Romeo and Juliet by William Shakespeare

Siti Asminatun
06211210026
Semester IV B

Summary

There are two feuding families, Romeo of the Montague family and Juliet of the Capulet family, will both love and die in the course of this play...Sampson and Gregory, servants to the Capulets and Abraham and Balthasar, servants to the Montague family start a street fight, which is joined by Benvolio (Montague) and Tybalt (Capulet). Romeo and friends decide to turn up uninvited, Romeo hoping to see Rosaline, whom he still pines for...Lady Capulet discusses the idea of marriage to Paris with Juliet. Juliet keeps her options open. Unnoticed in Juliet's orchard, Romeo learns of Juliet's love for him. After declaring their feelings for each other, the two decide to marry. Juliet will send Romeo a messenger in the morning to make plans for their wedding...The very next day, we meet Romeo's friend, Friar Laurence. He wonders how Romeo can forget Rosaline so quickly but agrees to marry the two since he hopes this marriage it will end the long running Montague / Capulet feud...Romeo catches up with his friends Mercutio and Benvolio. Juliet's messenger, the Nurse, arrives and the wedding is set for later that day. The Nurse brings Romeo "cords" or ropes which will allow Romeo to climb into Juliet's bedchamber as her husband later that night... Act II ends with Romeo and Juliet's marriage. Benvolio and Mercutio (both Montagues) meet Tybalt (Capulet). Tybalt attempts to provoke Romeo into fighting. Mercutio fights Tybalt and is killed. Romeo then kills Tybalt. Escalus, the Prince of Verona banishes Romeo from Verona threatening death should he ever return. Juliet learns of Romeo killing Tybalt and despite being torn between her loyalty for her family and Romeo, mourns her husband Romeo's banishment.Romeo learns of the banishment order, realizing he will not be able to see Juliet again. Friar Laurence suggests Romeo go to Juliet's bed chamber to comfort his wife... Capulet, who does not know of Romeo and Juliet's marriage, decides that the marriage of Juliet to Paris must now proceed, bidding his wife to make Juliet aware of Paris' love for her. The day of the marriage has been decided; it will be Thursday.Romeo also buys some poison from a local Apothecary.Friar John explains to Friar Laurence that his letter informing Romeo that Juliet is not dead, did not reach Romeo. Friar Laurence tries again to inform Romeo of his plan and heads off to the Capulet burial chamber where Juliet will soon awaken.Paris mourns his bride that never was. Romeo arrives, opening Juliet's coffin to look at his love one last time. Paris fights Romeo whom he believes is desecrating Juliet's grave. Paris dies, Romeo placing him beside Juliet. Romeo takes his poison, kisses Juliet and dies. Friar Laurence arrives too late. Juliet, now awakens, asking for her Romeo. Friar Laurence leaves, leaving Juliet alone. Juliet kisses Romeo and stabs herself, dying.

summary (technology in the classroom)

Name : Siti Asminatun
NPM : 06211210026
Semester IV B


Summary

Technology in language teaching with used technology especially the internet ,present us with new opportunities for authentic task and materials, and technology offer new ways for practicing language and assessing performance. and considered the causes of technophobia and suggested ways of over coming it. And attitudes to technology is a examined specific teacher doubt about using technology in the classroom and suggested some solution. Looked at a teacher access to computer and know solution and discussed the types of computer based activities you can do with your learners. Outlined the basic skills and equipment that teacher need in order to start using technology and their teaching and teacher can given solution about how implementation ICT in the classroom.

summary old english beowulf

name : Siti Asminatun
NPM : 06211210026
Semester IV


Summary

This story tell about Beowulf . Beowulf is"The hero of all heroes," Beowulf, strong and courageous, is the prince of Geats. Beowulf defeats three gruesome monsters, two of whom are descendants of Cain. He have friend who help him to oppose as Aeschere, Freawaru, Ingeld, Wiglaf. Hygelac is Beowulf's uncle, King of the Geats .he help beowulf to oppose grendel and his mother. He have enemy called Grendel , He is a monster that is half-man and half-fiend. He is the first monster that Beowulf kills. Grandel mother is another monster that Beowulf kills. Hrothgar is the King of Danes. he help him to oppose Grendel. He has a great deal of compassion for his warriors and his people. This man isn't afraid to hide his emotions. This is important because at the time, according to the warrior code, a man was not to show his feelings publicly. He builds a mead-hall and names it Heorot for his warriors to celebrate success. when he to oppose Grendel, he killed for Grendel.

Renaissance period

Name: Siti Asminatun
NPM : 06211210026
Semester IV B

A BROKEN SONG

'WHERE am I from?' From the green hills of Erin.
'HaveI no song then? My songs are all sung.
'What o'my love?''Tis alone I am farin'.
Old grows my heart, an'my voice yet is young.

'If she was tall? 'like a king's own daughter.
'If she was fair? 'like a mornin' o'May.
When she'd come laughin ‘ 'twas the runn in 'wather,

When she'd come blush in' 'twas the break o'day.

'where did she dwell? 'Where one's I had my dwellin'.

'Who lovdher best?'There's no one now will know.

'Where is she gone?'Och,why would I be tellin'!
Where she is gone there I can never go

this story tell about someone who is broken heart, she felt sad but she
always remember for him. she always tell in the heart and she never
forget him. but she has very disappointed because she never meet him.

english teaching aid

siti asminatun
06211210026
semester IV B

English Teaching Aids

Learning and teaching is the concern of the trained teacher. But learning is a complex process. It can however be defined as a change in disposition; a relatively permanent change in behaviour overtime and this is brought about by experience. Learning can occur as a result of newly acquired skill, knowledge, perception, facts, principles, new information at hand etc. Adeyanju, (1997). Learning can be reinforced with learning aids of different variety because they stimulate, motivate as well as arrest learner's attention for a while during the instructional process.

