Soal soal bahasa Inggris

1. what is such of invitation
2. give of example of invitation
3. what is such with expression happines.
4. give of example of happines expreesion
5. what is such of announcement
6. give of example of announcement
7. what is such of procedure text
8. give of example of procedure text
9. what is such of past tense
10. give of example of past tense
11. what is such of greetings
12. give of example of greetings
13. what of such shape of part a body
14. give of example of part a body
15. what of such shape of Giving Instructions
16. give of example of of Giving Instructions
17. what of such shape of Reading: analyze characters, setting etc
18. give of example of Reading: analyze characters, setting etc
19. what of such shape of Listening: Make Me A Copy, Please
20. give of example of Listening: Make Me A Copy, Please
21. give a picture of above problem problem.

Sympathy Expressions

Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the expressions of sympathy in the context of daily life

Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
After having studied the material given, the students are expected to be able to:
mention the definition of sympathy expression
identify the meaning nuance of expressing sympathy
respond or carry out conversations using sympathy expressions

The definition of sympathy expression:
Sympathy expression is an expression or feeling of pity and sorrow when we know and see someone or people are unlucky or have trouble and in bad condition. By expressing sympathy we want to show our concern or carefulness on other people’s condition.

How can we give sympathy expression to someone?
We express it directly to him/her orally or we can use a letter or card by post also by short message service (SMS), e-mail, television, radio, and newspaper if he/she who got the trouble is far from us.

Several expressions of sympathy :
I’d like to express my deepest condolences
I’m sorry to hear that
I’m awfully sorry about…
Oh, how awful!
Oh, dear!
You must be very upset
Oh, what a shame
How pity you are!
How terrible / awful for you

Example of dialogue that expresses sympathy in a certain situation :
Miss helen :You know what? Ewo has lost his wallet.
I Made Danu :Oh, I’m sorry to hear that

Shape Of Part Body

Simple Straight sided shapes

Rectangle


Square


Triangle

Simple Rounded shapes

Circle


Oval

Types of triangles

Equilateral triangle


Isosceles triangle


Right angled triangle

3D shapes

Cone


Cube


Cylinder


Pyramid


Rectangular Prism


Sphere


Mathematical shapes


Parallelogram


Pentagon - 5 sides

Hexagon - 6 sides

Octagon - 8 sides

Miscellaneous shapes

Coffin


Diamond


Heart


Kite


Petal


Shell


Star


Teardrop

Recount Text

Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge
Basic Competency :
To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text

The Definition Of Recount Text
Recount text is a text that is used to retell events for the purpose of informing or entertaining.
The generic structures of recount text are :
Orientation ( it gives the readers the background information needed to understand the text such as who was involved, where it happened, when it happened)
Events (a series of events, ordered in a chronological sequence)
Re-orientation (restates the writer’s opinion or personal comment of the writer on the incident
The significant Lexicogrammatical features :
Use of simple past tense
Use of temporal conjunctions (when, after, before, next, later, then)
Use of personal pronoun (I, we)

An Unlucky Day
  One morning, I got up with the feeling that the day was going to be an unlucky one for me. How right it was! Found that it was already 06:15 a.m..
 
I rushed into the bathroom. I did not see a piece of soap lying on the floor, I stepped on it and slipped, almost breaking my back in the process.
 
Then, I went into the dining room for my breakfast. I gulped down the tea without realizing that it was very hot. It burnt my tongue. I spat it out and could not eat anything because my tongue hurt. I got dressed and rushed to the bus stop.

Unfortunately, I just missed the bus. My heart sank and I knew that I would be late for school.
When I reached school. My name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse was to come.
 
When I reached school. My name was taken down by the teacher. The teacher scolded me for being late. To my humiliation, I was made to stand outside the class. I was so upset by the incidents that I could not study properly. But worse was to come.
 
