Pronouns in Mandarin Chinese

Pronouns are words we use to replace nouns, like people or things, so we don’t have to repeat them. In Mandarin Chinese, pronouns are also important and used in daily conversation. This article will explain the basic types of pronouns in Chinese with easy examples.

1. Personal Pronouns

Personal pronouns refer to people or things. Here are the basic personal pronouns in Mandarin:

No	Personal Pronouns		Meaning	Examples in Sentences
	Character	Pinyin
Singular
1	我	wǒ	I / Me	我是学生。 Wǒ shì xuéshēng. I am a student.
2	你	nǐ	You	你喜欢中国菜吗？ Nǐ xǐhuan Zhōngguó cài ma? Do you like Chinese food?
3	他	tā	He / Him	他是老师。 Tā shì lǎoshī. He is a teacher.
4	她	tā	She / Her	她很漂亮。 Tā hěn piàoliang. She is beautiful.
5	它	tā	It	我喜欢这只猫，它很可爱。 Wǒ xǐhuan zhè zhī māo, tā hěn kě’ài. I like this cat. It is very cute.
Plural
1	我们	wǒmen	We / Us	我们学习汉语。 Wǒmen xuéxí Hànyǔ. We study Chinese.
2	你们	nǐmen	You	你们今天晚上有空吗？ Nǐmen jīntiān wǎnshang yǒu kòng ma? Are you free tonight?
3	他们	tāmen	They (male or mixed group)	他们在图书馆。 Tāmen zài túshūguǎn. They are at the library.
4	她们	tāmen	They (female)	她们在教室里学习。 Tāmen zài jiàoshì lǐ xuéxí. They are studying in the classroom.
5	它们	tāmen	They (things/animals)	这些书很有意思，我很喜欢它们。 Zhèxiē shū hěn yǒuyìsi, wǒ hěn xǐhuan tāmen. These books are very interesting. I really like them.

 

2. Possessive Pronouns

In Chinese, to make a possessive pronoun (like my, your, his), just add “的” (de) after a personal pronoun. 

No	Possessive Pronouns		Meaning	Examples in Sentences
	Character	Pinyin
1	我的	wǒ de	My / Mine	这是我的书。 Zhè shì wǒ de shū. This is my book.
2	你的	nǐ de	Your / Yours	那是你的手机吗？ Nà shì nǐ de shǒujī ma? Is that your phone?
3	他的	tā de	His	他的名字是王明。 Tā de míngzì shì Wáng Míng. His name is Wang Ming.
4	她的	tā de	Her	这是她的书包。 Zhè shì tā de shūbāo. This is her backpack.
5	我们的	wǒmen de	Our / Ours	我们的老师很友好。 Wǒmen de lǎoshī hěn yǒuhǎo. Our teacher is very friendly.
6	他们的	tāmen de	Their / Theirs	他们的家在北京。 Tāmen de jiā zài Běijīng. Their home is in Beijing.

 

3. Reflexive Pronouns

Reflexive pronouns in Chinese use the word “自己” (zìjǐ), which means self.

No	Reflexive Pronouns		Meaning	Examples in Sentences
	Character	Pinyin
1	我自己	wǒ zìjǐ	Myself	我自己学汉语。 Wǒ zìjǐ xué Hànyǔ. I learn Chinese by myself.
2	你自己	nǐ zìjǐ	Yourself	你自己写名字。 Nǐ zìjǐ xiě míngzì. Write your name by yourself.
3	他自己	tā zìjǐ	Himself	他自己开门。 Tā zìjǐ kāi mén. He opens the door by himself.
4	她自己	tā zìjǐ	Herself	她自己洗衣服。 Tā zìjǐ xǐ yīfu. She washes clothes by herself.
5	他们自己	tāmen zìjǐ	Themselves	他们自己做饭。 Tāmen zìjǐ zuòfàn. They cook by themselves.

 

4. Demonstrative Pronouns

Demonstrative pronouns are words like this and that.

