the Primary Framework (fiction, narrative, plays and scripts) provides suggestions for teaching the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical settings, imaginary worlds) and style (older literature, significant authors).
Features of traditional tales
Traditional or ‘folk’ tales include myths, legends, fables and fairy tales. Often originating in the oral tradition, examples exist in most cultures, providing a rich, culturally diverse resource for children’s reading and writing. Many of these stories served an original purpose of passing on traditional knowledge or sharing cultural beliefs.
They tend to have themes that deal with life’s important issues and their narrative structures are often based on a quest, a journey or a series of trials and forfeits. Characters usually represent the archetypical opposites of good and evil, hero and villain, strong and weak or wise and foolish.
The style of traditional stories usually retains links with their origins in oral storytelling: rich, evocative vocabulary, repetition and patterned language, and strong use of imagery. When written in a traditional style, they also use some archaic language forms and vocabulary. Many regional stories include localised vocabulary and dialect forms.
Different types of traditional tales tend to have some narrative features (purpose, characters, language, style, structure) of their own.
Purpose:
The essential purpose of narrative is to tell a story, but the detailed purpose may vary according to genre. For example, the purpose of a myth is often to explain a natural phenomenon and a legend is often intended to pass on cultural traditions or beliefs.
Generic structure
Language features
Knowledge for the writer
The most common structure is:
· an opening that establishes setting and introduces characters;
· a complication and resulting events;
· a resolution/ending.
Effective writers are not constrained by predictable narrative structure. Authors and storytellers often modify or adapt a generic structure, e.g. changing chronology by not telling the events in order (time shifts, flashbacks, backtracking). Children can add these less predictable narrative structures to their own writing repertoires.
Language features vary in different narrative genres. Common features:
· presented in spoken or written form;
· may be augmented/supplemented/partly presented using images (such as illustrations) or interactive/multimedia elements (such as hypertext/images/video/audio);
· told/written in first or third person (I, we, she, it, they);
· told/written in past tense (sometimes in present tense);
· chronological (plot or content have a chronology of events that happened in a particular order);
· main participants are characters with recognisable qualities, often stereotypical and contrasting (hero/villain);
· typical characters, settings and events are used in each genre;
· connectives are widely used to move the narrative along and to affect the reader/listener:
o to signal time (later that day, once);
o to move the setting (meanwhile back at the cave, on the other side of the forest);
o to surprise or create suspense (suddenly, without warning).
· Decide on your intended style and impact.
· Plan before writing/telling to organise chronology and ensure main events lead towards the ending.
· Visualise the setting and main characters to help you describe a few key details.
· Rehearse sentences while writing to assess their effectiveness and the way they work together.
· Find some different ways of telling what characters think and feel, e.g. describe what they did or said.
· Use some strategies to connect with the reader/listener, e.g. use repetition of the same phrase or the same language pattern; ask them a question or refer to the reader as ’you’. What on earth was happening? Who do you think it was?
· Show how the main character has changed or moved on in some way at the end.
· Read or listen to the whole text as if you are the reader/listener or try it out on someone else: check that it makes sense and change anything that could work better.
Fables
Purpose:
A fable sets out to teach the reader or listener a lesson they should learn about life. The narrative drives towards the closing moral statement, the fable’s theme: the early bird gets the worm, where there’s a will there’s a way, work hard and always plan ahead for lean times, charity is a virtue. The clear presence of a moral distinguishes fables from other folk tales.
1.We use verbs as commading word in the form of infinitive without to.For ex:
-sit down
-cover your food
-eat your meal
-sweep the door
-Clean the room
-etc...
2.We use be + adjective or noun,or adverb for example:
-be careful
-be happy
-be there
-be on time
-etc....
3.We use the word don’t + verb infinitive with out to.For ex:
-don’t climb
-don’t do it!
-etc...
4.We use the word please at the begining or at the end of an instruction to make it sounds more polite.for ex:
-sit down,please.
-please don’t do that.