After school, I was on my way home when something hard hit me on the head. Someone hand thrown a bag of fish bones out of the window and it landed on me! I was boiling with rage but could do nothing. However, luckily for me, this only raised a small lump on my head.
 
I managed to reach home safe and sound, and did not dare to go out again for the rest of the day.

procedur Text

Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of simple procedure text accurately and fluently in the daily life context to access knowledge
Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of recount, narrative and procedure text in the daily life context to access knowledge

The Definition Of Procedure Text
Procedure text is a text that is designed to describe how something is achieved through a sequence of actions or steps. It explains how people perform different processes in a sequence of steps. This text uses simple present tense, often imperative sentences. It also uses the temporal conjunction such as first, second, then, next, finally, etc.
How to make a sandwich (aim/goal)
You need (materials)
2 slices of bread
peanut butter
a banana
honey
What you should do are : (steps)
Take two slices of bread
Spread peanut butter
Cut up a banana onto small slices and put them on one of the slices
Pour some honey over the bananas
Put the other slice of bread on top

Present tense

Standard Competency :
To comprehend and express the meaning of short functional and simple monolog essay texts in the form of recount text, narrative, and procedure that have contextual in habitual activities to access knowledge
Basic Competency :
To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text
Basic Competency :
To respond and express the meaning within simple monolog texts that uses the variety of writing accurately, fluently, and used in habitual activities to accesss knowledge in recount text

Perfect tense

Standard Competency :
To comprehend and express the meanings of short functional and simple monolog essay texts in the form of Perfect Tense in the daily life context to access knowledge
Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of perfect tense (present perfect, past perfect and future perfect tense)accurately and fluently in the daily life context to access knowledge
Present perfect is formed by combining have/has with the main verb’s past participle form:
I have arrived.
A negation is produced by inserting not after have/has:
I have not arrived.
Questions in present perfect are formulated by starting a sentence with have/has:
Has she arrived?
(+) We had eaten before they came
(-) They had not eaten before we came
(?) Had they eaten before we came?

Past Tense

Standard Competency :
To comprehend and express the meanings of short functional and simple monolog essay texts in the form of past tense in the daily life context to access knowledge
Basic Competency :
To respond and express the meaning nuance and the rhetorical steps within the short functional and simple monolog essay texts in the form of past tense (simple past tense, past continuous tense, past perfect tense)accurately and fluently in the daily life context to access knowledge
Indicators :
After having finished the lesson, the student are expected to be able to:
understand the pattern of past tense
identify past tense in a certain text
use past tense in making sentences and telling an event or action.
Simple past is formed for regular verbs by adding –ed to the root of a word. Example: He walked to the store. A negation is produced by adding did not and the verb in its infinitive form. Example: He did not walk to the store. Question sentences are started with did as in Did he walk to the store?
Simple past is used for describing acts that have already been concluded and whose exact time of occurrence is known. Furthermore, simple past is used for retelling successive events. That is why it is commonly used in storytelling

Simple Past Tense is a kind of tense which is used to describe an event or action that happened already in a certain time in the past
The pattern :
(+) Subject + verb II + complement
(-) Subject + did not + verb II + complement
(?) Did + subject + verb I

The examples :
(+) I went to Tangkiling yesterday
(-) I did not go anywhere last night
(?) Did you go last week?
Past Continuous Tense is a kind of tense that is used to describe an event or an action which was happening in a certain time in the past
The pattern : (
+) Subject + was/were +verb-ing+ complement
(-) Subject + was not/were not+verb-ing+ complement
(?) was/were+ subject + verb-ing+complement

The examples :
(+) He was writing a letter at eight o’clock last night
(-) He was not writing a letter at seven o’clock last night
(?) Were you writing a letter at eight last night?