No	Demonstrative Pronouns		Meaning	Examples in Sentences
	Character	Pinyin
1	这	zhè	This	这是我的朋友。 Zhè shì wǒ de péngyǒu. This is my friend.
2	那	nà	That	那是我的车。 Nà shì wǒ de chē. That is my car.
3	这些	zhèxiē	These	这些是中文书。 Zhèxiē shì Zhōngwén shū. These are Chinese books.
4	那些	nàxiē	Those	我不喜欢那些颜色。 Wǒ bù xǐhuan nàxiē yánsè. I don’t like those colors.

LESSON PLAN OF NARRATIVE TEXT
Name	Heny Astuti, S.Pd.
School	MAN 1 Bandar Lampung
Academic Year/Semester	2025-2026/1
Subject	English
Level	Senior High School
Phase	E
Grade	10th
Time Allocation	5 meeting, 1 meeting = 3 lesson hours,  1 lesson hour = 45 minutes, total each meeting = 135 minutes
Content	Narrative Text
Learning Outcomes (CP)	Listening – Speaking Students use English to communicate with teachers, peers and others in a range of settings and for a range of purposes. They use and respond to questions and use strategies to initiate and sustain conversations and discussion. They understand and identify the main ideas and relevant details in oral texts of discussions or presentations on youth-related topics. They use English to express opinions on youth-related issues and to discuss youth-related interests. They give opinions and make comparisons. They begin to use nonverbal elements (gestures, speed and/or pitch) to strengthen/support the message/information being conveyed. Reading – Viewing Students read and respond to a variety of texts. They read to learn or to find information. They locate and evaluate specific details and main ideas of a variety of texts. These texts may be in the form of printed or digital texts, including visual, multimodal or interactive texts. They are developing understanding of main ideas, issues or plot development in a variety of texts. They identify the author’s purposes and develop simple inferential skills to help them understand implied information from the texts. Writing – Presenting Students write a variety of fiction and non-fiction texts, through guided activities, showing an awareness of purpose and audience. They plan, write, review and revise texts with some evidence of self-correction strategies in writing conventions. They express ideas and use common/daily vocabulary and verbs in their writing. They present information using different modes of presentation in print and digital forms to suit different audiences and to achieve different purposes.
Learning Objectives	Listening – Speaking a. Listening After completing instruction on narrative texts (Listening element), students will be able to: identify the main idea of a narrative text; extract specific details from a narrative text; determine the meaning of narrative-specific vocabulary, including key terms and phrases, and identify synonyms/antonyms within the context of the text; identify the referents of pronouns and other references within a narrative text; infer meaning and draw conclusions from a narrative text; summarize the key events and information in a narrative text. b. Speaking After completing instruction on narrative texts (Speaking element), students will be able to: tell the main idea of a narrative text clearly and concisely; tell specific details from a narrative text accurately; use appropriate vocabulary when retelling a narrative text; pronounce words in a narrative text accurately and with appropriate intonation; deliver a narrative text orally with appropriate pacing and fluency. Reading – Viewing After learning the material of narrative text (through reading and viewing), students will be able to: identify the main idea of a narrative text; locate specific details within a narrative text; determine the meaning of vocabulary specific to narrative texts, including key terms and phrases, and identify synonyms and antonyms of words used within the context of the text; identify the idea or person referenced by pronouns or other references within a narrative text; make inferences and draw conclusions based on information presented in a narrative text.  Writing – Presenting After completing instruction on narrative writing and presentation skills, students will be able to: write a narrative text of 250 words length, integrating well-structured paragraphs—each with a clear topic sentence, supporting details, and concluding sentence—to develop engaging plots featuring a beginning, rising action, climax, falling action, and resolution. apply grammatical conventions and punctuation accurately in their writing, including subject-verb agreement, correct tense usage, and appropriate punctuation; choose appropriate vocabulary to convey their intended meaning; present their narrative text in a video presentation format, demonstrating effective storytelling through clear oral delivery and compelling visuals. To see: English learning outcomes  phase E and F before revision please click here; after revision, click here; and Bloom’s Taxonomy verbs for learning objectives, click here.
Pre-requisite Knowledge/Skills	Mastering vocabulary related to the narrative text being taught.
Pancasila Student Profile Target	Students who are faithful and devoted to God Almighty, demonstrate critical thinking skills, and excel in collaboration.
Learning Model	Cooperative and Technology-Based Learning To know about the Cooperative Learning Model, please click here and the Technology-Based Learning Model for EFL instruction, please click here.
Assessment	individual and group assessments (for learning (quiz), as learning (feedback from students), and of learning (post-instruction test)
Material, Media, Method and Source	A. Material of Narrative Text: Listening-Speaking Reading – Viewing Writing-Presenting B. Media: laptop, TV, and web pages C. Method: Guided Learning D. Source: https://stemagazine.com,  https://www.youtube.com/@SteMagazineDotCom
Learning Activities	Meeting 1 (Listening-Speaking)
Meeting 1-5 Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5	A. Opening Activities (10 minutes) 1. Teacher greets students and invites them to pray together. 