*SIMPLE PAST
We often use the simple past tense to talk a bout a complete past event,a permanent or long term situation that existed in the past.Study the example below:
1.He work hard all of his life
2.she passed her examination because she studied very hard
*NARRATIVE TEXT
A narrative is a story that is created in a constructive format (written, spoken, poetry, prose, images, song, theater or dance) that describes a sequence of fictional or non-fictional events. It derives from the Latin verb narrare, which means "to recount" and is related to the adjective gnarus, meaning "knowing" or "skilled".[1] (Ultimately derived from the Proto-Indo-European root gnō-, "to know".[2]) The word "story" may be used as a synonym of "narrative", but can also be used to refer to the sequence of events described in a narrative. A narrative can also be told by a character within a larger narrative. An important part of narration is the narrative mode.
Along with exposition, argumentation and description, narration, broadly defined, is one of four rhetorical modes of discourse. More narrowly defined, it is the fiction-writing mode whereby the narrator communicates directly to the reader.
Stories are an important aspect of culture. Many works of art, and most works of literature, tell stories; indeed, most of the humanities involve stories.
Narratives have also been used in Knowledge Management as a way of elicitate and disseminate knowledge [3], and also to encourage collaboration, to generate new ideas [4] and to "ignite change" [5].
Stories are of ancient origin, existing in ancient Egyptian, ancient Greek, Chinese and Indian culture. Stories are also a ubiquitous component of human communication, used as parables and examples to illustrate points. Storytelling was probably one of the earliest forms of entertainment. Narrative may also refer to psychological processes in self-identity, memory and meaning-making.
Specific features and structures of some narrative types
Children write many different types of narrative through Key Stages 1 and 2. Although most types share a common purpose (to tell a story in some way) there is specific knowledge children need in order to write particular narrative text types. While there is often a lot of overlap (for example, between myths and legends) it is helpful to group types of narrative to support planning for range and progression. Each unit of work in the Primary Framework (fiction, narrative, plays and scripts) provides suggestions for teaching the writing of specific forms or features of narrative. For example: genre (traditional tales), structure (short stories with flashbacks and extended narrative), content (stories which raise issues and dilemmas), settings (stories with familiar settings, historical settings, imaginary worlds) and style (older literature, significant authors).
Features of traditional tales
Traditional or ‘folk’ tales include myths, legends, fables and fairy tales. Often originating in the oral tradition, examples exist in most cultures, providing a rich, culturally diverse resource for children’s reading and writing. Many of these stories served an original purpose of passing on traditional knowledge or sharing cultural beliefs.
They tend to have themes that deal with life’s important issues and their narrative structures are often based on a quest, a journey or a series of trials and forfeits. Characters usually represent the archetypical opposites of good and evil, hero and villain, strong and weak or wise and foolish.
The style of traditional stories usually retains links with their origins in oral storytelling: rich, evocative vocabulary, repetition and patterned language, and strong use of imagery. When written in a traditional style, they also use some archaic language forms and vocabulary. Many regional stories include localised vocabulary and dialect forms.
Different types of traditional tales tend to have some narrative features (purpose, characters, language, style, structure) of their own.
Purpose:
The essential purpose of narrative is to tell a story, but the detailed purpose may vary according to genre. For example, the purpose of a myth is often to explain a natural phenomenon and a legend is often intended to pass on cultural traditions or beliefs.
Generic structure
Language features
Knowledge for the writer
The most common structure is:
· an opening that establishes setting and introduces characters;
· a complication and resulting events;
· a resolution/ending.
Effective writers are not constrained by predictable narrative structure. Authors and storytellers often modify or adapt a generic structure, e.g. changing chronology by not telling the events in order (time shifts, flashbacks, backtracking). Children can add these less predictable narrative structures to their own writing repertoires.