Past Perfect Tense is a kind of tense that is used to describe an action or an event that started in a certain time in the past and completed or finished till certain time in the past too; or past perfect tense is used to express an action or an event that had happened before the other event or action happened

The pattern :
(+) Subject + had+verb III+cmplement
(-) Subject + had not+ver III+complement
(?) Had + subject +verb III+complement

(?) Had they eaten before we came?
(-) They had not eaten before we came
(+) We had eaten before they came

Narrative

Basic Competency:
To understand meaning nuance within transactional text that contains narrative text
Indicators:
Identifying the definition of narrative text
identifying the generic structures of narrative text
Using past tense
THOSE ARE THE EXAMPLES OF
NARRATIVE TEXTS

DO YOU HAVE THE SIMILAR STORIES FROM YOUR HOME TOWN?

PLEASE MENTION IT…
HOW DO WE DISTINGUISH THIS TEXT FROM THE OTHER KINDS OF READING TEXTS?


WELL, LET’S SEE THE GENERIC STRUCTURE
NARRATIVE TEXT
The generic structures of the text:
Orientation : It sets the scene and introduces the participants (it answers the questions; Who, What, When and Where)
Complication: A crisis or a problem arises. It usually involves the main characters.
Resolution: A solution to the problem (for better or worse). Main characters find a way to solve the problem.

Lesson Speech

Subject(s):
• Language Arts/Speech
Duration: Two 50-minute sessions
Description: Students need to understand that how they say something and how they physically present themselves are just as important as what they say. By understanding the dynamics involved in effective persuasive speaking, students will improve their overall confidence in communicating.
Goals: The goal of this lesson is to improve students' speaking skills by understanding persuasion proficiencies.
Objectives: Students will be able to:
1. Demonstrate the appropriate classroom public speaking and listening skills (e.g., body language, articulation, listening to be able to identify specific examples of the speaker's coordination of talking and action) that would be necessary to influence or change someone's mind or way of thinking about a topic.
2. Define the elements of persuasion.
3. Recognize the elements of personal credibility.
4. Develop methods to analyze other students' speeches.
5. Understand outlining main ideas.
6. Create a persuasive speech.
Materials:
• teacher-prepared topics for persuasive speeches
• sample rubric (available in .pdf format)
• Sample Rubric

Rubric in .pdf format; requires free Adobe Acrobat Reader.

Click the icon to obtain the free Reader.
Procedure:
During class discussion, define and explain how people make decisions based on what they see and hear. Explain that sometimes we have to use skills to convince others about our positions. Have the students recall and list their own experiences trying to convince their friends about something, and then ask them to share these with the class. Have the students pick a proposition that not everyone would agree with such as: "nuclear power plants are superior energy sources." Have them write a 6-8 minute speech in outline form to persuade the class. Each student will then deliver this speech in front of the class while the rest of the students take notes and prepare to give the speaker feedback on the speech.

The voice and the body are the best tools -- every student is a natural persuader!
They have done it all their lives. Every time someone enters a conversation, he or she engages in elementary persuasion techniques. It is true that any time students make a statement of fact, they are asserting its validity and assuming that their listener agrees. This speech goes further than a normal conversational assertion: now students have to assume that not everyone will agree with them from the start, and it is their job to make them see things their way. The goal of this speech is to change someone's mind or way of thinking about a topic. This is not a speech to sell, as students do not ask that the listener do anything except to agree with them or to begin to listen to their way of thinking. Their message is, of course, very important in this speech, but their voice and body language are even more important. Here they will learn how their delivery can help. There are several important aspects of presentation to keep in mind; the academic elements of persuasion are:
• Body Language - Make sure that they have a proper posture. If their shoulders are sagging and their legs are crossed, they will not appear as being sincere, and people just will not accept their message.
• Articulation - Articulation means how their total vocal process works. There are several steps to this entire process. Students need to understand the process. First, they need air from the lungs, their vocal cords in their larynx must be working, their mouth and tongue must be in sync, and they have to make sure that they have got some saliva in their mouths to keep things oiled. They should be aware of their physical makeup to be able to understand how they speak.
• Pronunciation - Students need to pronounce each word. They must avoid slang, except to make a point, and not slur the words. They must avoid saying, "you know."
• Pitch - Pitch refers to the highs and lows of the voice. Whatever they do, they must avoid a monotone!