2. Teacher checks students’ attendance. B. Main Activities, Listening-Speaking (105 minutes) -Before Listening/Getting Ready (20 minutes) The text (spoken text) for the listening activity is ‘Snow White and the Seven Dwarfs‘. a. Introduce Snow White: Briefly tell students about Snow White. “Today, we’ll listen to the story of Snow White, a princess.” b. Key Words: Teach difficult words in the story so that students understand the upcoming text better. (Play the audio for each vocabulary word, have students repeat it, then discuss the meaning together). Have students listen to the entire audio to reinforce their understanding. c. Prediction: Ask: How do you think Snow White and the seven dwarfs might interact in the story? Will they be friends, or will something else happen between them?” -During Listening/Listening to the Story (25 minutes) a. First Listening (Big Picture): Play the audio once. Ask a simple question: “What is the story mostly about?” (e.g., a princess, a jealous queen, etc.) b. Second Listening (Details): Play the audio again. This time, students listen for specific information. Show them some questions to answer. c. Check Answers: Review the answers together. -After Listening/Talking About the Story (65 minutes) Main Events: Ask 2 students randomly to tell the main things that happened in the story in order. Help them if they get stuck. Vocabulary: Review the difficult words that have been taught earlier. Summarize: Together, create a short summary of the story (2-3 sentences). Tell the summary: Ask 2 students to tell the summary orally. Assessment: To assess students’ deep comprehension on the text, have them complete a quiz. Replay the audio. Please click here to input students’ score. C. Closing Activities (15 minutes) Teacher asks students to reflect on today’s learning, tell the learning plan for the next meeting, and asks them what they expect from the lesson that will be learned in the next meeting. Teacher invites students to close the class with prayer and greeting.
Learning Activities	Meeting 2 (Reading-Viewing)
Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5	A. Opening Activities (15 minutes) Teacher greets students and invites them to pray together. Teacher checks students’ attendance. Teacher introduces the day’s lesson which is narrative text. Teacher tells the learning objectives. Teacher provides an overview of the material coverage and general learning steps. Teacher encourages students to recall previous lessons and connect them with the material to be learned (apperception). B. Main Activities (110 minutes) A. Pre-Reading Activity Teacher explains about narrative text. Students are encouraged to ask questions if anything is unclear. The teacher provides an example of a narrative text for discussion: The Clever Rabbit and the Hungry Lion. Teach students the difficult words of the text to understand the text better. Have students watch a video of The Clever Rabbit and the Hungry Lion. Show them some questions to answer after watching the video, the main idea and the moral value of the story. Assist students to read the text. Use the audio (spoken text), video and the pictures provided to help them understand the text better. Discuss the grammatical aspects of the text with students, and encourage them to identify examples within the text. To assess students’ comprehension on the text, have them finish a quiz. Please click here to input students’ score. C. Closing Activities (10 minutes) Teacher asks students to reflect on their learning experience and share any difficulties they encounter during the lesson. Teacher outlines the learning plan for the next meeting. Teacher invites students to close the class with prayer and greeting.
Learning Activities	Meeting 3 (Writing-Presenting)
Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5	A. Opening Activities (15 minutes) Teacher greets students and invites them to pray together. Teacher checks students’ attendance. Teacher introduces the day’s lesson which is writing-presenting of narrative text. Teacher tells the learning objectives. Teacher provides an overview of the material coverage and general learning steps. Teacher encourages students to recall the previous lessons and connect them with the material to be learned (apperception). B. Main Activities (110 minutes) Divide students to some groups, each consists of 6 students. Have them watch a video of The friendship between an Ant and a Grasshopper. Show them some questions to answer later after watching the video. After watching the video, have students discuss and answer the questions in their groups.  Then a representative of each group presents the answer. Teacher provides feedback to the answers. Using their responses to the questions, have students individually rewrite the story in approximately 200 words, using their own words and style. Instruct them to focus on the characters, conflict, and message while following the structure: Orientation, Complication, Resolution, and Reorientation. Additionally, emphasize the use of the simple past tense and temporal conjunctions. Students submit their works to teacher. Please click here to input students’ score. C. Closing Activities (10 minutes) Teacher asks students to reflect on their learning experience and share any difficulties they encounter during the lesson. The teacher outlines the learning plan for the next meeting. Students are invited to close the class with prayer and greeting.
Learning Activities	Meeting 4 (Writing-Presenting)
Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5	A. Opening Activities (10 minutes) Teacher greets students and invites them to pray together. Teacher checks students’ attendance. Teacher the day’s lesson which is writing-presenting narrative text. Teacher tells the learning objectives. Teacher provides an overview of the material coverage and general learning steps. Teacher encourages students to recall previous lessons and connect them with the material to be learned (apperception). B. Main Activities (110 minutes) Teacher gives back students’ works which have been check and given feedback. Students are asked to revise their works based on the teacher’s feedback. Teacher checks students’ works, once they are good, teacher has students present the works and record them in a video format then submit them to teacher. Please click here to input students’ score. C. Closing Activities (10 minutes) Teacher asks students to reflect on their learning experience and share any difficulties they encounter during the lesson. Teacher outlines the learning plan for the next meeting (having summative test), and invites students to close the class with prayer and greeting.
Learning Activities	Meeting 5 (Summative Test)
Meeting 1 Meeting 2 Meeting 3 Meeting 4 Meeting 5	A. Opening Activities (10 minutes) Teacher greets students and invites them to pray together. Teacher checks students’ attendance. B. Main Activities, Post Test (110 minutes) Teacher distributes questions to students and asks them to work on the summative test questions honestly. The questions are in the form of multiple choices totaling 10 questions with a working time of 25 minutes. Once finished, students submit their works. Together, students’ works are checked, and the answers to each question are discussed. Please click here to input students’ score. Closing Activities (15 minutes) Teacher uses the remaining time to have students share their learning experiences, challenges, and hopes for the next lesson. Teacher outlines the learning plan for the next meeting, then invites students to close the class with prayer and greeting.
Notes
MAN 1 Bandar Lampung, Kampus Ceria Kampusnya Para Bintang

