News Item

1. Analysis of the "Inverted Pyramid" Structure

The teacher guides students to identify the elements of the text based on their level of importance:

• Lead (Newsworthy Event): The first paragraph read by the Anchor.

  • Core: ................................

• Body (Background Events): Detailed explanation of the technology.

  • Core: ................................

• Tail (Sources & Future Outlook): The closing section and quotes.

  • Core: ................................

2. Linguistic Feature Analysis (Language Features)

The teacher provides specific examples from the text to highlight the characteristics of news language:

• Reporting Verbs: Used to recount what others have said or announced.

Answer : .................................

• Passive Voice: Used to focus on the object (the nanobots) rather than the person performing the action.

Answer : .................................

• Direct & Indirect Speech: Distinguishing between actual quotes and summaries of information.

Answer : .................................

3. Interactive Listening Activity: "The Anchor's Tone"

Based on the audio above 

1. Identify the Sources: ....................

2. Highlighting Numbers: ....................

3. Vocabulary in Context: 

The teacher asks, "What does 'invasive surgery' mean in the context of this report?" 

Student answer: ....................

4. Interactive Discussion

Teacher: "Why doesn't this news report stop at the third paragraph after mentioning that 95% of patients recovered?"

Student: ....................

 Teacher: "Exactly. Good journalism provides perspectives from both the supporters (Dr. Thorne) and those who are cautious (the bioethicists)."

1. Structure Analysis: "Lead – Body – Source"

The teacher demonstrates how a news story is organized based on the urgency of information:

• The Lead (Main News): Focuses on the most recent and vital event.

= ...................................

• The Body (Disaster Details): Supporting data to provide a clear picture of the disaster's scale.

= ...................................

• The Sources (Authorities & Warnings): Information from official parties.

= ...................................

2. Linguistic Feature Analysis

• Action Verbs (Cause & Impact): Triggered, overflowing, .................... , .................... .

• Adjectives of Quantity (Statistical Data): .................... , hundreds of hectares, up to 2 meters.

• Specific Nouns (Locations & Technicalities): Regency, .................... , levee (tanggul),.................... 

• Connectives (Sequence & Emphasis): Furthermore (to add other impacts), .................... 

3. Interactive Listening Activity: "The Reporter’s Notebook"

Students play the role of assistant news editors who must verify data through listening:

1. Fact-Checking: 

The teacher reads the section "The flood disaster... significantly expanded." 

Students must write down who the source of the data is .....................

2. Highlighting the "Why": 

The teacher asks, "What was the additional cause that worsened the flood besides the rain?" 

Students answer after listening: .................... 

3. Future Prediction: Students listen to the final section (BMKG). 

The teacher asks, "When does the peak of the rainy season end?" 

Students answer: .................... 

4. Interactive Discussion

Teacher: "Notice the sentence 'Our priority is the safety of the residents.' Why is it important to include this direct quote from the BPBD?" 

Student: .................... 

Teacher: "Great. In a News Item, a quote from a source provides a human element and authority to the story."