Lesson Reading

Subject(s):
• Language Arts/Reading
Goals and Objectives:
After selecting and reading a book independently, students will create a paper bag book report using an ordinary paper bag. Students should choose five-seven items to place in the bag to represent significant events or characters from the book. For example, "Goldilocks and the Three Bears" might call for a soupspoon, a thermometer, a piece of dollhouse furniture, an ad for running shoes, etc. Students, after filling and decorating their bags, present them to the class. Each student should explain how the items he or she has chosen relate to the book. This makes for a fun oral presentation which exceeds the traditional book report for both the presenter and the audience.
Lesson Concepts and Materials:
Independent book selection, independent reading, analysis of plot, character and/ or theme, oral presentation.
Paperbags (large to lunch-size).
Procedures:
1. Each student chooses and reads a book.
2. Students analyze their books' characters, plots, themes, etc.
3. Teacher explains the bag book reports. (A teacher-made sample works great!)
4. Students devise written plans for their bag book reports, detailing five to seven items for the inside as well as layouts for each part of the outside. (Teacher may want to require title, author, and publisher on the front; an internal conflict on the left side; an external conflict on the right side; or a favorite scene on the back, for example.)
5. Provide time in class for students to complete their book report projects so they can see others working and have guided practice at fulfilling the promise of their written plans.
6. Students present their projects, in detail, to the class - first explaining the outside of their bags and then explaining each of the itmes inside. (Questions from the class come naturally.)
7. Students can assess each other using a teacher-devised scoring rubric for both the bag and the presentation.
Assessment:
Peer assessment of oral presentation; guided self-assessment of bag (inside and out) using a teacher-devised checklist/scoring rubric

Lesson listening

DESCRIPTION:
Often times students are not able to communicate clearly what they would like to say. It is the purpose of this lesson to help student understand the need to be articulate and precise when explain steps to another student. In addition the student listening will learn to be a more effective listener.

GOAL: Students will understand the need to be articulate when communicating.

OBJECTIVES:
1. The student will use descriptive explications to guide another student in completing the task.
2. The student will explain the importance of being articulate and the frustration when directions are unclear.

BACKGROUND INFORMATION: This activity will teach student to explain what they see and guide another student in reproducing the drawing by what they are told.

CONCEPTS: Students will be able to:
1. Explain and articulate the steps to reproducing a drawing.
2. Follow directions as closely as possible.
3. Communicate with fellow students to accomplish the given task.

MATERIALS:
• Paper
• Crayon
• Overhead Projector or Large Visual
PROCEDURE:
1. Students will be paired up in groups of two. One student will sit facing the projection or visual and his/her partner facing away from the visual or projection.
2. It is essential that the students are sitting back to back so that the student explaining the steps is not able to see the drawing.
3. A visual or overhead is displayed in front of the class. The design should be simple shapes and lines of different lengths and dimensions.
4. The student facing the visual will explain to his/her partner how to reproduce the visual or projection.
5. The students will be given 5 - 10 minutes to complete this task.
6. The students will put away their picture without seeing the visual.
7. The students will switch positions.
8. The students will repeat the steps 1-6.
9. The students will be shown the visuals and take 5 minutes to critique the directions of the other student. At this point they still should not have seen the drawing done by their partner.
10. After critiquing their partner for probably being unclear in the directions they gave.
11. Finally the students will be given the drawing done by their partner and compare it to the original.
12. The students should now critique their own articulation abilities. The key is to focus on what they might have said in order to be more clear and not be defensive in blaming the other student.

ASSESSMENT: Ask students to share their feelings in trying to draw by directions and give directions with the class. Collect the reflections and see what students self critiqued instead of blaming. Provide comments to the students critiques, and return.