The Complete Material of Narrative Text 1

Content

a. Listening-Speaking

b. Reading-Viewing

c. Writing-Presenting

To check students’ attendance, please click here.

A. Listening-Speaking

a. Before Listening (Getting Ready)

The text (spoken text) for the listening activity is ‘Snow White and the Seven Dwarfs‘

1. Introduce Snow White: Briefly tell students about Snow White. “Today, we’ll listen to the story of Snow White, a princess who is known for her kindness and beauty.”
2. Difficult Words: Teach difficult words in the story. Have students learn the following vocabulary to understand the upcoming text better. (Play the audio for each vocabulary word, have students repeat it, and then discuss the meaning together)

No	Words	Meaning	Pronunciation
1	Captivated	deeply fascinated
2	Collapsed	fell down suddenly
3	Coffin	a box in which a dead body is buried or cremated
4	Cottage	a small house, especially in the country
5	Devastated	extremely upset and shocked
6	Disguised	to change your appearance so that people cannot recognize you
7	Ebony	the hard black wood of various tropical trees
8	Fairest	most beautiful
9	Huntsman	a man who hunts wild animals
10	Jolted	to move or to make somebody/something move suddenly and roughly
11	Lifeless	dead or appearing to be dead
12	Overjoyed	extremely happy or pleased
13	Poisoned	to administer a toxic or harmful substance to a person, animal, or thing, causing injury, illness, or death
14	Sorrowful	full of sadness
15	Wickedly	in an evil or morally wrong manner