Learning aids are instructional materials and devices through which teaching and learning are done in schools. Examples of learning aids include visual aids, audio-visual aids, real objects and many others. The visual aids are designed materials that may be locally made or commercially produced. They come in form of wall-charts illustrated pictures, pictorial materials and other two dimensional objects. There are also audio-visual aids. These are teaching machines like radio, television, and all sorts of projectors with sound attributes.

It is interesting to note that a large percentage of trained teachers and those undergoing professional training courses can teach with some of the learning aids. They do so consciously because they know that the use have positive effect on learning outcomes as their cognate experiences during teaching practice supervision reveals. In an on-going action research by investigators in Winneba District, a survey sample of teachers with several years of teaching experience of between (03) and twenty-five (25) years, claim that learning aids improve methodology. They also claim that learning aids reduce their talk and chalk method.

Sentence building cards are a teaching aid that is inexpensive and easy to make and use.

They are useful to give learners practice in

word recognition, and sentence recognition and buildin

Sentence building cards are a teaching aid. They allow learners to build sentences by matching individual words to words in a sentence that has already been written

Features
Each set of sentence building cards consists of
a large sentence card with pictures and sentences, and several small word cards.
The large sentence card has several illustrations drawn in boxes down the left side of the card. Each illustration has a sentence written in a box beside it. The illustrations serve as clues to the sentences.
The small word cards have words that match the words in the sentences on the sentence card.
The learner
looks at the pictures reads the sentences, and builds the same sentences by placing the matching word cards in the space below the sentences.
	Alphabet books are sometimes used
	as motivational tools to attract people's attention to books as supplements to primers to help transfer reading skills from one language to another, or to introduce the sounds and letters of an alphabet.

	An alphabet book is a collection of pages that lists and illustrates the entire alphabet.

Features
	Here are some features of an alphabet book. An alphabet book usually contains the following for each letter:
	one or more keywords an illustration of each keyword, and the letter(s) in small and capital letters.
	Variations An alphabet book might include all the letters in a language only the vowels selected vowels and consonants sentences using the keywords and letters paragraphs or stories featuring the key words or letters an entire page of examples of the use of one letter, or several letters on each page.

literature

Literature

Definition of Literature

The word "literature" has different meanings depending on who is using it and in what context. It could be applied broadly to mean any symbolic record, encompassing everything from images and sculptures to letters. In a more narrow sense the term could mean only text composed of letters, or other examples of symbolic written language (Egyptian hieroglyphs, for example). An even more narrow interpretation is that text have a physical form, such as on paper or some other portable form, to the exclusion of inscriptions or digital media. The Muslim scholar and philosopher Imam Ja'far al-Sadiq (702-765 AD) defined Literature as follows: "Literature is the garment which one puts on what he says or writes so that it may appear more attractive. Panghilito Luigi added that literature is a slice of life that has been given direction and meaning, an artistic interpretation of the world according to the percipient's point of views. Frequently, the texts that make up literature crossed over these boundaries. Illustrated stories, hypertexts, cave paintings and inscribed monuments have all at one time or another pushed the boundaries of "literature."

Old english poetry

The earliest form of English literature developed after the settlement of the Saxons and other Germanic tribes in England after the withdrawal of the Romans and is known as Old English or Anglo-Saxon. The most famous work in Old English is the epic poem Beowulf. The only surviving manuscript is the Cotton manuscript. The precise date of the manuscript is debated, but most estimates place it close to the year 1000.(The oldest surviving text in English is Cædmon's Hymn)A popular poem of the time was "The Dream of the Rood." It was inscribed upon the Ruthwell Cross.Another poem was "Judith (poem)." It was a retelling of the story found in the Latin Bible's Book of Judith of the beheader of the Assyrian general Holofernes.Chronicles contained a range of historical and literary accounts; one example is the Anglo-Saxon Chronicle.

Alfred Douglas. 1870–

The Green River

I know a green grass path that leaves the field
And, like a running river, winds along
Into a leafy wood, where is no throng
Of birds at noon-day; and no soft throats yield
Their music to the moon. The place is sealed,	5
An unclaimed sovereignty of voiceless song,
And all the unravished silences belong
To some sweet singer lost, or unrevealed.
So is my soul become a silent place....
Oh, may I wake from this uneasy night	10
To find some voice of music manifold.
Let it be shape of sorrow with wan face
Or love that swoons on sleep, or else delight
That is as wide-eyed as a marigold.

This poetry there’s at 1870 and this poetry is story about green river at night with high place.

Padraic Colum. 1881–

An Old Woman of the Roads

O, TO have a little house!
To own the hearth and stool and all!
The heaped up sods upon the fire,
The pile of turf against the wall!
To have a clock with weights and chains	5
And pendulum swinging up and down!
A dresser filled with shining delph,
Speckled and white and blue and brown!
I could be busy all the day
Clearing and sweeping hearth and floor,	10
And fixing on their shelf again
My white and blue and speckled store!
I could be quiet there at night
Beside the fire and by myself,
Sure of a bed and loth to leave	15
The ticking clock and the shining delph!
Och! but I'm weary of mist and dark,
And roads where there's never a house nor bush,
And tired I am of bog and road,
And the crying wind and the lonesome hush!	20
And I am praying to God on high,
And I am praying Him night and day,
For a little house—a house of my own—
Out of the wind's and the rain's way.