AutoBiograph

Subject(s):
• Language Arts/Writing (composition)
Duration: One month, or one semester. Teacher choice.
Description: Students write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. "A is for Alabama. I was born in Alabama, and . . . "
Goals: Encourage writing and expression on "real" topics of interest; Hone editing, grammar, and writing skills.
Objectives: Students will be able to write vivid descriptions of events/places/people of importance. Students will be able to edit their own/others' work.
Materials:
• paper
• pencils, etc and bookbinding materials - can be as simple as card stock and prongs

Procedure: Students brainstorm 78 possible topics (3 for each letter of the alphabet) which could be developed into 2 paragraph informal "essays." Writing takes place over several weeks - prevents boredom and allows students time to edit and rethink ideas. When rough copies have been edited by students or teacher (only if it's a personal subject they don't want to share) then final copies are made. When all 26 pages are complete, books are bound - either by student choice of binding materials, or by teacher-provided materials. I gather card stock and have students decorate/illustrate. Then we three hole punch, put in some brass prongs, and it's done!
Assessment: Graded primarily on completeness. Drafts have been spot-checked, so no major grammatical errors are an issue. I never mark on the books - I think they make nice keepsakes and I don't want to mar them. I also require that parents or guardians read them, and write a note to the student after. It has been a fabulous project, and has had great results, both with gifted students and low-level classes.

Author: Nancy Haugen, Carminati, AZ
Endorsed by: These lesson plans are the result of the work of the teachers who have attended the Columbia Education Center's Summer Workshop. CEC is a consortium of teacher from 14 western states dedicated to improving the quality of education in the rural, western, United States, and particularly the quality of math and science Education. CEC uses Big Sky Telegraph as the hub of their telecommunications network that allows the participating teachers to stay in contact with their trainers and peers that they have met at the Workshops.
• Language Arts/Writing (composition)
Overview: This activity was developed for teachers participating in the Wisconsin Writing Project. It works for me when used with K-12 teachers; they have found it useful with most students at most grade levels. It's especially fun in the beginning of the year when we all need to get to know each other.
Purpose: It this lesson, the writer analyzes self to provide an introduction to the rest of the class.
Objectives: To analyze, to inform, to introduce.
Resources/Materials: paper and pencil (Teacher needs to write his/her autobiopoem in advance of the class.)
Activities and Procedures: Students write an eleven line autobiopoem after hearing/seeing the teacher's model.
Tying It All Together: Set up an example of an autobiopoem.
Line 1: Your first name Nancy
Line 2: Four descriptive traits Honest, caring, curious, energetic
Line 3: Sibling of... Sister of Kenneth
Line 4: Lover of (people, ideas) Laughter, learning, challenge
Line 5: Who feels... Joy when traveling
Line 6: Who needs... Sunshine every day
Line 7: Who gives... Friendship, encouragement, and smiles
Line 8: Who fears... Pain, hunger, and the end of summer
Line 9: Who would like to see... Contentment for all living things
Line 10: Resident of (your city) Phoenix
Line 11: Your last name Haugen

Invitation

Basic Competency:

Expressing meaning nuance within transactional dialogue text that contains invitation: how to invite people, how to accept and to refuse it.


Indicators:
Mentioning several ways of inviting expressions
Using expressions of invitation according the situation.
Acting as response of invitation from somebody else: accepting and refusing

Invitation is a way to invite someone or more to go to a place or to do something.

There are two types of invitation.
FORMAL INVITATION
Formal invitation is usually originate from Institutes, Companies and a kind of it. Normally formal invitation is written invitation.
 