Now, have students listen to the entire audio to reinforce their understanding.

https://stemagazine.com/wp-content/uploads/2025/02/21.-The-Rabbit-and-the-Hungry-Lion2.mp3?_=1

3. Prediction: Ask: How do you think Snow White and the seven dwarfs might interact in the story? Will they be friends, or will something else happen between them?”

b. During Listening (Listening to the Story)

https://stemagazine.com/wp-content/uploads/2025/02/Audio-Snow-White.mp3?_=2

1. First Listening (Big Picture): Play the audio once. Ask a simple question: “What is the story mostly about?” (e.g., a princess, a jealous queen, etc.)

2. Second Listening (Details): Play the audio again. This time, students listen for specific information. Show them the following questions to answer.

-What color was Snow White’s skin?

-Why was the Queen angry?

-What did the queen do to Snow White?

-Who helped Snow White?

-What happened to Snow White and the queen at last?

3. Check Answers: After listening, ask students to answer the questions above together/randomly, then review the answers together.

c. After Listening (Talking About the Story)

1. Main Events: Ask 2 students randomly to tell the main things that happened in the story in order. Help them if they get stuck.
2. Vocabulary: Review the difficult words that have been taught earlier.
3. Summarize: Together, create a short summary of the story (2-3 sentences).
4. Tell the summary: Ask 3 students to tell the summary orally.

To assess students’ deep comprehension on the text, have them complete the following quiz. Replay the audio.

https://stemagazine.com/wp-content/uploads/2025/02/Audio-Snow-White.mp3?_=3

To access the quiz, please click here.

Please click here to input students’ score.

B. Reading-Viewing

Narrative Text

A narrative text is a type of text that tells a story. It can be based on real or imaginary events and often follows a structured sequence. Narrative texts are commonly found in fairy tale, legend, fable, myth, mystery, romance, horror, science fiction, etc.

The Social Function

No	Words	Meaning	Pronunciation
1	Baring	Exposing or revealing (e.g., showing teeth).
2	Claimed	Stated something as true without proof
3	Cruel	Willfully causing pain or suffering.
4	Dense	Thickly packed; hard to see through.
5	Deafening	Extremely loud.
6	Demanded	Asked forcefully or authoritatively.
7	Drowned	Died from submersion in water.
8	Enraged	Filled with intense anger.
9	Fury	Extreme, violent anger
10	Hailed	Praised or celebrated enthusiastically.
11	Impatient	Unable to wait calmly.
12	Mighty	Possessing great power or strength.
13	Mistook	Incorrectly identified or misunderstood.
14	Peered	Looked closely or intently.
15	Reflection	An image seen in a mirror, water, or shiny surface.
16	Respectfully	With politeness and deference
17	Ruthless	Showing no mercy; harsh.
18	Sacrifice	An offering, often to appease a higher power.
19	Struggled	Made forceful efforts against resistance.
20	Terrified	Filled with extreme fear.

Now, have students listen to the entire audio to reinforce their understanding.

https://stemagazine.com/wp-content/uploads/2025/02/21.-The-Rabbit-and-the-Hungry-Lion2.mp3?_=4

c. Reading the Text

Have students read the following text carefully to understand the detail content of the story. Play the audio to assist them in reading the text.