Language features vary in different narrative genres. Common features:
· presented in spoken or written form;
· may be augmented/supplemented/partly presented using images (such as illustrations) or interactive/multimedia elements (such as hypertext/images/video/audio);
· told/written in first or third person (I, we, she, it, they);
· told/written in past tense (sometimes in present tense);
· chronological (plot or content have a chronology of events that happened in a particular order);
· main participants are characters with recognisable qualities, often stereotypical and contrasting (hero/villain);
· typical characters, settings and events are used in each genre;
· connectives are widely used to move the narrative along and to affect the reader/listener:
o to signal time (later that day, once);
o to move the setting (meanwhile back at the cave, on the other side of the forest);
o to surprise or create suspense (suddenly, without warning).
· Decide on your intended style and impact.
· Plan before writing/telling to organise chronology and ensure main events lead towards the ending.
· Visualise the setting and main characters to help you describe a few key details.
· Rehearse sentences while writing to assess their effectiveness and the way they work together.
· Find some different ways of telling what characters think and feel, e.g. describe what they did or said.
· Use some strategies to connect with the reader/listener, e.g. use repetition of the same phrase or the same language pattern; ask them a question or refer to the reader as ’you’. What on earth was happening? Who do you think it was?
· Show how the main character has changed or moved on in some way at the end.
· Read or listen to the whole text as if you are the reader/listener or try it out on someone else: check that it makes sense and change anything that could work better.
Fables
Purpose:
A fable sets out to teach the reader or listener a lesson they should learn about life. The narrative drives towards the closing moral statement, the fable’s theme: the early bird gets the worm, where there’s a will there’s a way, work hard and always plan ahead for lean times, charity is a virtue. The clear presence of a moral distinguishes fables from other folk tales.
*EXPRESSING
Expressing happiness:
Example:
-I’m so happy for you
-i’m happy to hear that
-i’m very happy for you
Expressing sympathetic ( less serious news):
-oh no!
-what a pity!
-what a shame!
-poor you!
Expressing sympathetic (very sad news):
-how awful!
-how terrible!
-i’m really sorry to hear that
Expressing happiness:
Example:
-I’m so happy for you
-i’m happy to hear that
-i’m very happy for you
Expressing sympathetic ( less serious news):
-oh no!
-what a pity!
-what a shame!
-poor you!
Expressing sympathetic (very sad news):
-how awful!
-how terrible!
-i’m really sorry to hear that
*PROCEDURE TEXT
Procedures help us do a task or make something.They can be a set of intructions or directions e.g.step by step method to germinate seeds.the text bellow is an example of a procedure.The labels show the structure and language features of procedure text:
-Procedures begin by outlining an aim or goal
-sometimes there is a list of the materials and equipment needed.
-The steps are then listed in order.
Ex: Shows the structure and language features of a procedure text.
Procedure TextGoal
To explain how to do or to make something
Generic structure
Aim
Materials( ingridients, equipment )
Steps
Language features
action verbs
nouns, noun phrase
imperative sentense
*Writing Procedures.
When writing procedures you should:
-use present tense e.g spray
-include technical terms when you need to e.g friable.
-use words that tell the reader how,when and where to perform the task e.g fill,firmly.
*HOW TO INVITE PEOPLE ORALLY:
EX: 1)Please,go to the party
2)Please,buy for me a new dress..
Procedures help us do a task or make something.They can be a set of intructions or directions e.g.step by step method to germinate seeds.the text bellow is an example of a procedure.The labels show the structure and language features of procedure text:
-Procedures begin by outlining an aim or goal
-sometimes there is a list of the materials and equipment needed.
-The steps are then listed in order.
Ex: Shows the structure and language features of a procedure text.
Procedure TextGoal
To explain how to do or to make something
Generic structure
Aim
Materials( ingridients, equipment )
Steps
Language features
action verbs
nouns, noun phrase
imperative sentense
*Writing Procedures.
When writing procedures you should:
-use present tense e.g spray
-include technical terms when you need to e.g friable.
-use words that tell the reader how,when and where to perform the task e.g fill,firmly.
*HOW TO INVITE PEOPLE ORALLY:
EX: 1)Please,go to the party
2)Please,buy for me a new dress..