INFORMAL INVITATION
Informal invitation is personal invitation given to a friend, family, etc. Informal invitation can be written invitation and verbal invitation.
This time we only discuss about Verbal Invitation
Extending (mengundang)
for example:
I would like to invite you to come to my house
Would you like to come to my restaurant?
How would you like to go camping with us next month?
If you are not busy, please try to come to my office
Are you free this evening?
Let’s go to the Jazz Festival!
Can you come?
Please try to come
We hope you’ll join us
If you don’t have any other plans, would you come to the café?
note: frase yang bergaris bawah bisa diganti
Repeat after me guys!
I would like to invite you to come to my house
Would you like to come to my restaurant?
How would you like to go camping with us next month?
If you are not busy, please try to come to my office
Are you free this evening?
Let’s go to the Jazz Festival!
Can you come?
Please try to come
We hope you’ll join us
If you don’t have any other plans, would you come to the café?

What do you think?
It’s easy, isn’t it?
Good!
Now we learn how to accept
the invitation

Happines Expressions

Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the happiness expressions in the context of daily life.
Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) conversations by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
After finishing the lesson, the students are expected to be able to:
identify the meaning nuance of expressing happiness
respond or carry out transactional and interpersonal conversations about expressing happiness
Happiness Expression is an expression that is used to show that someone or people are glad have excited feelings

What would you say to express your happiness?
I’m happy……
I’m (very)pleased / (really) delighted (about)….
I can’t say how pleased / delighted I am about it
I am so glad to hear that
Great!
Terrific!
Fantastic!

Greetings

Standard Competency :
To comprehend and express the meanings within the transactional and interpersonal conversations about greetings in the context of daily lifeBasic Competency :
To respond and express the meanings within the formal / informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment
Indicators :
After having studied the material given, the students are expected to be able to:
identify the expression meaning of greetings that contains self introduction, introducing other people and parting / ending conversation both orally and in written form
respond the expression of greetings
carry out transactional and interpersonal conversations involving the acts of greeting, introducing and parting

HOw Do you greetother people?
Good Morning/Afternoon/Evening
Hello, Ewo
Hello, Agnes
How are you?
How’s everything with you?
How’s life ?
How are you getting along ?
How are you doing ?
Fine, thanks
Pretty good, thanks
I’m well, thanks
Not bad, thanks. And you?

Giving Instructions

Standard Competency :
To comprehend and express the meaning nuance within the transactional and interpersonal conversations which are related to the instruction expressions in the context of daily life.

Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional (to get things done) and interpersonal (get sociable) by using the simple kind of spoken and written languages accurately and fluently in the daily life context involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instructions
Indicators :
After having finished the lesson, the students are expected to be able to:
Identify the meaning nuance of giving instruction
Give instruction orally
Respond or carry out transactional and interpersonal conversations involving the acts of giving instruction

Giving Instruction is an expression that is used in order that other person does what we instruct or request.

The example expressions of giving instruction :
Open your book!
Close the door, please!
Be quiet, please!
Move the chair!
Open the window!
Pass me the sugar, please!
Stand up, please!

Gainning Attention

Standard Competency :
To comprehend and express the meaning within the transactional and interpersonal conversations about gaining attention in the context of daily life.
Basic Competency :
To respond and express the meaning nuance within the formal / informal transactional and interpersonal conversations accurately and fluently by using the simple kind of spoken language in the context of daily life involving the acts of expressing happiness, gaining attention, expressing sympathy and giving instruction
Indicators :
After finishing the lesson, the student are expected to be able:
identify and respond the meaning nuance of gaining attention
carry out transactional conversations involving the acts of gaining attention.
carry out conversations for interpersonal purpose and social interaction.