The Clever Rabbit and the Hungry Lion

Paragraph 1	Once upon a time, in a dense forest, there was a mighty and cruel lion. Every day, he hunted the animals, making them live in fear. The terrified animals gathered one day and decided to send one animal each day as a sacrifice to the lion, hoping to stop his ruthless hunting.
Paragraph 2	When it was the clever rabbit’s turn, he thought of a plan to save himself and the other animals. He walked slowly toward the lion’s cave, making sure to arrive late. The lion, growing impatient, roared in anger when he saw the rabbit.
Paragraph 3	“Why are you late?” the lion demanded, baring his sharp teeth.
Paragraph 4	The rabbit bowed respectfully and replied, “Oh mighty king, I was on my way here when another lion stopped me. He claimed to be the true king of this forest and refused to let me pass. He said he is stronger than you.”
Paragraph 5	The lion’s eyes widened with fury. “What? Another lion? Show me where he is!” he roared.
Paragraph 6	The rabbit led the lion to a deep well filled with crystal-clear water. Peering into the well, the lion saw his own reflection and mistook it for another lion.
Paragraph 7	Enraged, he let out a deafening roar, but the “other lion” roared back just as loudly. Furious, the lion jumped into the well to attack his rival, only to realize too late that he had been tricked. He struggled in the water but eventually drowned.
Paragraph 8	The rabbit returned to the other animals and told them what had happened. They cheered and celebrated, relieved that they no longer had to live in fear.
Paragraph 9	From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.

Play the audio button below to listen to the audio version (spoken text) of the story above.

https://stemagazine.com/wp-content/uploads/2025/02/22.-The-Rabbit-and-the-Hungry-Lion2.mp3?_=5

Or Watch the video of the text below.

https://www.youtube.com/watch?v=r8KOLux5chA

The Clever Rabbit and the Hungry Lion

Once upon a time, in a dense forest, there was a mighty and cruel lion. Every day, he hunted the animals, making them live in fear. The terrified animals gathered one day and decided to send one animal each day as a sacrifice to the lion, hoping to stop his ruthless hunting.

When it was the clever rabbit’s turn, he thought of a plan to save himself and the other animals. He walked slowly toward the lion’s cave, making sure to arrive late. The lion, growing impatient, roared in anger when he saw the rabbit.

“Why are you late?” the lion demanded, baring his sharp teeth.

The rabbit bowed respectfully and replied, “Oh mighty king, I was on my way here when another lion stopped me. He claimed to be the true king of this forest and refused to let me pass. He said he is stronger than you.”

The lion’s eyes widened with fury. “What? Another lion? Show me where he is!” he roared.

The rabbit led the lion to a deep well filled with crystal-clear water. Peering into the well, the lion saw his own reflection and mistook it for another lion.

Enraged, he let out a deafening roar, but the “other lion” roared back just as loudly. Furious, the lion jumped into the well to attack his rival, only to realize too late that he had been tricked. He struggled in the water but eventually drowned.

The rabbit returned to the other animals and told them what had happened. They cheered and celebrated, relieved that they no longer had to live in fear.

From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.

The Grammatical Aspects of the text

A. Simple Past Tense

The simple past tense is used to talk about actions that happened and were completed in the past.

a. Structure:

👉 Affirmative:
Subject + past verb (V2) + object

• I visited my grandmother yesterday.
• She bought a new dress last week.

👉 Negative:
Subject + did not (didn’t) + base verb (V1) + object

• I did not visit my grandmother yesterday.
• She did not buy a new dress last week.

👉 Interrogative:
Did + subject + base verb (V1) + object?

• Did you visit your grandmother yesterday?
• Did she buy a new dress last week?

2. Common Time Expressions:

• Yesterday
• Last (night, week, month, year)
• Two days ago
• In 2020

3. Regular & Irregular Verbs:

✅ Regular verbs: Add -ed to the base form.

• Walk → Walked
• Play → Played

✅ Irregular verbs: Change form completely.

• Go → Went
• Eat → Ate

Exercise:

Find 10 examples of simple past tense sentences in the text and mention the verbs for each.

B. Action Verbs

Action verbs are words that show physical or mental actions. They tell us what a person, animal, or thing does.

Types of Action Verbs:

1. Physical Actions – These verbs describe things we can see or do.

   • Run, jump, eat, write, dance, swim
   • Example: She runs every morning.

2. Mental Actions – These verbs describe things that happen in the mind.

   • Think, believe, remember, understand, decide
   • Example: He believes in hard work.

Action Verbs in Sentences:

🔹 The cat chased the mouse.
🔹 We finished our homework.
🔹 She thought about the problem.

How to Identify an Action Verb?

👉 Ask yourself: “Can someone do this?”

• Example: Sing → Yes! (It’s an action verb.)
• Example: Beautiful → No! (It’s an adjective, not a verb.)

Exercise 

Find 10 action verbs in the ‘The Clever Rabbit and the Hungry Lion’ text.

C. Temporal Conjunction

Temporal conjunctions are words that connect two clauses and show time relationships between events. They tell us when something happens.

Common Temporal Conjunctions:

• Before → I ate dinner before I went to bed.
• After → We will play after school.
• When → She was happy when she saw her gift.
• While → I listened to music while studying.
• Until → Wait here until I come back.
• As soon as → Call me as soon as you arrive.
• Since → He has been quiet since the meeting started.

Examples in Sentences:

🔹 We stayed inside because it was raining. ❌ (Not temporal)
🔹 We stayed inside until the rain stopped. ✅ (Temporal)

How to Identify a Temporal Conjunction?

👉 Ask: Does this word show time?

• Yes: “After” → Shows when something happens. ✅
• No: “Because” → Shows reason, not time. ❌

Exercise 

Find the example of temporal conjunction in the ‘The Clever Rabbit and the Hungry Lion’ text.

Exercise

To assess students’ comprehension on the text above, have them finish the following questions.

The Clever Rabbit and the Hungry Lion

Once upon a time, in a dense forest, there was a mighty and cruel lion. Every day, he hunted the animals, making them live in fear. The terrified animals gathered one day and decided to send one animal each day as a sacrifice to the lion, hoping to stop his ruthless hunting.

When it was the clever rabbit’s turn, he thought of a plan to save himself and the other animals. He walked slowly toward the lion’s cave, making sure to arrive late. The lion, growing impatient, roared in anger when he saw the rabbit.

“Why are you late?” the lion demanded, baring his sharp teeth.

The rabbit bowed respectfully and replied, “Oh mighty king, I was on my way here when another lion stopped me. He claimed to be the true king of this forest and refused to let me pass. He said he is stronger than you.”

The lion’s eyes widened with fury. “What? Another lion? Show me where he is!” he roared.

The rabbit led the lion to a deep well filled with crystal-clear water. Peering into the well, the lion saw his own reflection and mistook it for another lion.

Enraged, he let out a deafening roar, but the “other lion” roared back just as loudly. Furious, the lion jumped into the well to attack his rival, only to realize too late that he had been tricked. He struggled in the water but eventually drowned.

The rabbit returned to the other animals and told them what had happened. They cheered and celebrated, relieved that they no longer had to live in fear.

From that day forward, the forest was peaceful, and the clever rabbit was hailed as a hero.

Content

a. Listening-Speaking

b. Reading-Viewing

c. Writing-Presenting

C. Writing-Presenting

a. Divide students to some groups, each consists of 6 students. Have the students watch a video of the friendship between an ant and a grasshopper. Show them the following questions:

1. What do you think of the story?
2. Who are the characters of the story?
3. What are the traits of each character in the story?
4. What is the main conflict of the story?
5. What is the message or moral value of the story?

b. After watching the video, tell them to discuss and answer the questions in their groups.  Then a representative of the group tell the answer. Teacher provide feedback to the answers.

c. Using their responses to the questions, have students individually rewrite the story in approximately 200 words, using their own words and style. Instruct them to focus on the characters, conflict, and message while following the structure: Orientation, Complication, Resolution, and Reorientation. Additionally, emphasize the use of the simple past tense and temporal conjunctions.

d. Submit the work, teacher check them, provide feedback, students revise the text using feedback from teacher.

e. Ask students to present their work, record it in video format and post it on their social media.

Content

a. Listening-Speaking

b. Reading-Viewing

c. Writing-Presenting

The Listening Quiz

Content

a. Listening-Speaking

b. Reading-Viewing

c. Writing-Presenting

Metaphorical Expressions

Have you ever heard someone say, “Time is money” or “He has a heart of stone”? These are examples of metaphorical expressions. Metaphors make language more colorful, interesting, and expressive. They help us understand complex ideas by comparing them to things we already know. In this article, we will explore what metaphorical expressions are, why they are important, and how they are used in everyday life.

What Are Metaphorical Expressions?