Gaining attention is a way or expression that is spoken so that other people will pay their attention to what we want to.
The example expressions of gaining attention :
Attention, please
May I have your attention, please?
Excuse me, look here!
Listening to me, please
Waiter?
I’m sorry, but…
Wow really

Appoinment

Standard Competency :
To express meanings within the transactional and interpersonal conversations about appointment in the context of daily life.
Basic Competency :
To respond and express the meanings within the formal/informal transactional and interpersonal conversations accurately and fluently that contains the introduction expressions (greetings), invitation, and appointment.
Indicators :
After having studied the lesson, the students are expected to be able to:
identify the expression meaning of making, accepting, canceling and changing an appointment
carry out transactional and interpersonal conversations about appointment
I’d like to make an appointment with Kristian
I want to make an appointment to see…..
I’d like you to come and see
Can I come and see you?
I’ll be there
What about….(thank you)

Announcement

Standard Competency :
To comprehend and express the meanings of spoken and written short functional text about announcement in the context of
Basic Competency :
To respond and express the meanings within the formal / informal spoken and written short functional text in the form of announcement, advertisement, invitation accurately and fluently in the daily life context to access knowledgedaily life to access knowledge

Advertisment

Standard Competency :
To comprehend and express the meaning of short functional written text about advertisement in the daily life context to access knowledge
Basic Competency :
To respond and express the meaning within the short formal / informal functional written text accurately and fluently in the form of announcement, advertisement and invitation in the context of daily life to access knowledge.
After having studied the material given, the student are expected to able to:
understand the definition of advertisement
identify the topic of advertisement text
read aloud meaningfully the written passage that is discussed with a good pronunciation and intonation.
Advertising is a communication whose purpose is to inform potential customers about products and services and how to obtain and use them. Many advertisements are also designed to generate increased consumption of those products and services through the creation and reinforcement of brand image and brand loyalty. For these purposes advertisements often contain both factual information and persuasive messages. Every major medium is used to deliver these messages, including: television, radio, movies, magazines, newspapers, video games, the Internet and billboards. Advertising is often placed by an advertising agency on behalf of a company
Information for persuading and motivating people so that it will attract them to the service and the thing that are offered or informed.
Function of advertisement :
Promotion
Communication
Information

In making an advertisement keep the following points
1. Language of advertisement :
Using the correct or suitable words.
Using the interesting and suggestive expression.
Using positive expression
Text of advertisement should be directed to the goals.

2. Content of advertisement :
Objective and honest
Brief and clear
Not mocking to group or other producer.
Mobile Billboards are flat-panel campaign units in which their sole purpose is to carry advertisements along dedicated routes selected by clients prior to the start of a campaign. Mobile Billboard companies do not typically carry third-party cargo or freight. Mobile displays are used for various situations in metropolitan areas throughout the world, including:

Target advertising
One day, and long term campaigns
Convention
Sporting events
Store openings or other similar promotional events
Big advertisements from smaller companies
The same advertising techniques used to promote commercial goods and services can be used to inform, educate and motivate the public about non-commercial issues, such as AIDS, political ideology, energy conservation, and global warming.
Commercial advertising media can include wall paintings, billboards, street furniture components, printed flyers and rack cards, radio, cinema and television ads, web banners, mobile telephone screens, shopping carts, web popups, skywriting, bus stop benches,, magazines, newspapers, posters, and the backs of event tickets and supermarket receipts. Any place an "identified" sponsor pays to deliver their message through a medium is commercial advertising.
Covert advertising is when a product or brand is embedded in entertainment and media. For example, in a film, the main character can use an item or other of a definite brand, as in the movie Minority Report, where Tom Cruise's character John Anderton owns a phone with the Nokia logo clearly written in the top corner, or his watch engraved with the Bulgari logo. Another example of advertising in film is in I, Robot, where main character played by Will Smith mentions his Converse shoes several times, calling them "classics," because the film is set far in the future. I, Robot and Spaceballs also showcase futuristic cars with the Audi and Mercedes-Benz logos clearly displayed on the front of the vehicles. Cadillac chose to advertise in the movie The Matrix Reloaded, which as a result contained many scenes in which Cadillac cars were used. Similarly, product placement for Omega Watches, Ford, Vaio, and cars are featured in recent James Bond films, Casino Royale.

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