A metaphor is a figure of speech that describes something by saying it is something else. It does not mean that the two things are literally the same; instead, it suggests a comparison to create a deeper meaning. For example, when we say, “Life is a journey,” we do not mean that life is literally a road with a starting point and an endpoint. Instead, we mean that life has ups and downs, choices to make, and lessons to learn, just like a journey.

Metaphorical expressions are phrases that contain metaphors. These expressions are commonly used in both spoken and written language to add emphasis and creativity. They help make our communication more vivid and engaging.

Examples of Common Metaphorical Expressions

Metaphors are everywhere! Here are some common metaphorical expressions you might hear in daily life:

• “Break the ice” – This means to start a conversation in a social situation.
• “A piece of cake” – This means something is very easy to do.
• “The world is a stage” – This suggests that life is like a play, and people are like actors performing different roles.
• “Spill the beans” – This means to reveal a secret.
• “Under the weather” – This means feeling sick.

Why Are Metaphorical Expressions Important?

Metaphors are important because they help us express ideas in a more powerful way. Here are some reasons why they are valuable, along with simple examples:

1. They Make Language More Interesting – Metaphors create strong images in our minds, making what we hear or read more memorable.
   • Regular sentence: “She is a very kind and caring person.”
   • Metaphor version: “She has a heart of gold.”
2. They Make Abstract Ideas Easier to Understand – Some concepts are difficult to explain directly, but metaphors can make them clearer by linking them to something familiar.
   • Regular sentence: “She stayed calm and didn’t let her emotions take over during the argument.”
   • Metaphor version: “She was the rock in the storm.”
3. They Add Emotion to Language – Metaphors can make words more impactful by appealing to emotions.
   • Regular sentence: “He was very sad after losing his best friend.”
   • Metaphor version: “His world came crashing down.”
4. They Are Used in Many Fields – Metaphors are not just for literature; they are used in science, business, sports, and even everyday conversation.
   • In Science: Regular sentence: “Cells work together in a system.”
     • Metaphor version: “Cells are the building blocks of life.”
   • In Business: Regular sentence: “Our project is progressing well.”
     • Metaphor version: “Our project is gaining momentum.”
   • In Sports: Regular sentence: “The team performed exceptionally well in the final match.”
     • Metaphor version: “The team hit a home run in the final match.”
   • In Everyday Conversation: Regular sentence: “She is handling too many tasks at once.”
     • Metaphor version: “She has too many balls in the air.”

Metaphors in Literature and Poetry

Writers and poets love using metaphors to create deep meanings in their works. William Shakespeare, for example, frequently used metaphors in his plays. One famous example is from As You Like It, where he writes, “All the world’s a stage, and all the men and women merely players.” This means that life is like a play, and we all have different roles to perform.

Poets also use metaphors to express emotions and ideas beautifully. For example, in Robert Frost’s poem The Road Not Taken, the “road” represents the choices we make in life.

How to Use Metaphors in Everyday Life

You don’t have to be a poet to use metaphors! You can easily include them in your daily conversations and writing. Here are some tips:

1. Think of a Comparison – If you want to describe something, think of an object or idea that shares similar qualities.
2. Be Creative – Don’t be afraid to use your imagination! Metaphors can be fun and unique.
3. Use Common Metaphors – Many metaphorical expressions are already well-known, so using them makes communication easier.
4. Practice – The more you use metaphors, the better you will get at them.

Metaphorical expressions are a powerful tool in language. They make our speech and writing more expressive, memorable, and engaging. Whether you are telling a story, giving a speech, or just chatting with friends, using metaphors can make your words come alive. So, next time you want to describe something, try using a metaphor—you might just find the perfect way to express yourself!

 

How to Place ‘Search Box’ (CTRL+F) in a Single Web/Page Post in WordPress

To add a search box in a WordPress post or page, you can follow these steps:

1. Install the plugin called Search in Place, activate it, and make some settings if necessary.
2. Find the following code: [search-in-place-form in_current_page="1"]
   in the settings area, then copy the code and paste it in your post or page (text mode) where you want to display the ‘Search Box’.
3. Here is the result:
   
   Search for:
4. You can search for any words/phrases within the post.